How to Write Your Own English Essay Hooks

How to Write Your Own English Essay HooksOne of the best ways to get around a deadline and earn yourself some extra credit is to write your own English essay samples, not in your high school. However, one can still earn high marks if they write the papers in their own native language. The three major subjects in the English curriculum are English, history, geography, and math.You can also write your own college essays in your native language, for example, English. All you need to do is to choose from the following essay topics, all with their respective grades and class requirements. You can write as many sample essays as you wish. Do not forget to write a thesis statement for your university or college entrance exam.If you plan to write essays in English, you can choose from any of the following English essay topics, depending on the grade you need to achieve. Any subject can be used as an English essay topic, and it can be any subject from history to biology. If you want to write s hort reports, you can also use this topic.To earn high marks in English and earn yourself credits and to get accepted to your desired college, write your papers in your native language. You may do this even when you have already finished high school. If you are living in a foreign country, you can write your English essays in your native language.Of course, the essay topic that you will use for your college essays should not only be English-based, but it should also be based on the grade that you will get from your university or college entrance exam. It is always advisable to work with someone who is fluent in English. Do not let your paper just came out as a first draft. You need to work with someone to ensure that it is grammatically correct and meets the essay format and standards.Writing your own essay samples will enable you to learn more about the nuances of grammar and writing styles, which would serve you well in future assignments. Do not forget to include your own name on your paper so that it does not look like plagiarism. Before you actually submit your paper to your college or university, make sure that it is written properly and perfectly. Never let it lapse into the rubbish pile and make sure that you check all your papers before you submit them to your college or university.Remember, the Essay Hooks and Essay Hangers are usually used by students as part of their writing course, which means that they are useful to them as well. By putting the Essay Hooks and Essay Hangers to use, you can start writing your essays even if you have never written an essay before.

Much Ado about nothing Essay Example

Much Ado about nothing Paper Much Ado About Nothing was written in 1600 by William Shakespeare. The play is set in Messina, Sicily however it shows typical English comedy characteristics for that time. I find this unusual because not many people travelled far from home. Relationships are shown in various ways throughout the play using themes such as love, romance and patriarchal society. The main relationships which are portrayed are between Hero and Claudio and Beatrice and Benedick. Act two scene one is the masked ball. Conversations take place between a number of couples; this makes the scene seem lively and gives a sense of movement. The character Beatrice is attracted to Benedick. However Shakespeare confuses the audience by having Beatrice pass insults to Benedick, masking her real feelings. Beatrice says to Benedick why he is the Princes jester, a very dull fool; only his gift is in devising impossible slanders. Beatrice is teasing Benedick so that her real feelings towards him are concealed. Don John appears to deliberately try to cause problems in the relationship between Hero and Claudio by claiming how canst thou cross this marriage? Don John is showing his distaste for the marriage his brother arranged. This is because Don John is jealous of his brothers higher status and success. Because he is illegitimate, he does what he can to cause problems for his brother and his friends. Act four scene one, the wedding scene, starts with the marriage of Hero and Claudio, who are genuinely in love. We will write a custom essay sample on Much Ado about nothing specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Much Ado about nothing specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Much Ado about nothing specifically for you FOR ONLY $16.38 $13.9/page Hire Writer However the wedding does not go as planned as Claudio was tricked by Don John into believing Hero had not been faithful the previous night. Claudio reveals his cruel side by making this fact known in public at the wedding, disgracing Hero and her family. He adds further insult by saying give not this rotten orange to your friend; this is a metaphor claiming Hero is rotten on the inside but outwardly she appears sweet which adds to the continuing theme of appearance versus reality. Claudio also calls her an approved wanton which literally means prostitute. Hero attempts to reclaim her innocence by answering I talked with no man at that hour, my lord but otherwise does not defend herself. This is in keeping with the behaviour of women at that time who were expected to be passive and submissive. Leonato chooses to believe the accusations; he shows no mercy for his own child and wishes her dead by stating death is the fairest cover for her shame that may be wished for. This shows that father/daughter relationships werent as relaxed as they are now as the daughter had everything planned for her by the father. Also the quote shows that language was much more dramatic in Shakespearian times. This also reminds us of Shakespeares Romeo Juliet where Juliets father Lord Capulet was quick to disown her as soon as she went against his word. Further on in act four Benedick says to Beatrice I do love nothing in the world so well as you and eventually despite her protests against marriage and relationships, Beatrice acknowledges her concealed love for Benedick by saying I love you with so much of my heart that none is left to protest. Beatrice then demands that Benedick Kill Claudio in revenge for the shame inflicted upon her cousin Hero. When Benedick refuses she claims that he does not love her and that they can only be friends. Beatrice was testing Benedick to find out how far he was willing to go to prove his love for her. This also shows the extent people had to go to in those days to uphold family honour. Also in this scene Beatrice declares O God that I were a man! I would eat his heart in the market place. The quotation shows her distaste for Claudio and what he did to her cousin and that she wants Claudio to be humiliated publicly just like Hero. The quote also shows that it was not considered a womans place to disagree with a man. She repeats several times her wish to be a man which highlights the lack of power women had. Shakespeare has shown that in Much Ado About Nothing the play has a moral context in which women were required to be maidens at marriage. Shakespeare has used some poetic language, particularly in declarations of love between characters; he does this by changing between verse and prose. There is also irony and humour in the form of Beatrices disapproval of marriage, which completely changes when the relationship between her and Benedick grows. Show preview only The above preview is unformatted text This student written piece of work is one of many that can be found in our GCSE Other Poets section. Download this essay Print Save Top Heres what a star student thought of this essay 4 star(s)

