The Impact of Child Abuse in Human Development free essay sample

A study on child abuse and its affects on the growth of a child into a healthy adult. This paper explores the issues and long lasting results of child abuse to the individual being abused and the society as a whole. The paper defines the different types of child abuse: physical, verbal, emotional and sexual abuse. It describes the legal ramification of harming a child. The author finds that the long-term impact of child abuse on human development is the loss of an individuals ability to build and establish a healthy relationship (sexual or otherwise) with other people. Child abuse is an issue most people are concerned about today because of its serious, dangerous effects that can cause a burden in our society, including the family (especially the abused individual) and legal institutions. It is a social issue because it is widespread in occurrence in the American society, and is affective legally because of the violations the abuser makes to legal law since child abuse/maltreatment is treated as a crime in the justice system of United States. We will write a custom essay sample on The Impact of Child Abuse in Human Development or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page In addition, an individual who has been subjected to abuse is also affected physically, emotionally, or psychologically.

Staff Manual To Guide The Early Childhood Education Worker

Table of Contents Program Overview Program Services Services offered to children Health and Safety Policies Procedures Regarding Families Work Cited Being an effective early childhood professional encompasses a wide spectrum of responsibilities. From designing an environment conducive to learning, to planning appropriate lessons for students and implementing them with effective educational strategies to being able to manage the class well and instilling discipline in the students, to involving parents and coordinating with others regarding the provision of quality education for the students.Advertising We will write a custom critical writing sample on Staff Manual To Guide The Early Childhood Education Worker specifically for you for only $16.05 $11/page Learn More It takes great effort to be able to manage all these skills at the same time, hence professional training with experience is required. This basic manual intends to help out the early child hood educator in his or her professional undertaking as part of a preschool center that upholds a high quality program for very young children. Program Overview The early childhood program implements a play-based approach to suit the developmental needs of young children. A child learns best when he finds enjoyment in what he is doing, thus learning should be fun. PLAY is the world of children. Learning through play has value and is an effective method of teaching. Through play, a child develops his mental functions as he learns varied concepts, and at the same time he develops body coordination, he learns how to handle emotions, acquires social skills and values as he interacts with other children. All learning acquired by the child is an outcome of interactions between him and his environment (people, ideas and materials). A child is able to learn in an environment where there is freedom of movement and choice; this enables him to be an active participant in his learning as he ini tiates activities, asks questions, explores, observes, and socializes with other children and adults around him. Emphasis is on the â€Å"process† of learning more than the â€Å"product†. With the child actively involved, learning becomes meaningful to him. Since it is the child who actually experiences learning, these are better retained. The Philosophy of the preschool comes from the theories of Jean Piaget (1969) and Lev Vygotsky (1978). â€Å"Piaget believed that children create knowledge through interactions with the environment. Children are not passive receivers of knowledge; rather, they actively work at organizing their experience into more and more complex mental structures.† (Brewer, 2001:6). He insists that children need to use all their cognitive functions.Advertising Looking for critical writing on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More These theories were designed to form minds which ca n be critical, can verify, and not accept everything they are offered. Such beliefs reflect his respect for the thinking processes of children. Vygotsky (1978) believed that the social context influences children’s intellectual development more than by individual experiences. His theory places a great deal of emphasis on effective social interaction. Piaget and Vygotsky have created a strong foundation for the constructivist model that the school upholds. It premises on the belief that learners â€Å"construct† their own learning, and in effect, have better retention of it (Decker et al, 2009). â€Å"In the Constructivist theory the emphasis is placed on the learner or the student rather than the teacher or the instructor. The learner interacts with objects and events and thereby gains an understanding of the features held by such objects or events.   The learner, therefore, constructs his/her own conceptualizations and solutions to problems.   Learner autonomy an d initiative is accepted and encouraged.† (Van Ryneveld, n.d.: n.p.). The preschool uses an integrated curriculum based on themes of interest to the children. In the program, the Cognitive aspect is not the only one given importance but the Social, Emotional, Physical, Creative and Moral aspects as well. One of the goals of the preschool is to prepare students with necessary skills for kindergarten such as math, reading, language and creativity skills.   