Policies and legislation affecting Early Years Practitioners

Policies and legislation affecting Early Years Practitioners This module will explore the changing features of different Early Years settings, working with other professional and the skills and the core skills of those workers. It will look at the policies and legislation affecting Early Years Practitioners and the beliefs and values that ensure quality childcare. It will also include observations and problems created by working within the current guidelines. Historically homes had no appliances so a womans occupation was chores and childcare, other family members lived locally and helped. With increasing school leaving age and new appliances women could fill freed time with jobs and increased income meant more appliances. Government policy supported women working; they had careers, luxuries became necessities, families dispersed moving to the work and alternative childcare was sought. This led to more childcare requirements providing parental peace of mind rather than education and preparation for life. The quality provided was diverse and various programmes were introduced through law, policy and consultation to meet the growing needs of parents and their children. The Children Act 1989 provided legislation for under-eights, introducing quality standards for all childrens services using a registration and an annual inspection (reports to be made available to parents) system maintained by local authorities. In addition they had to carry out checks on over eighteen year olds who came into contact with children, ensure that the premises used were suitable and set staff : child ratios. Children had to be helped to get the most from planned activities. The Acts failings were that it did not allow access to at risk children, provided insufficient emergency protection, allowed inappropriate Care Orders so that a child could be taken into care unchallenged. It did allow children and their families to be heard but this was seen a problem removing Local Authorities autonomy. The Special Educational Needs Code of Practice (1994) was the first that defined the roll of the SENCO (Special Educational Needs Co-ordinator) appointed for each setting. In 1997 the Labour Government stated in their manifesto: Previously there had been no measurable standards and establishments worked alone. Investment in the National Childcare Strategy (1998) provided more affordable, quality childcare places so parents could work satisfied that their children were safe and well looked after. More training was made available and to accommodate free childcare places for three year olds childminders could become accredited. Early Learning Goals replaced Desirable Outcomes within the Foundation Stage. Sure Start Local Programmes were an initiative started in 1997 to give every child the best start to achieved their full potential, initially 250 centres were opened to support parents, in disadvantaged areas, with early education (from birth to four), childcare and health. In 2004 Sure Start Local Programmes and Neighbourhood Nurseries became Sure Start Childrens Centres and are now accessible to every district. They are now meant to be self-maintained but this has not happened and funding has been cut. They advertise themselves as: The social expectation is that parents should return to work and the care given will provide children with the best start possible implying that wrap around childcare is best but ignores possible developmental problems such as not providing secure attachment, although a key worker is provided, the hours that the centres are open means that they work shifts. More importantly they have failed in their original remit as their qualities are recognised by the middle classes. The Laming Report resulted in the green paper, Every Child Matters (ECM) (2003), highlighting poor communication and lack of information sharing between agencies particularly health and education, when protecting children. It focused on five outcomes: Childrens Act 2004 provided the legislation enforcing local authorities and central government to meet some requirements of ECM particularly regarding multi-disciplinary working. Public outcry to the anti-smacking clause resulted inclusion of a definition of smacking. The Childrens Commissioner lacked power and this continues to cause concern. One agency had to be in overall control; Local Authorities were appointed but other agencies felt marginalised. There was valid concern about data sharing as there have been several occasions when data has been made visible on the internet. After consultation ECM: The Next Step (2004) stated that aged five children should completed the foundation stage so be ready for school narrowing the gap in the 20% most disadvantaged. ECM: Change for Children covered inclusion for special needs. Although the Childcare Act 2006 states that local authorities have to provide information, advice and help for children up to 20 years, it was also given a duty to provide childcare providers information, advice and training, to ensure sufficient childcare to meet parental demand and be duty bound to improve the ECM outcomes. It merged Birth to Three, the Foundation Stage and National Standards for Under Eights Day Care and Childminding into the Early Years Foundation Stage (EYFS) with the expectation of providing high standards of early education from birth to five and recognising over fives need different care. Childcare providers in Hampshire work within their authoritys interpretation of the act. EYFS advocated supporting each child in reaching developmental goals, none being left behind, by focusing on the same five outcomes as ECM. The Statutory Framework for the Foundation Stage (May 2008) aims to EYFS does not embrace diversity particularly in culture or make allowance for special needs. Experiences should be child led so right for each child but they are still kept with peer groups maybe should be more flexible only allow so far behind then special school The anti-EYFS petition stated that as it is mandatory for all childcare and education to follow the same format removing parental choice. Children can no longer be prepared for school so the problems with transition are addressed in school. Multi-agency consultation is pivotal ECM but practitioners continued to rely upon previous assessments and each practitioner assessed the child within their particular remit, no-one looked at the child as a whole, leading to multiple assessments resulting in wasted money and frustration for all parties; this was corrected with Common Assessment Framework (CAF) (2007). The current government agree that every child should fulfil their potential but feel that the key is parental background. They acknowledge that without good quality childcare this is less likely to be met. They cite that However, when their education ends the economy needs to meet the expectations of these children A report commissioned from Leon Feinstein which illustrated that early intervention was needed citing information as much as 40 years old ignoring the impact modern practice. They intend funding early learning and childcare for 20,000 most disadvantage two year olds and extend free childcare (EYE). Most of the 5% that do not currently access EYE come from disadvantaged families; Sure Start Health Visitors remit will be to attract these families. Although the changes in law and policy since 1989 were needed it would have been better if they had been proactive or put into place after consultation with end users (practitioners, parents and children) not just experts and not fixing problems as they occur. Funding has given choices to the poorest and means all practitioners have access to training both required and of choice. Policy continues to change; Education.gov.uk EYFS is under review to extend tests 5 year olds. As result of a child abuse case part of the Serious Case Review report summary states It would be easier to use personal camera memory in a settings phone so more thought is needed before implication. Childcare workers need to have . Additionally they must enjoy being with children, care about them, encourage, listen, stimulate and extend imagination, helping them learn as individuals and watch and record their growth. Many workers bad life experience, repressed not want children to do same and cope with it not end up like me.

