Joseph Heller’s Catch 22 and Joan Littlewood’s Oh! What a Lovely War Essay

Compare the ways in which figures of authority are portrayed in Joseph Heller’s Catch 22 and Joan Littlewood’s Oh! What a Lovely War. Both Catch 22 and Oh! What a Lovely War are satirical comedies looking at the absurdity and tragedy of war. Being satires, they serve to expose the flaws in wartime situations and in doing so often develop criticisms of authoritative figures. Both texts approach the portrayal of authority in slightly different ways; being a play, Oh! What a Lovely War has a lot more scope for portraying its characters visually and aurally, whereas Catch 22 must work within its boundaries as a novel. Both texts employ humour to portray characters of authority; whereas Littlewood’s play is more focused on dark humour, Heller uses his own brand of absurd irony throughout the novel – this humour is central to most techniques used in both pieces of literature. Both texts were written in the 1960’s, (Catch 22 was published in 1961 whilst Littlewood’s play was performed two years later) an era synonymous with the development of youth culture and radical change. Although Catch 22 was initially snubbed by many of its critics, the novel found its readership amongst the emerging generation of men and women who were fiercely opposed to the Vietnam war. Littlewood did not face the same hostility in 1963 when Oh! What a Lovely War was first shown to the public. Performed by the Theatre Workshop – a company she had co-created – the play was warmly received by the audience and critics alike. Despite their different reactions, both texts were on the cutting edge of anti-war sentiment and continue to be modern classics. Although the texts focus on different wars and different perspectives (Littlewood’s play explores World War One from a primarily British perspective and Heller’s novel is an American outlook on World War Two) their main themes are similar. Both texts are exploring the tragedy of war, the utter absurdity of it, the thirst for power and money war brings, and the ignorance of authoritative organisations. Figures of authority are numerous in both pieces, and do not only include the upper ranks (such as Generals, Field Marshalls and Colonels) but also the representations of business and religious organisations, for they too can be viewed as having ‘authoritative’ roles in society, especially in wartime. One technique used by both authors is a demonstration of the lack of communication between commanding powers. Littlewood’s portrayal of the allied army leaders is very effective in signalling how inefficient they are at communicating with one another. The French General Lanzerac and British Field Marshall ‘French’ do not even speak the same language, and French’s unwillingness to do so reveals the total futility and worthlessness of their meeting: Aide: Do you think I ought to organise an †¦ interpreter? French: Don’t be ridiculous Wilson; the essential problem at the moment is †¦ the utmost secrecy.(p21) In this scene the obsession with secrecy over commonsense negotiations shows us how inefficient the allied army authorities are, and the analogy of the different languages spoken serves to demonstrate the complete lack of communication amongst authoritative powers that hold the fate of thousands in their hands. In the same way, Catch 22 looks at the problem of communication within the upper ranks. The call General Peckam receives from Ex P.C Wintergreen – the sole words being ‘T.S. Elliot'(sic) – has no hidden meaning but is interpreted in an absurd way; â€Å"Perhaps it’s a new code or something, like the colors of the day. Why don’t you check with Communications and see if it’s a new code or something or the colors of the day?† (p45). This sentence also shows us some insight into General Peckam’s intellect, which doesn’t seem to be substantial – demonstrated by the repetition and imprecision of speech. Another example of these communicative difficulties is the case of Major Major who receives documents to sign, which have his signature already. The squabbling within the upper ranks is evident in both texts and serves to show us the pettiness and idiocy of figures of authority. There are many instances in Catch 22 where the Generals are engaged in sneaky tricks against one another. General Dreedle’s hatred of his son-in-law Colonel Moodus for example, inspires him to keep a beautiful nurse just to torment him with, and the ‘Great Loyalty Oath Crusade’1 is started by Captain Black in an attempt to avenge himself on Major Major (who gained the promotion Captain Black was waiting for). Similarly in Oh! What a Lovely War, the Belgian, British and French army officials are at odds with one another. The Belgian army are in a sorry state, the French are angry at the British, and the British refuse to believe they have any responsibility in the war; ‘We’re not here under any obligation’ French persists in telling Lanzerac. The heated discussion only ends when Lanzerac is offered a medal on behalf of the King of England. This gesture pleases the General, who ‘kisses French on both cheeks’ and leaves, suggesting that the upper ranks of the army are only interested in recognition and promotion. This is a very powerful notion in Catch 22, in which key characters such as Colonel Korn and Colonel Cathcart will do everything in their power to be promoted. Cathcart says of his ambition: â€Å"What else have we got to do? Everyone teaches us to aspire to higher things. A general is higher than a colonel and a colonel is higher than a lieutenant colonel. So we’re both aspiring† (p450). One of the most important aspects of both texts is how different the experience of war is for the upper ranks and the ordinary men. The inability of authoritative figures to understand the realities of war and their cruel, seemingly deliberate ignorance in many situations is demonstrated in a number of key scenes. An important example of this in Oh! What a Lovely War is on pages 50/51 where a commanding officer reveals his detachment from ordinary trench life, and his unawareness of the death that surrounds the men every day; â€Å"Ye Gods! What’s that?† he asks the Lieutenant upon encountering a German limb that holds up the parapet, immediately telling the men to get rid of it as soon as possible. The Sergeant’s response reveals how clueless those in authority are to the brutalities of war: â€Å"Heads, trunks, blood all over the place, and all he’s worried about is a damned leg†. This warped, uninformed sense of priority and general detachment is evident in Catch 22, especially within Colonel Cathcart’s storyline. Heller’s novel is jumbled chronologically, but one dependable indication of time is the number of missions the men are forced to fly under Cathcart’s orders, which steadily increases as the story progresses. What is simply a number for the colonel is a very real death threat to the men of his squadron, many of whom reach the target just as the missions increase. Cathcart raises them for purely selfish reasons – he hopes to gain recognition for his squadron’s record and receive a promotion. The Colonel’s constant cry of â€Å"Doesn’t he know there’s a war going on† when Yossarian refuses to fly further missions is one of Heller’s brilliant lines of absurd irony, as it relates directly to the figures of authority in the novel. They seem to be playing an insane game, unaware of how t heir actions affect the men – they themselves don’t realise they’re fighting a war. Other instances of differences between upper and lower rank men can be found in both texts. The final scene of Oh! What a Lovely War portrays the men as lambs to the slaughter at the order of their glory-obsessed officer, and we find them shouting â€Å"Baaa – baaa – baaa †¦Ã¢â‚¬ (p86) as they advance towards the guns. In Catch 22 the Colonels are amazed that the ordinary men worship the same God as them, and after the revelation from the Chaplain refuse to believe it saying â€Å"What nonsense!† â€Å"Does he expect us to believe that?† and â€Å"Chaplain, aren’t you stretching things a bit far now?†(p407). A noticeable aspect of both texts is the portrayal of other key figures of authority – primarily those of big business and religion. Where Littlewood is severely critical of both, Heller holds some sympathy for his character the Chaplain (a representation of religion). Common to both writers is a disgust toward capitalists who exploit war for their own commercial gain. The munitions manufacturers in Oh! What a Lovely War are introduced on stage as members of a shooting party, an ironic analogy highlighting the part they play in the destruction of so many young men. They discuss the ‘peace scares’ that threaten their income, and congratulate one another for their inhuman schemes in money making: Britain: German chappies were caught on their own barbed wire?