Fall of the Ottoman Empire and Modern Events

Fall of the Ottoman Empire and Modern Events The Ottoman Empire was one of the world’s most enduring empires, surviving for 623 years under 39 sultans beginning with the empire’s namesake, Osman I, and formally ending with the foundation of the modern republic of Turkey on October 29, 1923. Even though the end of the Ottoman Empire can be identified with a specific date, like the Romans and Byzantines before them the Ottomans suffered a long period of stagnation and decline, and one common theme that connects most of the factors that contributed to the demise of the empire is the economy. Interference from foreign powers, ethnic and sectarian unrest among the empire’s diverse population, and political infighting among the Ottoman ruling class all played a role in bringing the empire to an end, and all were caused, in one way or another, by economic circumstances. Looking at these factors today, many parallels with events in our own time become apparent, which, depending on one’s point of view, can be either a hopeful sign for our own future or a warning about the folly of letting history repeat itself. A Bad Business Model The Ottoman Empire suffered from a historically inevitable problem that affects every empire: as it expanded, reaching its greatest extent in the mid-17th century, its political administration became increasingly decentralized. It was only natural for the Ottomans, as a hereditary monarchy, to treat leadership positions in the provinces and small political units as a form of patronage for key supporters of the throne, but they also recognized the danger of letting local power grow too much. Thus it was typical for leaders to be appointed to positions far from their homes: Muhammad Ali, for example, the founder of modern Egypt, was an Albanian military commander. In theory, the outsiders placed as local leaders should have owed their allegiance to Istanbul rather than the local elite being made subjects of the empire; in practice, however, local rulers were given so much authority – such as responsibility for tax collection, local defense, and infrastructure development – that they had little reason to be loyal to anyone but themselves: Muhammad Ali is perhaps the best example of this; appointed Viceroy of Egypt by the Sultan after coming out on top of a fierce and confusing struggle among tribal leaders and Ottoman officers in the province, Ali found himself strong enough to challenge the Ottomans directly while nominally remaining loyal to the empire. His power grew to the extent that the British, French, and Russian governments agreed to impose a declaration of Ali’s hereditary rule in Egypt on the Ottoman government in 1841. The Ottoman Empire essentially became a loose confederation of relatively strong little kingdoms; loyal to Istanbul when it suited their purposes, but otherwise practically independent. Read more about history essays: 50 Ideas for History Essay Topics US History Essay History Essay Writing Further eroding the ability of the Sultanate to effectively manage the empire was the basic economic model, the waqf, underlying its public administration. Waqf is an Islamic principle whereby property is made â€Å"inalienable† by a grant of its owner, with whatever profits arising from the property afterward being devoted to charity in accordance with Islamic tradition. In the Ottoman Empire, the waqf was used for most public works – roads, ports, hospitals, and other public facilities – rather than these things being developed directly through tax revenues; the justification for this was that the Sultanate, as the nominal leadership of the Muslim faith (or at least most of it) was a worthy recipient of the waqf as it ensured the â€Å"profit† was used for the greater good of the Ottoman people. The problems with this model is that first of all, it left the administration of public works in private hands, and second, it was wholly insufficient for the empire to keep up with its European rivals in terms of economic development. Moreover, it further eroded the opportunities for the Sultanate to collect taxes since many waqf grants were made as payments in kind. An Empire Drowning in Debt Lacking a sufficient resource base, the Sultanate was increasingly forced to turn to foreign borrowing to fund its administrative functions and military expenditures. Unrest throughout the Ottoman Empire and a seemingly-endless string of military adventures involving the other European powers sapped what financial resources the Sultanate had left; between the end of the Crimean War in 1854 and the accession of Abdulhamid II in 1876, debt service grew to account for roughly half of the empire’s yearly income. The Vienna stock market crash of 1873 and the ensuing â€Å"Long Depression† was the proverbial straw that broke the camel’s back – the new Sultan was forced to declare bankruptcy, which in turn helped to provoke another brief, disastrous war with Russia, the end of which in 1878 further eroded Ottoman financial strength by removing about 20% of its population and 40% of its remaining territory. In 1881, frustrated European powers established a Public Debt Commission in Istanbul to oversee the repayment of the Ottoman’s foreign debt. The taxes levied by the Commission created dire economic hardship in the empire, driving up prices on all manner of goods and services, and further reducing the Sultanate’s revenue base – for example, the entire yearly tribute or treaty payments of Bulgaria, Greece, Cyprus, and Montenegro were collected by the Commission instead of the Ottoman government. Modern Parallels By 1908, a growing rebellion within the Ottoman military forced Abdulhamid II from the throne, and within the next few years the outbreak of World War I put the final few nails in the Ottoman Empire’s coffin. What is most interesting about the decline of the empire in the years leading up to the revolution of 1908 and the disastrous outcome of the First World War is how many of the critical problems suffered by the Ottoman Empire seem to be repeating themselves. Countries such as Greece and Spain find themselves mired in foreign debt, and at the mercy of European powers’ direction of their sovereign economies. All around the world, in developing nations as well as highly-developed countries like the US, increasing privatization of public institutions has not only led to an erosion of public services but paradoxically, less efficient collection and spending of public revenues. And while the entire world struggles with economic threats to sovereign stability, small – but expensive – military conflicts persist in draining countries’ resources. The hopeful outlook would be that by studying the decline and collapse of the Ottoman Empire, we could learn how to avoid the same pitfalls; history suggests that humanity on the whole, however, may not be all that good at learning from its own mistakes.