Key Legislation Codes of Practice Gscc Essays

Key Legislation Codes of Practice Gscc Essays Key Legislation Codes of Practice Gscc Essay Key Legislation Codes of Practice Gscc Essay The importance of inclusive practice, in promoting equality and supporting diversity. Inclusion is the opposite of discrimination, by promoting inclusion we are supporting equality and diversity and challenging discrimination. Being able to accept and understand each other’s culture, race and religion is vital to successful social integration and a productive working environment. Equality means all people have the same value. I believe we shouldn’t treat people the same way. We need to recognise that people are individual’s and each individual has different needs. Promotion of equality means promoting equal opportunities for the service user. As professionals we need to put the service user centre to any situation they may find themselves in. For the importance of equality to take place within a health and social care setting we need to show an understanding of the concepts. These include tolerance, care values, Morals and rights, disadvantage. Within hospitals residential care homes and day care homes the concept of tolerance is one of the most important concepts which must be followed. Many different people are from different backgrounds and beliefs. As individuals we may not share the same beliefs or traditions as them. We do however need to act in a professional manner at all times. We must adhere to another person’s beliefs and respect their right to hold that belief or follow their tradition. With this said, we cannot allow our own beliefs to impact there’s and approach any situation with an open mind as there is two sides to each view or belief. Care values are the human rights of an individual (service user) I clarify this as; each person has the right to dignity, privacy and is shown respect. To be treated equal as an individual, allowing them to communicate in their own method, protected from harm and cared for in a way that meets their own needs and choices. Each of us is entitled to basic human rights. Researching the human rights act 2000, some of the privileges are the right to life, respect for private and family life, freedom of thought/religion, freedom of expression and an important one is prohibition of discrimination. Without promoting equality of moral rights, the service user is not being treated as an individual within their own rights. As a health care assistant based in a hospital, I witness patients from different backgrounds that have their own cultures and beliefs. This is why health care professionals must promote moral rights of an individual so the patient feels respected. Being treated as an individual will eradicate them feeling worthless and diminish the thought of being treated the same as the patient in the next bed to them. Each of us must demonstrate diversity in practice and understand we are different in some way. An example of being diverse in a health and social care setting; a blind person will need signs, notices, menus in braille where as a deaf patient will not need those aids but instead have the use of hearing aids or sign language. Using single assessments on service users, diversity can be achieved and they will feel more valued. Key legislation laws, codes of practice in relation to diversity, equality, inclusion, discrimination within health and social care. The CQC (Care Quality Commission) is the main regulator for health and social care and this took place in April 2009. Their aim is to implement equality and human rights into day-to day duties. The main purpose is to offer better care have people’s rights protected, and are able to exercise choice and control. Their priority is to ensure care is centred on service user’s needs and protects their human rights. The CQC act efficiently in times of identified poor quality care and regulate high quality care in partnership. The legal duties of the CQC have a requirement to publish equality schemes set out in; The Race Relations (Amendment) Act 2000 The Disability Discrimination Act 2005 The Equality Act 2006. These are to ensure that the public sector promotes equality and diversity and eliminates discrimination. The CQC are also covered by wider equality legislation under the human rights act 1998. In conjunction with the CQC there was a new act introduced in October 2010 known as ‘The Equality Act 2010’ this replaces previous acts such as the disability discrimination act 1995 and race relations act 1976. In addition part of the act known as the PSED ‘Public Sector Equality Duty’ came into force April 2011. The act strengthens and adds to previous legislation such as race and disability. Their main focus is to eliminate discrimination, harassment and victimisation. It wants to focus on equality of opportunity and enhance better relations. In terms of codes of practice there are guidelines set up for both the social work employers and employees. They are known under the GSCC (General Social Care Council) The GSCC was set up to regulate the social work profession ensuring only those individuals who are trained at a high degree and committed to high standards only practise in adult social care. The GSCC values diversity and enhances equality through their work. They strive to treat everyone with the dignity and respect they deserve. GSCC have set up codes of practice to ensure social care workers recognise what is expected from them and that service users and public members have an understanding of what quality care they should receive. This policy is intended to form part of legislation, practice standards and employers’ standards and procedures. Each of us as social care workers must ensure that we follow these codes and not let them fall below the standards set out. We must not let any act or omission harm those of our service users. There are six fundamental codes of practice established by the GSCC and I have included them below. See Appendix 1. 1. Protect the rights and promote the interests of service users/carers. 2. Establish and maintain the trust of service users and its carers. 3. Promote the independence of our service users, whilst protecting them from danger or harm 4. Respect the rights of service users and ensure their behaviours or actions do not harm themselves or others 5. Uphold public trust and confidence in social services. 6. Be accountable for the quality of my work and take responsibility for maintaining and improving our qualities and skills.