Another major concern of the school staff is in the area of instilling good values such as consideration for others, respect and love of God, self and neighbor. Program Services The early childhood center aims to serve the community by providing high quality programs for children. It offers quality care for toddlers and preschoolers as well as developmentally appropriate education. This way, they likewise help parents in rearing their children well, ensuring that children get the best possible care and education that they ne ed in their development. The center aims to optimize each child’s potentials in all developmental areas – physical, cognitive, social, emotional and creative, by providing them with opportunities and experiences beneficial to their growth and development. The center is the ideal place for beginning learners. Armed with a sound philosophy, an efficient program and caring and efficient teachers and a conducive learning environment, this is where their bright future begins.Advertising We will write a custom critical writing sample on Staff Manual To Guide The Early Childhood Education Worker specifically for you for only $16.05 $11/page Learn More Services offered to children The preschool center accepts children aged 1.5 to 6.5 years regardless of gender, learning pace, ability, family situation, religion, socioeconomic status, nationality and ethnic origin. Grouping of children is according to developmentally appropriate practices with the suitable adult-child ratio, as follows: One’s and Two’s: 4-6 children per group Two’s and Three’s: 6-8 children per group Three’s and Four’s: 8-10 children per group Four’s and Five’s: 10-12 children per group Five’s and Six’s: 12-15 children per group. Two capable adults handle each class: one is an experienced teacher who is a graduate of Early Childhood Education and one is the Teacher Assistant who is at least a High School graduate. Both have obtained thorough training in Child Development and Education modules.Advertising Looking for critical writing on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More The program also welcomes children with special needs. The teachers network with special education professionals to integrate the services provided for the children. Teachers seek the support of the children’s parents and other agencies involved with children with special needs. Professionals from a wide variety of fields and disciplines devote much time and energy in helping these children live comfortable and fulfilling lives with the end view of mainstreaming them into society and the real world. Educators, therapists, psychologists, speech pathologists, physicians, social workers and even government officials join hands in the care and education of these children to ensure their optimum growth and development. Health and Safety Policies The early childhood center puts utmost priority to children’s health and safety. To ensure this, the following policies are set: Pick-up: The school administrator or child’s teacher must be informed as to who is/are authoriz ed to fetch each child. In the event that the fetcher is unable to pick up the child, the parents should call and inform the school as to who will be the alternate fetcher or the alternate fetcher should present a letter from the parent or guardian authorizing him/her to fetch the child. The school does not release children to unfamiliar fetchers. In some cases, the school administrator procures a copy of the certified court custody of some special cases upon enrollment to prevent untoward incidents. The school expects punctuality of parents in terms of brining and fetching the children in school. Parents should not bring children earlier than 30 minutes before classes begin nor fetched 30 minutes after dismissal. Accidents: In case of accidents or illnesses that may occur within the perimeters of the school, an â€Å"Incident Form† will be sent home to notify parents about the kind of accident or illness that occurred and the action taken. The injured child will be given fir st aid treatment and must be provided with follow-up treatment medication at home. For major accidents, the school physician will be called upon to check on the child or will be brought to the nearest clinic or hospital, if need be. Sick Children: Children who fall ill in the school will be isolated and sent home immediately. In consideration to the sick child and to other children, a sick child must stay home when he is sick. He can rejoin his class when he is completely recovered. Nutrition and Food Handling: The school provides a nutrition program for all the children. Food is hygienically prepared in a sanitized kitchen. The nutrition program considers allergies of certain children and try as much as possible to avoid ingredients that would cause it. Sometimes, allergic children are served an alternative but equally nutritious snack. Procedures Regarding Families Teachers establish relationships with each child’s family. The school believes that learning is a partnership between the school and the home. This partnership is essential in supporting the child in his total development. The early childhood center emphasizes strong Parental Involvement if the program is to be effective. Communication between the home and the school is vital to the program. The means provide where parents can actively take part in their children’s education include the narrative record, newsletters, parent-teacher conferences, parent seminars and school projects and events that require parental participation. Work Cited Brewer, J.A., Introduction to Early Childhood Education. Boston: Allyn and Bacon. 2001 Decker, C. Decker,J., Freeman, N. and Knorpf, H., Planning and  Administering early childhood programs (9th edition). Upper Saddle River, NJ: Pearson. 2009 Piaget, J. Inhelder, B., The Psychology of the Child. New York: Basic Books, 1969 Van Ryneveld, L., (n.d.) â€Å"What is constructivism?†, Web. Vygotsky, L. S., Mind in society: The development of hig her psychological processes. Cambridge, MA: Harvard University Press. 1978 This critical writing on Staff Manual To Guide The Early Childhood Education Worker was written and submitted by user Amelia Richmond to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Collapse Of The Weimar Republic Essays - Politics Of Germany