†¦.Dashed clever. (p46) In the same way, the character Milo Minderbinder in Catch 22 exposes the lack of morals and boundaries capitalism creates in wartime. His collaboration with the enemy goes unnoticed due to his profit-making, and he even ends up bombing his own men and planes as part of a German contract; ‘If I can persuade the Germans to pay me a thousand dollars for every plane I shoot down, why shouldn’t I?'(p273) he tells Yossarian. The forces of religious belief in Littlewood’s play are greeted with hostility as tools for the war propaganda machine, who support the war effort rather than fighting for the rights of the soldiers; Chaplain: †¦ it is no longer a sin to labour for war on the Sabbath†¦the Chief Rabbi has absolved your Jewish brethren from abstaining from pork in the trenches. (p77) Religion is portrayed in a slightly more sympathetic light in Heller’s novel. The Chaplain is the only character who really connects with Yossarian, and his efforts to help dissuade the Generals from raising the number of missions proves a real commitment and solidarity to the squadron. He is rejected from the Officer’s Hall and treated disrespectfully by the Colonels, showing us that even Christianity is powerless in the face of such frighteningly stubborn authority. Another key theme of both texts is the portrayal of war as a game, or as something frivolous and light-hearted by those in authority. The very form of Oh! What a Lovely War is as a musical show, with song and dance. Key song titles include ‘I’ll make a man out of you’ and the grand finale track ‘Oh it’s a lovely war’ which paints the text as a Broadway extravaganza rather than a harrowing look at battle. This technique is very effective in creating a bitter and attacking tone towards authoritative powers – especially considering the nature of the opening scene. In a circus like frenzy the MC brings on the players of the ‘war game’; France, Germany, Austria, Ireland, Great Britain and Russia. This structural difference between the play and Catch 22 means that Oh! What a Lovely War parodies authority more consistently. Littlewood constructed the play as a ‘show’, so the ability of characters in power to undermine the seriousness of war is endless. ‘The War Game’ is a classic example of this, as is the ‘grouse-shooting party’ which consists of munitions manufacturers from the key nations involved in war. Other techniques were available to Littlewood – lyrically bitter songs and the use of slides as an accompaniment to the speech, which both served as attacking forces against the power of authority in the play. Examples of this can be found in song titles such as ‘If the sergeant steals your rum’ and ironic lyrics like ‘with our old commander, safely in the rear’ in the hymn ‘Onward Christian Soldiers’. The use of slides and the ‘newspanel’ is used on many occasions as a reinforcement of the ignorance seen in authoritative men such as Haig: Newspanel: BY NOV 1916 †¦ TWO AND A HALF MILLION MEN KILLED ON WESTERN FRONT Haig: I thank you, God; the attack is a great success. (p78) They are also used comically to outline the stupidity of the Generals: British Admiral: †¦ Have you got a plan? British General: Of course. Slide 5: A blank British Admiral: Yes, I thought so. (p6) In a structural sense, the techniques available to Heller with which to parody authority are much more limited. In a novel, all character representations are formed with literary descriptions and cannot rely on visual or aural aids like a play. His technique of storytelling is not as varied or spectacular as Littlewoods, but the effects of his bizarre plots are as successful in criticising authoritative powers as the use of slides and song in Oh! What a Lovely War. Colonel Cathcart’s ‘bombing pattern’ is a sufficient example of this and bears comparison with the ‘War Game’ approach by Littlewood. Disregarding the fact that men are risking their lives on the insane bombardier missions they are forced to fly, Cathcart’s sole concern is whether their bombs create an aesthetically pleasing pattern from the air – ‘We didn’t get the bridge’ he tells Milo whilst recalling a previous mission, ‘but we did have a beautifu l bomb pattern. I remember General Peckam commenting on it’. (p†¦ The episodic form of both texts may disrupt the sense of progression, but it is noticeable that the tone of both pieces of literature changes as they near completion. The bitterness towards authority increases, and humour is more often interspersed with moments of seriousness and tragedy. In Act Two of Littlewood’s play, a moment of chaos reaches a serious climax with the juxtaposition of Haig and the British General’s telephone conversations against a background of men singing ‘They were only playing leapfrog’. The two men speak simultaneously in broken sentences until Haig’s final comment ‘No, you must reserve the artillery; we are using too many shells’ is uttered at the same time as the General’s last words, ‘Night has fallen. The clouds are gathering. The men are lost somewhere in no man’s land.’ This uncharacteristically sombre moment is shocking and serves to signpost the ignorance and inhumanity of Haig in times of crisis. In a similar way the absurd force of bureaucracy in Heller’s novel borders on seriousness when Don Daneeka is recorded as killed and remains dead due to the power of paperwork. His presence in the novel is a tragic reminder of the madness of war, and his character becomes a living ghost, ‘the sacks under his eyes turned hollow and black, and he padded through the shadows fruitlessly like an ubiquitous spook†¦then, only then, did he realize that, to all intents and purposes, he really was dead.’ (p366) The endings of both texts leave the reader with a slightly different outlook of authority and war. Whereas Oh! What a Lovely War finishes as it started, with a grand song in the traditional musical style, Catch 22 is much more subdued and understated. Both endings tell us something about the intention of the author, and of their opinion on the subject of war and authority. Littlewood wants to leave the audience feeling embittered and slightly outraged at the notion of the Great War as a show, in order to demonstrate the atrocities committed by those in authority against the ordinary men. The final songs ‘Chanson de Craonne’, ‘ I don’t want to be a Soldier’, ‘And when they ask us’, and ‘Oh it’s a lovely war’ express both comic elements (‘I’d rather stay at home †¦ and live off the earnings of a lady typist’) and the tragic undertones that run throughout the play (‘I don’t want a bayonet in my belly’). Although these final songs are more preoccupied with the tragedy and futility of warfare, their tone is still bitter towards commanding powers – such as the King and the Generals – who promised them a ‘lovely war’, and described the life of a soldier as the ‘cushiest job’ they would ever have. The cause of this great tragedy is clearly explained in Littlewood’s play as a direct result of the ignorance and greed of commanding powers, in particular the European Empires and Haig, along with his circle of title-seeking aristocrats. Within the play there are other specific objects of blame; firstly the British Generals, Field Marshall French, and the British Aristocracy. Other possible areas of criticism lie in the portrayal of religion, and of the capitalists who profited from the war. Oh! What a Lovely War is a text very much favouring the ordinary soldiers, all of whom are represented as decent, kind-hearted, and spirited young men. These soldiers are the victims of authoritative powers, they are the lambs going to slaughter, and the grouse at the shooting party. Littlewood is not vague or subtle in her attack of the commanding men, and portrays them as idiots, fat cats and cowards. She intends to show us that they were the main cause of madness in wartime, and that t hese men of authority should be held to blame for the destruction of a generation. The conclusion of Catch 22 is quite different, and ends with the spontaneous attempt by Yossarian to run away from the military base. Heller’s ending is a very interesting final act of defiance for his character, against the powers of authority