Marin education fund scholarship Essay Example | Topics and Well Written Essays - 500 words - 1

Marin education fund scholarship - Essay Example I do not regret this arrangement because I am fully convinced that it is my duty to support my parents who have worked really hard to raise me and my siblings. I am a responsible person who is focused on whatever he does, and I work with dedication and sincerity. Though my family could not offer me the opportunities many of my schoolmates had, we believe in standing for each other in times of need and we stick together as a unit. Though this demands some responsibility, I consider this phase of life as a learning experience in remaining truthful to one’s priorities and goals. I would like to pursue my studies and expand my chances of getting a better job that would meet the increasing demands of my family as my parents are getting older. My father is working harder than he should, but he maintains a calm and affectionate disposition amidst physical ailments like severe back pain. Being the youngest son in the family, I am supposed to stay with the family and look after my parents. Even though my present work provides some support, I realize that I need to earn more in the future. Moreover, I have a strong desire to pursue my studies. I had been genuinely interested in all the subjects I studies for my High School. I had relatively good aptitude Biology. My ambition is to develop a career in pharmacy, and would like to join a college course that would help me fulfill my dream. My family needs me to join college as soon as possible. They are worried that I am working hard at the moment, and my father keeps reminding me that I could have a career and living standards only if I focus on my education at the moment. I decided to start working soon after finishing school because I realized how hard my parents amidst their disabilities to look after the house and educate me. I believe I would be able to do justice to my studies because I am strongly motivated to be of help to my family. If I am

Different media texts analysis, relationship between media and Assignment

Different media texts analysis, relationship between media and communication and in terms of culture - Assignment Example Media will always want to maintain a good relationship with the society and therefore it tends to sell itself to the consumers by telling the society what they want to hear. Media is so dependent on the society because it cannot exist without it. Communication on the other hand is the flow and of ideas and information between individuals. Communication is only effective if the two or more communicating persons understand one another. It is only successful if the receiver is able to decode and understand received the message from sender (Carey, 1989). The communication process involves, first, the sender has to possess an element of feeling, idea, concept or information that he wants to pass to the sender. Next, involves encoding of the message. The message is sent to the intended receiver in words, symbols or appropriate language of the medium. Next, the decoding of the message takes place. This involves expression of the message in an intelligence language that the receiver understa nds. Lastly, the receiver gives feedback to the sender. This is an expression of the sender’s opinion. This can be in form of words, facial expression or feelings. Media textual analysis is the way in which the audience of given information make an intelligent, educated and a well understandable choice at the most likely interpretation about the information (Chin, 2011). It is a methodology used to carry out quantitative analysis of the content of some information in question. Texts from magazines, advertisements, television, clothes or films can be closely analyzed so as to obtain different ways in which different audiences interpret them according to different situational analysis. There are several factors that affect interpretation of media messages. First, cultural background has got a say on the interpretation an individual will give to a particular message. The cultural backgrounds could be religious, tribal or economic. For instance, journals from the west report that fatness is unhealthy. However, there is no general universal agreement that being fat is something worth not appreciating or appreciating. Some western medical and anesthetic arguments insist that having a larger body is neither attractive nor healthy. This is not the case in Africa (Chin, 2011). For example in Niger, being fat is the beauty of a woman. Therefore women get encouraged to take pills to gain appetite and steroids to become heavy. The media case above about the western journal is clear evidence that cultural disparity result to different aspects in which a media message gets interpreted. People from the western community who are influenced by scientific research would support the health journal report. On the other hand, the Niger community from Africa is greatly influenced by their African traditions (Berger, 2011). They believe that a woman is quantified by her body size. Their reaction to the journal would be dismissive. Differences in critical reasoning and thinkin g also display varying interpretation about media information. Logical reasoning is the basis of factual argument in the western countries inherited from Classical Greece (Silverstone, 1999). They will often subject facts to many options of possible understanding. Culture of the Jains in India poses several possible results of factual analysis. Is it a fact? May be it is, may be it is but it is not, and may be it is not. Let us consider a television advertisement of a sexual protective wear. Medium analysis has to take into account several

Ferdinand Davids Trombone Concerto Essay Example | Topics and Well Written Essays - 1000 words