Collapse Of The Weimar Republic On 2 August 1934, President Hindenburg died. Within an hour of his death Hitler announced that the offices of chancellor and president were to be combined and that he was the new head of state. Hitlers adolescent dream of becoming Fuhrer of the German people had been realized President Hindenburgs death marked the official end of the Weimar Republic, a democratic experiment that had lasted since 1918. The causes of the dissolution of the Republic are wide ranging and numerous, as was explained in the articles of both Richard Bessel, and John McKenzie. The two authors agree on the sequence of events which led to the dissolution of the Republic, however, they disagree on what exactly caused the transition from Weimar to the Third Reich. The authors disagreement stem from a differing view of the fundamental cause, political structure versus political leadership. Richard Bessels article stresses the political structure of Weimar Germany as the cause of its failure. Its structure was flawed in numerous ways, all of which contributed to its inevitable failure. First of all, the problems within Germany due to the First World War were massive. This caused economic, political and social problems which first had to be dealt with by the new Weimar government. The loss of the war had left Germany with huge reparations to pay, and massive destruction to repair. In order to gain the capital needed to finance efforts to rebuild, and repay the Allies, the economy had to be brought back to its prewar levels. This was not an easy task. 7 Roughly 2.7 million German soldiers returned from the First World War with some sort of permanent disability, and in 1923 the Reich Labour Ministry estimated the number of war widows at 533,000 and of war orphans at 1,192,000the scale of the problem may be judged from the fact that during the mid-1920s nearly one third of the funds at the disposal of the Reich government were swallowed up by pension costs. This alone was a major economic hurdle to overcome. With the amount of money being demanded by the Allies in reparation payments, and the pension costs of the war victims, there was little left to finance rebuilding initiatives, and to get the country back on its feet in general. These economic problems were worsened by the very weak currency, and loss of many international trading partners. The people of Germany did not at the time realize that the country was as poor as it was, and expected the situation to revert to what it had been like previous to the war. Unfortunately this was not possible. The Left wing government had gained power quite unexpectedly, and was not prepared to deal with the problems the country was facing. Many of the political elites had relinquished power, and backed out of the new left government, taking with them their leadership, experience and support. The Left gaining power was perhaps less the consequence of a triumph of the Left, than a colossal failure of elite politics in Germany. This compromise made it difficult for the Left wing government to function. The people were in no means ready for a Bolshevik style revolution, or even left wing reforms for that matter. The left gained power because there was no one else to take control. This presented a problem, in that there was no strong leadership of the left. The government was never quite legitimate in the eyes of the public. As well, in the formation of the constitution of the new Weimar republic, there was such an emphasis on it being democratic, that it ended up being so democratic that it was very difficult for legislation to be passed. All the balances and counter-balances proved to stall proposed bills before they got anywhere. This caused a vicious cycle in which not legislation was being passed. The inability of the Reichstag to pass any legislation forced President Hindenburg to enact Article 48 of the constitution numerous times to the dismay of the people and the parties. Article 48 allowed law to be passed by only presidential decree, effectively bypassing all debate over it. This ended democratic politics, and started the Weimar Republic on a road to dissolution.

The Code of Justinian (Codex Justinianus)