in the novel. Despite having an easy route out of the air force – a simple but dishonest deal with Colonel Cathcart and Colonel Korn – Yossarian chooses to reject it. The presence of Nately’s whore at the very end of the novel, who unsuccessfully tries to stab him, is perhaps an indicator that Yossarian is making the right choice in escaping from the madness and corruption of ‘bureaucracy’ (the main authoritative force in Catch 22). The specific targeting of key characters is evident in Heller’s novel as it was in Oh! What a Lovely War, with the Colonels and Generals (Cathcart, Korn, Dreedle and Peckam among others) being the main hosts for criticism. However, I believe there is a difference between both texts regarding the role authoritative figures play in war. Whereas Littlewood shows us that the commanding men create the chaos due to their own callous stupidity, in Catch 22 the madness of war seems to be a character unto itself. Although the commanding officers are idiotic and dangerously selfish, this insane wartime logic affects most of the ordinary men – except for Yossarian and the Chaplain. A good example of this is near the end of the novel when Aarfy – one of the men in the squadron – rapes and kills a young girl. wYossarian’s utter horror when he discovers the scene is elevated further with the arrival of the police, who arrest him for being in Rome without a pass, completely ignoring the dead body on the pavement. Aarfy’s explanation ‘I hardly think they’re going to make too much of a fuss over one poor Italian servant girl, when so many thousands of lives are being lost every day’ seems to bear a lot of truth. The infuriating authority figures in this novel and the foolish stunts they are engaged in appear to be more a product of war madness than a cause of it. Therefore, although both texts portray figures of authority in similar ways, their intentions are fundamentally different. Littlewood blames the commanding individuals and glorifies the men who were sacrificed under ridiculous orders. Heller looks beyond these small but powerful characters to a greater evil – the madness of war and the insane chaos it creates in all; Colonels, Generals, Capitalists and even ordinary soldiers. 1 The Great Loyalty Oath Crusade was created to divert attention towards Captain Black and thus gain him a promotion – the men must swear an oath of allegiance ‘to get their pay from the finance officer†¦to have their hair cut by the barbers.’ (p125)

Child Care Introduction to Children

Unit 1; E1 Statutory; sectors that are fully funded but it depends on the boroughs. One example is school nurseries. In this setting professionals aim to make life in the setting feel like a family atmosphere for children to feel comfortable. Professionals also help children to develop with carefully chosen activities to do with the 6 learning areas, these are; language and literacy, creative development, physical development, personal social and emotional development, knowledge and understanding of the world and mathematical development.They aim to help children develop at their pace and doesn’t rush anything because they know every child is individual in their own way. The nurseries also help children feel safe and secure in the environment and give them a healthy balanced lifestyle such has healthy meals, 5 a day and run around out the garden areas. The private sector; is full costing to parents, they have to pay the cost for their children, it isn’t paid for them. O ne example of this is preschools.The care they offer is just that little bit more then statutory this is because the sector makes the children feel like the school is also their home and that the professionals are family. Professionals in the sector will constantly observe the children for safety. Education in this sector is organised daily, this includes creative learning, letter and number work, singing and story time to boost confidence and their understanding. Education is also provided in a way of treating the child as an individual to show they develop at their own speed.This sector will also treat special needs children equal and show no discrimination. Voluntary; a small grant is donated for them to start up there business one example is child lines and mother and toddler groups. Voluntary provides help, support, and education to children. On nspcc. org. uk is say this is doing by; 1) ‘Focusing on areas which will make the biggest difference 2) Prioritise the children at risk 3) Learn what works the best for them 4) Create leverage for change’. When the sector finds new ways to help children they will test it out to see ow it goes and if it works then they will carry on with the new idea. They educate the children by the things they say and do to them to forget about certain things in their life and to develop them to move on and stay strong. E2 Statutory sector supports children and their families by doing things that will help their children to develop and grow, they fit around parents timetables and help them to go about their daily life knowing there child is in good monitored care. The statutory sector protects children and gives their families a sense of relief.It also helps parents with educating the child in their background and helps them understand more of the culture, also helps the families get good education for their child with the cost being mostly funded for them so it’s free. The private sector supports families and their children by giving them a safe secure place and making the child feel at home. It helps families go about their schedules and have a feel of relief that their child is going to be happy where they are, it supports them in a way of helping a child become better at their strengths, and it includes everything important in the Childs life.Voluntary work supports children in helping them overcome serious happenings in their life, and to become aware of people who have experienced similar going on and to help them have a better life in the future, and gives them closure. It supports the parents by being free of cost. E3 Childrens Act 2004; The act was around in 1989 but after a lot of going on it was updated to Children’s act 2004, it planned to improve how social services worked and how people would treat the children in their care.To help the children they plan to bring multiple agencies together to protect innocent children and stop the abuse that maybe going on. The 1989 act was poor, it made it easier for abusers to get away with what they did or gets a low sentence, this is because agencies didn’t come together and share information. The children get better response for what has happened and their needs are more focused on, the court decides what is best for the child to make them safer as it is one of their rights. The act allows children and their families to come together a lot more in making them a lot afer then what they would have felt before. On surrey. gov. uk website it says ‘The Act aims to improve effective local working to safeguard and promote children’s wellbeing’. The act has a lot of intention in making a Childs well-being noticed and important and aim to do the following; * Keep the child healthy * Keeping the child safe * Help the child have fun and enjoy life more and achieve things they thought they couldn’t. The children act 1989 was poor; the new act 2004 was promoted in ways such as teaming a lot more agencies together to work on keeping a child safe and having rights to what they deserve.The act shows people that children have rights to an education, healthy lifestyle and to be a child and enjoy their life without any threat. Education Act 2002; This act came around in 2002, on the europarchive. org website it say that ‘It is a substantial and important piece of legislation intended to raise standards, promote innovation in schools and reform education law’. This would help children get a better and healthier education through their life and make their lifestyle normal and challenging to become what they are willing to become.The act helps children to qualify for a greater and more flexibility in certain areas of the national curriculum. This helps children become involved with other people because it joins schools together as a team to work together on the well-being of the children. Human Rights Act 1998; This act came around in 1998 and aimed to help children have major rights in their life to give their lifestyle normality and a lot more easy going when it comes to the way families are. The rights support children in a way