Management, People and Organisations - Managing the United Kingdom Essay

Management, People and Organisations - Managing the United Kingdom National Health Service - Essay Example The management of NHS has been faced with challenges from the government, public and within its own organization. The government and public requires the organization to deliver more and build trust however provisional support not sufficient. The essay analyzes symptoms in order to recognize problems and provide alternatives solutions. It deliberates the organizational issues underlying these difficulties and suggests vicissitudes believed conducive to making a high performance organization. In addition, it explores NHS organizational administration methods, structure and culture morals from a conjectural background (MARTIN, 2005). It summarizes the prominence of managing these issues communally in an unstable atmosphere to accomplish goals. It discloses internal and external factors that encourage change in organizations. The problems faced by United Kingdom National Health Service are not unique to any organization offering service. Management requires designing and maintaining an atmosphere that individuals, working as teams, efficiently achieve selected goals. The key objective of management is to ensure things are done by the people, through generating a suitable setting in which they can attain organizational goals. The case study reveals that many clinicians have indulged in managerial duties besides their existing role, in an attempt to bring a difference. This engrossment in management can be time overwhelming and actually clashes with their professional roles. It is understandable that many of the indications which the case study proves can be directly linked to conflict of roles or better say conflict of interest. This proves lack of professionalism since each player in an organization should adhere to their duties and do them to their best. Organization should define each role of players and governing principles to ensure quality. It is evident that role issue is a major management problem for the NHS. In any specified role, there

Cups of Hope Essay Example for Free

Cups of Hope Essay Political culture as we’ve defined it in class is a pattern of orientation expressed in symbols, beliefs, and attitudes toward other people. The definition itself enables us to understand that every individual is involved and political culture plays an important role in a society. As for Filipino political culture, it is hard to come up with a general concept knowing that our country is an archipelago bounded by a lot culture, tradition and attitudes toward other people that may be an essential element for a nation’s progress or destruction. What are those culture and national character that can be a threat or an edge for our countries success? For us to be able to answer what are these cultures or national characters, we will relate it to former Senator Leticia Ramos Shahani’s Moral recovery program wherein she stated that our country is now a sick nation gravely afflicted by interlocking diseases of poverty, passivity, graft and corruption, exploitative patronage, factionalism, political instability, love for intrigue, lack of discipline, lack of patriotism and desire for self gratification. She further said that this cancerous growth is affecting the vital organs of our society to the extent that we seem to be in a state of paralysis wherein the patient is not responding to the problems confronting it. She said further that our country’s sickness is moral in nature that’s why she suggests that we should undergo an economic recovery program and we also urgently need a moral, intellectual and spiritual recovery program for us to be able to survive the interlocking diseases. That’s why she, together with senators Romulo and Maceda proposed a resolution directing the committee on education, arts and culture, social justice, welfare and development to immediately conduct a joint inquiry into the strengths and weaknesses of the character of the Filipino with a view to solving the social ills and strengthening the nation’s moral fiber (Resolution No.10,MRP). Where they came up with a list of the character of the Filipinos classified as to be our strengths and weaknesses, and these are the following for the strengths which includes pakikipagkapwa-tao, which includes bayanihan, utang na loob and pagdadamayan; Family orientation wherein Filipino families are attached with their family members; joy and humor which would still seen after a tragic event;flexibility, adaptability and creativity, hardwork and industry, faith and religiosity and the ability to survive, these strengths are really noticeable compared to the characters of the foreigners. On the other hand, the weaknesses are also here, and these would include extreme personalism, where an individual always relate things personally; extreme family centeredness where there’s an excessive concern for the family; lack of discipline, that includes lack of precision and compulsiveness, poor time management and in procrastination; passivity and lack of initiative that includes being too patient and long suffering for our diseases to the extent that we do not respond into it; colonial mentality, building preferences based on the foreign stuffs; kanya-kanya syndrome, lack of self analysis and self reflection. In this program, they focused in strengthening our weaknesses, which is really essential to further analyze the disease of our sick nation. In former senator’s program, she also proposed strategies that targets the roots or factors of these Filipino characters and these are the home environment, social environment, culture and language, history, educational system, religion, economic environment, political environment, mass media, leadership and role models. For former Senator Shahani, for us to be able to implement the strategies we should have a clean hands and pure hearts , she also believe that a strong national character based on patriotism, unity, honesty and self reliance is our ultimate and surest defense and our greatest hope lies within us. Based on former Senator Shahani’s moral recovery program, we can analyze that we have a lot of national character that serve as a threat that may lead to our country’s destruction or lead to â€Å"sui-policide†. So what should we do to prevent that â€Å"sui-policide† and the interlocking diseases? Does Senator Shahani’s proposal would really help? We, in our group believe that Shahani’s proposal will really be a great help in preventing that sui-policide. We believe that If we caused that interlocking diseases we must also be accountable to cure these diseases. We must start change within ourselves. We must be open to admit our weaknesses and furthe r strengthen it. From being passive, we must change and be aggressive in terms of responding to our nation’s diseases and in checking our government’s performance. We must also develop patriotism, unity, honesty, and self reliance because it is the ultimate and surest defense for that interlocking disease. We must learn to value our state, for us to be able to have an urge to save it from its destruction. We should abolish selfishness, extreme personalism, extreme family centeredness, colonial mentality, lack of self analysis and self reflection. And lastly, we must learn to be responsible in our actions, develop self discipline, for laws, even how strict it is implemented if we, citizens are not following that laws these laws will be useless. For us to have a progressive Philippines, we must build our people, our nation, how? Through what is former Senator Shahani suggest and we quote †Building a nation is through eliminating its weaknesses and developing our strengths. We must look at ourselves objectively, with scientific detachment and also emotionally,lovingly and when appropriately with disgust. We must view ourselves as might a lover viewing a loved one but also as a judge capable of giving a harsh verdict .† All of our desire to cure our sick nation is possible as long as we will build our people, our nation and all of these start within ourselves.