Child Abuse Research Paper Example | Topics and Well Written Essays - 250 words

Child Abuse - Research Paper Example very reality that all these kinds of violence not only leave indelible destructive imprints upon their innocent minds, but also such kind of obnoxious behavior may put their future in grave jeopardy. The researches reveal the very fact that domestic violence and child abuse not only adversely tell upon the process of cognitive development among children, but also they wide open the avenues towards juvenile delinquent behavior and perversion for the future years to come. Exposure to violence can result in ‘regressive’ symptoms such as increased bedwetting, delayed language development and more anxiety over separation from parents (cited in Margolin & Gordis, 2000). Researches also show that sexual exploitation of the innocent children, at the hands of the adult members of society, destroys their mental capabilities, and remain as the terrifying part of the bitterest memories of their life, which haunt their minds and cause their psychological collapse even during their adulthood and later part of their life. Researches also prove the bitter reality that the individuals, who had become the victim of physical or sexual abuse in their childhood, lead mentally retarded and highly disturbed life in their grown years. They remain prey to some invisible danger hanging like a sword on their head, which takes long time for recovery. Hence, the convalescence procedure of the victims of child abuse is technically very difficult and time-taking one. The psychologists suggest counseling, medicines consumption, therapeutic measures and consoling from family members, teachers and friends for the complete recovery of the victims of child abuse. Hence, child abuse serves as an infamous mar as well as a shameful curse on the very face of society, which may produce perverts, offenders and criminals to challenge the very peace and stability of the social establishment at large. In the nutshell, children become victim of abuse at the hands of family members, teachers, peers,

Human Resource Management in the Uk Essay Example | Topics and Well Written Essays - 1500 words

Human Resource Management in the Uk - Essay Example The HR department must know how to measure performance in a global setting. The HR staff must pursue talent management initiatives for executives. The HR staff must revamp organizational capabilities and competencies to enhance the performance of company employees. The HR department must help the employees identify with and actively push for corporate global brands. In addition, international joint ventures, transfer of knowledge and foreign direct investment also pose several challenges to HR staff. The recurrent challenges refer to subsidiary to Company Headquarters relations and the management of expatriate employees. (Sparrow et.al., 2004). The effective deployment of human resources is a strategy which helps firms attain competitive advantage. The HR departments of UK companies respond to the needs of the firms as these participate in global competition. (Sparrow, et. al., 2004). Most UK companies start operations in the domestic marketplace. This set-up demands that all of the firm's facilities, employees, and customers within the boundaries of one country. In this context, employees may differ to a certain degree in terms of their regional or ethnic origins but the pool of employees is homogeneous. International firms consider their international markets as part of their domestic operations. This strategy requires that firms enter international markets by building production facilities in foreign countries. Multinational firms build facilities in different countries to make use of costs and production efficiencies. The HR problems tackled by multinational companies are similar to those faced by international companies. The HR department needs to consider the cultural, financial, legal, and economic linkages of several countries. (Sparrow, et. al., 2004). Transnational firms utilize modern, high quality products and services at minimum costs. These firms combine the strength of global efficiencies with local responsiveness. Transnational companies specialize in economies of scale and emphasize flexibility and mass customization of products. In this set-up, HR systems should encourage flexible production create synergies through the cultural differences. Multinational firms locate facilities in a particular country to tap that country's market. The transnational firms take into account the cultures, political, legal and economic framework to choose locations around the globe. These firms have multiple headquarters spread across the globe, which redounds to less hierarchy, hence, emphasizing decision-making. These HR systems attract, train and retain executives who are not only competent in cross-border transactions but are also competent in decision-making in flattened organizations. In a transnational firm, the HRM issue is to identi fy strategic advantages of a given set of labor resources. (Sparrow, et. al., 2004).In a study by Deirdre McCaughey and Nealia S. Bruning (2005) global corporations such as McDonalds and Hewlett Packard derive more than 60% percent of their revenues from international operations. The HR departments of these companies hire employees for foreign assignments as a strategic human resource strategy (Brewster, 1997). The assignment failure of expatriate employees is due to the failure of the HR Department to provide training to engage with people from varying cultures. Other