of safety and a healthy life some examples of human rights that are important to a child’s life are; 1. reedom from torture and degrading treatment 2. the right to respect for private and family life 3. the right not to be discriminated against in respect of these rights and freedoms 4. the right to an education If any of this rights are breached you have the right to an effective solution in law even if the breach was done by a police officer you still have the right to go to law. E4 Every child Matters; This provides every child no matter their background or circumstances the support they will need.Every child needs to be healthy which includes growing and their development as well as their emotional and physical well being, the environment needs to be a safe place for them to be able to develop, ano ther principle is for the children to enjoy and achieve through their learning and be able to achieve economic well-being through their life. These are crucial to be in your placement for the children to develop as the first 3 years are critical. This will help children’s life become healthy and have normality to. Welfare of children is paramount (children act 1989); A child’s welfare is paramount.The idea is that when decisions are made the needs and interests of the children must come first this means they need to be recognized as an individual. This will shape children in becoming aware of routines and the way their daily life will carry on. The court determines what will be best for the child’s upbringing and decides this by these points legislation. gov. uk it states ‘the ascertainable wishes and feelings of the child concerned (considered in the light of his age and understanding). Cache Statement of values; The values in this are ways of putting the child first.To do this you will never use physical punishment towards a child, respect the parent or those in a parenting role, respect the staff in the child care industry and those involved, respect values and spiritual beliefs of the child and their family, honour the confidentiality of the child and their family. If these are not respected and done right then these could be life threatening to a child and those involved with the child. This will shape children in building their respect by showing you’re respecting others they will copy. E5The importance of valuing and respecting children will show them that you as a member of staff or a practitioner will not judge them or label them for who they are or how they look and do certain things. It will help them understand that everyone is individual and different but that doesn’t mean to treat them any different. If you show the children respect it shows a sense of care for them and will boost their confidence. Respect ing and valuing will help the child understand more on what they are doing and will help them in life, to support this on community. rg it states ‘creating environments  that foster creativity, innovation, discovery, inquiry,  questioning and problem solving. This is how settings help children increase and how it shows we respect what they need to learn and discover. it will show they are just as important as anyone else in the establishment which will make them not as shy. Their self esteem will rise if you talk to them like an adult and say more positive things, also saying their name correctly and praising them on the good shows that you value them as an individual and that learning their name also will show their important to.C The practitioner should listen to a child views and their opinions because it will help them with their confidence on showing that they can have a conversation about anything and show they have a voice to. If their confidence rises then they wil l communicate better with others and make new friends and be able to talk about their daily life routine a lot more and be able to say if something is wrong and if they need help. Listening to a child shows their important just like everyone else and that you value them as a person.A more confident child will tend to work harder in what they do to achieve and develop a lot more as well. The more a child is listened to the more open minded they will become and more outspoken. This will make it easier for them to become understood and will allow practitioners to identify their wants and needs. It’s a way of involving a child in decision making and showing them there are not really any wrong answer and they can learn from their mistakes.Also to show you have time to try and understand what they are saying, to support what I have said Tassoni et al (2007 page 13) ‘a child might need you to listen carefully so that you can understand what he or she is trying to say’. Also from listening to children a practitioner will gain their respect for you . A A child centred approach means to identify a child’s abilities and weakness’s and work around that with activities that they could handle, it also means to make the environment to the standard of their needs and to cater what they may need. Everything is based around the child.On growingplaces. org. uk they state ‘It allows freedom for children to think, experience, explore, question and search for answers’. Tassoni et al (2007 page 234) says ‘You will need to ensure that children’s interests are always reflected in what they do’ this is a way of ensuring the child is interested in learning and activities. The advantages of a child centred approach are that the children all gain something important to do with their life it helps families and practitioners notice their strengths and weaknesses as an individual so it is easier to help them focus on certain things.Another advantage is their needs are always catered for. They have a home like atmosphere in the environment for example toilet and sinks to keep their hygiene up also there are potties and nappies, changing rooms for those children who will need them. Their dietary is focused on and professionals will work around it. Another way of making a child centred approach is for early year practitioners to communicate this will help an individual child extend their knowledge or thinking, model ideas, prompt questions, nurture development, support the acquisition on specific skills.The disadvantages of a child centred approach is that it could make it hard for a child to go into something different like a primary school as they have not been prepared for that big leap in their life, it also makes it hard to slightly explain to a child that they can’t do something they ask as in past experience the child has always got what they have needed due to the child centred approach. I b elieve that the child centred approach is a good thing because it helps a child have a healthy lifestyle and helps them notice what they are going to gain and their strengths in the environment.Also that it helps them live their life as a child before rushing into something strange, the routine of their life is kept the same in some places as it is at home. E6 Confidentiality; This is an important skill because it shows that you are keeping private information about a child or a child’s household inside the nursery and not outside. This is an important skill to need in the work place with children because children will say a lot and if they say something about what may of happened to them for example abuse then it is the rules of being in a childcare establishment that you tell nobody if you on’t keep it confidential and it may not be true you could hurt someone and lose your right to work in that place. This will help support your work with children because it shows y ou are a trustworthy person and that you have knowledge of the rules and regulations of the workplace. It will make professionals trust you. To support what I have said in Tassoni 2007 page 11 it states ‘some of this information will be confidential information and must not be shared’.Communication; This is an important skill because you need to be confident enough to be able to talk to parents and other staff members about the children and things that will be needed to do around the work area. This will help support you working with children because you need to be able to communicate properly with the children because you will need to talk to them at different levels and know how to talk to children from babies to 11 year olds, also the be able to communicate with the other staff members to discuss planning activities or if the child is hurt you will need to communicate with the staff member and communicate in a team.Observation