Understand Current National and Organisational Policies and Practices for Literacy Development free essay sample

They must be given the opportunity within all different subject areas to use and extend their language so that their thinking skills progress to a higher level. The literacy curriculum is for pupils to explore and expand on how language works and to gain knowledge of various genres and situations. The Primary Framework for Literacy is to support and increase all children’s access to excellent teaching, leading to exciting and successful learning. I am currently working in KS2 (year 4). My teacher will set the lesson for each day in accordance with the National Curriculum. The lesson is broken down and put on to a daily lesson plan. Prior to the lesson she will go over the plan in more detail with me and give me ample time to prepare any resources required. For the lesson, the class are divided on to tables so that children of the same ability are placed together. We will write a custom essay sample on Understand Current National and Organisational Policies and Practices for Literacy Development or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page I am usually put with the lower able children as they are in need of the extra support. In a typical lesson in class, the teacher will teach the whole class activity. This gives the children the opportunity to put forward and share their ideas. The teacher then gives the work to the groups which will depend on their ability. In my setting, literacy lessons are conducted every other day whilst a reading and writing based lesson, called Read, Write Ink, is provided every day in small groups (usually about 12) where the children are of similar ability. Teaching assistants are responsible for their own group and follow the plans issued by the author of the lessons. The literacy format in class varies from week to week whereas Read, Write, Ink follows the same format for five days at a time but refers to a different story book each week. Read, Write, Ink was brought into the school to assist the children in their phonic knowledge as this was found to be lacking throughout the school. It is the responsibility of the teachers that children are placed in certain ability groups and they also track their progress. Children have talk partners to sound out their ideas before moving onto independent work in both literacy and Read, Write, Ink. At the end of both sessions, children are brought back to whole class discussions to talk about what they worked on or wrote. Early Years or Foundation children must develop their oral skills so that they can go on to access the National Curriculum. Dressing up and drama play a huge role for them to expand their language, listening skills and imagination. As they get older and move into KS2, their oral skills progress to speaking and/or presenting to the rest of the class. My school also involve support assistants in taking intervention classes. We daily take a group of 6 children out of the class to work on comprehension, reading and punctuation. This is to improve their grades and levels. Each week spelling tests are set for the older pupils of the school. Children with English as their second language are also given specialist support as a language specialist will come into the school and given extra speaking, reading and writing interventions. Whilst in class during a literacy lesson, children with very little English language will complete early learning games. This could be made up of cards matching pictures to their English word cards, for example, a picture of a horse will match to the word ‘horse’. As their English progresses, they would become more involved in the lessons that the whole class is doing, but we would be considerate by using more basic language so that it gives the child confidence in what they are doing. Correcting their grammar is essential; otherwise they fall into lazy habits. However, this must be done in a sensitive and caring manner. An example of this is a year 4 Portuguese boy in my class. He has been with us for 2 years. He recently asked me ‘can I drink water please’. I told him the correct way to ask was ‘can I have a drink of water please’. He now asks correctly each time. 1. 2, Summarise the relevant policy and age related expectations of learners relevant to literacy development in the setting. If you are supporting pupils literacy development you will need to be aware of your schools English or literacy policy. This will outline your schools approach to the teaching of reading, writing, speaking and listening and should follow local or national guidelines. In England and Wales, the National Primary Literacy Framework outlines the structure for the teaching of literacy. It shows 12 strands of learning which a child must be taught throughout his or her entire primary education, including Foundation. In Foundation, teachers are expected to follow the two subject areas, which are Prime areas of learning and Specific areas of learning. Prime areas of learning * Listening and attention * Understanding * Speaking This supports Communication and Language as being imperative in the child’s earliest years. This will be developed through relationships with others using a