Steve Job's success and his (responsibilities) as a leader for do Assignment

Steve Job's success and his (responsibilities) as a leader for do changes to face the external environment changes - Assignment Example For example, when he became the Apple CEO, the company started manufacturing an unsystematic assortment of computers and peripherals. However, through his leadership, Jobs cut down the production of a myriad of products and instead urged his team to focus on making only four computers, and this was a success (Emerald, 2002). As a transformational leader, Steve Jobs took his responsibility from the end to end. In particular, he not only created a new vision for the company but was also involved in institutionalizing the change (Eisenbach, Watson & Pillai, 1999). He knew that in order to gain simplicity in Apple devices was to ensure a seamless integration of the hardware, software and other peripheral parts (Isaacson, 2012). Consequently, he was involved in fulfilling this in the Apple products that were produced. In a nutshell, Steve Jobs provided a clear responsibility and priorities with extensive communication and freedom to improvise. He experimented with ideas and also linked his projects to the future with predictable intervals (McKnight, 2013). Steve Jobs was able to change the culture of Apple from being quantity focused on quality focused. In particular, he was able to create a small manageable product portfolio that ended up attracting huge revenues for the company. In the first place, he recognized the need for change in the way things were done at Apple. The recognition came from the fact that Apple was having declining sales figures and posting poor financial results. Consequently, he provided a vision of the company’s future about the need to turn things around and make Apple profitable (Schein, 1996). Upon communication of his vision for the company, Jobs began seeking for solutions from members who agreed on reducing the company’s product portfolio and concentrating on improving quality of the remaining products. The reduction also meant to lay off of workers to manageable levels