skills; This is important because youâ⠂¬â„¢ll need it to observe activities that are going on and the way children are behaving if it is appropriate or not. This will help your support with working with children because it shows that you know how to do things when working in that establishment for the future, it will help you set up activities or learn a child’s need. It shows that you can see children as an individual and that’s what you will need to do. Having this will also show that you are good at learning new things by observing how other staff members do things. E7Time management; This would be important to support your training because being able to show up on time for a placement and to take in coursework that’s due in shows you’re determined to do well and give a good impression. Being able to keep on time also shows that you’re well organized when it comes to deadlines or dates you need to be in and that you’re taking things seriously. Managing time is not a tricky th ing to do and being able to be on time for everything shows dedication. If you’re on time or early for placements it could lead to a permanent offer or a good review of your time there.The children are less developed in time management then you and will take what you do in to mind on time-management-success. com it states ‘Punctuality is a big issue in terms of time management for kids who have a less developed sense of time’. Giving Presentations; This helps support your training because it helps you take away what you’ve learnt and seen and put it up for everyone else to see your understanding. Being able to give a presentation also shows confidence and your understanding of the subject as well.It makes things easier for tutors to see how much you have developed and if you do need any help at all or if there are any errors. Note Taking; This helps support your training because it helps you go over anything you may not understand, note taking shows that y ou’re serious about learning things about what to do and what not to do in a placement. Also it helps you do units and give you ideas on what to write. Note taking in a placement will help you understand the difference in other childcare areas and it may lead to questions that you would like to ask to improve your knowledge. BConfidentiality; It is important to understand this boundary because working in a nursery or day-care centred even a primary school you will hear stories from the children or over here parents and staff talking about private things. The information you may hear is private and you must understand you cannot talk to anyone outside of the placement as someone who knows that family could over hear and this would affect them. A good test to know if a piece of information is confidential is to think about whether it’s common knowledge or if you only know it because of the position of you are in inside the nursery (Tassoni et al 2007).Understanding this will stop you hurting others or gossiping about other people behind their back. Health and safety; This is important to understand as a boundary also because you will need to know the child’s health issues if there are any or whether the child is safe where they are in the environment. You will need to understand what you should do if you see a gate or door open, this could be an easy way for unwanted visitors in the environment. On the premises you should as a member of staff what to do if a fire alarm goes off so you know what to do with the children when something like that does happen.If you don’t understand your limits when it comes to healthy and safety with children then you could be making a lot of mistakes and this could upset a lot of people. Also understand the limits of what a practitioner can do such as changing nappies and taking children to the toilet you may not be able to do this yet as you’re a learner. Managing A child behaviour; Practitioners may come across children with anger problems or any other behaviour problems which could be medical or non medical. When dealing with this you need to know what your limit is on how to handle them.You will need to go to a member of staff or manager and ask questions on what to do if a child has got a behaviour problem and what your limits are in dealing with this. You will also need to learn your boundaries because you could over excite a child and distract them when they must be focusing on an activity. Understanding your limit and boundaries is important on the well-being of the child. D1 There are three main types of people you as a practitioner should maintain a relationship with are; 1) Parents ) Professionals The Parents; The reason it is important to have an appropriate relationship with a parent is because you will need to talk to the parent about how their child is developing, what they have ate. What they have been doing throughout the day and if there have been any probl ems. You will see and need to speak to the parent occasionally on behalf of the child. The parent will need to trust you with their child and feel comfortable so they can get on with their life knowing their child is in safe hands.Other Professionals; It is important to maintain an appropriate relationship with other professionals as you will be working alongside them for a long time. You will be working as a team and you will need to have a relationship to feel comfortable in putting your views across and asking question on if you’re confused or not. If the relationship between you and the other professional is complicated then the children (who are your main priorities) will pick up on this atmosphere and feel wary and upset.If the child senses a positive feeling between a practitioner and professional then they will feel a sense of safety and calmness and comfort to know that nothing is going to happen and everyone will be fine. D2 Multi-agency team functions by bringing t ogether practitioners from different sectors and professions. On cwdcouncil. org. uk they quote ‘within the workforce they provide integrated support to children and their  families, for example a ‘team around the child' (TAC)’. The multi agency also has several professionals coming together as a team.Many benefits are in this type of agency such as support and advice on parents that need it. It helps families with young children by placing them in a onsite nursery until there finished with classes such as parenting. Multi agency is an effective way to support the children that have extra needs and help with improvement on their development. The way they make sure they meet the child and families needs is by communicating well with each other and by understanding their roles and responsibilities within the agency.As a practitioner you will need to learn what other professionals are involved in your setting and how this might affect your work. Some of the charact eristics of a multi agency are cooperation/collaboration, knowledge, common goals and effective communication. This will all help you when working in a multi agency because it will help you with what you need to find out and understand more on what the parent or child will need when in an environment such as help on certain subjects, dietary and religion.It helps other professionals in an environment also to share knowledge of a family together so professionals do not ask the family the same questions over; they are well organized and serious about their roles on making life easier for families and children. E8 Bibliography Community childcare growing places – what is meant by child centred approach [online] http://www. growingplaces. org. uk/reggio. htm (13/10/2011) Children Act 1989- Welfare of the children http://www. legislation. gov. uk/ukpga/1989/41/section/1 (15/12/2011) Children Services Community Management. We Value Children. ttp://www. cscommunity. org. au/index. p hp? id=45 (15/12/2011) Cruelty to children must stop. FULL STOP. Our approach to what we do http://www. nspcc. org. uk/what-we-do/about-the-nspcc/our-approach/our-approach_ wda72244. html (12/10/2011) Multi-agency working An effective way of supporting children and families with additional needs http://www. cwdcouncil. org. uk/multiagencyworking (14/10/2011) Tassoni P, Beth, K. Bulman, K & Eldridge, H. (2007) CACHE Level 3 Child Care And Education 4th Edition Heinemann: England. THE CHILDREN ACT 2004 – OVERVIEW – Background [online] ttp://www. surreycc. gov. uk/sccwebsite/sccwspublications. nsf/f2d920e015d1183d80256c670041a50b/5e17effdd34f9726802572f30055617d/$FILE/CYPP%20Childrens%20Act%20Briefing%20v2. pdf