Puumala Virus (PUUV) Genome Analysis

Puumala Virus (PUUV) Genome Analysis HANTAVIRUS PAPER REVIEW Summary A key concern of any viral vaccine research is the tremendous genetic diversity of the virus Hantaviruses are etiological agents generally known to cause two distinct human diseases: kidney affecting disease and heart affecting disease, haemorrhagic fever with renal syndrome (HFRS) sometimes called Nephropaphia epidemica (NE) in Eurasia and Americas hantavirus pulmonary syndrome (HPS) respectively. These viruses are heterologous (heterologous transmission from animals to humans (zoonosis)) which belong to the hantavirus genus, family Bunyavidae normally they make up four genera Hantavirus, Orthobunyavirus,   Nairovirus, Phlebovirus and Tospovirus. The genome of hantaviruses consist of three segments which are negative-strand of RNA, small (S) 1821-1830 nucleotides (nt), medium (M) 3682 nt and large (L) 6530-6562 nt encoding for nucleocapsid (N) protein, glycoprotein molecule (GPC) Gn, Gc proteins   and RNA-dependent RNA-polymerase, respectively. This study characterises the full genome of a Russian hantavirus discovered both in infected humans and small animals, Puumala virus (PUUV). PUUV is considered a prime etiological agent of hemorrhagic fever with renal syndrome sometimes referred to nephropaphia epidemica in Russia and Eurasia. Mostly, all hantavirus diseases in human have a fatality rate ranging from mild to severe with an intriguingly percentage rate from 0.1% up to 50%,   the symptom outcome of the disease   heavily depend on the geographic location of an infected person. Precisely, in the republic of Tatarstan, Russia the strain of Puumala virus has shown significance increase as human pathogens resulting to the acquiring of the status as emerging virus. PUUV in the republic of Tatarstan, Russia, has become a serious life-threatening hantavirus causing HFRS with high fatality rate of up to 12%, especially in the Volga region. The spectrum of illnesses caused by hantaviruses varies with the particular virus involved(Hantavirus infection: a global zoonotic challenge paper). It is reported that the high peak of Puumala virus comes with the high agricultural activities of this region during of which Bank vole mouse (Clethrionomys glareolus) the etiological agent of HFRS rapidly multiply. Normally, hantavirus, Puumala virus (PUUV) is transmitted to human by coming into contact with contaminated materials like faecal matter, blood dropped by an infected rodent and through aerosolised contaminated air and by bite of a carrier infected rodent. In the case of the strain of Puumala virus in the Republic of Tatarstan, Russia, the strain is dropped by notorious reservoir rodent specie found in the surrounding environment either near homes or in the fields, Bank vole mouse (Clethrionomys glareolus). It has to be noted here that most hantaviruses are transmitted to human by small animals themselves with an exceptional of Andes virus which can be transmitted from human to human. In South America the case of Andes virus has been reported to be transmitted from human to human. Intriguingly, other species of hantaviruses, Dobrava-belgrade (DOBV) virus with its sub-species isolated in Europe, and Tula virus (TULV) are seriously detected and isolated in Russian and know to cause hemorrhagic fever with renal syndrome (HFRS) and in Europe the syndrome is called Nephropaphia epidemica. Dobrava-belgrade is known to be associated with yellow naked-mouse (Apodemus flavicollis) this specie is the most life-threatening hantavirus. Other dobrava-belgrade species, DOBV-Af, DOBV-Aa and DOBV-Ap are associated with A. flavicollis (Af), A. agrarious (Aa) and A. ponticus (Ap) respectively. All these species cause HFRS from mild to severe mode of disease. PUUV form distinct phylogenetic leanage, in line with the natural host, bank vole (Clethrionomys glareolus). The strain of Puumala virus is heavily isolated in Ufa, Samara,..parts of Russia both in human and small animals, in human as they thrive causing the dangerous form of human disease, hemorrhagic fever with renal syndrome (HFRS) Introduction Hantaviruses If you hear a feminine voice thinks of a beautiful lady, what if this time the feminine voice is of a man [1]. Hantaviruses have been limited to the genus hantavirus under bunyaviridae family which give rise to several number of species viruses Puumala virus (PUUV) [2], Dobrava virus (DOBV), Tula Virus, puumala virus (PUUV) Saaremaa virus (SAAV), and Seoul virus (SEOV) are commonly know hantaviruses to be circulating in Europe and Russia [3-5]. However, the agent rodents Hantaviruses are morphologically classified as follows; order rodential, families crecitidae and muridae. Its now a known fact that rodents are not the only hantavirus reservoirs. Researchers have found hantaviruses insects which belong to the lipotyphra order, soriciodae familys and Talpidae[6]. Further, with the recently isolated Bat-borne Hantavirus in China, laibin virus ( LBV) chyroptera order has given a strong predictive assumption that hanataviruses could be found in other animals like cow, [6]. The black bea rd tomb bat hantaviruses isolated in china gave a discrete relation to the previously known hantaviruses. Heavily depending on the geographical location of an infected person, the outcomes of hantavirus infection are well classified human diseases: haemorrhagic fever with renal syndrome (HFRS) sometimes referred to nephropathia epidemical mostly in Eurasia and hantavirus cardiopulmonary syndrome (HCPS) normally called hantavirus pulmonary syndrome in the Americas [7] (dissertation Nina Luteka 2010). [1] As the onset of the diseases advances the changes in the vascular permeability is highly noticed, defects in platelet function and acute thrombocytopenia intrinsically can also be observed which is associated with high fever and hemorrhage. However, with the global health threat of hantavirus it has triggered serious research mainly focusing on the vulnerability of the endothelial cells when attacked by hantaviruses. Needless to say, less viral cytopathic effect is observed on the endothelial cells after hantavirus infection. (dissertation Nina Luteka 2010). The mechanism underlying these drastically changes in platelet as the pathogen advances drastically pooling down the immune system and how the hantaviruses trigger interference in the immune system greatly remain futile and poorly understood. hantaviruses have been discovered in insects which acts as the host vector (HO2), hantaviruses in the reservoirs cause asymptomatic completely they do not show any symptom in the natural host. We characterized genome of puumala virus discovered both in human and rodents Diseases Hantaviruses are zoonotic viruses that infect human through rodents contact; in rodents they dont cause diseases but when human come into contact with infected rodent through smelling the excretes or inhalation of infected hair from the rodents induces human diseases known as; Hemorrhagic fever with renal syndrome found in Europe, the agent viruses for this disease are: Dobrava virus (DOBV)-Belgrade, Puumala, Saaremaa, Sochi, and Seoul virus which is recently reported [8],these viruses are considered to be old world viruses, Bulgaria is one of the country were Hemorrhagic with renal syndrome is endemic but the virus has never been found in the natural rodent reservoir [8] however, Eastern Russia, Korea and China has the highest cases of HFRS caused by HTNV, SEOV, and ASV. Nephropathia epidemical diseases, a rodent disease found in human who gets infected after coming in contact with infected rodents and this disease has the symptoms of the hemorrhageic fever with renal syndrome which makes it to be referred to as same as hemorrhagic fever with renal syndrome [2] has continued to be life threatening in the republic of Tatarstan since its first identified in 1997. Epidemiological study on Nephropathia epidemical between 1997 and 2013 in the republic of Tatarstan, Russia gives an account that NE mostly affect male adults due to the agricultural activities during which myodes graleorus (bank vole) the natural reservoir of NE causing agents population increases [9]. It is revealed that the higher epidemic of hantaviruses in the Republic of Tatarstan is due to the supportive mating environment of small animals (bank voles) and increase in agriculture activities. Myodes galeorus shows high population rate during this time of agricultural activities and are a genetic variant prevalence for hantavirus in this region. However, the severity (or the fatality, the outcome) and the kind of disease or the infection involved mainly depends on several factors; The place infection take place The pathogenicity of the agents The genetic makeup (or the genetic predisposition of the host) Diversity of the agents [1] Geographical of the infection acquired Not all known rodent and insect hantaviruses cause disease in human [3] and the treatment for this dangerous hantavirus infection remains futile. The reasons for the variation of severity between virus species/genotypes and in individual patients are not yet known. Diverse determinants concerning virusand patient-specific