Health Benefits of Corn Oil

Health Benefits of Corn Oil Sulaiman Alghunaim What Oil We Should Avoided to Live Healthy Corn oil is an oil which is extracted from the grains of corn, also known as maize. This oil has a various usage but mostly popular for cooking and frying. This oil is relatively inexpensive than other cooking oil. Margarines are often made of corn oil although other oils are used as well. Other than being used just as a cooking oil, corn oil has a lot of industrial uses. Corn oil can be used as ethanol and can act as bio-fuel and it is also a renewable source of energy. It is often said that corn oil is very healthy compared to other cooking oil in so many ways. There is a lot of usefulness of corn oil. We can feel the necessity of corn oil in many sectors. This oil is used as ethanol which is a bio-fuel and used in motor vehicles as a replacement of gasoline. In addition to that, Government laboratories researchers have discovered a way to convert corn oil into commercial chemicals that are now made of petroleum. However, all these advantages are in terms of commercial usage. Corn oil can be used as a bio-fuel and corn oil can also be used in chemical industry. However, using corn oil as a cooking oil is not a very good choice. People use corn oil with the notion that it is healthy and since it is relatively cheaper than other cooking oils. But they are terribly mistaken. Corn oil is very bad for our health. Corn oil is a hydrogenated oil. It means that the corn oil is hydrogenated before it is ready to be used. Manufacturer goes through the process so that the oil does not expire. In this process, trans fats get generated as well. Many doctors declares that trans fat is one of the most dangerous types of fats, although, they are not exactly certain why the addition of hydrogen in oil generates trans fats. Many food manufacturers use corn oil in their manufacturing process so that the food does not expire and have a less greasy feel. Corn oil is almost impossible to use without being hydrogenated. Trans fats raises what is known to be the bad(LDL) cholesterol and lowers what is know to be the good(HDL) cholesterol. When the level of bad cholesterol goes up and the level of good cholesterol goes down, there are higher chances of heart diseases which can also cause death. Moreover, Scientists believe that addition of hydrogen to corn oil makes a human body difficult to digest. Human body recognizes trans fat as saturated fat and so, our body can intake this kind of fat but due to this fats, our digestive system gets dysfunctional. That was just one phase of the problems of consuming corn oil. Corn oil is also a culprit in causing cancer. Polychlorinated Biphenyls (PCBs) have been related with cancer for decades. Since the late 1990s, evidence has also linked the pollutants to cardiovascular disease among workers with long-term exposure to PCBs in electrical equipment. Bernhard Hennig of the University of Kentucky in Louisville and his colleaguesran experiments on mice. In a four week experiment, the fed corn oil to a group of mice and then injected each of them with a dose of PCBs. Those PCBs damage to cells lining blood vessels. At the end of the experiment the team analyzed the animals blood and tissues. They came with a conclusion that the damage of cells lining blood vessels increased the buildup of artery-clogging in heart disease and worst of all can also cause cancer. Most people argue how corn oil is very healthy. Scientifically, corn oil is very unhealthy. Some people think that it lowers the cholesterol level. Just like previously said, it lowers the good cholesterol and raises the bad cholesterol. In 2003 ACH food companies made a qualified health claim for corn oil. FDA OKs that petition. They made the claim that one table spoon of corn oil per day which is 16 grams is not bad for health, that is in fact good for heart. They also added that this 90 calorie is not a deal breaker and people consume more trans fats within their meal even if they do not use corn oil. Their objective was to achieve the possible benefits from corn oil. They also made this claim that most of the Americans are getting obese from their regular unhealthy diet plan. It is not just the corn oil itself that is making them overweight. They tried to convince that one table spoon of corn oil a day is a fair amount. It does not cause overweight. The claim that ACH made was wrong and misunderstood. Lets start with the explanation of being overweight. Overweight has been a common problem all over the world. People who do not eat healthy are more likely of having overweight issues. That is true. But in the past few decades, scientists have been observing people who eat healthy but still weighs more than what they should. They often complain about being overweight even though they eat healthy cooked food at home and they eat just the right amount. The problem is not just what they eat, the problem is what they use to cook the food with. Scientists have observed that most of the people eating healthy with obesity problems, use corn oil in cooking their meal. They have found that people in England has put on a lot of weight than they were 50 years ago. Now, they are 19 kilograms(three stones) heavier than they were before. The reason being, consuming corn oil is making people obese. Corn oil contains trans fat, which was previousl y discussed that it causes heart disease and is also a reason why people have obesity problems. Corn oil not only makes people fat but also, in our brain, it activates something called orexin neurons. Orexin is a Greek word for appetite. It is a very sensitive part of our brain and consuming corn oil activates orexin neurons and that enables man to eat a lot more than the right amount. Moreover, with the activation of this part of brain, people tend to be more laze, people tend to sleep more and get tired from their regular activity. It is believed that unbalanced eating with little or no physical activity is an adamant way of getting fat and so people gain weight. Being one of the cheapest cooking oil, corn oil is vastly used in junk foods. Most of the fast food restaurants and most of the packaged and canned snacks are made with corn oil. Those food are dangerous for health. First of all, those food are all made with cheap unhealthy ingredients and then the oil they use to make them. In these cases, corn oil cannot be used less. When the ingredients are fried or cooked, in a process, it needs a lot of oil. People without realizing, consume these food and slowly kill themselves. But sometimes people with lower income do not have a choice, so they have to make the decision to cook food with corn oil or eat junk food that is made of corn oil which is a very unfortunate case. Corn oil contains what is known as the omega-6 fatty acids also known as polyunsaturated fatty acids. Scientists say that this particular type of fatty acid is very essential for our body. It is one of our bodys necessity especially for our brain functioning and also it helps in stimulating skin and hair growth, maintaining bone health, regulating metabolism, and also maintaining our reproductive system. These facts are very true about omega-6. British Journal of Nutrition, however, thinks the opposite. They have narrowed down the whole concept of omega-6. Again, it is true that omega-6 fatty acid is very essential but it cannot process in our body alone. It goes trough our body along with omega-3 fatty acids. And in our body omega-6 fatty acids and omega-3 fatty acids has to somewhat balance to work. In fact, some studies suggest that elevated intakes of omega-6 fatty acids may play a role in Complex Regional Pain Syndrome. In a regular American diet, it is found by the studies that they intake fifteen to twenty five times more omega-6 fatty acids than omega-3 fatty acids. As a consequence, they have a risk of developing heart disease. Nevertheless, in a Mediterranean diet has a balance between the omega -6 fatty acids and omega-3 fatty acids. Studies show that people following this diet are less likely of developing a heart disease. Although, people following this diet use little or no oil in their food. Krafts Foods is looking for a solution to get rid of the trans fat. Wilson and his team of food scientists and engineers have invested thirty thousand hours and tried to convert the cookie we know and love as oreo that has no trans fats meaning no corn oil with the taste of it unchanged. They have tried over 200 recipes in 100 different trials and they said that the formulation was very critical. Wendys on the other hand has found a solution to the problem with trans fats. They have replaced corn oil with one of their new non-hydrogenated oils. A large order of Wendys fries trans fats has dropped from 7 grams to 0.5 grams which is a indubitable success and happened just by replacing corn oil with their new non-hydrogenated oil. They have made fortune out of this. They had the highest revenues that year. This revolution has left number one McDonalds in the dust. People who are somewhat health conscious and has to eat fast-food as a fast alternative of food, prefer Wendys than other fa st food restaurants. As days are changing, new technologies are bringing us new gifts. So corn oil is not the only viable option for us. There are alternatives. In conclusion, we can say that corn oil is very bad for our health. All the harms that it does to our body is cruel. And the worst of all, it causes death. In order to live a healthy and better happy life we should avoid corn oil as much as we can and by all means we should be aware of the harms of corn oil. Work Cited Horovitz, Bruce. Wendys will be 1st fast foodie with healthier oil.USA today8 June 2006: n. pag. Unmesh, Kher , Caplan Jeremy, Kettmann Matt, Kristin Kloberdanz, and Liston Barbara. Target: Trans Fats..  TIME24 Oct. 2005: 53-54. FDA OKs Corn Oil Claim..  Tufts University  Health Nutrition Letter  25: 3. D, Parsell. Fat Fuels  PCB  Damage..  Science News  10 Oct. 2004: 245-246. Cann, Sara. 4 Healthy Food Offenders..  Mens Health  1 Aug. 2011: 130. Print. Corn could replace oil in making chemicals..  Christian Science Monitor  4 Feb. 1997: p9.