accessed (11/10/2011) The National Archives-Main provisions of the Education Act 2002 [online] http://collections. europarchive. org/tna/20091115062646/teachernet. gov. uk/educationoverview/educationact/summary/ (13/10/2011) Time Management Success. Why is time man agement important. http://www. time-management-success. com/why-is-time-management-important. html (15/12/2011) Child Care Introduction to Children Unit 1; E1 Statutory; sectors that are fully funded but it depends on the boroughs. One example is school nurseries. In this setting professionals aim to make life in the setting feel like a family atmosphere for children to feel comfortable. Professionals also help children to develop with carefully chosen activities to do with the 6 learning areas, these are; language and literacy, creative development, physical development, personal social and emotional development, knowledge and understanding of the world and mathematical development.They aim to help children develop at their pace and doesn’t rush anything because they know every child is individual in their own way. The nurseries also help children feel safe and secure in the environment and give them a healthy balanced lifestyle such has healthy meals, 5 a day and run around out the garden areas. The private sector; is full costing to parents, they have to pay the cost for their children, it isn’t paid for them. O ne example of this is preschools.The care they offer is just that little bit more then statutory this is because the sector makes the children feel like the school is also their home and that the professionals are family. Professionals in the sector will constantly observe the children for safety. Education in this sector is organised daily, this includes creative learning, letter and number work, singing and story time to boost confidence and their understanding. Education is also provided in a way of treating the child as an individual to show they develop at their own speed.This sector will also treat special needs children equal and show no discrimination. Voluntary; a small grant is donated for them to start up there business one example is child lines and mother and toddler groups. Voluntary provides help, support, and education to children. On nspcc. org. uk is say this is doing by; 1) ‘Focusing on areas which will make the biggest difference 2) Prioritise the children at risk 3) Learn what works the best for them 4) Create leverage for change’. When the sector finds new ways to help children they will test it out to see ow it goes and if it works then they will carry on with the new idea. They educate the children by the things they say and do to them to forget about certain things in their life and to develop them to move on and stay strong. E2 Statutory sector supports children and their families by doing things that will help their children to develop and grow, they fit around parents timetables and help them to go about their daily life knowing there child is in good monitored care. The statutory sector protects children and gives their families a sense of relief.It also helps parents with educating the child in their background and helps them understand more of the culture, also helps the families get good education for their child with the cost being mostly funded for them so it’s free. The private sector supports families and their children by giving them a safe secure place and making the child feel at home. It helps families go about their schedules and have a feel of relief that their child is going to be happy where they are, it supports them in a way of helping a child become better at their strengths, and it includes everything important in the Childs life.Voluntary work supports children in helping them overcome serious happenings in their life, and to become aware of people who have experienced similar going on and to help them have a better life in the future, and gives them closure. It supports the parents by being free of cost. E3 Childrens Act 2004; The act was around in 1989 but after a lot of going on it was updated to Children’s act 2004, it planned to improve how social services worked and how people would treat the children in their care.To help the children they plan to bring multiple agencies together to protect innocent children and stop the abuse that maybe going on. The 1989 act was poor, it made it easier for abusers to get away with what they did or gets a low sentence, this is because agencies didn’t come together and share information. The children get better response for what has happened and their needs are more focused on, the court decides what is best for the child to make them safer as it is one of their rights. The act allows children and their families to come together a lot more in making them a lot afer then what they would have felt before. On surrey. gov. uk website it says ‘The Act aims to improve effective local working to safeguard and promote children’s wellbeing’. The act has a lot of intention in making a Childs well-being noticed and important and aim to do the following; * Keep the child healthy * Keeping the child safe * Help the child have fun and enjoy life more and achieve things they thought they couldn’t. The children act 1989 was poor; the new act 2004 was promoted in ways such as teaming a lot more agencies together to work on keeping a child safe and having rights to what they deserve.The act shows people that children have rights to an education, healthy lifestyle and to be a child and enjoy their life without any threat. Education Act 2002; This act came around in 2002, on the europarchive. org website it say that ‘It is a substantial and important piece of legislation intended to raise standards, promote innovation in schools and reform education law’. This would help children get a better and healthier education through their life and make their lifestyle normal and challenging to become what they are willing to become.The act helps children to qualify for a greater and more flexibility in certain areas of the national curriculum. This helps children become involved with other people because it joins schools together as a team to work together on the well-being of the children. Human Rights Act 1998; This act came around in 1998 and aimed to help children have major rights in their life to give their lifestyle normality and a lot more easy going when it comes to the way families are. The rights support children in a way of safety and a healthy life some examples of human rights that are important to a child’s life are; 1. reedom from torture and degrading treatment 2. the right to respect for private and family life 3. the right not to be discriminated against in respect of these rights and freedoms 4. the right to an education If any of this rights are breached you have the right to an effective solution in law even if the breach was done by a police officer you still have the right to go to law. E4 Every child Matters; This provides every child no matter their background or circumstances the support they will need.Every child needs to be healthy which includes growing and their development as well as their emotional and physical well being, the environment needs to be a safe place for them to be able to develop, ano ther principle is for the children to enjoy and achieve through their learning and be able to achieve economic well-being through their life. These are crucial to be in your placement for the children to develop as the first 3 years are critical. This will help children’s life become healthy and have normality to. Welfare of children is paramount (children act 1989); A child’s welfare is paramount.The idea is that when decisions are made the needs and interests of the children must come first this means they need to be recognized as an individual. This will shape children in becoming aware of routines and the way their daily life will carry on. The court determines what will be best for the child’s upbringing and decides this by these points legislation. gov. uk it states ‘the ascertainable wishes and feelings of the child concerned (considered in the light of his age and understanding). Cache Statement of values; The values in this are ways of putting the child first.To do this you will never use physical punishment towards a child, respect the parent or those in a parenting role, respect the staff in the child care industry and those involved, respect values and spiritual beliefs of the child and their family, honour the confidentiality of the child and their