Schools as Organisations Essay Example for Free

Schools as Organisations Essay Do not have to follow National Curriculum Funded by the government but not run by the local council. They have more control over how they do things. All-ability schools, so cannot use academic selection processes like a grammar school. They can set their own pay and conditions for staff. Length of school terms and the school day can be changed Free Schools are run by not-for-profit groups, eg: †¢charities †¢universities †¢independent schools †¢community and faith groups †¢teachers †¢parents †¢businesses Independently funded by fees paid by parents and income from investments, gifts and charitable endowments. Do not have to follow the National Curriculum. Can choose own admissions – Head Teacher and Governors can decide. Task BComplete question and table Complete answers to the following: Describe what each of the following do within a school. RoleResponsibility School governors Governors serve for 4 years. They work with the Head Teacher to make decisions on how the school will operate. They have legal duties, powers and responsibilities. They have to work together and cannot act individually. They approve what is taught in school, they set standards of behaviour, interview and select staff and also monitor and set the school budget. Governors also deal with complaints Head teacher internal organisation, management and control of the school. Advising on and implementing the governing body’s strategic framework. The Head Teacher is responsible for safeguarding children’s welfare, the creation and maintenance of learning environment within and throughout school. They deal with any parental issues – good or bad. Staff behaviour will be overseen, managed and dealt with by the head teacher also staff cover – i. e. if staff are absent from teaching the Head Teacher will allocate cover. Work closely with governors and senior management team. Senior management team SMT work closely with head teacher and is made up of experienced staff who have management positions, deputy head teacher, year group leaders, special educational needs coordinator and foundation stage leader. They will meet on a weekly basis and talk discuss matters that have arose and to make decisions regarding the running of the school. They then discuss how this information can be shared with teachers and support staff. Special needs co-ordinator (SENCO) Responsible for overseeing the provision for anyone that has special educational needs within the school. The SENCO must share information with the parents of the child and any other professionals i. e. teachers who is directly involved with the welfare/education of the child. Make sure individual educational plan is in order. Make sure relevant background information is recorded and kept up to date Support staff T. A. VOLUNTEER CARETAKER LUNCHTIME SUPERVISOR INDIVIDUAL SUPPORT ASS. OFFICE STAFFThere are many different types of support staff as listed, which ever their particular role may be they all have one thing in common and that is the safety and welfare of the children. Some of the duties are – Administer 1st aid, supervising children at lunchtime, security of the building, assisting the class teacher, correspondence between school and home. Complete the following table identifying five types of external professionals (ie. Someone not employed by the school) who may work with a school. Describe the role of each. Type of external professionalDescription of role 1. EDUCATION WELFARE OFFICERGenerally based within local authorities, they will visit schools and work closely with the Head Teacher monitoring pupil attendance, giving support in absenteeism. When pupils are excluded they will support them on their return to school. 2. SPEECH AND LANGUAGE THERAPISTWork with children who have speech, language and communication problems (producing and understanding) 3. PHYSIOTHERAPIST May work with pupils outside of school but can be asked to attend meetings and discussions to support pupil progress. 4. SPECIALIAST TEACHERS Offer advice and support to pupils with various needs some of which can include – behavioural problems, social and communication needs (such as autism) and English as an additional language. 