Labelling people with disabilities Essay Example | Topics and Well Written Essays - 1250 words

Labelling people with disabilities - Essay Example These facts are significant for there is a need to deviate from the environmental influence to change our perceptions of a person with disability. They should be considered as human beings rather than as labels. Parents should be advised that although it is good to keep their family members with disabilities at home, getting outside services and financial support for their basic needs may be limited. Organizations can influence people to respect the rights of people with disabilities and help them participate in the community through unbiased employment, easy access to public and private accommodations and services. People should know that people with disabilities have the capability to direct their own futures and participate in the community as first-class American citizens as well. Chapter 2 focuses on the reaffirmation of the rights of students with disabilities, including the major provisions of the Individuals with Disabilities Education Act, characteristics of effective special education, and the current trends in educational services and supports. Clearly, the U.S. Supreme Court states that education is a right and not a privilege (Hardman, Drew & Egan, 2006). ... lities, including non-discriminatory and multidisciplinary assessment, parental safeguards and involvement, individualized education program, and education in the least restrictive environment. Effective special education should have these three characteristics: intensive instruction of instructional experiences, and explicitly teaching academic, adaptive, and/or functional life skills. According to the No Child Left Behind law, the four principles for school accountability are: 1) student achievement as the primary measure of school success, 2) challenging academic standards, 3) extension of the standards to all students, and 4) heavy reliance on achievement testing. These laws, provisions and principles are important in order to promote the rights of people with special needs in education through appropriate programs, services and instruction. Teachers should aim to provide instruction that caters to the students' needs, interests, abilities, and skills. They should also provide practical skills that foster students' participation and involvement in family, school and community life. Most importantly, they should be able to look at students with and without disabilities equally, regardless of the severity of the disability, economic status, ethnic, and racial backgrounds. Timeline of Significant Events in the History of Special Education in APA style (name of student) (name of university) According to Hallahan (2000), exceptional children are always present but Special Education services are not. It was only in the late 18th Century that effective procedures were developed for training exceptional children. The diagram outlines six major events in the history of Special Education. In early B.C, special children were considered as cursed,

Marketing Communications - marketing strategies of C&C's Bulmers & Essay

Marketing Communications - marketing strategies of C&C's Bulmers & Magners Brand Cider - Essay Example Figure 1 below illustrates the Blumer/Magner market in relation to the larger business domain of beverages. Having identified the operating space for the product, some companies choose to target and serve a single segment out of the market by practicing niche marketing strategies while others choose several segments out of the market and offer differentiated offers. Some companies on the other hand do not segment the market but target the whole market with a single offering. Figure 2 below illustrates the different targeting strategies available for a company. Segmentation, which is the first step of targeting, divides the market in to distinct groups of buyers with different needs, characteristics or behavior. Next step of targeting involves evaluation of each market segment’s attractiveness and selecting one or more of the market segments to enter (Wisner 1996). In the case of Magners & Bulmers a niche marketing strategy is being adopted. Although segmenting can be based on factors such as demographics or geographic segregation or on economic classifications, the more sophisticated segmenting tools combine above factors with â€Å"Key Benefits Sought† (KBS) Analysis. These KBS are dependent on the alcohol content, taste and texture of the cider as well as the image factors. Table 1 below provides the segmentation of the cider market, which can be targeted by Magners/Blumer, based on â€Å"Key Benefits Sought† and further qualified by demographic, and Psychographics factors. From the above three target markets, the Magner is focusing on the Social Drink segment. In this category the product can effectively compete with mild and mid strength beers as well as wines provided the product image is developed to high standards. The Magner image has to change further to appeal to the sophisticated UK premium drinker category. The packaging still falls behind

Personal Development Plan in Childcare

Personal Development Plan in Childcare Over the four years I have been working at various different settings as a student volunteer which include the following Private Day Cares, Primary Schools and Nursery Schools. Studying Early Childhood has given me, amongst other things, a broad knowledge of child development. It has given me an opportunity to reflect upon my own learning styles and professionalism and explore legislation, theories and research materials. I have devised a Skills Audit (See Appendix One) where I have chosen categories (taken and adapted from the UCLAN Employability Framework) to assess and grade myself against which I will be evaluating my strengths and weaknesses against the competencies. Leadership Ability Shows ability to innovate and shows initiative however lacks confidence to motivate other and shows some evidence of leadership. (See Appendix 1) Leadership is about vision and influence therefore Rodd (1998) says that Leaders are able to balance the concern for work, task, quality and productivity with concern for people, relationships, satisfaction and morale. (Isle-Buck.E: 2003). Although I am not a leader but a student volunteer I believe