Characterization of Nucleic Acids Essay

This paper is an analysis conducted on Nucleic Acids through a variety of tests specifically, Dische, Murexide, Wheeler-Johnson and Phosphate Tests in order to exemplify structural features of nucleic acids as well as identify the principle involved in each chemical test. Different procedures and different test compounds were applied, and results were noted as for changes in colors of precipitates or solutions. For Dische Test, light blue was obtained for RNA and dark violet for DNA. For Murexide Test, a yellow layer was obtained with a mixture of red color and eventually became yellow or orange after addition of warm water. For John-Wheeler Test, a violet precipitate was obtained and lastly for Phosphate Test, a yellow precipitate was obtained. Keywords: Nucleic Acids, Dische Test, Murexide Test, Phosphate Test, Wheeler-Johnson Test1. Introduction The experiment solely revolved on the identification of the different structural features that make up the complex structure of nucleic acids as well as its characterization through specific chemical tests namely Dische Test, Murexide Test, Wheeler-Johnson Test and Phosphate Test. Upon performance of the tests mentioned, the principles involved were identified and stated based on the results obtained from the experiment. 2. MethodologyMaterials such as water bath, test tubes, evaporating dish, test compounds and reagents were gathered and prepared. In Dische Test, ten (10) drops of test compound and Diphenylamine wasplaced in a test tube and heated in boiling water bath for ten minutes. Color change on the solution was noted. In Murexide Test, ten(10) drops of Guanidine was placed in a test tube. Concentrated Nitric Acid(HNO3) was added to the test compound and then brought to water bath to dry until a solid mixture is obtained. Once the mixture dried up, ten(10) drops of Potassium Hydroxide(KOH) was used to wet the reagent and then later on put to boiling water bath again to dry. After addition of KOH, color change was noted and this time, water was added to wet the mixture and put to boiling water bath again to dry. Any color change  to the precipitate was noted. For Wheeler-Johnson Test, ten(10) drops of Barium Hyrdroxide[Ba(OH)2] and Bromine Water placed in a test tube and once the mixture turned red, it was brought to boiling water bath to expel excess Bromine. More than ten(10) drops of Barium Hyrdroxide[Ba(OH)2] was added in excess and color change of the precipitate was noted. In Phosphate Test, twenty(20) drops of test compounds were placed in a porcelain crucible and two(2) drops of Potassium Nitrate(KNO3) plus  ½ spatula fusion mixture of Sodium Carbonate(NA2CO3) was added to the test compound. Mixture was heated using a Bunsen burner until the mixture turned into gray or white. After cooling the mixture, 5 mL of distilled water was added to the reagent and was transferred to a test tube acidified by ten(10) drops of concentrated Nitric Acid(HNO3). Litmus paper was then used to check for acidity and twenty(20) drops of ammonium molybdate solution was added to the reagent & warmed in water bath. Once warmed, the mixture was allowed to stand for ten minutes and formation as well as color of the precipitate was noted. After performing all the tests needed, results were tabulated and analyzed accordingly. 3. Results and Discussion Dische Test clearly indicates that DNA can be identified chemically with the Dische diphenylamine test. DNA (deoxyribonucleic acid) and RNA (ribonucleic acid) are aldehydes, which reacts with the compound, diphenylamine, to produce a blue-colored compound. A positive test for DNA is indicated by a  blue color change. This procedure involves chemical hydrolysis of DNA: when heated in acid, the reaction requires a deoxyribose sugar and therefore is specific for DNA. Under these conditions, the 2-deoxyribose is converted to w-hydroxylevulinyl. This resulted to a blue solution indicating the presence of protein in DNA. Murexide Test on the other hand gave out a yellow precipitate which indicates the presence of uric acid visible in the Guanine samples. It is a double-ringed, crystalline organic base, C5H4N4, not known to occur naturally, and is a form of uric acid heterocyclic in nature. In the Wheeler-Johnson Test, the evidence for a positive result is a violet solution and this clearly shows the concise result of the experiment performed. Cytosine was used in the test which is a Pyrimidine derivative heterocyclic in nature. Phosphate Test gave out a yellow result for the precipitate which simply means that a phosphodiester bond exists between DNA and RNA between the 3†² Carbon atom and the 5†² Carbon of the ribose sugar. 4. Conclusion From the experiment, it is therefore meant that through specific tests, it is possible to characterize structural features of nucleic acid whether it be a helix, string loop or miniband. That certain compound complements the test to be performed and will result to a concise data if performed correctly. That DNA differs from RNA in the sense that only Uracil is found in RNA and Thymine is exclusively located in the DNA though Adenine, Guanine, and Cytosine are both found on DNA & RNA.. 5. References Pratt, Charlotte W. Title Essential biochemistry / Charlotte W. Pratt. Publication info. New York: Wiley, 2004. What is DNA? : A biology adventure / written by Transnational College of LEX translated by Alan Gleason. Publication info. Boston: Language Research Foundation, c2003.