5. SCHOOL IMPROVEMENT PARTNER Comes into school to offer advice and support the Head Teacher, 3 to 5 days of the year. They will have been in a senior advisory role in local authority and have experience of school leadership. Work alongside LEA. Look at ways to best develop the school. Task DComplete table You are required to identify six major pieces of legislation, codes of practice etc, which affect the work in schools. Describe how these promote achievement and wellbeing of the pupil’s. Legislation, codes of practice etcHow these promote achievement and wellbeing of pupil’s. THE UN CONVENTION ON THE RIGHTS OF THE CHILD 1989Pupils are protected against discrimination. Personality, talent and abilities should be developed through education. Freedom of religion and to the right to express their own views are rights that every child has and should be respected. THE EDUCATION ACT 2002 Schools must work alongside community-based organisations – this is so that children from different backgrounds, religions, faiths and beliefs etc can be shown that despite their differences they have still got the same opportunities and work towards the same goals. CHILDREN ACT 2004 duty to provide effective and accessible services for all children and covers the five Every Child Matters outcomes THE FREEDOM OF INFORMATION ACT 2000 A school has a duty to provide information (from the past), help or advice to anyone who requests it but in some cases there will be information that must be kept confidential. THE HUMAN RIGHTS ACT 1998 Individual rights – gives a person the right to take action against authorities when their rights have been affected and they have been unfairly treated Data Protection Act 1998. Collects data in order to meet stat responsibilities for the provision of education to children. Some data shared with other agencies involved in the health and welfare of school children 2. Identify from the list of written policies prepared, which ones deal with the following: a)Staff HEALTH SAFETY POLICY, E-SAFEGUARDING POLICY, DATA PROTECTION POLICY, ATTENDANCE PUNCTUALITY POLICY, INDUCTION POLICY, INCLUSION POLICY, EQUAL OPPURTUNITIES POLICY, DISABILITY EQUALITY SCHEME, SEN POLICY, SAFEGUARDING POLICY, BEHAVIOUR: THE USE OF FORCE BY STAFF b)Pupil welfare. HEALTH SAFETY POLICY, E-SAFEGUARDING POLICY, DATA PROTECTION POLICY, ATTENDANCE PUNCTUALITY POLICY, , INCLUSION POLICY, EQUAL OPPURTUNITIES POLICY, DISABILITY EQUALITY SCHEME, SEN POLICY, SAFEGUARDING POLICY Teaching and learning E-SAFEGUARDING POLICY, ATTENDANCE PUNCTUALITY POLICY, , INCLUSION POLICY, EQUAL OPPURTUNITIES POLICY, DISABILITY EQUALITY SCHEME, SEN POLICY, SAFEGUARDING POLICY 3. Explain, with examples, the difference between a policy and a procedure. Policies mirror the mission statements and objectives of a school where as procedures are the actual actions required and put into place by staff to achieve this. While policies can be modified by management procedures are to be followed and adhered to. Eg. In my school Inclusion policy there is an introduction of the school beliefs and aims etc. but it also includes specific responsibilities for the Inclusion Governor, Head Teacher and all staff and procedures which must be followed to maintain an inclusive environment and what to do if they come across any kind of discrimination. 2. Complete the following table identifying four types of organisation which work with children and young people and describe how each of them might impact on the work of a school. Type of organisationHow they impact on the work of a school 1. social services Link up with schools when information needs to be shared, will work with schools family worker or meet with teachers – this can have a positive impact for the school as it can provide information they are unaware of and could shed light on why a child may be having problems within school. 2. children’s services The Children’s Services are connected to ‘every child matters’ 5 outcomes which are in the Children’s Act 2004 and 2006. The organisations which provide these services can be educational, social, health and more 3. youth services Youth services work closely with secondary schools and offer help and training to young people after the age of 14. 4. National Health Service Physiotherapists, occupational therapist and speech therapists are all professionals which can be employed by the NHS. The school nurse also can be employed by the NHS and they will come in on a yearly basis to do hearing tests and measure height etc – general health checks.