that this is my weakness as I havent been able to establish leading other colleagues and promoting their development and taking their views into account. However I could say that I am a leader for children as I provide for them, allow them to take part in decisions and take into account their views and needs for them to develop their knowledge and understanding further in a fun experience. Organisation Planning and Prioritising Abilities Capable of managing time effectively; demonstrates self motivation/self management, showing some level of increased confidence in planning and carrying out arrange of tasks. (See Appendix 1) Time Management could be described as Getting the most benefit from time, using it wisely and efficiently (Day, 1999). This could include avoiding wasting time on tasks that are unnecessary. However managing my time successfully ensures that I leave myself time to alter or make improvements on assignments as necessary without causing me too much concern or missing a deadline. Being able to organise myself and my priorities it enables me to approach each day in a positive manner and at ease. On the other hand I could say that a weakness of mine is planning at the moment as I have been working in a Year 1 class with the National Curriculum (NC) and have now moved down to a Reception class where the Early Years Foundation Stage (EYFS) is used. The EYFS is used differently to the NC when planning so it will take me some time to get used to this procedure taking into account this could be a goal for me to achieve. Communication and Interpersonal Skills Always clear and accurate, high standard of presentational skills. Is able to communicate with people ant all levels and shows confidence in how they communicate to meet others views. (See Appendix 1) Communication skills are important and the way you communicate with others too. Parents and other colleagues find it easy to approach me as I have developed a good understanding with them. As mentioned in Sadek, E, (2009: 72), If the people whom you are communicating usually experience their transactions with you as positive, affirming to their self-esteem and productive for them personally, they will usually come back for some more. Being bilingual helps the setting that I am volunteering in at the moment. This is entirely due to the fact as children from Asian backgrounds that attend the school out of which some children and parents have English as an Additional Language. For example if children are struggling to understand what the teacher is saying to them in English, the teacher as ks me to translate to the child in their home language (Urdu/Punjabi). This then enables the child have a clear understanding of what the teacher is expecting or wants them to do. Therefore over the years my self esteem/ motivation and confidence have built up and I enjoy what I do during my days at the school enabling me to provide stimulating activities for them to enjoy and learn. Miller.L, (2005: 28), states that Communication within early years settings is fundamental and as Rodd (1998) suggests: Working in an early years setting, whether it is large or small, involves many interactions between adults and other adults and between adults and children. Team Working Abilities Reasonable evidence of working as part of a team and shows evidence of interacting and begins to contribute ideas or concerns with other team members. (See Appendix 1) Whalley, M (1994: 171) Reminds us that working as a team is a process not a technique, while Rodd (1998: 116) states that teamwork relies on open communication, democratic organization and effective problem-solving skills. (Dryden.L: 2005). I have worked within teams and sometimes find it at ease to interact and sometimes I lack confidence in contributing when in large groups as I feel I might be saying a comment or contributing unnecessary ideas. However this is something that I could develop upon. I occasionally share concerns with the staff if they are necessary regarding parents or children. Reflection Shows significant ability to evaluate and identify key learning of self and others. Shows clear understanding and knowledge of how to use and aid reflection within learning. (See Appendix 1) The work of David Kolb studies the way in which people learn and looks in particular at experiential learning. Experiential learning describes the cyclical pattern of learning from experience through reflection and conceptualising to action, and back to experiencing once again (Wallace, 2001). Relating this to my own learning, I experience on a day-to-day basis the challenges and joy of working with children. I then reflect on the things I have learnt and how they correspond with my studies and the theories. By reflecting on my learning styles and the way in which I approach my work, I have been able to improve my techniques to ensure I am making the most of my time and energy. However reflecting on my learning with other team members has been beneficial too as it has supported me to change or de velop my learning further. As stated in MacLeod Brundell. I, et al, (2008), Pollard and Tann (in Fisher, 2001:199) suggest that reflective practice, professional learning and personal fulfilment are enhanced through collaboration and dialogue with colleagues. Problem Solving Occasional critical thinking and decision-making skills with some interpretation of major factors and understanding choices. Some evidence of testing different options and implementing the chosen solution. (See Appendix 1) Being able to think critically takes time and practice to master. Brookfield has described critical thinking As a useful and positive activity. The word critical often suggests finding fault. However, critical thinking can examine an idea or concept by looking at the positive as well as negative aspects (Day, 1999). For example, during my working day I am able to reflect upon and evaluate current activities that I have done. Likewise in my studies, I am able to look at pieces of researches or articles that have been produced by different authors and occasionally be able to analyse and reflect upon them but I feel that I am lacking some confidence in critical thinking as sometimes I describe rather than analysing the texts. However I am able to reflect on them by gi ving my views and opinions as well as making links to other