variety of activities and will be supported by adults whilst doing so. This in turn will contribute into helping them to exercise their thinking skills. Specific areas of learning * Reading * Writing Their learning will develop into understanding that the sounds that they hear in a word are linked to letters, which then progresses them to decode and read regular words which would then lead to them being able to write words and simple sentences. Once the above are reached by a child at the end of Foundation stage, it means they have met their Early Learning Goals. As children leave Foundation stage and move into Key Stage 1, their learning objectives must be brought into line with the 12 learning strands of the National Primary Literacy Framework. Speak and listen for a wide range of purposes in different contexts * Speaking * Listening and Responding * Group discussion and Interaction * Drama Read and write for a range of different purposes on paper and on screen * Word recognition: decoding (reading) and encoding (spelling) * Word structure and spelling * Understanding and interpreting text * Engaging and responding to texts Creating and shaping texts * Text structure and organisation * Sentence structure and punctuation * Presentation The DfE have made the site available on line of the early years foundation stages national strategies and requirements. These outline the strand that is applicable to each year group. 1. 3, Summarise the teachers programme and plans for literacy development For effective support for children in literacy, and a ny other subject, there should be a prior conversation between you and the class teacher or knowledge of the planned activities of the lesson. In a majority of schools, my setting included, the support staff are given plans at the beginning of the week as well as being on display in the classroom. Within some settings the support staff are included in the planning of the lessons where their input and ideas can be given, especially for activities and approaches for children that they work closely with. Support staff should make notes on the daily plans. This is of the children they worked with that day which monitors each child’s progress and understanding and if they met the learning objective. Praise and feedback along with clarifying problems or misunderstandings are imperative to children, encouraging them to be confident learners. Once the lesson is complete, communication with the teacher should take place to ensure they are aware of how the children managed the task. Within my school there is a literacy policy set for the staff to follow, we believe that communication both oral and written is the key to educational progress, to social integration and to personal development and happiness. Literacy is about promoting fluent readers, confident writers and effective speaking and listeners. Children must listen to others and take account of the speaker, respond thoughtfully and demonstrate the skills necessary for effective speaking and listening. We aim to develop the necessary skills to read confidently, fluently and with enjoyment and understanding. We aim to use a wide range of resources, i. e. websites, non-fiction books and encyclopaedias to expand their knowledge and understanding along with exposing them to many different forms of genre. This sets out exactly what is to be taught and how it is taught. Medium term planning takes place every term and sets out the planned lessons and activities for the coming term. Each plan must give every pupil the opportunity to develop good speaking and listening, reading and writing skills. Activities are often linked to the theme/topic for the term and teachers capitalize on opportunities to teach specific text types when the theme is appropriate e. g. Explanation texts during a science based theme.

Illustrate the concepts of pluralism and corporatism Essays

Illustrate the concepts of pluralism and corporatism Essays Illustrate the concepts of pluralism and corporatism Essay Illustrate the concepts of pluralism and corporatism Essay An Illustration the constructs of pluralism’ and corporatism’ by using them to two suitably selected West European States The constructs of pluralism and corporatism occupy two of the opposite terminals of the Western European democratic spectrum. While one seeks to increase the range of parliamentary democracy in the post?industrial age, the other strives to cut down the capacity for enhanced engagement in democracies by bowing to the caprice of the economic market instead than the will of the bulk of the people. Surely, the statement about which manner of democracy ( corporatism or pluralism ) is the correct’ method for partitioning political power in the 20 first century, is non dead. Though corporatism can non deny its links with the European experiment of fascism during the 1920’s and the 1930’s ( in peculiar the economic fascism’ as practised by Mussolini’s Italy ) and though pluralism has likewise organic theoretical ties to socialism, both remain in grounds in European Union provinces today, although no longer in the totalitarian signifier that characterised th eir embodiments during the first half of the 20th century. For the intent of comparing, two states have