characteristics may play a role in the pathogenesis. Differences in the use of entry receptors, in the regulation of cytokine response and in viral replication were described to be associated with pathogenicity [8-11]. Studies with genetic reassortants in vitro and in animal models suggest molecular determinants to be responsible for virulence [5, 12]. However, the speciesspecific factors of hantaviruses that are responsible for pathogenicity and clinical picture are not identified so far. Interestingly, the pathogenicity of related viruses of DOBV genotypes differs enormously with case fatality rates (CFRs) between 0.3%-0.9% for DOBV genotype Kurkino and 14.5% for DOBV genotype Sochi [13]. In addition to severe courses that are linked to specific virus species or genotypes, several serious cases were reported for infection with PUUV that usually causes a milder form of hantavirus disease [14, 15]. These infections often involve extrarenal manifestations [16, 17]. From (Clinical characterization of two severe cases of hemorrhagic fever with renal syndrome (HFRS) caused by hantaviruses Puumala and Dobrava-Belgrade genotype Sochi paper) Hantaviruses evolution Hantaviruses within the family bunyaviridae are different from other member viruses in the sense that they are roboviruses (ROdent-BOrne viruses) signifying that they are hosted by small animals which act as the host reservoirs (vector). Other bunyaviridae virus members are arborviruses (arthropod viruses) transmitted by arthropod to human [10-12] . the circulation of hantaviruses throughout the continent has been triggerd by a number of activities which account for from human movements to the events of the world. These activities also account for the evolution of hantaviruses. However, it is believed that hantaviruses co-evolved together with their reservoirs animal more than 10 million years ago. The genetic diversity of hantaviruses came about by genetic mutation on the genome of the virus producing quasispecies which happened through deletions or insertion of new nucleotides. It is further, shown that the genetic diversity came about by reasortments of the same two viruses genome within the host and by the homologous recombination of the viruses with each other [12-14]. Evolution of hantavirus in the host (rodents) depends on the number of factors which greatly help them to thrive as they live within the host rodents or insects these factors include: the destict environment which act as a life supporting of rodent, there events that are believed to contribute to the evolvement of different kind of rodents, such as glaciations events.   Deglaciation events triggered the movements of rodents in the northern hemisphere southern hemisphere as the small animals migrated from one place to the other caused mutation to occurred in the host themselves and equally in the strain producing distinct kind of hantaviruses in the end causing permanent genetic variations in the population of the hantaviruses. Needless to say, human do not act as the host range of hantaviruses instead they are dead-end point of hantaviruses. Thereafter, hantaviruses do not evolve after inf ecting human vectors, its either they die together with the an infected body or they are wiped off from the human body.[11] Symptoms PUUV -circulating in Northern and Central Europe, Baltics, the part of Russia Europe and the Alpe- Adrian region; High fever Back pain Renal impairment DOBV- mostly circulating in Balkan countries and Alped-Adrian region has the following symptoms Severe illness Hemorrhage High fever Acute renal failure Dialysis may be required Fatality rate reaches 10% PUUV -circulating in Northern and Central Europe, Baltics, the part of Russia Europe and the Alpe- Adrian region; High fever Back pain Renal impairment Structure (morphology) The new era of elucidating the etiological agent of human disease hemorrhagic fever with renal syndrome (HFRS), emerged when the strain of puumala virus was isolated from the Bank vole (Clethrionomys glareolus) in Europe 199.., and the discovery of the four canners hantavirus in USA 1996. However, thanks to the famous and prolonged scientific work of Lee at el who isolated the first agent of Korean hemorrhagic fever, hantaan virus, from the autopsy lungs of striped field mice (apodemus agrarius) in 1978 after two decades of work [15]. Hantaviruses virion is lipid enveloped, covered and protected by polymorphic protein membrane nucleoprotein. The virion of hantavirus species are spherical shaped 80-110 nm in diameter [16-19]. Tripartite segmented negative-sense single stranded RNA genome comprising small (S), medium (M) and large (L) [20-22]. Small (S)-segment is the smallest segment and encodes for the nucleoprotein of 1821-1830 nucleotides the protein have 433 amino acids (aa) [22-2 4]. Medium (M)-segment encodes for the glycoprotein, large (L)-segment encodes for the RNA dependent RNA-polymerase (RdRp), of 3682 nt the glycoprotein precursor which covers the medium segment has 1148 amino acid, RdRp have 2156 aa, respectively [22-24] [6-10]. Furthermore, the small (S) segment however, has further an overlapping open reading frame (ORF) with a putative NSs protein of 90 aa [16, 20, 22, 24, 25] The lipid envelope bounded with viral glycoproteins covers nucleocapsids and RNA dependent RNA-polymerase.   Transmission The transmission of hantaviruses is done horizontally in specific human become affected by inhalation contaminated air, smelling of excreta of infected rodents and by direct contact with infected rodents. This can be realized through different situations: first domestication situation were an infected rodent happen to be in the house and leave some excreta, when in habitant come into contact with these materials they become infected, secondly through camping and agriculture this kind of situation amount to 70% of all kind of situation where people become infected. Natural reservoir Puumala virus is known to be harbored by the wild small animal called bank vole, myodes glareolus, DOBV, yellow field mouse; apodemus flavicollis, HTNV and a SAAV striped field mouse, apodemus agrarius (koreae and agrarius, respectively). SOCHV caused by black sea mouse, Apodemus ponticus; ASV Korean mouse field, apodemus penisulae; SEOV Norway rats, rattus norvegicus [3, 8] Hantavirus history Within a century modern world renascence between 1900 and 2000 the world witnessed the two major outbreak of diseases designated hemorrhagic fever with renal syndrome, sometimes referred to nephropathia epidenmica and cardiopulmonary syndrome all presumably caused by small animal rodents. The outbreak caused global human health threat before its agents where properly defined. It became an emerging potential human biological weapon disease because of its mass infections and its anthropoid vector which lead to the virus to thrive in its host reservoirs, without showing any sign of infection. The health hazardous outbreak led to the discovery of hantaviruses worldwide later categorized into two old and new world hantaviruses. Needless, to claim that hantaviruses evolutionarised only between this period, the signs and symptoms of these etiological agents disease in human hantavirus cardiopulmonary syndrome and hemorrhagic fever with renal syndrome where long ago described noticed and can be seen in Chinese literature of 10th century and the Russian archives show the description of the disease as early as 1913 in Vladivastok. Lee et al, while working on the early reported severe or mild form of hemorrhagic fever, isolated the etiological agent believed to have induced high fever called Korean hemorrhagic fever near Hantaan River, Korea in 1978. The initial isolation of the agent of KHF led to the designating name hantavirus derived from the hantaan river the place where it was discovered. The highly published anticipated discovery of 1978 proved the earlier noticed hemorrhagic fever in 1951-1953 and gave the new era in the understanding of etiological agents human disease, HFRS and HPS in the world of health hazardous biological weapon. Needless, to say more than 3000 UN soldiers were diagnosed with high fever in the course of Korean War which lasted for 3- 4 years from 1951-53. Throughout, decades of research these zoonosis viruses were not well known However, afte r thorough research, until late 1981 the virus was known to have its own clade and belonged to bunyaviridae family, unlike other viruses hantaviruses research revealed that they did not have arthropod vector, hence they formed their own genus of hantavirus in the family bunyavidae and they exclusively maintained their residing reservoir rodents. Hence the new zoonotic Hantavirus emerged and was restricted to the old world viruses. This was proved wrong in 1993, the world experienced the outbreak of hantaviruses related diseases which triggered the malfunction of the respiratory system, high fever and severe heart damage in the unfortunate patients infected with hantaviruses. This lead to the conviction of world researchers that hantaviruses are actively circulating in the region earlier than there isolation in 1993, in the four corners of the Americas. Seoul virus transmitted by rat-borne mouse in Asia was described, an etiological agent specie of hantavirus causing HFRS in 1980 after the description of hantaan virus from striped field mouse (Apodemus agrarius) which started in 1976. This pioneered discovery came after a carefully long research and isolating the virus from the rat-borne mouse captured in the demilitarized battle field of Korea. The etiological agent of nephropaphia epidemical characterized in Europe was termed puumala virus, isolated from a bank vole striped field mouse initially called clethrionomys glareolus and later renamed myodes glareolus. 