Ferdinand Davids Trombone Concerto - Essay Example After a brief hop at the sixteenth note, the triplet should drive through directly to the arrival note. The motivic rhythm reappears in measures 46, 48, 102-106, and beyond the first movement. Once the initial motif is past, the entire statement (measures 42-65) is also important to emphasize for the audience. The poetic pairing found in measures 44-47, and then again in measures 48-51, is one of the key elements that must be inflected, and then followed up effectively in the dramatic resolution found in measures 52-55. This is a good microcosm of the dramatic builds to be found in the work, and the half notes in measure 52 are one excellent place to build dramatic value. Vibrato is one way to accomplish this, but a solid drive through the air column is also crucial here. The grand opening then takes place between measures 60 and 83. The first four measures of this should be played with a significant amount of verve and vigor to lend a sense of heroic drama. Measures 64-67 remind the listener of your opening passage, and so a definite sense of sweep and flow is important at this point. In measure 68, a definite development begins, and so dropping slightly in dynamics before entering the measure will give more energy to the later crescendo build; one of the most effective ways to snatch the attention of the audience is to drop the dynamic before beginning a slow build. This crescendo should reach its boiling point in measures 72 and 73, with the flourish in G-flat major. These two measures can be performed with some license as to the rhythm, because of the dramatic power. As this first section of the opening ends, in measures 76-82, it is important to pay special attention to the dotted eighth notes. Accents and marcato may well be called for here, as long as the tongue stays out of the tone's way. The diminuendos here can definitely be musical and technical assets. What one might term a cantilena then comes, from measures 83-102. Grove's Dictionary of Music defines cantilena as a "flowing melodious phrase of vocal character." It comes from the Italian, meaning "little song." This is a point in the piece that permits the performer really to let loose with the lyrical side of the trombone. The piano dynamic here should be taken to its metaphorical extremes. Piano here does not necessarily just mean quieter, but conveying a sensual sort of softness to the listener. How would a fur coat feel How would a warm blanket feel These are the sorts of ideas that the trombone should convey to the audience at this point. This should be combined with the dolce mood. The meaning here, of course, is "sweet," but that is a word that has numerous connotations. For the purposes of this performance, the sweetness that comes in romantic attachments would be a good mood to consider while playing this section, or the sweetness that comes from a conversation with a yo ung child. The phrase marks should not be read as dividing these first four measures into separate phrases, but four ideas within the same phrase. The phrase marks should bring lucidity and charm to the longer musical idea of the four measures, rather than dividing the idea into artificial chunks. The "d" in 4th comes in handy here in measures 94, 95, and 99. In measure 94 it can help smooth out the slur,

Microprocessor and Interfacing Essay Example for Free

Microprocessor and Interfacing Essay Peripherals and Interfacing PIO 8255 The parallel input-output port chip 8255 is also called as programmable peripheral input-output port. The Intel’s 8255 is designed for use with Intel’s 8-bit, 16-bit and higher capability microprocessors. It has 24 input/output lines which may be individually programmed in two groups of twelve lines each, or three groups of eight lines. The two groups of I/O pins are named as Group A and Group B. Each of these two groups contains a subgroup of eight I/O lines called as 8-bit port and another subgroup of four lines or a 4-bit port. Thus Group A contains an 8-bit port A along with a 4-bit port. C upper. PIO 8255 †¢ The port A lines are identified by symbols PA0-PA7 while the port C lines are identified as PC4-PC7. Similarly, GroupB contains an 8-bit port B, containing lines PB0-PB7 and 4-bit port C with lower bits PC0- PC3. The port C upper and port C lower can be used in combination as an 8-bitport C. †¢ Both the port C are assigned the same address. Thus one may have either three 8-bit I/O ports or two 8-bit and two 4-bit ports from 8255. All of these ports can function independently either as input or as output ports. This can be achieved by programming the bits of an internal register of 8255 called as control word register ( CWR ). PIO 8255 †¢ The internal block diagram and the pin configuration of 8255 are shown in fig. †¢ The 8-bit data bus buffer is controlled by the read/write control logic. The read/write control logic manages all of the internal and external transfers of both data and control words. †¢ RD, WR, A1, A0 and RESET are the inputs provided by the microprocessor to the READ/ WRITE control logic of 8255. The 8-bit, 3-state bidirectional buffer is used to interface the 8255 internal data bus with the external system data bus. PIO 8255 †¢ This buffer receives or transmits data upon the execution of input or output instructions by the microprocessor. The control words or status information is also transferred through the buffer. †¢ The signal description of 8255 are briefly presented as follows : †¢ PA7-PA0: These are eight port A lines that acts as either latched output or buffered input lines depending upon the control word loaded into the control word register. †¢ PC7-PC4 : Upper nibble of port C lines. They may act as either output latches or input buffers lines. PIO 8255 This port also can be used for generation of handshake lines in mode 1 or mode 2. †¢ PC3-PC0 : These are the lower port C lines, other details are the same as PC7-PC4 lines. †¢ PB0-PB7 : These are the eight port B lines which are used as latched output lines or buffered input lines in the same way as port A. †¢ RD : This is the input line driven by the microprocessor and should be low to indicate read operation to 8255. †¢ WR : This