been selected for analysis as illustrations of pluralism and corporatism. These states are the United Kingdom and Austria and – needfully – the text herein will be split into two to compare the states while besides dovetailing at times in order to underline the similarities between the democracies of Britain and Austria. First, nevertheless, a definition of the constructs of pluralism and corporatism must be ascertained so as to set up a fixed conceptual model. Pluralism Pluralism is a wide, far making term that can be interpreted in a assortment of different ways and that besides goes under a figure of assumed names. Rationality’ , representative government’ , majority rule’ , republicanism’ , populism’ and the will of the people’ ( as termed by Rousseau and the libertarian doctrine of the Gallic Revolution ) have all been used to depict the ideological drift behind pluralism and all of these by and large left-of-center constructs are interconnected. What is certain is that pluralism is an ideological agencies to a political terminal that would procure the most democratised vision of authorities possible, encouraging diverseness in multicultural Western populations via the encouragement of unfastened argument on any figure of societal, political, cultural and economic jussive moods. There are bounds to pluralism. It is of import, for case, to observe the cardinal difference between consentaneous regulation a nd political consensus ( which characterises pluralist idea ) . Consensus represents a looser restraint than unanimity, more unfastened to conventions about developing a sense of the meeting’ and leting more room to burden differentially parts to debate that differ in quality. [ 1 ] Corporatism Corporatism is the diametral antonym of pluralism in so far as it envisages political policy as the merchandise of the argument of the few’ instead than the many’ with the minority in this case represented by large concern, industrial capital and economic trusts. Corporatism is linked to the right wing of political sentiment in western idea, which is per se distrustful of the liberty of political power as promulgated by pluralism mentioning the ill-famed tyranny of the majority’ as a counterweight to claims that corporatism is simply a facade for totalitarian visions of neo?fascism. Therefore, the main split between pluralist and corporatist political orientations is located within their differing reading of the impression of the province. The corporate province is a state-with-a-purpose. It has moved beyond its traditional functions of maintaining the peace, keeping the currency, diplomatic negotiations and defense mechanism. In add-on, it offers management solutions’ to the electorate, which requires more and more money and power to transport them out. [ 2 ] The United Kingdom: A Pluralist State As the oldest lasting experiment with parliamentary democracy in Western Europe, Britain is the best illustration of a pluralist province in action. Pluralism in the UK is chiefly meted out in the tremendous power wielded by interest’ or pressure’ groups a cardinal symptom of pluralism in pattern. This has by and large proved to be a fruitful historical matrimony between representative organic structures and the policy?making cabal of the authorities with the famously secular composing of the UK ( integrating an increasing rhythm of devolved and decentralized authorities ) cited as a aglow illustration of the victory of pluralist political relations. Westminster has a deep?rooted tradition of paying attentiveness to coerce groups with non?governmental administrations ( NGO’s ) stand foring any figure of people on a assortment of socio?political issues from anti?smoking conferences toFathers for Justice. Yet while it is true that involvement groups permit non?politicised constitutions to take part more to the full in the parliamentary democracy, there is besides turning concern that they stifle every bit much as trigger societal alteration by subjecting the necessary development of post?modern society to unneeded cheques and balances. The United Kingdom is frequently cited as an utmost illustration of the power of groups in forestalling necessary alteration in society. [ 3 ] Furthermore, the application of force per unit area groups in the mainstream political domain does nil to extinguish the influence of large concern, the pulse of corporatism. Rather ; empirically, it would look to be true that concern groups exceed other types numerically. [ 4 ] The recent debut of 20 four hr imbibing high spots the on-going primacy of the corporate anteroom in inciting domestic policy in Britain. Oesterreichs: A Case Study in Corporatism. Austria has a long association with corporatism in domestic political personal businesss. Detractors attempt to worsen the nexus between the Austrian experiences of National Socialism with the go oning trust upon corporate sentiment in explicating policy. However, the trust upon corporatism is every bit much a residue of its geopolitical state of affairs ( close to the boundary line of the former Communist iron curtain’ that split Europe in two ) as it is due to a national disposition to autocratic political relations. Corporatism has been manifested in Austria by the laterality