25 years later, the etiological agent of human disease hantavirus cardiopulmonary syndrome, Hantaan virus was identified from†¦..after the four corner outbreak in the united state in 1993 and this led to the discovery of another hantavirus specie called no name virus later renamed Sin Nombre virus. It is estimated that there hantavirus cases yearly go beyond 1500000 gl obally, with almost half of these cases occurs in the peoples republic of china. Since the definition of hantaviruses more than 22 species of hantaviruses known to be pathogen in humans have been clearly categorized and accepted by the international Committee of Virus Taxonomy. With the suspicions of been engineered spread the Center of Disease Control and Prevention (CDC) warn of hantaviruses to be possible potential biological weapons. The world health organization   in 1983 initiated the use of HFRS to represent all etiological symptomatic diseases believed to cause HFRS restricted in the Eurasia later called old world. Mostly, HFRS displayed symptoms such as chills, headache, high fever, generalized myalgia, back and abdominal pain and hemorrhagic presentation. Because of its epidemiological and worldwide distribution, hemorrhagic fever with renal syndrome initially had several names before 1983. Most terms used were epidemic hemorrhagic fever, Korean hemorrhagic fever and the alike symptomatic disease was called nephropathia epidemica in china, Korea and (USSR, Scandinavia and Europe) respectively. Hantaviruses clinical presentation Normally incubation of Hantaviruses human infection takes 2 to 3 weeks. The results of infection are the two distinct severe or mild forms of diseases: hemorrhagic renal with renal syndrome (HFRS) in the Eurasian countries and Hantavirus pulmonary syndrome in the American Countries. HFRS and Nephropaphia Epidemical are the severe form of hemorrhagic fever developed when infected with Euraisan kinds of Hantaviruses, patients present kidney failure, high fever, and internal bleeding as the main symptoms which results to the death of the patient[7]. Apart from kidney failure and high fever, affected humans present symptoms which include chills, vomiting, headache, dizziness, nausea, non-productive cough, gastrointestinal symptoms. A half percent of the patients display prolonged diarrhea, malaise and lightheadness, other presentations include back pain, arthralgias, abdominal pain, and shortness of breath, tachiypnea, tachycardia and fever. However, the main cause of death is the develo pment of disseminated intravascular congulation and internal bleeding. Table 1.   Clinical manifestation of Hemorrhagic Fever with renal syndrome [HemorrhagicFeverwithRenalSyndrome:PathogenesisandClinicalPicture Hong Jiang 1, HongDu1, LiM.Wang2, PingZ.Wang1* and XueF.Bai 1*] Incubation period takes 2-3 weeks HFRS Phase 1. Febrile Hemorrhage Flushing Headache Conjuctival injection Backache Albuminuria Azotema Present of antibodies IgM Eye pain Platelet decreased Petechial rash Immune complexes Fever Flushing Chills Conjuctival injection Myalgia Albuminuria Malaise Present of antibodies IgM Phase 2. Hypotension Kinin Complement activation Nausea Disseminated intrascular congulation Vomiting Vascular leakage Bleeding Acute shock Phase 3. Oliquric Disseminated intrasecular congulation (DI) Hypervolemia Kidney failure Pneumonia Phase 4. Diuretic Improved renal function Pulmonary complication Shock Death or improvement Phase 5. Convalescent Recovery period Table 2. Bunyavidae family classifications Common Reservoir Host Genus Common Species Country endemic Animal vertebrate bunyavirus Bunyamwera virus La Crosse virus Tahyna virus Akabane virus Oropouche virus Animal vertebrate Hantavirus Hantaan virus Sin Nombre virus Andes virus Puumala, Dobrava Americas Eurasia Animal vertebrate Nairovirus Dugbe virus Crimean-Congo hemorrhagic fever virus Nairobi sheep disease virus Eurasia, Africa Animal vertebrate Phlebovirus Rift Valley fever virus Rift Valley fever virus Sandly fever-Sicilian virus Plants Tospovirus Tomato spotted wilt virus Tomato spotted wilt virus Table 3: Hantaviruses genus classification Virus(serotype) Endemic area and reservoir distribution Disease Rodent vector Mortality (%) Puumala (PUUV) Eurasia (Old World) HFRS/NE Bank vole (Clethrionomys glareolus) 0.1-1 Dobrava-Belgrade (DOBV) South and East Europe, Balkan countries and the middle East (Old World) HFRS Yellow naked-mouse (Apodemus flavicollis) 9-12 Dobrava (DOBV) Central, East and north of Europe (Old World) HFRS Striped field mouse (Apodemus agrarius) Low Hantaan (HTN) Central, East and north of Europe, Eastern Russia,Tien Shan Mtns Caucasian,   China, north and south Korea (Old World) HFRS Striped field mouse (Apodemus agrarius) 10-15 Seoul (SEOV) World Wide (Old World) HFRS Rattus norvegicus and rattus 3-15 Tula (TUL) Europe (Old World) HFRS/? Microtus arvalis Low Amur Eastern Russia, Eastern Asia and Siberia (Old World) HFRS Korean field mouse (Apodemus peninsula) Low Andes (ANDV) South America (Argentina, Uruguay, Chile) (New World) HPS Oligoryzomys longicaudatus 35-56 Sin Nombre (SN) USA, Canada (New World) HPS Peromyscus maniculatus grassland 40-60 Prospect Hill(PH) (New World) USA, Canada HPS/? Mricrotus pennsylvanicus (Meadow vole) New York (NY) (New World) USA, Canada HPS Peromyscus   leucopus low Khabarosk (KHB) Russia , Asia (Old World) HFRS/? Microtus fortis (reed vole) low Thottapalayam (TPM) India, Afghanistan, Pakistan, China, Japan (Old World) HFRS/? Suncus murinus (musk shrew) Monongahela USA, Mexico, Canada (New World) HPS Peromyscus maniculatus (Deer mouse) low Black Creen Canal (BCCV) USA, Venesuala, Peru, (New World) HPS Sigmodon hispidus low Bayou   (BAYV) USA (Louisiana), (New World) HPS Oryzomys palustris Sigmodontinae (Rice rat) low Araraquara (ARAV) South America (Brazil) (New World) HPS Bolomys lasiurus low Muleshoe USA (New World) HPS Sigmodon hispidus Low Lechiguanas South America (Argentina), Brazil

The Normality of my Family Essay -- Essays Papers

The Normality of my Family According to The American Heritage Dictionary the word normal means â€Å"conforming with, adhering to, or constituting a norm, standard, pattern, level or type; typical.†However, in the culture we live in, these standards, patterns, levels, and types vary drastically. What is considered normal in one region, state, city, neighborhood, or even household maybe completely different in another. As Americans we share many traditions, customs, values and views, and at the same time, we all live very differently; that is what makes this nation so great. Most people seem to consider their own lifestyle, to be perfectly normal, even if it is nothing like that of someone else. So if we all live so differently, what is normal and who defines it? I was brought up in the town of Smallville, USA. Smallville is the kind of place were almost everyone knows each other, and familiar faces are always everywhere. Friday night football games are about the most exciting thing to happen all week. There is only one grocery store, a few stop lights, and all two lane roads, many of which are dirt.To me, this is completely normal, but that is because it is what I am used to. Until now, it was all I had ever known. I had lived in Ortonville all my life. A few days ago my ‘city slicker’ room mate and I were out running around.We were not far from my hometown so we decided to make a slight detour so she could see where I was from. We drove through the tiny downtown of Ortonville, past my High School, and by my house. She was amazed. To her, it was like being up north!She even compared it to being like â€Å"her Grandparents cottage in the upper peninsula.†She kept cracking jokes about cows out numbering people and such.We b oth got a... ...ir relationship as normal. In way they kind of reminds me of Tammy, from People Like Us. Tammy put her families relationship on the line at times so that she could provide for them. Sometimes I feel that way about my parents. I get the feeling that they think that providing us with a nice house, new cars, and fancy furniture is more important than their happiness. I would love to see my parents do things like go on dates, cuddle, and even just talk about things other than business. To answer my own question, what is normal and who defines it, I would just like to say that normality is something that everyone defines for themselves. We all have different views on what is normal. Normality is just what you know, what you were brought up with, what you are used to. It is everything and anything you want it to be, and that is why it is such a wonderful thing.