is an input line driven by the microprocessor. A low on this line indicates write operation. PIO 8255 †¢ CS : This is a chip select line. If this line goes low, it enables the 8255 to respond to RD and WR signals, otherwise RD and WR signal are neglected. †¢ A1-A0 : These are the address input lines and are driven by the microprocessor. These lines A1-A0 with RD, WR and CS from the following operations for 8255. These address lines are used for addressing any one of the four registers, i. e. three ports and a control word register as given in table below. †¢ In case of 8086 systems, if the 8255 is to be interfaced with lower order data bus, the A0 and A1 pins of 8255 are connected with A1 and A2 respectively. RD 0 0 0 0 RD 1 1 1 1 RD X 1 WR 1 1 1 1 WR 0 0 0 0 WR X 1 CS 0 0 0 0 CS 0 0 0 0 CS 1 0 A1 0 0 1 1 A1 0 0 1 1 A1 X X A0 0 1 0 1 A0 0 1 0 1 A0 X X Input (Read) cycle Port A to Data bus Port B to Data bus Port C to Data bus CWR to Data bus Output (Write) cycle Data bus to Port A Data bus to Port B Data bus to Port C Data bus to CWR Function Data bus tristated Data bus tristated Control Word Register PIO 8255. †¢ D0-D7 : These are the data bus lines those carry data or control word to/from the microprocessor. †¢ RESET : A logic high on this line clears the control word register of 8255. All ports are set as input ports by default after reset. Block Diagram of 8255 (Architecture) ( cont.. ) †¢ 1. 2. 3. 4. †¢ It has a 40 pins of 4 groups. Data bus buffer Read Write control logic Group A and Group B controls Port A, B and C Data bus buffer: This is a tristate bidirectional buffer used to interface the 8255 to system databus. Data is transmitted or received by the buffer on execution of input or output instruction by the CPU. Control word and status information are also transferred through this unit. †¢ Block Diagram of 8255 (Architecture) ( cont.. ) Read/Write control logic: This unit accepts control signals ( RD, WR ) and also inputs from address bus and issues commands to individual group of control blocks ( Group A, Group B). †¢ It has the following pins. a) CS Chipselect : A low on this PIN enables the communication between CPU and 8255. b) RD (Read) A low on this pin enables the CPU to read the data in the ports or the status word through data bus buffer. †¢ Block Diagram of 8255 (Architecture) ( cont.. ) WR ( Write ) : A low on this pin, the CPU can write data on to the ports or on to the control register through the data bus buffer. ) RESET: A high on this pin clears the control register and all ports are set to the input mode e) A0 and A1 ( Address pins ): These pins in conjunction with RD and WR pins control the selection of one of the 3 ports. †¢ Group A and Group B controls : These block receive control from the CPU and issues commands to their respective ports. c) Block Diagram of 8255 (Architecture) ( cont.. ) †¢ Group A PA and PCU ( PC7 -PC4) †¢ Group B PCL ( PC3 PC0) †¢ Control word register can only be written into no read operation of the CW register is allowed. a) Port A: This has an 8 bit latched/buffered O/P and 8 bit input latch. It can be programmed in 3 modes mode 0, mode 1, mode 2. b) Port B: This has an 8 bit latched / buffered O/P and 8 bit input latch. It can be programmed in mode 0, mode1. Block Diagram of 8255 (Architecture). c) Port C : This has an 8 bit latched input buffer and 8 bit out put latched/buffer. This port can be divided into two 4 bit ports and can be used as control signals for port A and port B. it can be programmed in mode 0. Modes of Operation of 8255 (cont.. ) †¢ These are two basic modes of operation of 8255. I/O mode and Bit Set-Reset mode (BSR). †¢ In I/O mode, the 8255 ports work as programmable I/O ports, while in BSR mode only port C (PC0-PC7) can be used to set or reset its individual port bits. †¢ Under the I/O mode of operation, further there are three modes of operation of 8255, so as to support different types of applications, mode 0, mode 1 and mode 2. Modes of Operation of 8255 (cont.. ) †¢ BSR Mode: In this mode any of the 8-bits of port C can be set or reset depending on D0 of the control word. The bit to be set or reset is selected by bit select flags D3, D2 and D 1 of the CWR as given in table. I/O Modes : a) Mode 0 ( Basic I/O mode ): This mode is also called as basic input/output mode. This mode provides simple input and output capabilities using each of the three ports. Data can be simply read from and written to the input and output ports respectively, after appropriate initialisation. D3 0 0 0 0 1 1 1 1 D2 0 0 1 1 0 0 1 1 D1 0 1 0 1 0 1 0 1 Selected bit s of port C D0 D1 D2 D3 D4 D5 D6 D7 BSR Mode : CWR Format PA 8 2 5 5 PCU PCL PA6 PA7 PC4 PC7 PC0-PC3 PB PB0 PB7 8 2 5 5 PA PCU PCL PB PA PC PB0 PB7 All Output Port A and Port C acting as O/P. Port B acting as I/P Mode 0 Modes of Operation of 8255 (cont.. ) †¢ 1. The salient features of this mode are as listed below: Two 8-bit ports ( port A and port B )and two 4-bit ports (port C upper and lower ) are available. The two 4-bit ports can be combinedly used as a third 8-bit port. Any port can be used as an input or output port. Output ports are latched. Input ports are not latched. A maximum of four ports are available so that overall 16 I/O configuration are possible. All these modes can be selected by programming a register internal to 8255 known as CWR. 2. 3. 