family. If these are not respected and done right then these could be life threatening to a child and those involved with the child. This will shape children in building their respect by showing you’re respecting others they will copy. E5The importance of valuing and respecting children will show them that you as a member of staff or a practitioner will not judge them or label them for who they are or how they look and do certain things. It will help them understand that everyone is individual and different but that doesn’t mean to treat them any different. If you show the children respect it shows a sense of care for them and will boost their confidence. Respect ing and valuing will help the child understand more on what they are doing and will help them in life, to support this on community. rg it states ‘creating environments  that foster creativity, innovation, discovery, inquiry,  questioning and problem solving. This is how settings help children increase and how it shows we respect what they need to learn and discover. it will show they are just as important as anyone else in the establishment which will make them not as shy. Their self esteem will rise if you talk to them like an adult and say more positive things, also saying their name correctly and praising them on the good shows that you value them as an individual and that learning their name also will show their important to.C The practitioner should listen to a child views and their opinions because it will help them with their confidence on showing that they can have a conversation about anything and show they have a voice to. If their confidence rises then they wil l communicate better with others and make new friends and be able to talk about their daily life routine a lot more and be able to say if something is wrong and if they need help. Listening to a child shows their important just like everyone else and that you value them as a person.A more confident child will tend to work harder in what they do to achieve and develop a lot more as well. The more a child is listened to the more open minded they will become and more outspoken. This will make it easier for them to become understood and will allow practitioners to identify their wants and needs. It’s a way of involving a child in decision making and showing them there are not really any wrong answer and they can learn from their mistakes.Also to show you have time to try and understand what they are saying, to support what I have said Tassoni et al (2007 page 13) ‘a child might need you to listen carefully so that you can understand what he or she is trying to say’. Also from listening to children a practitioner will gain their respect for you . A A child centred approach means to identify a child’s abilities and weakness’s and work around that with activities that they could handle, it also means to make the environment to the standard of their needs and to cater what they may need. Everything is based around the child.On growingplaces. org. uk they state ‘It allows freedom for children to think, experience, explore, question and search for answers’. Tassoni et al (2007 page 234) says ‘You will need to ensure that children’s interests are always reflected in what they do’ this is a way of ensuring the child is interested in learning and activities. The advantages of a child centred approach are that the children all gain something important to do with their life it helps families and practitioners notice their strengths and weaknesses as an individual so it is easier to help them focus on certain things.Another advantage is their needs are always catered for. They have a home like atmosphere in the environment for example toilet and sinks to keep their hygiene up also there are potties and nappies, changing rooms for those children who will need them. Their dietary is focused on and professionals will work around it. Another way of making a child centred approach is for early year practitioners to communicate this will help an individual child extend their knowledge or thinking, model ideas, prompt questions, nurture development, support the acquisition on specific skills.The disadvantages of a child centred approach is that it could make it hard for a child to go into something different like a primary school as they have not been prepared for that big leap in their life, it also makes it hard to slightly explain to a child that they can’t do something they ask as in past experience the child has always got what they have needed due to the child centred approach. I b elieve that the child centred approach is a good thing because it helps a child have a healthy lifestyle and helps them notice what they are going to gain and their strengths in the environment.Also that it helps them live their life as a child before rushing into something strange, the routine of their life is kept the same in some places as it is at home. E6 Confidentiality; This is an important skill because it shows that you are keeping private information about a child or a child’s household inside the nursery and not outside. This is an important skill to need in the work place with children because children will say a lot and if they say something about what may of happened to them for example abuse then it is the rules of being in a childcare establishment that you tell nobody if you on’t keep it confidential and it may not be true you could hurt someone and lose your right to work in that place. This will help support your work with children because it shows y ou are a trustworthy person and that you have knowledge of the rules and regulations of the workplace. It will make professionals trust you. To support what I have said in Tassoni 2007 page 11 it states ‘some of this information will be confidential information and must not be shared’.Communication; This is an important skill because you need to be confident enough to be able to talk to parents and other staff members about the children and things that will be needed to do around the work area. This will help support you working with children because you need to be able to communicate properly with the children because you will need to talk to them at different levels and know how to talk to children from babies to 11 year olds, also the be able to communicate with the other staff members to discuss planning activities or if the child is hurt you will need to communicate with the staff member and communicate in a team.Observation skills; This is important because youâ⠂¬â„¢ll need it to observe activities that are going on and the way children are behaving if it is appropriate or not. This will help your support with working with children because it shows that you know how to do things when working in that establishment for the future, it will help you set up activities or learn a child’s need. It shows that you can see children as an individual and that’s what you will need to do. Having this will also show that you are good at learning new things by observing how other staff members do things. E7Time management; This would be important to support your training because being able to show up on time for a placement and to take in coursework that’s due in shows you’re determined to do well and give a good impression. Being able to keep on time also shows that you’re well organized when it comes to deadlines or dates you need to be in and that you’re taking things seriously. Managing time is not a tricky th ing to do and being able to be on time for everything shows dedication. If you’re on time or early for placements it could lead to a permanent offer or a good review of your time there.The children are less developed in time management then you and will take what you do in to mind on time-management-success. com it states ‘Punctuality is a big issue in terms of time management for kids who have a less developed sense of time’. Giving Presentations; This helps support your training because it helps you take away what you’ve learnt and seen and put it up for everyone else to see your understanding. Being able to give a presentation also shows confidence and your understanding of the subject as well.It makes things easier for tutors to see how much you have developed and if you do need any help at all or if there are any errors. Note Taking; This helps support your training because it helps you go over anything you may not understand, note taking shows that y ou’re serious about learning things about what to do and what not to do in a placement. Also it helps you do units and give you ideas