The Code of Justinian (Codex Justinianus) The Code of Justinian (in Latin, Codex Justinianus) is a substantial collection of laws compiled under the sponsorship of Justinian I, ruler of the Byzantine Empire. Although the laws passed during Justinians reign would be included, the Codex was not a completely new legal code, but an aggregation of existing laws, portions of the historic opinions of great Roman legal experts, and an outline of law in general. Work began on the Code shortly after Justinian took the throne in 527. While much of it was completed by the mid-530s, because the Code included new laws, parts of it were regularly revised to include those new laws, up until 565. There were four books that comprised the Code: Codex Constitutionum, the Digesta, the Institutiones and the Novellae Constitutiones Post Codicem. The Codex Constitutionum The Codex Constitutionum was the first book to be compiled. In the first few months of Justinians reign, he appointed a commission of ten jurists to review all the laws, rulings and decrees issued by the emperors. They reconciled contradictions, weeded out obsolete laws, and adapted archaic laws to their contemporary circumstances. In 529 the results of their efforts were published in 10 volumes and disseminated throughout the empire. All imperial laws not contained in the Codex Constitutionum were repealed. In 534 a revised codex was issued that incorporated the legislation Justinian had passed in the first seven years of his reign. This Codex Repetitae Praelectionis was comprised of 12 volumes. The  Digesta The Digesta (also known as the Pandectae) was begun in 530 under the direction of Tribonian, an esteemed jurist appointed by the emperor. Tribonian created a commission of 16 attorneys who combed through the writings of every recognized legal expert in imperial history. They culled whatever they though was of legal value and selected one extract (and occasionally two) on each legal point. They then combined them into an immense collection of 50 volumes, subdivided into segments according to subject. The resulting work was published in 533. Any juridical statement that wasnt included in the Digesta was not considered binding, and in future it would no longer be a valid basis for legal citation. The  Institutiones When Tribonian (along with his commission) had finished the Digesta, he turned his attention to the Institutiones. Pulled together and published in about a year, the Institutiones was a basic textbook for beginning law students. It was based on earlier texts, including some by the great Roman jurist Gaius, and provided a general outline of legal institutions. The  Novellae Constitutiones Post Codicem After the revised Codex was published in 534, the last publication, the Novellae Constitutiones Post Codicem was issued. Known simply as the Novels in English, this publication was a collection of the new laws the emperor had issued himself. It was reissued regularly until Justinians death. With the exception of the Novels, which were almost all written in Greek, the Code of Justinian was published in Latin. The Novels also had Latin translations for the western provinces of the empire. The Code of Justinian would be highly influential through much of the Middle Ages, not only with the Emperors of Eastern Rome, but with the rest of Europe.   Resources and Further Reading Grapel, William.  The Institutes of Justinian: with the Novel as to Successions. Lawbook Exchange, Ltd., 2010.Mears, T. Lambert, et al.  Analysis of M. Ortolans Institutes of Justinian, Including the History and Generalization of Roman Law. Lawbook Exchange, 2008.

Strategies for internationalisation of Aditya Birla Group (ABG) Assignment

Strategies for internationalisation of Aditya Birla Group (ABG) - Assignment Example International business helps an organisation to develop its growth strategy.This in turn helps to acquire a better product life cycle.It is recognised that at times a company’s products do not receive desired attention in its home nation, however, there are significant demands of them in other nations. International business operations provide certain pertinent benefits to an organisation such as scope to incorporate advanced technologies, increase investment opportunities, and make product or service expansion among others which in turn can provide greater returns than operating in home markets (Wall & et. al., 2009). Aditya Birla Group is a multinational Indian company headquartered in Mumbai, India. Aditya Birla Group is a US$40 billion organisation and it is part of Fortune 500 companies recognised by Fortune magazine. In Aditya Birla Group, more than 136,000 employees are competently working as of the year 2012. The Group was ranked in 1st position, in a survey related to ‘Top Companies For Leaders’, in Asia Pacific in the year 2011. This survey is mainly conducted for studying the organisational leadership. The organisation earns more than 53 percent of revenue from operations in abroad. The Group has been operating in 36 countries which comprise Canada, Australia, Brazil, China, Germany, France, Japan and Russia among others. In its home business destination i.e. India the Group is recognised as a leading name in mobile telephone sector, life insurance as well as asset management, supermarket chains and branded apparel among others. In its global operations, the Group is renowned as one of the biggest aluminium and copper producers, carbon black and Viscose staple fibre producers among others (Aditya Birla Management Corporation Pvt. Ltd., 2012). In this paper, the internationalisation strategies of Aditya Birla Group will be recognised as well as a critical analysis of the adopted strategies would be conducted. Moreover, certain reco mmendations related to future strategic direction of the company will be made in order to sustain its competitive advantage. Strategies for Internationalisation of Aditya Birla Group (ABG) There are several strategies that are adopted by the ABG for internationalisation of the business. Acquisition Strategy Aditya Birla Group is well renowned for its business acquisition strategy in the global market. The product as well as service portfolio of ABG includes cement, fertilizers, chemical and financial services among others. Acquisition is the process of buying a company’s most of the stakes with the purpose of getting the ownership of the company (Kazmi, 2008). The corporate strategies prepared for internationalisation of ABG has been focused on expansion of the business with the help of acquisition as well as internationalisation of new business by acquisition. ABG prepares strategies for acquisition of major companies related to their most preferable sectors such as mining. ABG adopted this strategy as an aggressive action towards the internalisation of the business. As a part of this strategy, ABG had signed an accord to acquire the assets of Terrace Bay Pulp Mill in the region of North America. According to statement made by the Chairman of ABG, Mr. Kumar Mangalam Birla â€Å"The acquisition of the Terrace Bay Mill and its subsequent conversion into a dissolving grade pulp mill is a major strategic move† (Aditya Birla Management Corporation Pvt. Ltd., 2012).This move has been especially useful for attaining global leadership. In Canada, Novelis Inc., a leading corporation related to aluminium rolled products was acquired by an ABG’