College Education is the Best Investment Essay example -- College Educ

The Value of a College Education Why is it important to achieve a college degree, certificate or diploma? Generally speaking, what is the importance of having a college education? This is a question that I have been debating and fighting with myself for the past five years. Is it because with a college education a person can get a better job, earn more money and ensure himself of a better life? Or is the whole concept of college a fraud and a scam to manipulate individuals in feeling inferior without it? In this paper, I am going to enlighten you of the pros and cons of having a valid college education and what it means to me. Senator John Kerry said in a 2004 presidential debate that â€Å"Our college students represent only 20 percent of our population, but they are 100 percent of our future. They are our greatest investment, and we must help them understand the importance of investing in their selves.† Today a college education is something to be treasured. In both earning potential and learning potential, a college education is worth every dime and penny. Just like any investment, a college education requires planning, saving, and perhaps some sacrifice. But it is an investment that will continue to pay you back for a lifetime. Individuals with a college education have better job opportunities, earn more money and develop skills and knowledge that can never be taken away. So in agreeing with Senator Kerry, making the investment of a college education is the greatest investment we will ever make. By attending college, students guarantees themselves a better job that the average Joe. Because the world is changing rapidly, and many jobs rely on new technology, more jobs require education beyond high school. With a college education, an individual will have more jobs from which to choose. In addition to obtaining a better job, people who go to college usually earn more money than those who do not. College furnishes you with proper credentials and documents to land high-level jobs. Figures from an A&E television program on ‘The Working Class’ show that in 2004 the average earnings were $23,895 for a high school graduate and $41,478 for individuals with a bachelor’s degree. Getting a college education is simply a stepping stone in ensuring yourself with a good start in life. Some may agree that college students are open minded and knows exactly how to expre... ...tion was only for the rich and powerful. Now it is available to everyone, this will have many advantages for our country, our people, and even our world. I definitely believe that it is impossible to be overeducated. The more people are educated, the better the world will be, because people will be able to discuss and exchange ideas. Another pro is that people with degrees have many more opportunities. They can take a wider variety of jobs and do what they enjoy doing, instead of being forced to take a job they dislike. Finally, although there are undoubtedly some problems with college as a business, I feel strongly that each and every individual can excel and gain from having a college education. A college education is the most valuable tool we can use; it’s a foundation that will carry anyone through a successful life. Remember Senator Kerry’s words on making a college investment your most important investment. We may only be 20 percent of the population today, bu t what we do and the choices we make are going to determine the future. And to me, a college education is a sound investment. An investment that with great dedication and determination will reap the very best rewards!