Early Childhood And Why Parents Choose Certain Schools

I merely want my kid to hold merriment! is a remark I hear on a regular basis from parents touring my preschool. But the thaumaturgy of merriment someway disappears as kids reach the age of three or four, and when they start to fix for â€Å" existent school. † Standards, standardised trials, awards, classs etc. , shortly become parents ‘ greatest concerns. Somewhere along the line, the fun remark is replaced with inquiries refering to kindergarten preparedness and petitions for worksheets, prep and some kind of â€Å" class † . As a preschool owner/educator, I remember so vividly the twenty-four hours I decided to go forth an unbelievable 13-year calling as a public school instructor in one of Ohio ‘s wealthiest school territories to have and run my ain preschool. This was non an easy determination, because I love learning ; go forthing the schoolroom was one of the hardest professional determinations I have of all time made. However, the criterions and standardised testing that were ordering our course of study patterns were in complete struggle with my beliefs. Fortunately, I had options and decided to remain in instruction by traveling to younger ages, which at the clip, seemed exempt from the open force per unit area of standardised testing. I envisioned a installation that embraced drama as the primary acquisition doctrine – 1 that valued child involvements and focal point groups, one that integrated multicultural aspects. I could non be more pleased with my determination to walk off from an astonishing retirement, nice wage, and summers off with my ain kids to offer my ideals to other immature scholars. Small did I realize that the same incubuss that plagued me antecedently would go on to stalk me at my preschool. Although research on drama and cognitive development provide a batch of support for the play-based course of study for our immature kids, the recent province and national accent on proficiency trial public presentation has reinforced the construct of minimum drama clip, even in the primary scene. Many preschools and simple schools have reduced or even eliminated drama from their agendas ( Bodrova & A ; Leong, 2003 ; Brandon, 2002 ; Johnson, 1998 ; Murline, 2000 ; Vail 2003 ) . Play, even the little sections, are being replaced with academic preparedness patterns, peculiarly literacy and reading to fit the content of standardised testing ( Brandon, 2002 ; Fromberg, 1990 ; Johnson, 1998 ; Stei nhauer, 2005 ; Vail, 2003 ) . The changeless battle for answerability, every bit good as â€Å" top-down criterions and coercive force per unit area to raise tonss on an eternal series of standardised trial † – ( Kohn, 2004, p.572 ) , in add-on to the conflict of bettering instruction, all seem to be ordering current educational tendencies. Even if a plan embraces the importance of drama, the outer forces that continue to press for faculty members is invariably endangering the foundation from which our immature kids build their educational hereafter. â€Å" We strip them of their best innate assurance in directing their ain acquisition, travel rapidly them along, and frequently wear them out. † ( Almon, 2003, p.20 ) . This push for a more academic foundation in the early old ages may happen us losing sight of the existent intent of larning. If we continue down this way of making a test-prep course of study in which our accent is on how the kid scores on a reading trial instead than on leting kids to read for pleasance and information after go forthing school, we might bring forth rather the opposite consequence and negatively impact cognitive development. However, the planetary challenge that the Information Age has imposed on us has similarly prompted instruction functionaries to redefine school accomplishment. The authorities ‘s move to set up educational criterions through the ( No Child Left Behind Act ) NCLB was based on the diminution of instruction criterions since the start of the 70s ( Peterson, 2003 ) . At present, most schools implement standard-based course of study, formal rating methods, and numerical scaling system in response to the call for a wider educational transmutation. Suffice to advert, the U.S. ranks merely 19th in the Literacy Index established by the United Nations Educational, Scientific and Cultural Organization ( UNESCO ) ( 2007 ) . Such informations support the current tendency in instruction, and connote the demand of preschool pedagogues to react consequently. In this consideration, it is worthwhile to weigh what we know about the significance of play-based course of study as it contradicts with what functionaries in Higher Education promote, the standard-based course of study. With the aid of parents who themselves have witnessed the relevancy of play-based course of study to the current instruction system and to the broader facets of their kids ‘s lives, this survey shall derive fresh findings on how parents understand the play-based course of study. Knowing how parents understand play-based course of study is of import, it will supply insight into what information parents draw upon in doing early educational determinations for their kids. . Since parents are the 1s who decide where to inscribe their kids, it would be best to larn how they feel towards play-based course of study. To procure a intelligent research determination, during this survey I will concentrate on interviews, observations and documents/documentation, with parents whose kids are presently enrolled in a play-based course of study. I plan to interview five parents ; carry oning three interviews: a Life History interview, a Current Context interview that includes a sum-up of their present state of affairs, and a Follow up interview. In add-on to the three interviews, observations will be conducted and artefacts will be collected to heighten the informations aggregation. I presently own and operate a preschool situated in a Northeastern Ohio suburb. The demographics environing my school consist of upper in-between category, educated, two-parent families. In the recent yesteryear, we were runing with 248 Caucasic households but have noticed a cultural tendency altering our school ‘s population: we now house six native Asiatic households, eight native Indian households, three Afro-american households, and two biracial households out of a sum of 257 households. This tendency, I believe, is due to a new 30-acre infirmary installation opening across the street. This survey will take topographic point in a similar preschool. The commercial trade name preschool ( anonym ) has similar demographics and utilizes a play-based course of study. As I tour households, I am ever assured that parents want the best for their kids. The determination to go forth a immature kid to a non-family member is hard but common, and it is what brought me to this point in my life: a 43 year-old female parent of two girls, ages 10 and 13, prosecuting a PhD in Curriculum and Instruction with an early childhood focal point. A really attractive, well-groomed adult female in her thirtiess, entered my school anteroom keeping an expensive pocketbook, and armed with a list of inquiries, began her pursuit for the perfect child care supplier. This well-spoken ma has a two-year-old boy and an infant girl. She, an lawyer and her hubby, a occupant physician, merely moved to our community from Washington, DC. My tour involves a short debut of myself and my background, every bit good as the school ‘s. I ever include a short description of our doctrine, which includes drama, a circuit of the installation, an debut to all instructors, and, eventually, a meeting in my office where we address all inquiries on their list. Such a list typically includes: safety and security, ratios, ill policy, subject policy, sanitation processs, tiffin and bite, tuition, etc. In this case, course of study was ne'er mentioned, even after I spoke of our play-based doctrine, our Flex Learning Program, etc. Such things did non look o f import to this ma. She asked about instructor turnover, how many babies were presently enrolled, how many instructors were in the schoolroom, and if her babe would be rocked to kip. She asked if her immature yearling would see the gym, which is located in the older edifice ; if he would travel outside every twenty-four hours ; and if he could take part in karate and association football. Literature back uping everything discussed during the circuit, including course of study issues, was handed to her, every bit good as a concern card with the web reference for any extra information. This is really much a typical circuit. The female parent called subsequently to denote that her determination was complete and her kids would be get downing the following Monday. That was two old ages ago. Her kids still attend my school full clip, now ages three and five. Both childs are in the West installation that houses older kids: older Preschool, Pre K, Jr-K, K, and after school classrooms/program. Her kids are booming academically and socially. Yet, two old ages subsequently, her concern shifted to academic preparedness. She made an assignment with me to reexamine the Ohio Pre K criterions which she received from her neighbour. Our hour-and-half hr meeting consisted of illustrations of merely how these criterions are being implemented, met, and mastered without the usage of paper/pencil, bore, skill worksheets, and appraisal tools. Although our doctrine has non changed, nor has her desire for her kids to hold merriment, the fright of success in school has crept into this ma à ¢â‚¬Ëœs thought. Walking through her boy ‘s and girl ‘s schoolrooms daily and detecting childs edifice blocks, making dramatic drama, utilizing sand and H2O, and working at art Stationss, reassures her that the childs are so holding merriment, but what are they larning? How can she be certain they will be prepared for â€Å" school? † This has me presenting several opposing inquiries. What are parents ‘ beliefs and attitudes towards an early childhood play-based course of study, and has their beliefs and attitudes changed since come ining the play-based plan? What grounds can I offer parents that play-based course of study is an appropriate course of study for primary school preparedness? How do I recommend for kindergartners as a clip in life to care for drama as a footing for holistic development and acquisition? It is my desire, as a strong advocator of drama for little kids, to better understand where parents are coming from, how they are informed, and what they draw upon to do their concluding decisions. Therefore, in my survey, I will ask from parents their beliefs and attitude about play-based course of study in the hope of better apprehension where parents are coming from. This information will better inform instructors in their parent instruction patterns every bit good as parents in their hunt for a preschool. Approximately Early on Childhood Education Programs Early on childhood instruction plans provide foundational acquisition experiences to really immature kids in readying for formal schooling. Early childhood instruction plans strive to supply kids with the basic accomplishments in literacy and numeracy, which are important for all degrees of instruction, while, at the same clip, supplying the societal, emotional, and cultural interaction that kids need for adulthood and societal development. There is a broad fluctuation in kid attention plans in the United States runing from