The Sun Also Rises By Ernest Hemingway - 1245 Words

The writer of The Sun Also Rises, Ernest Hemingway was a short story writer, journalist, and an American novelist. He produced most of his work between the nineteen twenties and nineteen fifties. One of Hemingway’s many novels, The Sun Also Rises was originally published on October 22, 1926. In the novel, The Sun Also Rises, Hemingway uses the lead female character, Lady Brett Ashley to portray the new age of women in that time period. In the beginning of the novel when Brett is introduced, she comes across as a very classy and modernized woman. In this time era women are seen as objects, not independent before the twenties. Women always did what they were told to do by the men in their lives. Women were expected to dress as all other†¦show more content†¦She started all that. She was built with curves like the hull of a racing yacht, and you missed none of it with that wool jersey† (p. 30). Men looked at Lady Brett Ashley differently because of how she dressed and acted. Modest women were called â€Å"admirable† or â€Å"exquisite† and men respected them, or just the way they looked. According to Barrett (n.d.) in the article The Sun Also Rises: Cancelled Beginning â€Å"Brett had a certain grand vitality. She had her looks too. She was not supposed to be beautiful but in a room with women who were supposed to be beautiful she killed their looks entirely† (para. 10). On the other hand, everyone started to refer to Lady Brett Ashley as a â€Å"chap† because she cut her hair shorter than some men and dressed as a man would. Therefore it was harder for a man to respect Lady Brett Ashley and treat her like a genuine women. She made a different reputation for herself apart from all other women. Dependency was a lifestyle and never a choice for women in the 1920’s. Women were expected to be dependent on a man. Men went to work, came home and expected a hot cooked meal on the table the second they walk in the door. The men made the money all the money. 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Brave And Confident Odysseus - Free Essay Example

Sample details Pages: 2 Words: 473 Downloads: 2 Date added: 2019/04/01 Category Literature Essay Level High school Tags: Odyssey Essay Did you like this example? In the novel, â€Å"The Odyssey,† the author Homer wants us to understand that Odysseus uses strong leadership to overcome challenges and save his crew. Throughout the book, Odysseus’ main goal was to get himself and his crew mates back to Troy, their home land. Odysseus attempted to achieve this by being an effective leader that was determined and committed to leading his crew mates to survival. One example of when Odysseus used strong leadership to save his crew was when they were on the land of the Lotus eaters and his men consumed the intoxicating and distracting Lotus. For instance, the novel states, â€Å"I drove them, all three wailing, to the ships,/ tied them down under their rowing benches,/ and called the rest: All hands aboard;/ come, clear the beach and no one taste/ the Lotus, or you lose your hope of home† (IX. 106-110). Don’t waste time! Our writers will create an original "Brave And Confident Odysseus" essay for you Create order Homer uses the words â€Å"drove them† and â€Å"tied them down† to describe Odysseus’ actions as a strong leader. Odysseus purposely forces his crew mates to leave the island and stop consuming the lotus so they would continue their journey and not just give up their memory of family and home. This correlates with Odysseus using strong leadership as he was responsible by guiding his men away from the harmful and toxic lotus, which at the end saved his men and helped them overcome a challenging obstacle. As the novel unfolds Homer demonstrates that Odysseus’ character develops as a stronger leader since he learns to make his crews survival a priority no matter the situation. Another example of when Odysseus uses strong leadership to help rescue his crew was when they got trapped in the Cyclopss cave. For example, in the book it states, â€Å"My name is Nohbdy: mother, father, and friends,/ everyone calls me Nohbdy†¦ Drunk, hiccuping,/ took him like any creature of liquor and bits of men./ Now, by the gods, I drove my big hand spike/ deep in the embers, charing it again,/ and cheered my men along with battle talk/ to keep their courage up: no quitting now.† (IX. 397-398 and 404-409). Homer uses the words, â€Å"courage† and â€Å"cheered my men† to show that Odysseus remains confident and is able to encourage his men to keep fighting in the difficult situation. In this situation, Odysseus’ quick thinking allowed him to trick the Cyclops and create a plan to escape the cave which ended up saving all of his companions from certain death with the Cyclops. This refers to how Odysseus used strong leadership to save his crew when they were in danger with the Cyclops as his wise planning and determination encouraged his men and ended up saving them from potentially dying. Overall, Homer portrays many examples throughout the book supporting the idea that Odysseus uses strong leadership to overcome challenges and save his crew.