4. †¢ Modes of Operation of 8255 (cont.. †¢ The control word register has two formats. The first format is valid for I/O modes of operation, i. e. modes 0, mode 1 and mode 2 while the second format is valid for bit set/reset (BSR) mode of operation. These formats are shown in following fig. D7 1 D6 X D5 X D4 X D3 D2 D1 D0 0- Reset 0-for BSR mode Bit select flags D3, D2, D1 are from 000 to 111 for bits PC0 TO PC71- Set I/O Mode Control Word Register Format and BSR Mode Control Word Register Format PA3 PA2 PA1 PA0 RD CS GND A1 A0 PC7 PC6 PC5 PC4 PC0 PC1 PC2 PC3 PB0 PB1 PB2 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 0 39 38 37 36 35 34 33 32 31 30 29 28 27 26 25 24 23 22 21 PA4 PA5 PA6 PA7 WR Reset D0 D1 D2 D3 D4 D5 D6 D7 Vcc PB7 PB6 PB5 PB4 PB3 8255A 8255A Pin Configuration = D0-D7 CS RESET 8255A A0 A1 RD PA0-PA7 PC4-PC7 PC0-PC3 PB0-PB7 Vcc WR GND Signals of 8255 3 Group A control 1 D0-D7 Data bus Buffer 8 bit int data bus 4 Group A Port A(8) PA0-PA7 Group A Port C upper(4) Group B Port C Lower(4) PC7-PC4 PC0-PC3 2 RD WR A0 A1 RESET CS Block Diagram of 8255 READ/ WRITE Control Logic Group B control PB7-PB0 Group B Port B(8) D7 D6 D5 Mode for Port A D4 PA D3 PC U D2 Mode for PB D1 PB D0 PC L Mode Set flag 1- active 0- BSR mode Group A 1 Input PC u 0 Output 1 Input PA 0 Output 00 mode 0 Mode 01 mode 1 Select of PA 10 mode 2 Group B PCL PB Mode Select 1 Input 0 Output 1 Input 0 Output 0 mode- 0 1 mode- 1 Control Word Format of 8255 Modes of Operation of 8255 (cont.. ) b) Mode 1: ( Strobed input/output mode ) In this mode the handshaking control the input and output action of the specified port. Port C lines PC0-PC2, provide strobe or handshake lines for port B. This group which includes port B and PC0-PC2 is called as group B for Strobed data input/output. Port C lines PC3-PC5 provide strobe lines for port A. This group including port A and PC3-PC5 from group A. Thus port C is utilized for generating handshake signals. The salient features of mode 1 are listed as follows: Modes of Operation of 8255 (cont.. ) 1. 2. 3. 4. Two groups group A and group B are available for strobed data transfer. Each group contains one 8-bit data I/O port and one 4-bit control/data port. The 8-bit data port can be either used as input and output port. The inputs and outputs both are latched. Out of 8-bit port C, PC0-PC2 are used to generate control signals for port B and PC3-PC5 are used to generate control signals for port A. he lines PC6, PC7 may be used as independent data lines. Modes of Operation of 8255 (cont.. ) †¢ The control signals for both the groups in input and output modes are explained as follows: Input control signal definitions (mode 1 ): †¢ STB( Strobe input ) If this lines falls to logic low level, the data available at 8-bit input port is loaded into input latches. †¢ IBF ( Input buffer full ) If this signal rises to logic 1, it indicates that data has been loaded into latches, i. e. it works as an acknowledgement. IBF is set by a low on STB and is reset by the rising edge of RD input. Modes of Operation of 8255 (cont.. ) †¢ INTR ( Interrupt request ) This active high output signal can be used to interrupt the CPU whenever an input device requests the service. INTR is set by a high STB pin and a high at IBF pin. INTE is an internal flag that can be controlled by the bit set/reset mode of either PC4 (INTEA) or PC2(INTEB) as shown in fig. †¢ INTR is reset by a falling edge of RD input. Thus an external input device can be request the service of the processor by putting the data on the bus and sending the strobe signal. Modes of Operation of 8255 (cont.. Output control signal definitions (mode 1) : †¢ OBF (Output buffer full ) This status signal, whenever falls to low, indicates that CPU has written data to the specified output port. The OBF flip-flop will be set by a rising edge of WR signal and reset by a low going edge at the ACK input. †¢ ACK ( Acknowledge input ) ACK signal acts as an acknowledgement to be given by an output device. ACK sig nal, whenever low, informs the CPU that the data transferred by the CPU to the output device through the port is received by the output device. Modes of Operation of 8255 (cont.. ) †¢ INTR ( Interrupt request ) Thus an output signal that can be used to interrupt the CPU when an output device acknowledges the data received from the CPU. INTR is set when ACK, OBF and INTE are 1. It is reset by a falling edge on WR input. The INTEA and INTEB flags are controlled by the bit set-reset mode of PC 6and PC2 respectively. 1 0 1 0 Input control signal definitions in Mode 1 1/0 X X X 1 X X X X 1 1 X D7 D6 D5 D4 D3 D2 D1 D0 1 Input 0 Output For PC6 PC7 PA0 PA7 INTEA PC4 PC5 STBA IBFA D7 D6 D5 D4 D3 D2 D1 D0 PB0 PB7 INTEB PC 2 PC1 STBB IBFB PC3 RD PC6 PC7 INTRA I/O PC0 INTR A Mode 1 Control Word Group A I/P RD Mode 1 Control Word Group B I/P STB IBF INTR RD DATA from Peripheral Mode 1 Strobed Input Data Transfer WR OBF INTR ACK Data OP to Port Mode 1 Strobed Data Output Output control signal definitions Mode 1 1 0 1 0 1/0 X X X 1 X X X X 1 0 X D7 D6 D5 D4 D3 D2 D1 D0 1 Input 0 Output For PC4 PC5 PA0 PA7 INTEA PC7 PC6 OBF ACKA D7 D6 D5 D4 D3 D2 D1 D0 PB0 PB7 INTEB PC PC2 1 OBFB ACKB PC3 WR PC4 PC5 PC0 INTRA I/O INTRB Mode 1 Control Word Group A Mode 1 Control Word Group B Modes of Operation of 8255 (cont.. ) †¢ Mode 2 ( Strobed bidirectional I/O ): This mode of operation of 8255 is also called as strobed bidirectional I/O. This mode of operation provides 8255 with an additional features for communicating with a peripheral device on an 8-bit data bus. Handshaking signals are provided to maintain proper data flow and synchronization between the data transmitter and receiver. The interrupt generation and other functions are similar to mode 1. †¢ In this mode, 8255 is a bidirectional 8-bit port with handshake signals. The RD and WR signals decide whether the 8255 is going to operate as an input port or output port. Modes of Operation of 8255 (cont.. ) †¢ 1. 2. 3. 4. 