Legal theory- law is, by its nature, a moral enterprise discuss Essay

Legal theory- law is, by its nature, a moral enterprise discuss - Essay Example The value system their codes represent, although enforced by the elite or recognised by the mainstream, are all quite frequently untruthful.2 We thus admire individuals who, for the sake of morality, have endangered their lives in defiance. Inopportunely, a good deal of what they declare in their own justification is difficult to believe. The idea of Aquinas of higher law can function as a point of comparison. He argued that the process of promulgation is fundamental to law, that a law not disseminated by a source is impossible.3 This means that a higher law has a source, which is its promulgator. This particular promulgator cannot be simply a mortal—not if the law under consideration is better and greater than all codes transmitted by humans.4 God is the promulgator, the law He disseminates perpetual. The natural law, which takes part in the timeless law, is a thing that can be understood by mortals naturally.5Therefore, law is naturally moral. When laws bestow guardianship of minor children to the parent who shows the most potential to further the wellbeing and security of the child, extradite those accused of moral turpitude, they obviously oblige judges to resolve cases morally throughout their legal decision makings.6 Similarly, when constitutions oblige judges to re-examine laws to discern whether they give the procedure that is due individuals, respect the rights of citizens to free speech, freedom from unjustified searches and arrests, freedom to exercise any religion, and others, they oblige judges to make legal decisions founded on moral codes.7 Likewise, once the common law raises tort accountability on whether a person behaved rationally, or once law defends what would otherwise be unlawful behaviour by symmetry of evils justification, judges should resolve cases morally in order to reach legal resolutions.8 Such clear integration of morality by the evident law raises issues for some

Week 5 discusison and participation questions Essay

Week 5 discusison and participation questions - Essay Example The cycles differ in methodology, time requirements, documentation requisites, man hours needed, and complexity. The accounts payable account is very important because most acquisition and payment transactions go through that account. Due to the fact that the accounts payable account is usually material auditors often have to use extensive analytical procedures and tests of details of balances. Accounts payables can be defined as unpaid obligations for goods and services. The methodology to perform an audit of accounts payables is illustrated in the following steps: It is amazing how accurate and reliable independent audits of financial statements are. There are tens of thousands of audits performed yearly on public companies and auditors accurately determine when any material misstatement or fraudulent activity occurs. Two analytical procedures that can be used to compare data and information from the financial statements is vertical and horizontal analysis. The use of statistical models can help auditors determine the audit risk very accurately. Material misstatements can be identified accurately by the auditors when they have the full honest cooperation of the accounting and managerial staff. Your assessment of the importance of test controls is very accurate. If an auditor determines that the managerial staff established good internal controls the auditor has a better audit trail to follow. Substantive test are critical for auditors to determine whether a company is subject to audit risks. If a company has internal weaknesses within the accounting department substantive tests can detect these types of accounting anomalies. It is true that auditors often assumed that if the internal controls of the company are strong the risk of fraudulent behavior is lower. The ability of auditors to identify risks and ways to fix those risks to improve the efficiency of an operation is a value added proposition of auditing work. Substantive