EMA: Professional learning: reflecting and planning. Essay

I have been a qualified childcare worker since 1997 and thoroughly enjoy the work that I do, however I feel that it’s only since October 2013 when I started my E100 The early years: Developing practice course that I have have truly developed as a practitioner. I have more knowledge and understanding about what I carry out with the children and the reasoning behind it. Throughout this EMA I plan to analyse the way in which I have developed as a practitioner during the past year. Currently, I work in an extended day care establishment in an urban area of Glasgow. There are around currently 120 children attending on a daily basis and around 85% attend on a full time basis. Our establishment operates 50 weeks a year and is open from 7:30am until 18.00pm. There is currently 35 staff ranging from Head of Centre, Depute head of centre, team leader and child development officers. There are 4 main playrooms, 0-1 room, 1-2 room, 2-3 room and a 3-5 room. I work within the 1-2 year old ro om and there are 12 full time children with 4 full time staff, working on an 1:3 ratio. The curriculum framework that we use is the Pre Birth to Three: Positive outcomes for Scotland’s children and families. The Pre Birth to three curriculum framework aims to give Scotland’s children the best possible start in life. It’s based around four key principles: Rights of the child, Relationships, Responsive Care and Respect. It aims to improve and also enhance our evidence based practice by building on our own knowledge of current research and our work with babies, young children and their families. There are nine features which have been identified to put the key principles into practice. These are Role of Staff, Attachments, Transitions, Observation, planning and assessment, Partnership Working, Health and Wellbeing, Literacy and Numeracy, Environments and Play. All of these key principles and features of practice are interrelated and interdependent. (Learning Teaching Scotland 2010) Part of my job is also about being responsible for my own professional development. If I have a particular interest in a subject that I feel could develop my knowledge further then I need to source all the information possible and carry out what’s needed. Peter Moss in chapter 18 of reader 2 offers his own views on  an alternative direction for childcare workforce. He pursues the the idea of a democratic and reflective professional, instilled with a number of core values and working in an integrated, inclusive and democratic childhood centre. (Moss,P. 2008) I can see where Peter Moss is coming from in his views as I believe that young children are more likely to learn more from individuals who are knowledgable and well trained and who also enjoy the job that they do. Reflecting on practice is an extremely important aspect of professionalism in all areas of the early years section. Reflective practice involves interacting with, responding to and making links between theories, frame works, literature, policy and practice. It’s seen as a collaborative process of learning, growth and development. It also gives us the opportunity to provide opportunities to discuss issues productively. We nowadays live in a time of rapid change in terms of how childhood is thought of and experienced. This now means that we have to question our actions at every given opportunity as well as the need for a deeper understanding of learning and development. Reflective practice involves what Donald Schon called ‘reflection in action and ‘reflection on action’. (Schon, 1983). I believe this to very true on a day to day basis as there are certain experiences that will change during the course the activity itself and at other times there are experienc es that you would change if they were to be done again. I’ve noticed a change in my practice over the last year. I feel as though I have a better understanding of why I do what I do. An example of this is regarding Attachment theories. They have always been of interest to me but over the last year I’ve found myself having a clearer understanding of how these theories work! John Bowlby highlighted the significance of young children establishing a strong emotional attachment to a significant adult and the influence that it can have on them as they develop their own relationships during the years. (Bowlby,1958) I always thought I had understood this theory but on reflection from research I’ve done during my time on the the E100 Developing Practice course i realise that perhaps I didn’t have a full understanding of  it. I now know that a secure attachment is vital when working with young children.This is something that John Bowlby believed in as he suggested that babies have a predisposition to stay close to their caregivers. When I am settling a New child into the playroom I will work very closely with both children and parents as I now realise that it is vitally important for me to provide an environment that allows for both space and sensitivity to enable the child to gradually settle into the nursery environment. I feel that part of my role when introducing children into the room is to alleviate any fears that the their parents/ caregivers may have. Mary Ainsworth worked closely with John Bowlby and she believed that a secure and nurturing setting could also help children to develop and maintain a sense of confidence and self esteem. I believe this to be true and I always try to ensure that the relationships I have with the children and families are very positive thus enabling the children to to learn and be happy. I learned that that children can also form emotional attachments to their parents or caregivers. It is through the work of Bowlby and Daniel Stern in study topic 5 that I now understand how crucial it is for me to establish a safe and secure emotional attachment to the children and parents that I look after as this is vital for their emotional Wellbeing. We now operate a Key-worker system and I believe this allows me to form a close bond with the children and parents. I find that when the children in my key group are happy and secure with not only me but the environment around them that this then brings out a secure confident side of the children. I know this as my observations show me that they are more willing to explore and try out new experiences. The Pre-Birth to Three document that I work with highlights that responsive and caring adults are essential for babies and young children to develop and thrive. Practitioners must be aware of attunement which means having the skills needed to enable them to tune in to babies and young children. This determines needs by close observations of the sounds, movements, expressions and body language displayed. We already know that babies are born ready to make connections with the outside world and we must be ready to read these signs in order to develop the skills needed to interact with the wider community. This is something that I have at the forefront of my mind whenever I am working with the children. I am an avid believer that providing a calm and safe but also challenging and stimulating  environment which always offer flexible, individualised and consistent routines is the key to promoting positive relationships and attachments. Another way in which my practice has developed over the year is that I am now have a deeper understand of how the curriculum is used and how the young children I work with learn and develop. The Pre Birth to Three curriculum was brought out in 2010 and before I started the E100 Developing Practice course I only have a very simple understanding of how it worked not only with my practice but wasn’t really sure how it benefited the children that I work with. I realise now that it is a vital document for me within my everyday practice. I recognise now not only the impact but also the importance of my work on children’s lives and future life chances. for me the curriculum framework sets the context for a high quality care and education and seeks to identify key features that both support and promote evidence based approaches. It’s visible for me to see now that the children’s learning is based on a fundamental understanding that there are lots of factors that s hape children’s development. Some of these factors can include relationships, environments, health, family and community. Within the playroom that I work we make sure that every child is treated as an individual, and all experiences that are provided are suited to each child’s individual needs. I work with a similar age group with the of the Bud Room in The Lark Children’s centre (Open University, 2013) and in TMA 03 I noted that our young children are encouraged to be as explorative as possible and whilst they are doing this we are supporting and scaffolding their learning by providing these opportunities for exploring and an example of this would be a painting activity. We would be encouraging the children to explore the Textures and properties. (Stewart. 