5. The Salient features of Mode 2 of 8255 are listed as follows: The single 8-bit port in group A is available. The 8-bit port is bidirectional and additionally a 5-bit control port is available. Three I/O lines are available at port C. ( PC2 PC0 ) Inputs and outputs are both latched. The 5-bit control port C (PC3-PC7) is used for generating / accepting handshake signals for the 8-bit data transfer on port A. Modes of Operation of 8255 (cont.. ) †¢ Control signal definitions in mode 2: †¢ INTR (Interrupt request) As in mode 1, this control signal is active high and is used to interrupt the microprocessor to ask for transfer of the next data byte to/from it. This signal is used for input ( read ) as well as output ( write ) operations. †¢ Control Signals for Output operations: †¢ OBF ( Output buffer full ) This signal, when falls to low level, indicates that the CPU has written data to port A. Modes of Operation of 8255 (cont.. ) ACK ( Acknowledge ) This control input, when falls to logic low level, acknowledges that the previous data byte is received by the destination and next byte may be sent by the processor. This signal enables the internal tristate buffers to send the next data byte on port A. †¢ INTE1 ( A flag associated with OBF ) This can be controlled by bit set/reset mode with PC6 . †¢ Control signals for input operations : †¢ STB (Strobe inp ut ) A low on this line is used to strobe in the data into the input latches of 8255. Modes of Operation of 8255 (cont.. ) †¢ IBF ( Input buffer full ) When the data is loaded into input buffer, this ignal rises to logic ‘1’. This can be used as an acknowledge that the data has been received by the receiver. †¢ The waveforms in fig show the operation in Mode 2 for output as well as input port. †¢ Note: WR must occur before ACK and STB must be activated before RD. WR OBF INTR ACK STB IBF Data bus RD Mode 2 Bidirectional Data Transfer Data from 8085 Data towards 8255 Modes of Operation of 8255 (cont.. ) †¢ The following fig shows a schematic diagram containing an 8-bit bidirectional port, 5-bit control port and the relation of INTR with the control pins. Port B can either be set to Mode 0 or 1 with port A( Group A ) is in Mode 2. Mode 2 is not available for port B. The following fig shows the control word. †¢ The INTR goes high only if either IBF, INTE2, STB and RD go high or OBF, INTE1, ACK and WR go high. The port C can be read to know the status of the peripheral device, in terms of the control signals, using the normal I/O instructions. D7 1 D6 1 D5 X D4 X D3 X D2 1/0 D1 1/0 D0 1/0 1/0 mode Port A mode 2 Port B mode 0-mode 0 1- mode 1 PC2 PC0 1 Input 0 Output Port B 1- I/P 0-O/P Mode 2 control word PC3 PA0-PA7 INTR INTE 1 PC7 PC6 OBF ACK STB IBF 3 I/O INTE 2 RD WR PC4 PC5 Mode 2 pins

Child Development Theories and Practice

Child Development Theories and Practice The Scottish Government (2010) has issued national guidelines for adults working with children from pre birth to three years informing them of the four key principles which promote positive outcomes for young children and families. Nine features have been identified to put the key principles into practice. The four key principles are rights of the child, relationships, responsive care and respect. Research has shown that birth to three years is a critical age for growth and brain development. The Scottish Government (2010 pg 15) note that Forming and reinforcing connections are the key tasks of early brain development. It is the early experiences and developing relationships that cause the connections in the brain to increase rapidly. It is essential that staff form warm and respective relationships with young children. Quality interaction with adults at this age is important in order for the child to develop cognitively. Attachment is seen as one of the features of the key principles. It is the process through which young children form close relationships with a few well known people ie parents or grandparents. Bowlby the theorist at the forefront of this theory maintained these relationships act as a lasting template for shaping the childs ability to make and keep successful relationships with family and friends. It is thought these early experiences with the first people who looked after us may shape our long term emotional wellbeing (Birch 2007). Mary Ainsworth (1969) built on Bowlbys work. She maintained that caregivers should be sensitively responsive, be aware of the young baby or childs signals and be able to interpret them accurately and respond appropriately and promptly. Through my observations it was apparent that the child had a strong attachment to both his parents, see appendix 1, observation 1. During my project I was open and approachable with both parents, finding out about the child s temperament, routines, likes and dislikes, making both parents and child feel comfortable in my company. According to Learning and Teaching Scotland (2010 pg 24) one of the most effective ways of demonstrating respect for children and families is where staff express a genuine interest in them. I have been able to witness the benefits of working with a family in a home environment and feel that home visits should be arranged in order that a relationship can be built up with parents, children and practitioners before younger children attend an early years setting. This should make the transition from home to the setting run smoothly, enabling the child to feel safe and secure in a new environment. According to Dryden et al (pg 81) Having a secure attachment to their primary carers and to a key worker in a nursery setting appears to impact on a childs ability to cope with major life changes. This emphasises the importance of stable and sensitive care for very young children in an ear ly years setting. Goldschmeid was influenced by Bowlbys work and introduced the keyworker concept (The Early Years Foundation Stage 2007). This approach sees an adult being responsible for the care of a small group of children, getting to know their routines well and tuning into their needs. Ratios of staff to children could be a challenge of the system. It is not always possible for the same person to attend to the needs of younger children. Also rotas and turnover of staff may mean that other colleagues in addition to a childs keyworker will be required to know childrens routines and preferences. There are various models that can be used to track the growth and development of children in the early years. The medical and checklist models can result in a deficit view of the child, focusing on what the child cannot do. Learning should always start with what the child can do. The conventional method of studying child development has been to use the Normative Development model. Mary Sheridan carried out research in the 