basic care-based, and sometimes merely custodial-based attention to nationally accredited early childhood plans such as those promoted by the National Association for the Education of Young Children ( NAEYC ) . A figure of early childhood instruction theoretical accounts are in topographic point: Montessori, Reggio-Emilia, Waldorf, Play-Based, and Academics-Based, each holding a different doctrine and educational aim, but all nisus to lend to the preparedness of k ids for formal direction ( Singer, Singer, Plaskon, & A ; Schweder, 2003 ) .Theoretical ModelsEarlier theories on kid development do non straight stipulate drama as an indispensable facet of cognitive development yet constructivist theories recognize it as an of import factor impacting kids ‘s involvement and societal development. In add-on, neuroscience contributes to the position that physical and age-related drama enhances encephalon, physical, and overall development ( Frost 1998 ) . The societal constructivist theory is the force that determines this survey. It claims that persons ‘ perceptual experiences of the â€Å" world † around them shape their ideas and behaviour ( Berger & A ; Luckman, 1966 ) and that the building of significance is a procedure â€Å" forged in the melting pot of mundane interactionaˆÂ ¦meanings are negotiated, exchanged, and modified through mundane interactions with others † ( Rosenholtz, 1989, p. 3 ) . It besides says that people construct their ain apprehension and cognition of the universe through sing and reflecting upon those experiences. Constructivism posits that kids develop their ain constructs of things based on anterior cognition and experience. Guided by people, anterior cognition or experience, they perceive, analyze, and finally do up their ain thoughts sing the universe. Therefore, anterior accomplishments used at drama may be applied relevantly to other state of affairss, such as job resolution, analysis, or decision-making. This makes play an of import portion of kids ‘s life, as it serves as the debut to higher accomplishments and more hard challenges of life. In peculiar, Lev Vygotsky ( cited in Palmer, 2004 ) , a well-known constructivist supports the importance of drama in the kid ‘s development. In his last talk, â€Å" Play and the Psychological Development of the Child, Vygotsky emphasized the importance of drama during the kid ‘s early old ages. Harmonizing to him, drama is portion of a kid ‘s Zone of Proximal Development ( ZPD ) . ZPD is the difference between what a kid can make and what s/he can non. During drama, the kid behaves beyond his age, and discovers new ways of making things such as different forms and highs of blocks. As the kid does this, s/he explores the deepnesss of ZPD, which consequences to a better acquisition ability. In the same manner, neuroscience provides support for kid ‘s drama. Frost ( 1998 ) paperss that encephalon development is farther improved as kids engage in age-appropriate drama. Conversely, he illustrates that want of drama could ensue in â€Å" deviant behaviour † ( 8 ) . It can be gathered that in Vgotsky ‘s societal constructivist theory, parents form an apprehension when it comes to placing the â€Å" fit † academic environment for their kid based on their outlooks Research Methodology Focus and Questions Based on the ends of this survey, the employment of methodological analysis through the acquisition of narrative enquiry and the instance survey design are appropriate. Narrative instance survey will be used for this research undertaking as it will let me, the research worker, to witness and describe a descriptive scene in order to portion experiencesCase StudyThis survey adopts the instance survey design with the position that single instances provide more in-depth information. Case surveies focus on the person, his/her experiences, and immediate world, which is needed to deduce significance and apprehension of the issue or concept under scrutiny. Furthermore, it provides existent illustrations from existent people who are unencumbered by the usage of preset steps or studies, and whose responses will merely ensue in Numberss and statistics ( Bogdan & A ; Biklen, 2007 ) . In this survey, persons, the parents ( either female parent or male parent in one household ) should hold a kid o r kids who are enrolled in a school that implements play-based course of study. These persons will be interviewed and asked to portion their narratives based on open-ended inquiries that correspond to the over-arching research inquiries. In making so, the persons ‘ experiences and beliefs will be discussed in order to get at a better apprehension of the research subject, which regards parents beliefs and attitudes of a play-based course of study. It is expected that other factors such as race, faith, and socioeconomic position would act upon the experiences and ideas of parents. Therefore, the parents selected for the survey will come from different backgrounds. In add-on to the three planned interviews, observations including parent/ instructor conferences, PTO meetings, assorted parent jubilations such as â€Å" A Day in the Life of PreSchooler † , â€Å" Muffins With Mom † , â€Å" ( Root ) Beer and Pretzels with Dad † , Parents Night Out, Parents †˜ Information Evening etc will be observed. Artifacts such as Parent Handbook, School ‘s literature including the school ‘s mission statement, pupil rights, pupil portfolio information will be submitted to supplement Narrative Inquiry For the intent of this survey I will besides be pulling on narrative enquiry ( Clandinin & A ; Connelly, 2000 ) to look into five parents beliefs and attitudes towards a drama -based early childhood course of study within a in private owned early childhood installation. Coming from the societal constructivist position, I believe that experiences are important. Clandinin & A ; Connelly besides suggest experience is important in their three dimensional model for analyzing how the participants past, present and future contexts act upon their beliefs and attitudes towards a drama -based early childhood course of study. Concentrating on narrative enquiry will assist me to underdtand how parents beliefs and attitudes towards a play-based early childhood course of study have been established. This alone attack is attractive because it provides the chance for the parents ‘ voices to be heard. In understanding their beliefs and attitudes of a play-based early childhood course of study, narrative enquiry will let me to research how their beliefs and attitudes affect their decsion to inscribe or non in enroll in a installation that promotes a play-based curriuculum and how these beliefs and attitudes have evolved, through the narratives that they portion. This survey will utilize the narrative in-depth interview as a qualitative information aggregation method, which can arouse far richer information than a study. Further, interviews offer the research worker a means to clear up responses and validate participant responses. Cohen et Al. ( 2000 ) posited that single behaviours can merely be understood by understanding persons ‘ readings of the universe around them. Therefore, meaningful societal action demands to be interpreted from the point of position of the histrions or the people who are in that peculiar state of affairs. It can be said that parents who have already enrolled their kid in a play-based preschool would of course experience more strongly about it than parents who have non sent their kid to a play-based preschool ( Bryman, 2004 ) . This qualitative instance survey will analyze preschool parents ‘ beliefs and attitudes utilizing a narrative enquiry data-collection scheme in order to showcase the experiences and perceptual experiences of parents towards play-based course of study in early childhood plans. Case survey and narrative enquiry seek to understand the peculiar inside informations in a historically and socially bounded context ( Clandinin & A ; Connelly, 2000 ) .Main Research QuestionsThe chief research inquiry for this survey is â€Å" what are parents beliefs and attitudes towards an early childhood play-based course of study? † Supporting Research Questions I have identified several back uping research inquiries to reflect upon throughout Clandinin and Connelly ( 2000 ) 3-dimensional interviewing procedure. In looking forward/backward I am interested in understanding how persons ‘ life histories inform their current beliefs and attitudes towards play-based course of studies. In looking inward/outward I am interested in understanding what outside factors influence their current beliefs and attitudes towards play-based curriculums.. What are their beliefs on drama? What are parents ‘ beliefs sing developmentally appropriate patterns? What are parents ‘ perceptual experiences of early acquisition? What grounds can I offer parents that play-based course of study is an appropriate course of study for primary school preparedness? How do I recommend for kindergartners as a clip in life to care for drama as a footing for holistic development and acquisition? . Childs have different demands and the preschool plan should be able to turn to those demands. From my experience, I have found that parents frequently choose preschools that are child-friendly ; that is, they have passed safety criterions, provide plenty learning stuffs, employ qualified and caring instructors, and maintain an attractive installation. Rarely do parents inquire about the school ‘s course of study or its academic offerings. In my experience, parents expect preschools to learn kids rudimentss like forms, colourss, alphabet, Numberss, and reading. Most preschools integrate these basic accomplishments into their acquisition plans, but each preschool differs in how the said accomplishments are presented to the kids for learning intents. Researching parents ‘ beliefs and attitudes would assist place the relevancy of play-based course of study, whether it has helped ease their kids ‘s preparedness and ability to larn and develop accomplishments needed for the â€Å" existent school † or for mundane life. Furthermore, their responses will function as valuable penetrations to pedagogues in general, including those who are non implementing drama. Sing its focal point, play-based course of study may be mostly misperceived as non supplying adequate attending to accomplishments and acquisition. Besides, the current standard-based instruction being implemented, may see drama unimportant, therefore curtail clip for it or wholly disregard it. Such would be deterrent to kids whose basic needs include drama and merriment. In this position, the inquiries that I would wish to elaborate on include: What are parents ‘ beliefs and attitudes towards play-based course of study? What factors led to the development of these beliefs and attitudes? How do/did play-based course of study affect their kids ‘s acquisition and development? and How do parents ‘ beliefs and attitudes sing drama impact the execution of play-based course of study and standard-based curriculum/formal direction?Purpose of the StudyI believe it is of import for all parents to hold a thorough apprehension of the course of study that their kid will be sing, whether in preschool or in any other educational scene. Preschools enjoy a certain sum of flexibleness in how they teach immature kids. Different learning theoretical accounts are available, and some schools integrate two theoretical accounts ( i.e, Montessori and Reggio Emilia ) . When