2013. TMA03) On reflection we observe that the children do get a lot out of this as they are being treated as individuals and encouraged to explore at their own pace thus encouraging them to develop their own schemas. Schematic play is of huge interest to me. Schemas have taught me so much about how children develop and learn over the l ast year. â€Å"Schemas are patterns of behaviour that are linked through a child’s current interest and which form the basis of exploration and play for young children†. (Lindon, 2007, pg124) Schemas were first introduced by Jean Paiget and his work has been further developed by Christmas Athey during the 1980’s and in Study topic 3 The research discovered that repeating a sequence of like for like physical actions will support brain development. The age group that I work with tend to follow a transporting schema. (Athey, 1990). Our children often show interest in moving objects around the room in various ways. An example of this would be using cars to move building blocks around the room or using household utensils to move jigsaw pieces. This is something that fascinates me as before starting the E100 developing practice module I was very much a person who would almost insist in children keeping items in set areas, whereas now I see the benefits that it brings for children to freely transport these items all over the playroom and my role is to ensure that the learning environment and resources promote many schemas and this is crucial in facilitating childrenâ€⠄¢s exploration and discovery of their world. This links to my next area of reflection. I have leant a huge amount on environments. Environments play a huge part in the success of children’s learning. ‘Children learn from, and adapt to, their environment as they build a sense of self esteem from the attitudes and values from significant people around them. Adults who are affectionate, interested, reliable and responsive help young children to develop a sense of trust and positive self image’. (Learning teaching scotland 2010 pg 65) During my time researching environments in learning during my time on the E100 developing practice course I now have a deeper understanding in my role as a staff member.its fundamental for me to create an environment where the children’s natural curiosity is harnessed. It’s essential for us as early years practitioners to work closely with families in promoting a suitable ethos that incorporates respect for the rights of the child, interest and family values. I can now also see that it’s vital for me to be not only knowledgable but also to an ex tent inspirational, having these factors in place allows a high quality standard of early education to take place. Most babies and young children are sensitive to the moods of the people around them and I believe that they can pick up on staffs emotions for example relaxed, stressed, tense, happy. Our young children look for verbal and non verbal communication signs. I alway ensure that that my demeanour gives out the signs of respect value and love. in study topic 10 developing  positive learning environments I learned that I matter what type of space you work in wether it be a shared premises or a converted classroom it is essential to ensure that the area is child-centered. It is vital for us as practitioners to be seen to be promoting a positive enabling environment. In an indoor environment I feel that it’s essential that the area is warm, safe, secure and spacious given children the opportunity to explore independently. It should also reflect the changing needs of the child, for example in the room I work in the children are learning to walk and as they become more confident in their ability I can provide extra challenges for them to take their abilities further. By doing this I know that I am responding appropriately and positively to children’s needs an d preferences. With regards to an outdoor learning environment it has to be remembered that as much emphasis should be placed on outdoor learning and the learning indoors. By doing this I can now see that I’m ensuring that children are given the opportunities to be involved in experiences that promote a sense of wonder, discovery and challenge. Before I started the course we very rarely went outside with our young children but now there is a significant change as to some suggestions that I made at a room meeting. I mentioned that research suggested that ‘being outdoors has a positive impact on mental, emotional, physical and social Wellbeing. (Learning teaching scotland 2010 page 68). And as a result of this we are now using our outdoor area several times a day. Our garden now contains a variety of items that benefit the children. We have herb gardens, musical instruments and even a mud kitchen.this small change in our attitude to outdoor play shows me that I now have a much clearer idea of how important it is for me to have a significant emphasis on developing an enabling environment Throughout this module I’ve reflected on how I have seen the importance of environments can enable learning and promote Wellbeing and I’ve also had the chance to look in the roles of relationships and partnerships in children’s learning. It’s been steep learning curve for me to evaluate my practice and also the theory behind it. It’s down to reevaluating my practice that it’s now inspired me to take my learning further. Do you want to belong to a profession that works to transform how a  particular body of knowledge is understood and practised with different communities? (Campbell and Page, 2003, pg 282) Campbell and Page have argued that this transformative approach to being a professional is integral to reflective practice. It is with this drive and commitment to professionalism that I have set myself short, medium and long term goals for the future. I have 2 short term goals and they both are essential for taking my learning onto the next level. Passing the E100 module involve me taking the time to read all essential course materials , reflecting on my practice throughout the year and passing all TMA’s. Better time management is next on the list. I’ve struggled with this over the last year, working full time, running a home and the joys of having a two year old has been hectic but by working out a really tight schedule for all things important in my life will give me the time and energy needed to focus on my next steps. The medium term goals I’ve set myself are challenging, but I know I can achieve it. I’ve enrolled on the E105 professional practice in the early years. In order for me to complete and pass this course I will need to continue evaluating my practice, and present evidence of developing knowledge, skill and expertise against core professional development. My 2nd medium goal is a work based challenge. I’d like to work with more outside agencies. I’ve had very little chance to develop a ‘community of practice’ approach within my everyday practice due to the age group and needs of the children I work with. In order for this to happen I will need to move to another age group and room within the nursery that have the opportunity work with multi agencies. This would enable me to be part of a shared ‘community of practice’ and be able to reflect and improve practice on a better level. My long term goal is to complete theQ51 course, BA (Honours) Early Years. I plan to study this course over the next 5 years. After the compulsory modules I’ll then go onto a more complex stage which is dependant on the setting I work in. I will achieve this degree with sheer hard work, focused study skills, good time management and continuing to be a reflective practitioner. ‘ We need a new type of worker for these services: a worker who can combine many tasks and work with the whole child and her family: a worker who is a reflective practitioner, able to think and act for herself, rather than a technician trained to do as she is told; a worker on a par with the teachers in terms of training and employment conditions.’ (Moss, 2003, pg.5) This statement  highlights for me, the job description that we must adhere to nowadays as early years professionals. Education is constantly evolving and will continue to do so for a very long time. We need to be aware of changes and implement them into our everyday practice whilst always remembering that each child is individual. Each child deserves the best possible start in life and it’s by constantly reevaluating and changing our practice through reflective learning that will enable this to happen.