1950s. This work was used to develop a framework for child development. This uses the milestones approach and suggests that children should be able to achieve certain things at a certain age. Although there are recognized sequences of child development it is thought that as children develop at different rates it is more appropriate to look at a childs development holistically (Dryden et al 2007). The EYFS (2007) has divided learning and development into the following six areas: Personal, Social and Emotional Development, Communication, Language and Literacy, Problem Solving, Reasoning and Numeracy, Knowledge and understanding of the World, Physical Development and Creative Development (Department for Children, Schools and Families 2008) Observations and assessments should be completed in order that childrens development can be tracked and progression can be seen. It is important that there is a good record keeping system in place. Experiences offered during this project were not based on learning outcomes as this type of curriculum is not suitable for a child of this age. It is not appropriate to plan weeks in advance. By observing the child, together with information gained from parents I was able to go on to plan experiences based on his individual needs, see appendix 1, observation 3, I promoted play and supported and extended the childs learning where appropriate. I will take this into account when working in an early years setting, building childrens learning around their daily experiences and encouraging them to interact with others in the setting. Lev Vygotsky was a leading theorist of cognitive development whose thoughts are very current. He is seen as the founder of the social constructivist approach who be lieved that through social interactions with adults, children learn cultural tools and social skills. He felt that culture and community were essential elements of childrens cognitive development (Linden 2005). Children learn to think and put into practice their thoughts as a result of social interaction. Dryden et al (2005 pg82) notes the most important element of a high quality play and learning environment for babies and children up to three is the adult. I realize that I must provide an environment rich with child initiated learning to enable children to develop their language and cognitive skills and recognize that I will have to make reflection a part of my work routine. This will allow me to look at the opportunities of play that are provided and ensure children are being given the tools to make choices and decisions regarding their play and learning. Throughout my project I demonstrated to the child that I was interested in his learning by interacting with him and responding flexibly, tuning into his interests, enabling me to plan responsively for his learning. During observation 3, see appendix 1, the child was wrapping himself in curtains and on further discussions with his mother I learned that he liked to hide in the understairs cupboard and under tables and chairs. On reflection I thought this could be an envelopment/containment schema. Chris Athey (2003) identified schemas as a pattern of repeated actions. Children exhibit schemas when they are playing and trying to find out more about the world. Practitioners can use schema theory to interpret childrens actions and go on to support and extend childrens learning by providing appropriate resources. It may be difficult to explain schema theory to parents and I believe it may be helpful to use a video camera as a means of observation which may help the parents better understan d their childrens learning. Observation of childrens learning from both the home and setting can be shared and their learning taken forward from there. Working in partnership with parents is one of the features of the key principles in practice (Scottish Government 2010) Language acquisition is one of the key milestones in early childhood development. BF Skinner the theorist associated with Behaviourist Theory thought that children imitate the language of their parent or carers. The behaviourists believe that children learn through positive and negative reinforcement, using praise when a childs spoken word is recognized and ignoring unsuccessful attempts at speaking. This line of thought was challenged by Jerome Bruner a Social Interactional Theorist who believed that language development is both biological and social and that language is influenced by the desire of children to communicate with others. Bruner believed that through using a Language Acquisition Support System, various approaches can be used such as pointing out and naming objects and responding to childrens utterances all help children to acquire the language skills required for cognitive and social development. Bruner called this scaffolding the childs language acquisition (Birch 1997 ). I put this into practice during observation 2, appendix 1, talking to the child throughout, naming objects and responding to his gestures. The child seems to have good understanding of words but has a fairly limited vocabulary but this should increase rapidly around this age. After taking into consideration government initiatives and guidance, various theories of child development and my observations of a young child it has become apparent to me the importance of establishing a relationship between keyworkers, children and parents which is both respectful, responsive and nurturing. Research regarding the rapid development of babies brain development means practitioners must be aware of the impact of their practice on very young childrens social and cognitive developments. I realise the importance of continuing professional development in order to keep up to date with government legislation and any advances in child development which will help me make informed decisions regarding my practice. I believe it is important to put in place policies and procedures in early years settings that will facilitate the reflection on practice with practitioners, colleagues and parents.