parents know and understand the course of study of their kid ‘s preschool, they are more likely to go involved in the school ‘s activities. They so cognize how to reenforce their kid ‘s acquisition at place, and tend to join forces more with instructors ( Sission, 2009 ) . My quest to understand the beliefs and attitudes of five parents towards a play-based course of study has multiple intents. First, is to supply readers and the early childhood instruction sector with information refering parental beliefs and attitudes towards play-based course of study ; 2nd, to larn how, harmonizing to parents ‘ positions has play-based course of study affected their kids ‘s acquisition and development ; and 3rd, to spot whether they believe it serves as an effectual tool for early childhood instruction.Statement of the ProblemEarly on childhood research workers have reported that immature kids learn best through activities that support the development of the whole kid ( Elkind 2001 ) . David Elkind ( 2001 ) , in a piece reminiscent of Piaget ‘s constructivist positions, entitled â€Å" Young Einstein: Much Too Early, † argued that immature kids learn best through direct interaction with their environment. Before a certain age, they merely a re non capable of the degree of concluding necessary for formal direction. However, national concern with answerability, competition, proving and â€Å" back-to-basics, † puts an over-emphasis on faculty members and single-subject instruction ( Elkind, 2007 ; Ornstein, 2002 ; Perrone, 2000 ) . In response to these concerns, early childhood plans may concentrate the course of study on the instruction of academic accomplishments ( Morrison, 2004 ) . These factors have led to narrowly-defined course of study, which deny immature kids valuable life experiences found in drama. Although a turning concern on math and linguistic communication ability in the higher twelvemonth degrees has prompted the execution of standard-based course of study, it is non plenty to enforce such sort of system in the preschool degree. In the first topographic point, kids are a batch different from grownups in their ways to larn. Unlike grownups, kids, particularly little 1s, need drama ( Ginsburg, 2007 ) ; they need to be interested in what they do in order to go on with it. Therefore, the demand for drama in the preschool should non be disregarded. However, the significance of drama in direction should be supported by research and by parents ‘ belief in the course of study. Therefore, a survey of the parents ‘ beliefs and attitudes towards a play-based early childhood course of study may supply information utile to instructors and decision makers when be aftering schemes for implementing a successful preschool plan.RationaleWith the demand for effectivity, trial accomplishment tonss, and answerability, many preschool plans have adopted and reinforced formal direction, and have used drama as a recreational period instead than a learning medium. In an Oregon state-wide study sent to all kindergarten instructors and principals with first-grade instructors, Hitz and Wright ( 1998 ) found that 64 per centum of kindergarten instructors, 61 per centum of principals, and 72 per centum of first-grade instructors reported that formal academic direction was more prevailing in kindergarten than it was 10 to 20 old ages ago. In this scenario, originative look may be considered non every bit of import as cognitive development. Creativity may be viewed as irrelevant to the development of thought and job resolution. Conversely, it is possible that instructors and decision makers have adopted academic direction and other formal patterns, even though most of them considered such developmentally inappropriate. This last scenario implies the loss or deficiency of academic freedom among pedagogues, therefore beliing democratic rules. Early on childhood pedagogues have shown concern with the type of direction used in their instruction plans. Practices used in pre-kindergarten and kindergarten categories reflected an environmentalist-behaviorist position, even though instructors reported holding other positions. From a survey of instructor pattern, Hatch and Freeman ( 1988 ) found that two-thirds of early childhood instructors were implementing plans in struggle with their doctrines refering kids ‘s acquisition. Early childhood experts have long asserted that plans for immature kids should supply for the development of societal, emotional, physical, cognitive, and originative accomplishments, but the abovementioned findings do non reflect this anymore. In short, there is a spread between research workers ‘ recommendations and instructors ‘ patterns ( Bredekamp, 1997 ; Logue, Eheart, & A ; Leavitt, 1996 ) . Parents are the make up one's minding authorization when it comes to the type of instruction that their kids should have. Their beliefs and attitudes towards a course of study and later their determinations are typically influenced by their ain beliefs, experiences, and attitudes. As a effect, their positions affect the execution of plans for immature kids. This survey does non corroborate that parents ‘ positions sing course of study execution are sufficient to implement a favourable plan. However, it considers their positions because they form portion of kids ‘s acquisition environment. It is of import to derive their positions about play-based instruction because aside from the instructor, they are the 1s who have entree to information sing their kids ‘s development and ability whether in school or outside it. Motivation As an experient primary pedagogue, and a current preschool proprietor and pedagogue, I am interested in parents ‘ beliefs and attitudes towards an early childhood play-based course of study and whether their determination to inscribe their kid in a play-based course of study is borne out of their apprehension of the plan or other factors. I personally believe in the play-based course of study and would wish to find if this attitude is shared by the parents. If they do non, I would wish to cognize the footing for their disfavor of the course of study. Parents of my pupils are informed of our play-based course of study at registration. Despite this, nevertheless, some still face me with incredulity about the course of study. As an pedagogue and concern proprietor, this survey would take me to a better apprehension of parents ‘ beliefs and attitudes approximately play as a vehicle for larning Understanding how parents understand play-based course of study is important and wi ll add to the literature in many ways. In researching how parents understand play-based course of study this survey will lend to current literature available offering new thoughts Contributions to the Research Children ‘s drama has come under renewed onslaught. Inspired by my ain experiences as a preschool proprietor I hope to lend through this narrative instance survey assorted lived narratives of parents and how their beliefs and attitudes towards a play-based early childhood course of study have evolved. Since parents are the â€Å" clients † of early childhood plans, is it of import to understand their beliefs and attitudes. While there is plentifulness of research back uping play-based course of studies in the early childhood schoolroom, it is largely from the pedagogues ‘ and child ‘s position point, literature is missing in this country as it pertains to the parents, their ain beliefs and attitudes. While non meant to portray generalised information the rich descriptive narratives of these five parents will stand for the larger community. Mentality In chapter two of this research proposal, Literature Review, I describe the context in which preschool plans, play-based course of study, and parental picks have been studied in the yesteryear, and the deductions of research findings to current pattern. . The literature reappraisal is organized from the general to the particular, which means that a general overview of preschool plans is provided, followed by a treatment of the play-based course of study, and reasoning with parents pick. . In chapter three, Methodology, I further depict the usage of instance survey and the narrative enquiry attack to warrant the usage of such methods and design as proposed for this survey. The chapter besides provides the description of the research scene, the research sample, the informations assemblage process, information analysis, the timeline, and cogency and dependability concerns, every bit good as the awaited restrictions of the survey. The chief research inquiry every bit good as the back uping inquiries will be outlined in item as good within the chapter three. Chapter four, Findings, will pull on common subjects that exist within the participants narratives that describe their beliefs and attitudes towards an early childhood play-based course of study. The deductions this research has on informing the preschool community will be found within chapter five, the concluding chapter, Discussions and Implications.KeywordsPreschool Plans: refers to the pre-kindergarten plans that are geared towards fixing kids ages 2-5 old ages old for kindergarten. The plans offer assorted services for different age groups and follow different course of study theoretical accounts. In this survey, preschool plans refer to the scene and object of the research work. Curriculum Models: refers to an educational system that combines theory with pattern. A course of study theoretical account has a theory and cognition base that reflects a philosophical orientation and is supported, in changing grades, by kid development research and educational rating. The practical application of a course of study theoretical account includes guidelines on how to put up the physical environment, construction the activities, interact with kids and their households, and support staff members in their initial preparation and on-going execution of the plan. In this survey, the theoretical account used by the preschool plan is a play-based course of study. Play-based course of study: refers to the larning theoretical account based on developmentally appropriate drama. This theoretical account is child-centered ; it is based on kids ‘s involvement to guarantee maximized engagement, focal point, and acquisition. Developmentally appropriate patterns: patterns that are â€Å" designed for the age group served and implemented with attending to the demand and differences of the single kids enrolled † ( Bredekamp, 1998 p. 53 ) . In this survey, developmentally appropriate patterns refer to the instruction patterns of kindergarten instructors as manifested in their categories. Beliefs: refer to a set of thoughts or ideas that a individual finds of import or that influences his or her feelings, attitudes, and behaviour. Beliefs are subjective and can be measured by inquiring participants to clarify their ideas on a certain subject or issue. Attitudes: refer to a societal concept that is predetermined by a individual ‘s beliefs. If the belief is negative, so the attitude toward the issue or job is besides negative. Attitudes are associated with stereotypes of what is socially acceptable. Feelingss: refer to the affectional constituent of an person ‘s belief and attitude towards a certain issue or subject. Feelingss are associated with the personal experience and rating of the said issue. Understanding/Perception: refers to the entirety of the person ‘s beliefs, attitudes, and feelings towards a certain issue or subject.