articles and/or theorists. Continuous Professional Development I recently started working part time in the summer holidays at a Childrens Play Scheme Centre as a Mobile Team Worker. My role was to go to various settings and provide fun activities for children aged 5 12 to enjoy in their holidays. Before attending work I was offered to go on training courses alongside other new colleagues which included First Aid Training and Safeguarding Children. Whilst on the Safeguarding Training the information that was being told was already fresh in my mind as I had completed a module on Safeguarding Children. Within the module we discussed relevant and up to date legislations as well as how to proceed and take action on how to deal with children and families where abuse is identified. However this training course was not beneficial for me I think as I knew the relevant information already bearing in mind that it was a beginners course to Safeguarding. First aid training was a period over two days where I and other colleagues joined in discussions and practical activities. I enjoyed this training session and found it a valuable asset to learn. It showed me how to proceed when in difficult situations such as a baby not breathing, cuts and scabs, bleeding and vomiting etc. I learnt what procedures to follow to get a result and if the situation was not able to be dealt with how to deal with the situation then too. We worked as a team to assess different situations and cases, I thought this was good as each team member would get to talk to each other and communicate effectively and help each other if one wasnt sure how to proceed. Overall the First Aid training session for me was a worthwhile session that I had been too. Critical Analysis of Professional Development What is professional identity? It can be described as the relationships between social structures and individual agency between notions of a socially constructed and therefore contingent and ever-remade self, with dispositions attitudes and behavioural responses, which are durable and relatively stable between cognitive and emotional identities (Day et al, 2006:601) Since the launch of the Every Child Matters (ECM) document in 2003 regarding the Victoria Climbie Enquiry and the succeeding of Childrens Act 2004, it could be argued that childcare services have had a rapid change for everyone involved within this field for example teachers, practitioners, doctors, social workers, health visitors and the police etc. In August 2006 the local government published its response to the national consultation on the future of the childrens workforce. Within this context the governments response was to outline how people working within the early years workforce will provide a major contribution to improving childrens achievements as well as supporting parents and families in giving their children as many possible life chances they can achieve. Every Child Matters: Change for Children has the outcomes that we desire for all the children to achieve their full potential in. This change has gone some way to creating the role of the Early Years Professionals (EY Ps). An EYP will have the qualifications and experience needed to take on a leadership role in a childcare setting, and provide quality care and education for children. (Nursery World:2009). CDWC (2006a: 2) state that EYPs are seen as agents of change dedicated to improving practice in the early years sector. (Nurse: 2007). Alongside ECM, the Government launched a ten year strategy to improve services for children. The Childrens Workforce Development Council (CWDC) was set up in 2005 so that they would support the performance of ECM. The CWDCs role is to join together the way different agencies work together to bring consistency to the way children and young people are listened to and looked after. They state that we are the voice of employers and we make sure their concerns, experiences and views directly influence workforce reform. The CWDC supports people who work with children, young children and their families in the sectors including the early years, social work, social care, the welfare sector and young people. The ECM website quotes: The ten year strategy aims to provide a sustainable framework for high quality integrated early years and childcare services for all children and families (Every Child Matters: 2009). The word sustainable is a vital point here. In order to continue providing good qu ality service, there needs to be a continuous program of training in order to provide settings with professionals for future generations. Sustainability could be described as meeting overheads and provide a quality, accessible and affordable service that is relevant and needed in the community. Although sustainability is important sufficiency also plays a vital role too which can be described as having the means to provide childcare that meets the requirements of the community, showing awareness of the needs of parents who work or are in training. The Early Years Professional Status (EYPS) was first introduced in 2006 a graduate professional. EYPs are highly trained graduate leaders, with up-to-date knowledge and understanding of early years sectors regarding child care and development, as well as having qualifications that are recognised. This enables the EYP to share their high levels of practice and knowledge with other members within the team. This essential role within the early years plays a vital role in supporting childrens well being and development for them to succeed which has become evident within recent years. This has been emphasised a great deal in the Childrens Plan (2007) within the early years sector. Anning and Edwards (2006: 51) describe professional identity in the EYP role as a way of being, seeing and responding, responsively and flexibly maximising the learning potential of every aspect of Early Years practice, particularly in building on the childrens own ideas, preferences and interests (Carr: 2001). The EYPS is the on the same professional level as with teachers who have a Qualified Teacher Status (QTS). CWDC (2006) states that it is important to consider that the two qualifications are both professional statuses but are based on different set of skills and knowledge. On the other hand newly qualified teachers (NQTs) are provided with support, personal