Causes of Private Security Industry Growth

Causes of Private Security Industry Growth The increase in criminal activity and the heightened fear of crime, has led to the growth of the private security industry. This paper will address the expansion of private security and discuss the extent to which the services offered by private security reflects those that are offered by the state. It will firstly locate the discourse of what constitutes private security and public security. It will then analyze the factors that have contributed to the expansion of the private security industry and provide examples of this expansion. Finally, the essay will briefly discuss how this expansion has affected and benefitted the hotel industry, which for the most part, relies on private security for its sustainability. The field of private security is relatively new, and project many dimensions which are yet to be explored and defined. Not least of which is the contentious issue of defining â€Å"security† and positioning the concept within the discourse of private security. (Gill: 2006) The contention is relevant because security is an umbrella term utilized by many disciplines, and private security in the 21st century is not only about protection by arms or coercion, it is also about protecting electronic data and other technological assets. Although private security has often been linked to policing, it has proven to be a controversial topic to pin down by definition. Freedman (1992) simplified the concept by stating that security is achieved â€Å"when bad things do not happen rather than when good things do†. Zedner emphasized that security is not only about prevention but it is also about â€Å"the positive reinforcement of public perceptions of their safety.† (Zedner: 20 00) Button offered the following definition of private security: â€Å"The term ‘private security’ is a generic term used to describe an amalgam of distinct industries and professions bound together by a number of functions, including crime prevention, order maintenance, loss reduction and protection†¦The industry also includes certain public sector security employees†¦where their role is paralleled in the private sector industry, the interest served is private and they hold no special statutory powers.† (Button: 2002) However, a consensus has developed that policing is a function of the state, associated with a number of practices aimed at ensuring the adherence to rules and regulations, preventing and reacting to crime, restoring order and utilizing a variety of methods including the bearing of arms to achieve these aims. (Shearing and Stenning: 1983) Given that many of these functions correspond with keeping on the right side of juridical laws, policing has been traditionally seen as a function of the state. Nevertheless, with the increase in the fear of crime, sprung many entities that that carry out these same very functions, but they are not â€Å"the police† – they operate under what is known as the private security industry. The area of private security that most resembles public policing is contract security. Johnston (2000) maintains that contract security can be separated into four sections: physical/mechanical security, electronic security, staffed services and in-house se curity such as protection of assets for factories, banks, etc. While employment rate figures within the private security sector are notably unreliable, available evidence indicate that the high number of persons employed within the sector has significantly increased and points to a definite expansion. In 1998, the estimated 180,000 staff size of within the security services and equipment sector was â€Å"equivalent to the combined police and civilian staff of the 43 constabularies in England and Wales†. (Jones and Newburn: 1998) The UK Census data for 1951-1991 showed that there was a 240% increase in the number of persons employed in private security as opposed to a 100% increase in police employment during the same period. By 2000, George and Button reported that there were 217,000 private security personnel directly engaged in policing, while the number of police officers (excluding non-Home Office police workers) stood at 156, 300 in the United Kingdom. (George and Button: 2000) In Canada and the United States, the public police have shared the task of policing with the private organizations and private security personnel outnumbering the staff compliment of their national police force since 1977. (Shearing and Stenning: 1983) The most visible evidence of the expansion of private security is the high number of contract security personnel employed by private enterprises. With more governments being fiscally responsible and seeking to restrict public spending (Jones and Newburn: 1997), governments do not have the resources to provide the kind of security that private entities desire. This has ushered in a slow erosion of the state’s monopoly on policing. Another reason for the expansion of private security is the fact that many public activities now occur within private spaces. Examples of this are large shopping malls with hundreds of stores as separate entities, residential compounds and university campuses. Public policing is traditionally mandated to utilize its limited resources to operate on state owned property e.g. streets and parks. Owners of private properties have also demonstrated a preference for private security since it gives them more control over their property and the public is increasingly aware that limited resources mean that state security has to be dispensed with â€Å"police discretion†, wherein, many factors can affect which crimes are prioritized. (Newburn and Reiner: 2007) In light of these developments, private security is indeed mirroring the services traditionally offered by the state to protect property. (Shearing and Stenning: 1983) Consequently, the blurring of the lines between the state police and private security to protect private spaces, have resulted in private security adopting levels of legal authority which sometimes exceed those of the public police. For example, it is now common for private security in stores, malls and businesses to demand and carry out random searches, insist on the surrender of property for entry or exit of a property and to disclose personal information. (Zedner: 2000) The move by governments to engage and solicit community participation to combat crime, has resulted in many neighbourhood watch programs and initiatives that buy into the concepts of private security. Zedner (2000) posits that as governments push policies that encourage more personal responsibility for safety, it has provided the environment for private security to blossom. It is essential to note, that private security has also expanded because of a lack of trust in the ability of the state to provide personal security, especially to standards demanded by 21st century