Texas Employment Laws and Compliance Essays

Texas Employment Laws and Compliance Essays Texas Employment Laws and Compliance Essay Texas Employment Laws and Compliance Essay For general understanding of these laws I must explain that you as an employer will be required to follow both Federal and State laws or whichever law is more stringent. From the conversation I have identified six laws which you will need to pay special attention to during the hiring and employment process. These laws include the Minimum Wage Law, Equal Employment Opportunity Law, Child Labor Law, Employee Polygraph Protection Act, National Labor Relations Act, and the Texas Pay Day Law. Each of the above laws will give you a general understanding of what Is expected of you as an employer. These laws are current through the 2014 calendar year and can be found on the Texas Workforce Commission (2014) and the Federal Labor Relations Board website. Each of these laws also has to be posted on-site and should be in a conspicuous place such as an employee Need to Know board or equivalent posting area. Equal Employment Opportunity The Equal Employment Opportunity Law prohibits all forms of discrimination against employers during the hiring process. According to the U. S. Equal Employment Opportunity Commission (EEOC) website (2014), they are responsible for enforcing federal laws that make It Illegal to discriminate against a Job applicant or an employee because of the persons race, color, religion, sex (Including pregnancy), cantonal rolling, age (40 or older), disability or genetic Information (EEOC, 2014). The Equal Employment Opportunity Law generally comes Into practice when a business employs over 15 people. The laws apply to all types of work situations, including firing, hiring, benefits, harassment, wages, salary, promotions, and training. Failure to comply with the provisions could result in an investigation to ascertain whether the employee was involved in a discriminatory process. If a discriminatory action has occurred than the EEOC will try to settle the dispute. If a decision cannot be reached Han the EEOC could file a lawsuit to protect the rights of the accused and the interests of the public. Minimum Wage Texas and Federal law state that all employees receive, at minimum, and salary of $7. 25. With specified restrictions, employers may count tips and the value of meals and lodging toward a persons minimum salary. If you plan on running the business out of a residential address, than people who live on the premises of the business than you will not be liable for payment while employee Is on-call. The Texas minimum Wage Act does not prohibit any individual from collectively bargaining with easiness paying the employee the unpaid wages plus legal fees. Child Labor Laws Child labor laws could potentially pose a risk to your business. That is why it is imperative to know and understand what is expected of you as an employer. According to the Texas Workforce Commission (2014), no child under the age of eighteen may operate a motorized vehicle. If you choose to hire individuals between the ages of 14-15 than listed below are the provisions of the Texas Workforce Commission and the Federal Statutes which describe the working hours of those employees. State Law ? a person commits an offense if that person permits a child 14 or 15 years of age who is employed by that person to work: (1) more than 8 hours in one day or more than 48 hours in one week; (2) between the hours of 10 p. M. And 5 a. M. On a day that is followed by a school day or between the hours of midnight and 5 a. M. N a day that is not followed by a school day if the child is enrolled in school; (3) Between the hours of midnight and 5 a. M. On any day during the time school is recessed for the summer if the child is not enrolled in summer school. Federal Law ? The ELSE further regulates hours of employment for children: (1) may not work during school hours (2) May not work more than eight hours on a non-school day or 40 hours during a non-school week. (3) May not work more than three hours on a school day or 18 hours during a school week. (4) Children may work only between 7 a. . And 7 p m. During the school year. However, between June 1 and Labor Day, they may work between the hours of 7 a. M. And 9 p. M. Failure to comply with this federal and state law could result in each or all of the allowing (1) Class B or A Misdemeanors (2) Texas can assess a fine up to $10,000 for each violation (3) Federal Law can impose a fine up to $11,000 for each violation (4) Criminal prosecution and fines National Labor Relations Act The National Labor Relations Act is a law which guarantees private sector employees the right to form into trade unions. This law also gives each employee the right to engage into collective bargaining for better work place environments and also allows for groups to seek better salaries and benefits. This statute also includes a provision or those employees who choose to take collective action against an employer in the form off strike. Failure to comply with this law could result in an employer hiring back a terminated employee. The company could also be forced to pay lost wages and benefits to those affected. Employee Polygraph Protection Act The Employee Polygraph Protection Act (EPA) of 1988 is a federal law which prohibits employers from using a polygraph on their employees. This forbids an employer from using a lie detector test during employment and also stops an employer from using it urine pre employment interviews. This ruling does not cover federal, state, or government employees. Failure to comply with the above law could result in a monetary fine or penalty up to $10,000 dollars per violation. If an employer violates the law, he or she may be liable to the prospective employee and could potentially pay for legal representation, lost wages, and benefits. It is also likely that an employer could be forced to reinstate or hire an employee if they have broken the EPA law. Since you are looking to establish a business in the state of Texas, you will be squired to follow the Texas Pay Day Law (TAP). This law pertains to all private employees who are not independent contractors or government employees. The TAP does not have a business size limitation, nature of business, or size of the company. This law is for all those companies that have entered into an employment relationship. This law only applies to the employer and the employee relationship and protects employees from wages being withheld unlawfully. Wages include all types of compensation including benefits, vacation time, sick leave, parental leave, severance, and holidays. This law also states the frequency at which employees must be paid and terms of separation pay are outlined. Also noted in this state statute are the terms of payment whether it is by check or direct deposit. Failure to comply with this law could result in an employer being forced by the State of Texas to assess a penalty against the employer equal to the wages claimed or $1000, whichever is less. This also covers a business if an employee files a fraudulent wage claim in bad faith. In conclusion if you have any questions in regards to the above content please feel ere to contact myself or Tract and we will be happy to work with you and answer any questions you might have.