mentoring, effective career development etc, as well as the opportunity to follow up by Continuous Professional Development (CPD) structure within the school year. They also have the opportunity to work effectively and focus on the highest levels of learning and pedagogy. In contrast EYPs have none of this support available to them at the current time. The pay for the EYPs is minimum as well as no structures or guidelines around conditions of service, support requirements, or ongoing CPD to maintain and build skill-levels. (Aspect: 2008). There are a number of questions which immediately rise from this, as Nurse, (2007) mentions that there is serious debate about the link between the EYPS and QTS, not only because it cuts across many current employees allegiances to particular professions but also it affects the lives of children and families as well as those who will work in the field in the future. Since the launch of the EYPS in 2006, the Government has provided around  £250m in funding through the Transformation Fund. This enabled students to apply for money to fund a degree in Early Childhood Studies. A further  £305m was made available through the Graduate Leader Fund to help transform the early years workforce  and deliver the Ten Year Strategy for Childcare (Every Child Matters: 2008) To gain the EYPS each candidate should be able to demonstrate and achieve 39 standards which will enable them to meet the requirements for EYPS. These standards fall under the following six categories: Knowledge and Understanding, Effective Practice, Relationships with Children, Communication and Working with Partnership with Families and Carers, Team Work and Collaboration and Professional Development. These six categories when working with children from birth to five which the 39 standards fall under are to be achieved by each candidate that chooses to do the EYPS. Most of the standards that are created are an effective way of meeting the requirements to enhance professional development as well as meeting the needs of children and their families. For example in the category Knowledge and Understanding, Standard 1, The principles and content of the Early Years Foundation Stage and how to put them into practice revolves around the practitioners. This standard enables the practitioner to enhance their knowledge of the EYFS and how it is to be used to provide effective provision for the children within their setting. Without the knowledge and understanding of the curriculum practitioners will be unable to provide the up most best for children in their care. Another example can be from the category, Professional Development, S38 Reflect on and evaluate the impact of practice, modifying approaches where necessary and take responsibility for identifying and meeting their professional needs. This enables the practitioner to develop on their weaknesses which will allow them to provide opportunities in development where necessary to enhance their professional development. Taking into account practitioners should note that EYPS is not a qualification but it is a new status which recognises a students knowledge and skills as a practitioner and a professional leader (Moyle: 2007). CWDC (2010) stipulates that the role of the EYPS enables practitioners who are working with children aged birth to five to demonstrate the excellence of their practice and their ability to lead practice. The government proposed that the Early Years Foundation Stage Curriculum (EYFS) should be delivered by a skilled early years and childcare workforce, professionally led and with a strengthened qualification and career structure. On the other hand the EYFS also enables to improve on their practice and support their professional development by the recommendations which are stipulated in section 1 of the EYFS Practice Guidance. (DfES, 2007b: 5) This links into the EYP Standard S33, as Nurse (2007: 144) states that this standard stresses the important link between reflection and professional development, the more skilled you become in evaluating the effectiveness of your own practice, the more you will be able to identify opportunities to enhance and develop your own expertise and knowle dge. The EYFS is the curriculum for 0-5 year olds that was introduced in 2008 which took place of the Birth to 3 Matters (2002) and the Foundation Stage (2000) Curriculums. It is a single quality framework to support childrens learning and development. For practitioners and EYPs, the EYFS has presented many challenges, its main effect is to recognise each child for its individuality as well as recognising the childs strength to improve and plan their future continued learning. Therefore the governments aim was to have a graduate EYP in all children centres by 2010 and in every day care setting led by an EYP graduate by 2015 with two graduate EYPs per setting in the disadvantaged areas. The childcare sector has, until recent years, been overshadowed somewhat by formal education. The Government has now recognised the importance of delivering a quality service for children aged Birth to 5 years, delivered by professionals trained and experienced in the field of early years (Whalley:2008). Th is recognition could partly be due to the increasing number of children attending a full-time setting and the emphasis on helping a child reach their full potential early in life. Once the EYP has qualified they can choose to either work in the childrens centre which provides early education which is integrated with health and family support services. By 2010, the government proposed that they will have at least 3,500 centres across the country which will be available and accessible to everyone (Every Child Matters: 2009). However other career paths are available for EYPs to follow than work in Children Centres for example Private Day Cares, Early Years Advisors etc. In conclusion there are no arguments that the EYPS cannot work or indeed it isnt a good idea apart from the lack of low pay and conditions Pugh et al (2010:206) stipulates that the new initiatives that the government have outlined promise a better future for the early years workforce and consequently a better future for children as well. Personal Development Plan Target:  In order to apply for PGCE I need to achieve Science GCSE Grade C or above Short Term Goal:  Arrange to attend classes in the