business owners and customers. Zedner explains that the expansion â€Å"reflects a loss of faith in the guarantees offered by the formal system of state security†. (Zedner: 2000) This however means that private security has developed as a highly commercialized commodity where only those who can afford it will receive the benefits of â€Å"peace of mind† and sense of security that it provides. One industry which has bought into the protection guarantees sold by the private security industry, is the hotel and hospitality industry. The paper will now examine how private security has expanded within the hotel industry. The nature of the hotel industry requires an assurance to customers that they and their possessions are safe so that they do not have the security concerns which they may harbour in their own homes. However, hotels are also uniquely placed to be the targets of criminals which may take advantage of its non-intrusive atmosphere and the many opportunities it presents for a diverse range of illegal activities such as: theft, fraud, public order issues, prostitution and being used as bases by criminals. (Gill et al: 2007) The range of security issues for hotels is reflected in the operations of the many contracted private security firms. Some of these issues are: ensuring well lit hotel corridors, CCTV in car parks and lobbies, entrances and exits, having security officers trained in unarmed defence, plain clothes personnel bearing firearms, site arrests by security personnel leading to convictions, security patrols by plain clothes and uniformed personnel and security personnel carrying handcuffs. (Shortt and Ruys: 1994) In fact, Gill (2006) asserts that many private security personnel have been formally accredited by the police, to assist in policing entities like hotels in their capacity as private security agents. It is therefore conclusive to say that, indeed, private security has greatly expanded, and the discussion and examples presented in this paper, provide some indication of why and how this expansion has occurred. Not only do private security personnel now perform many duties formerly conducted by the state police, but in many cases they are encouraged by the state to compliment crime prevention and property protection efforts. Furthermore, the increasingly individualistic nature of most societies, suggests that self-reliance and dependency on private security will only become more entrenched. It is near impossible to locate security services by the state in democratic societies, which are not duplicated by private security interests. (Gill (2006) Consequently, it is almost universally accepted that security in modern societies will henceforth be a cooperative effort between the state and the private security industry. Bibliography Button, M. (2002) Private Policing. Cullompton: Willan Publishing. George, B. Button, M. (2000) Private Security. Leicester: Perpetuity Press. Gill, M., Moon, C., Seaman, P., Turbin, V. (2007) Security Management and Crime in Hotels. International Journal of Contemporary Hospitality Management, Vol. 14 (2), pp. 58-64. Gill, M. (ed.) (2006) The Handbook of Security. New York: Macmillan Freedman, L. (1992) ‘The Concept of Security’ in M. Hawkesworth and M. Kogan (eds.) Encyclopedia of Government and Politics, Vol. 2, London: Routledge, 73G-41. Johnston, L. (2000) Policing Britain: Risk, Security and Governance. Harlow: Longman. Jones, T. and Newburn, T. (1997) Policing After the Act: Police Governance After the Police and Magistrates’ Courts Act 1994. London: Policy Studies Institute. Newburn, T., Reiner, R. (2007) ‘Policing the Police’ in Mike Maguire, Rod Morgan, Robert Reiner (eds.) The Oxford Handbook of Criminology, Oxford: Oxford University Press. Shearing, C. and Stenning, P. (1983) Private Security: Implications for Social Control. Social Problems, Vol. 30 (5), pp. 493-506. Shortt, G. and Ruys, H. (1994) Hotel Security: The Needs of the Mature Age Market. International Journal of Contemporary Hospitality Management, Vol. 6 (5), pp. 14-19. Zedner, L. (2000) ‘The Pursuit of Security’ in Tim Hope and Richard Sparks (eds.) Crime, Risk and Insecurity: Law and Order in Everyday Life and Political Discourse. London: Routledge.

The Lord of the Rings Essay -- literary Analysis, J.R.R. Tolkien

J.R.R. Tolkien was motivated by different elements in his life to write The Lord of the Rings. Tolkien was an admirable British writer and scholar best known for the author-illustrated children’s book The Hobbit and its adult sequel The Lord of the Rings (O’Neil 1529). The Hobbit is the biggest part of why he wrote The Lord of the Rings, along with every feature of his successful life. In 1930, Tolkien jotted a few enigmatic words about â€Å"a hobbit† on the back of an examination paper he was grading. â€Å"Names always generate a story in my mind,† he observed, and eventually he found out what hobbits were like (Rollyson 4462). The few words Tolkien jotted down led his imagination run wild and his mind hungry for more words. On September 21, 1937, Tolkien’s fantasy and children’s novel, The Hobbit was published (Rollyson 4456). Shortly after this novel was published, Tolkien’s publisher wrote him that his public would want to hear more about the hobbits next year. So in December, he began to construct a new book, The Lord of the Rings (O’Neil 1543). The Hobbit was one of the big things that made Tolkien keep writing, and it took him up to twelve years to write (O’Neil 1544). Everyone, even his friends and family wanted more. His personal life also encouraged him to write The Lord of the Rings, not only that, but just to write in general. His childhood played a significant part in his love and passion for writing. As a little boy, Tolkien has always been fascinated by different themes. The memory of his younger years at Sarehole, the happiest of his boyhood, gave him an abiding love of nature, which formed the basis for one of his principal concepts, â€Å"The inter-relations between the ‘noble’ and the ‘simple’† (Rollyson 4460). Tolkien... ...n England, where Tolkien found even more stirring ideas to include in The Lord of the Rings. The Inklings were a literary group that shared works together and influenced each other (O’Neil 1538). In the group, Tolkien had read bits and pieces of The Lord of the Rings to Lewis and others, each giving back affirmative remarks and urging comments to â€Å"keep going!†(Kellman 2598). The importance of the Inklings cannot be frazzled enough, especially the friendship with Lewis, who had been an astonishing inspiration on the work of The Lord of the Rings (Rollyson 4459). In conclusion, every element of Tolkien’s life has a spot in The Lord of the Rings. His love for themes and languages as a young boy, his World War experiences, his wife and kids love and passion, C.S. Lewis’s positive words, and the Inklings. Each may serve as having its own little chapter in the novel.