Behaviorism Essay -- Psychology, Pavlov, Thorndike

Behaviorism according to Craig & Dunn (2010, p.14), is defined as the view that the appropriate focus of psychology should be on observable behavior. There were several people that help contribute to the study of behaviorism; however there are five that were key in pioneering what we know today; Ivan Pavlov, Edward Lee Thorndike, John B. Watson, B.F. Skinner, and Albert Bandura. Ivan Petrovich Pavlov was born September 14, 1849 in Ryazan, Russia. His father was a poor village priest, who wanted his son to become a priest as well. Pavlov had planned to become a priest until the age of 21, when he decided he was more interested in a scientific career, (Crain, 2011, p.180). For most of his career he was dedicated to physiological investigations, and in 1904 he won the Nobel Prize for his work on the digestive system. According to Ivan Pavlov.com (2003) the most important dates of his life included, 1907 when he was elected Academician of the Russian Academy of Sciences, 1912 given an honorary doctorate at Cambridge University, and 1915 awarded the Order of the Legion of Honour at the recommendation of the Medical Academy of Paris. He died on February 27, 1936. Around the time that he turned 50 was when he started his work on the conditioned reflexes; however for a while he could not decide whether to pursue the implications of his new discovery or to continue with his earlier research, after a long struggle with it, he began studying the conditioning process (Crain, 2011, pp.180-181). Pavlov coined the classical conditioning â€Å"a type of learning in which an association is learned between an environmental event and the stimulus-response reflex that follows (e.g., a salivary response when a person smells delicious food, even before t... ...es the influence of the social behavior of others on our learning†, (Craig & Dunn, 2010, p.16). His most famous experiment was that of the Bobo doll, where he would have three sets of children watch a video, where an adult would begin to beat on the doll and in the end one would get punished, one would get praised, and one would have nothing at all. Then those groups would get their own Bobo doll and he would watch to see if they would have the same aggressions that the adults showed. Some of the important times of his life have been; 1953 began teaching at Stanford University, 1974 served as the president of APA, 1980 received the APA’s Award for Distinguished Scientific Contributions, and 2004 Outstanding Lifetime Contributions to Psychology by the American Psychological Association, (Cherry, 2010). He is currently still alive and teaching at Stanford University.

Early Pregnancy Essay

Introduction Early pregnancy is a serious problem for teenagers. Teenagers who are pregnant cannot usually support the child on their own. Early pregnancy can have various possible reasons. This paper focuses on determining the possible reasons for early pregnancy among teenagers. Conflicts of the teenager Family problem/broken family Victims of child abuse and/or neglect are at increased risk for delinquency and running away. However, existing research indicates that the relationship is not inevitable, because the majority of childhood victims do not manifest these problem behaviors. Significantly less is known about connections between childhood victimization and other problem behaviors, such as teenage pregnancy, alcohol and illicit drug use and abuse, and self-destructive behavior. Current knowledge about these outcomes is sparse and only suggestive. Further research is desperately needed to document whether abused and/or neglected children are at increased risk for these adolescent problem behaviors, in comparison to control children and adolescents, and to indicate the extent or magnitude of these relationships. Despite the paucity of research, one can still speculate on some of the potential mechanisms that may link childhood victimization and adolescent problem behaviors (Lamb and Ketterlinus 140). Childhood victimization appears to increase risk for the development of a range of problems in adolescence, including delinquency and violence, running away, sexual promiscuity and teenage pregnancy, and alcohol and drug use and abuse. However, although there are extensive clinical accounts and speculations about the prevalence of these problem behaviors among adolescents who were abused or neglected in childhood, there is scant systematic evidence concerning the extent of these associations, the increased risk relative to control children, and the underlying causal mechanisms. Current knowledge is limited in quantity and type compromised by methodological problems, almost exclusively limited to vicariate relationships, and often characterized by conflicting findings (Cherry, Dillon and Rugh 104). One cause for an early pregnancy for a teenager is family problems particularly a broken family. A family is a unit that the teenager mostly depends on, seeing it in a broken statewould force the teenager to rebel and commit something drastic. A teenager who has a broken family would be open to temptations because no one reminds him/her what is right thus he/she would involve in premarital sexual activities and would be having a child at an early age. A teenager who has a broken family would want to build his/her own even if he/she is not yet ready. They would try to relive the happy times with their family through creating a new one. Financial problem/both parents have no job to earn money Parents are the ones that need to provide for all the needs of their children. To give the children their needs money is needed. Money is needed to buy clothes, food, lodging and every kind of technology that the children desire. Once the parents cannot produce money since they have no jobs then the children usually carries the load and tries to find sources of income for the family. Financial problem would push a teenager to engage in prostitution which may lead to early pregnancy for her. Financial problem would push a teenager to sell her body for some money. Relationship with friends or other people If a teenager has friend who are considered as flirty or has friends who are not good then it would lead them into early pregnancy. Having flirty friends may make the teenager imitate the behavior and have relationships with different men. This might lead into premarital sex and teenage pregnancy. Having friends who are not good might lead a teenager into doing drugs or being an alcoholic. This also might lead to premarital sex and teenage pregnancy. Summary and Conclusion One cause for an early pregnancy for a teenager is family problems particularly a broken family. A teenager who has a broken family would be open to temptations because no one reminds him/her what is right thus he/she would involve in premarital sexual activities and would be having a child at an early age. A teenager who has a broken family would want to build his/her own even if he/she is not yet ready. They would try to relive the happy times with their family through creating a new one. Another possible reason for teenage pregnancy is financial problems. Financial problem would push a teenager to engage in prostitution which may lead to early pregnancy for her. A reason for teenage pregnancy is having flirty or bad friends. If a teenager has friend who are considered as flirty or has friends who are not good then it would lead them into early pregnancy. It is the responsibility not only of a parent but of other adults to assist a child so that she will not be pregnant early. Teachers or relatives can be the ones to guide the teenager so that she can withstand her problems and refrain from being pregnant at an early age. Bibliography Cherry, Andrew., Dillon, Mary and Rugh, Douglas., Teenage pregnancy: A global view. Westport, CT: Greenwood Press, 2001. Lamb, Michael & Ketterlinus, Robert., Adolescent problem behaviors: Issues and research. Hillsdale, NJ: Lawrence Erlbaum Associates, 1994.