following year 2011. Long Term Goal:  Achieve Science GCSE by 2012. Target:  Complete BA (HONS) Early Childhood Studies Short Term Goal:  Complete formative assignments and receive feedback to develop upon. Long Term Goal:  Complete and pass all summative assignments by summer 2011. Target:  Study and research a wider selection of articles and texts to support my degree work Short Term Goal:  Study and make notes of course books and recommended reading for each module. Download relevant articles and information from the Internet related to my assignments. Long Term Goal:  By 2011 I will be able to judge my success by my improved knowledge and ability to read critically. Target:  Build on my self esteem and confidence. Short Term Goal:  Take sessions on how to build confidence and self esteem by taking counselling. Long Term Goal:  Be able to share and contribute ideas with confidence. Target:  To experience working with children between the ages 0-5 years. Short Term Goal:  Attend nursery sessions to see how staff teaches. I will also be attending training sessions for the Early Years Foundation Stage to increase my knowledge and understanding. Long Term Goal:  By September I will work in a nursery class and work alongside children from 0-5 years and the Early Years Foundation Stage. Target:  To develop an understanding of the concept of the Early Years Foundation Stage. Short Term Goal:  I will attend training sessions for the Early Years Foundation Stage in the summer. Long Term Goal:  By September I will have an understanding of the Early Years Foundation Stage and will be working alongside it. Target:  To work alongside the Early Years Foundation Stage and develop how to use it for an observation. Short Term Goal:  I will attend training sessions for the Early Years Foundation Stage in the summer to understand the concept of this curriculum. Long Term Goal:  In September I will be able to use the outcomes of the Early Years Foundation Stage to observe and assess set children and this will be able to help me build up their personal profiles. Target:  To work alongside the Early Years Foundation Stage curriculum and have some training done. Short Term Goal:  By summer 2011 I will have attended some training sessions and have developed skills for the Early Years Foundation Stage so that I can use this curriculum as I am working with under 5s. Long Term Goal:  In September 2012 I will be working with children under 5s using the Early Years Foundation Stage and will be able to adapt to the changes Target:  To work alongside other professionals within the setting. Short Term Goal:  By Easter I will have acknowledged which professionals are working within the setting and understood their role Long Term Goal:  By September 2011 when I work in another class where there are special needs children or other children with specific needs I will be working alongside with them with the child. References Aspect, (June 2008), Early Years Professionals: Making the EYP project a Success Daly, M, Byers, E and Taylor, W, (2004) Early Years Management in Practice, Heinemann Day, C (1999) Developing Teachers: The Challenges of Lifelong Learning, London: Routledge Falmer Day.C, Kington.A, Stobrt.G and Sammons.P, (2006), The Personal and Professional selves of Teachers: Stable and Unstable Identities, British Educational Research Journal, Volume 32, No 4, August. Dryden, L, Forbes, R, Mukherji, P, Pound, L, (2005) Essential Early Years, Hodder Arnold Every Child Matters (March 2008) Graduate Leader Fund further information on purpose and implementation Every Child Matters, Department for Children, Schools and Families, [On-line] http://www.everychildmatters.gov.uk/deliveringservices/workforcereform/earlyyearsworkforce/ [Accessed 22nd November 2010] Every Child Matters (2009) Early Years and Childcare Every Child Matters: Change for Children [On-line] (Updated 15th February 2009) Available at: http://www.everychildmatters.gov.uk/earlyyears/ [Accessed 22nd November 2010] Isle-Buck, E and Newstead, S (2003), Excellence in Childcare: Essential Skills for Managers of Child-Centerd Settings, David Fulton Publishers Macleod-Brundell, I and Kay, J, (2008) 2nd Edition, Advanced Early Years Care and Education, Heinemann Miller.L, Cable.C and Deveruex.J, (2005), Developing Early Years Practice, David Fulton Publishers Ltd: London Moyles.J, (2007), Early Years Foundations: Meeting the Challenge, USA: Open University Press Nurse. AD, (2007), The New Early Years Professional: Dilemmas and Debates, Routledge Nursery World (6th March 2009) Nursery Management: Editors View Nursery World, [On-line] Available at: http://www.nurseryworld.co.uk/news/887566/Nursery-Management-Profiletrue-vocation/6 March 2009 [Accessed 22nd November 2010] Pugh.G and Duffy.B, (2010), Contemporary Issues in the Early Years, 5th Edition, London: SAGE Publications Sadek, E and Sadek, J (2009) Nursery Management, 3rd Edition, Nelson Thornes Ltd Wallace, S. (2001) Teaching Supporting Learning in Further Education, Exeter: Learning Matters Ltd Whalley.M, Allen.S Wilson.D, (2008), Leading Practice in Early Years Settings (Achieving EYPS), Exeter: Learning Matters Ltd http://www.cwdcouncil.org.uk/eyps CWDC (2006) Early Years Professional Status http://www.cwdcouncil.org.uk/eyps/standards [Accessed 22nd November 2010] http://www.cwdcouncil.org.uk [Accessed 20th December 2010] Appendices Appendix One Leadership Ability Organisation Planning and Prioritising Abilities Communication and Interpersonal Skills Example A leader who provides for self and others working alongside them. Communication and decision making skills to involve and take views from colleagues. Time management (punctuality, meeting deadlines), self management and self motivation, interpersonal skills like confidence, awareness of life-long learning and planning for future development. Oral, Written, Visual, PowerPoint and other forms of delivery; communicating academically and professionally choosing forms of delivery, structure and language appropriate to audience; leading discussions and responding to feedback. 