“Alice’s Adventures in Wonderland” by Lewis Carroll Essay

Some of the most lastingly delightful children’s books in English are â€Å"Alice’s Adventures in Wonderland† and â€Å"Through the Looking-Glass†. Here are what Albert Baugh write about them in â€Å"A Literary History of England†: â€Å"Written by an eccentric Oxford don to amuse his little girlfriends, these two world-famous books are the best of all memorials of the Victorian love of nonsense. In them are elements of satire and parody which connect them with a long tradition, but they shot through with a quality distorted logic (for their author was a professional mathematician and logician) which is inimitable and unique.† A story may be told either by one of the characters, or by an external narrator. To define by whom the narration is made is to define the point of view that the author has chosen for his story. Look more:  satirical elements essay   In â€Å"Alice’s Adventures in Wonderland† the narrator does not introduce himself as a character. Lewis Carroll uses 3rd person narrative. Yet, everything in the story is seen, heard or thought happens which she cannot sense, or in places where she is not present. This kind of point of view is called selective omniscience, that is the author knows everything, but only through one character’s consciousness. Other books in which author uses the same point of view are â€Å"Amintiri din copilà £rie† and other novels written by the romanian writer Ion Creangà £. In the end reader is told that everything has been a dream. There are a lot of elements which make up the dreamlike atmosphere. One of Carroll’s favourite devices is the pun (play upon words) that is the humorous use of the same word in more than one sense, or of two different words similarly pronounced. For instance â€Å"Mine is a long tale!† said the Mouse. â€Å"It is a long tail, certainly†, said Alice, looking down with wonder at the Mouse’s tail.