The Basic Economics of Organic versus Non-Organic Foods

Personally, I am fortunate to live in an area that has a fairly wide array of organic foods. There is a healthy mix of large supermarkets and small, independent grocers that sell organic foods. Using the Mayo Clinic as a reference, I have developed the following opinion on organic foods that takes into account the financial aspects as well as the health ramifications of eating or not eating organic foods. The basic economics of Organic versus Non-Organic foods are as follows: Non-Organic These foods are grown using fertilizers, herbicides and pesticide use, and may or may not be a genetically altered plant that grows at a rate many times that of a regular plant. The potato is one such example. Because of the fast growing rates and high crop yield due to the use of pesticides and other unnatural components, this allows the firm to sell the plant at low costs to maximize on their marginal cost (the benefit of producing or selling one more unit of output). If a firm in a completely fair competitive market desires to make money, they will sell more units at a lower cost, so long as the number of units doesnt incur a negative marginal cost. Organic No additives, no preservatives; nothing is added to these products that is not naturally present in their growing process. This is what makes organic so expensive. Without the aid of GMOs, herbicides, pesticides and preservatives added later, these food products have lower yield rates, lower shelf life, longer growth rate,Show MoreRelatedOrganic Products4246 Words   |  17 PagesDefinition of Ecopreneurship The term â€Å"ecopreneur† is derived from two terms which are â€Å"entrepreneur† and â€Å"ecology.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   An entrepreneur is a person who undertakes innovations, finance and business acumen in an effort to transform innovations into economic goods and who accepts the risks associated with them. 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Organic Food market†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦....13 09. How can we market Organic Products?.......Read MoreEffects of Globalization Essay example1015 Words   |  5 PagesEffects of Globalization on Non-Western Cultures Globalization of Non-Western countries have had great implications to their societies whether it is a positive or a negative effect, fortunately most of the effects are benefiting the population that it is being targeted. I am going to reference two different areas on the map that has had the help of the United States in their transition to towards a more developed country. First we will discuss Africa namely Uganda and Ghana and with the helpRead MoreThailand : Thailand The Asian Pacific Area2361 Words   |  10 Pagesdistribution to our larger customers in that region of the world. 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