1. Poor communication. Inability to consider others views before making decisions and unable to play a positive lead role. Little or no use of evidence of using time effectively, attempting to improve self motivation and self-management or to develop confidence in planning and carrying out a range of tasks. Inadequate no real consideration of audience and has tendency to be in accurate. Shows little or no evidence of communicating effectively with others and has difficulty conveying information in any form. 2. Good communication skills but lacks initiative in playing a lead role as well as the planning and organisation. Occasional evidence of using time effectively; basic self motivation evident with limited development of confidence in planning and carrying out a range of tasks. Staring to show and use good communication skills however lacks confidence in communicating with others and has difficulty presenting to people at all levels. 3. Shows ability to innovate and shows initiative however lacks confidence to motivate other and shows some evidence of leadership. Good attempt at using time effectively, some evidence of self-motivation/self management with some improvement in confidence in planning and carrying out a range of tasks. Reasonable presentation and generally accurate in content rarely has difficulty in making a point starting to show confidence in what they are doing and the way they are communicating with others. 4. Beginning to show confidence in motivating others and providing support for the staff. Shows clear evidence of leadership ability. Capable of managing time effectively; demonstrates self motivation/self management, showing some level of increased confidence in planning and carrying out arrange of tasks. Always clear and accurate, shows high standard of presentational skills. Is able to communicate with people ant all levels and shows confidence in how they communicate to meet others views. 5. A strong leader who shows self motivation and motivates others too considering their views and needs. Is confident in making the right decisions. Manages time highly effectively; demonstrates consistent self motivation and self-management and an increased confidence in planning and carrying out a range of tasks. Shows a strong ability to give a complete and concise account of a situation, either orally or written. Is able to communicate effectively with parents and others in a wise manner and confident.Skills Audit Team-working Abilities Reflection Problem Solving Example Understanding and developing a role in the team and showing its effectiveness by working with, listening and encouraging the development of others which may also include leadership skills, group ideas and resources. Understanding own learning (learning styles, awareness of how one develops and appropriate use of C.I analysis and journals) Recognition that people learn differently and see things from diverse perspectives. Decision-making skills, critical thinking sustained and applied analytical skills, negotiation skills, managing change and risk, testing different strategies and choosing most appropriate solution. 1. Inability to interact within a team and shows little or no evidence of participating within a team by sharing ideas and concerns. Has no evidence of evaluating/identifying of key learning experience of others and self. Lacks the understanding and knowledge of reflection Shows no evidence of critical thinking and decision-making skills with little or no evidence of appreciation of major factors and no evidence of how to handle choices solution implemented without considering alternative options. 2. Shows some evidence of interaction and motivation within a team. Occasionally listening and working with others but lacks confidence in sharing ideas and concerns. Adequate evidence of evaluating/identifying of key learning of self and others. Tends to use reflection as a tool simply with little understanding and knowledge. Acceptable critical thinking and

Essay --

This part discusses the key findings found in the previous chapter and relates in to the literature review section of this research. All of the research objectives were met and research questions had definite conclusive answers. The information gotten from the questionnaires appears in a flow linking all research objectives together and answering all research questions which will be discussed and analysed below one after the other. Objective 1 To understand innovation and how its absence leads to the failure of businesses Innovation is a change in technology, source of organizational renewal & growth and the primary source of competitive advantage (Porter 1990). Question 10 & 11 gives us some understanding of innovation and Question 7 & 8 gives leads on how lack of innovation can lead to business failure. Questions 10 required respondents to say the propose direction they think innovation should be directed to. 17 respondents were of the opinion that innovation should be inspired from employees and those at the bottom of the organisational hierarchy because they are in constant discussion with customers. Those at the bottom like employees at the customer service know a lot more about customer’s needs, wants and complains compared to the knowledge top management has about customers. 3 of the respondents were of the opinion that management has more experience, exposure and business knowledge as compared to lower level employees and so should influence innovation and then get employees execute it. This approach is usually not the best because management are not in direct contact with customers and so influencing innovation will be like dictation what employees should offer customers. 26 respondents said management should influenc... ...they want to innovate because the goods and/or services they want to produce are for the customers. If management innovates without customers consent, they may manufacture something customers don’t want and they product and/or service will not be accepted which will mean wasted resources producing them. Despite the important role customers play in innovation, famous leaders like Steve Jobs of Apple and Henry Ford of Ford don’t see the importance of taking customer’s opinion into consideration when innovating. Question 9 asked whether customers should be taken into consideration when an organisation wants to innovate. 72% of respondents strongly agreed that customers should be considered, 26% agreed, 2% disagreed and no one was neutral or strongly disagreed. This study proves that customers are a vital part of an organisation especially when innovation is concerned.