of concern over representative organic structures such as trade brotherhoods for the supposed greater corporate good of the state. In this manner, corporatism was translated into the corporate province that sought to protect Austria’s natural material interests [ 5 ] against both of the neighbouring East and West axis. However, the restrictions of corporatism in Austria have been greatly accentuated in the past 20 old ages as a radically changing societal and demographic composing of the state has fostered an increasing dependance upon parliament and the pluralism of party political relations. The private and public cabals have in fact moved closer to a brotherhood than an uneasy armistice or confederation as was frequently the instance in the 1970’s and 1980’s. Furthermore, the historical merger of corporate concern, labor and authorities has paved the manner for the modern-day Austrian theoretical account of the political third way’ – a via media between capitalist economy and the organic structure politic that seeks to heighten the chance for political engagement for all. This is the same ideal of the third way’ of political relations as championed by New Labour. Thus, in the terminal, corporatism in Austria has been forced to bow to the primacy of pluralism in post?industrial political theory. Decision Sophisticated modern-day democracies can non boom via attachment to merely one paradigm of democratic political sentiment. For illustration, the gradual eroding of province boundaries has lessened the influence of corporatism in Austria while the worlds of the planetary economic market render pluralism in the UK as much a slave to large concern as any other portion of the public political domain. This convergence of theory in Western European states has proved to be the accelerator behind the mention to the terminal of history and the last man [ 6 ] ( Francis Fukuyama ) whereby domestic party political relations is reduced to little more than a autotype of the dominant democratic ethos of neo?liberalism and the grim rise of planetary free market capitalist economy. Mentions Birch, A.H. ( 2001 )Concepts and Theories of Modern Democracy: Second EditionLondon: Routledge Buchanan, J.M. and Congleton, R.D. ( 1998 )Politicss by Principle, non by InterestCambridge: Cambridge University Press Crepaz, M.M.L. ( October 1994 )From Semi?sovereignty to Sovereignty: The Decline of Corporatism and Rise of Parliament in Austria, in,Journal of Comparative Politics, Volume 27, Number 1 Fukuyama, F. ( 1993 )The End of History and the Last ManLondon and New York: Penguin Jordan, A.G. and Richardson, J.J. ( 1987 )Government and Pressure Groups in BritainOxford: Clarendon Katzenstein, P.J. ( 1987 )Corporatism and Change: Austria, Switzerland and the Politicss of IndustryNew York: Cornell University Press Loughlin, J. ( 2004 )Subnational Democracy in the European Union: Challenges and OpportunitiesOxford: Oxford University Press Mosley, I. ( 2003 )Democracy, Fascism and the New World OrderLondon: Imprint Academic Richardson, H.S. ( 2002 )Democratic Autonomy: Public Reasoning About the Ends of PolicyOxford: Oxford University Press Wootton, G. ( 1970 )Interest GroupsEnglewood Cliffs: Prentice Hall

Diabetes Today Essay Example | Topics and Well Written Essays - 4000 words

Diabetes Today - Essay Example Gestational diabetes occurs during pregnancy, which can potentially develop into type 2 diabetes later in life. Diabetes mellitus is characterized by long-term complications involving small and large blood vessels (micro and macroangiopathy) affecting the eyes, kidneys, and nerves. Type 1 diabetes is usually diagnosed in childhood and accounts for 5-10% of diabetes. Type 1 diabetes mellitus is considered to be an autoimmune disease, where there is destruction of the beta cells of the pancreas, which produces insulin. This results in absolute insulin deficiency. Type 2 diabetes is more common than type 1 and accounts for 90%-95% or more of all cases of diabetes. It is characterized by insulin resistance and relative insulin deficiency. Although it usually occurs in adults over the age of 45, it is increasingly being seen in obese individuals of all age groups, including children and adolescents (New York State Department of Health, 2006). Other causes of diabetes include: due to chronic pancreatitis in alcoholics, hormonal abnormalities like pheochromocytoma, acromegaly, and Cushing’s syndrome, steroid hormone administration, endogenous release of glucagon and catecholamines following severe burns, acute myocardial infarction (â€Å"stress hyperglycemia†), diabetes caused by drugs or chemicals, diabetes caused by insulin receptor abnormalities, and diabetes associated with genetic syndromes like lipodystrophies, myotonic dystrophy and ataxia-telangiectasia (Foster,1998.) It has been suggested that modern food processing methods result in glycation end products, oxidized ascorbic acid and lipoic acid, all of which are potential causes of diabetes. High levels of glycation products are also found in infant formula, which also has added ascorbic acid. Adverse immune effects leading to diabetes can result from glycation of a casomorphin released from A1 beta-casein (Elliott, 2006). Since the 1960s, there has been