on what to write. Note taking in a placement will help you understand the difference in other childcare areas and it may lead to questions that you would like to ask to improve your knowledge. BConfidentiality; It is important to understand this boundary because working in a nursery or day-care centred even a primary school you will hear stories from the children or over here parents and staff talking about private things. The information you may hear is private and you must understand you cannot talk to anyone outside of the placement as someone who knows that family could over hear and this would affect them. A good test to know if a piece of information is confidential is to think about whether it’s common knowledge or if you only know it because of the position of you are in inside the nursery (Tassoni et al 2007).Understanding this will stop you hurting others or gossiping about other people behind their back. Health and safety; This is important to understand as a boundary also because you will need to know the child’s health issues if there are any or whether the child is safe where they are in the environment. You will need to understand what you should do if you see a gate or door open, this could be an easy way for unwanted visitors in the environment. On the premises you should as a member of staff what to do if a fire alarm goes off so you know what to do with the children when something like that does happen.If you don’t understand your limits when it comes to healthy and safety with children then you could be making a lot of mistakes and this could upset a lot of people. Also understand the limits of what a practitioner can do such as changing nappies and taking children to the toilet you may not be able to do this yet as you’re a learner. Managing A child behaviour; Practitioners may come across children with anger problems or any other behaviour problems which could be medical or non medical. When dealing with this you need to know what your limit is on how to handle them.You will need to go to a member of staff or manager and ask questions on what to do if a child has got a behaviour problem and what your limits are in dealing with this. You will also need to learn your boundaries because you could over excite a child and distract them when they must be focusing on an activity. Understanding your limit and boundaries is important on the well-being of the child. D1 There are three main types of people you as a practitioner should maintain a relationship with are; 1) Parents ) Professionals The Parents; The reason it is important to have an appropriate relationship with a parent is because you will need to talk to the parent about how their child is developing, what they have ate. What they have been doing throughout the day and if there have been any probl ems. You will see and need to speak to the parent occasionally on behalf of the child. The parent will need to trust you with their child and feel comfortable so they can get on with their life knowing their child is in safe hands.Other Professionals; It is important to maintain an appropriate relationship with other professionals as you will be working alongside them for a long time. You will be working as a team and you will need to have a relationship to feel comfortable in putting your views across and asking question on if you’re confused or not. If the relationship between you and the other professional is complicated then the children (who are your main priorities) will pick up on this atmosphere and feel wary and upset.If the child senses a positive feeling between a practitioner and professional then they will feel a sense of safety and calmness and comfort to know that nothing is going to happen and everyone will be fine. D2 Multi-agency team functions by bringing t ogether practitioners from different sectors and professions. On cwdcouncil. org. uk they quote ‘within the workforce they provide integrated support to children and their  families, for example a ‘team around the child' (TAC)’. The multi agency also has several professionals coming together as a team.Many benefits are in this type of agency such as support and advice on parents that need it. It helps families with young children by placing them in a onsite nursery until there finished with classes such as parenting. Multi agency is an effective way to support the children that have extra needs and help with improvement on their development. The way they make sure they meet the child and families needs is by communicating well with each other and by understanding their roles and responsibilities within the agency.As a practitioner you will need to learn what other professionals are involved in your setting and how this might affect your work. Some of the charact eristics of a multi agency are cooperation/collaboration, knowledge, common goals and effective communication. This will all help you when working in a multi agency because it will help you with what you need to find out and understand more on what the parent or child will need when in an environment such as help on certain subjects, dietary and religion.It helps other professionals in an environment also to share knowledge of a family together so professionals do not ask the family the same questions over; they are well organized and serious about their roles on making life easier for families and children. E8 Bibliography Community childcare growing places – what is meant by child centred approach [online] http://www. growingplaces. org. uk/reggio. htm (13/10/2011) Children Act 1989- Welfare of the children http://www. legislation. gov. uk/ukpga/1989/41/section/1 (15/12/2011) Children Services Community Management. We Value Children. ttp://www. cscommunity. org. au/index. p hp? id=45 (15/12/2011) Cruelty to children must stop. FULL STOP. Our approach to what we do http://www. nspcc. org. uk/what-we-do/about-the-nspcc/our-approach/our-approach_ wda72244. html (12/10/2011) Multi-agency working An effective way of supporting children and families with additional needs http://www. cwdcouncil. org. uk/multiagencyworking (14/10/2011) Tassoni P, Beth, K. Bulman, K & Eldridge, H. (2007) CACHE Level 3 Child Care And Education 4th Edition Heinemann: England. THE CHILDREN ACT 2004 – OVERVIEW – Background [online] ttp://www. surreycc. gov. uk/sccwebsite/sccwspublications. nsf/f2d920e015d1183d80256c670041a50b/5e17effdd34f9726802572f30055617d/$FILE/CYPP%20Childrens%20Act%20Briefing%20v2. pdf accessed (11/10/2011) The National Archives-Main provisions of the Education Act 2002 [online] http://collections. europarchive. org/tna/20091115062646/teachernet. gov. uk/educationoverview/educationact/summary/ (13/10/2011) Time Management Success. Why is time man agement important. http://www. time-management-success. com/why-is-time-management-important. html (15/12/2011)

Gay, Defined

Liz Schmidt Kate Brady English 101 October 9, 2012 Formal definition: Gay (adj. ) merry: happy and carefree; brightly ornamental or colorful; homosexual. (n. ) A homosexual. (â€Å"gay†) Synonymous definition: Gay (syn. ) merry, lighthearted, joyful, cheerful, sprightly, jolly, happy, joyous, gleeful, jovial, colorful, bright. (â€Å"gay†) Negative definition: Gay (adj. ) unhappy, lacking color, heavyhearted Because of the literal definition of the word, people that are homosexual are often seen as â€Å"colorful† and â€Å"cheerful†. Etymological Definition: Gay (n) usually male, homosexual.In middle English, it meant â€Å"excellent person† â€Å"noble lady† â€Å"gallant knight† or â€Å"something gay or bright†; â€Å"ornament or badge† (â€Å"gay†)2 Stipulative definition: Gay (adj. ) being homosexual Illustrative definition: Two men walking down the street holding hands. Thesis statement: The meaning of the w ord gay has changed vastly over time, which today, can be offensive. Liz Schmidt Kate Brady English 101 October 9, 2012 The definition of the word â€Å"gay† has evolved greatly over time. What you consider â€Å"gay† today is definitely not what was considered â€Å"gay† 200 years ago, or even 50 years ago. 00 years ago, the word was used as a term of promiscuity. It was also used as a slang term to call someone a â€Å"young hobo. † (â€Å"gay†) Today, we use the word mostly as â€Å"homosexual† or referring to someone who is attracted to the same sex. At the same time, the younger age group of America is using the word â€Å"gay† as a way to express dislike toward something. A common way would be saying â€Å"that’s gay† when a friend tells them their team lost the game. This misuse of the word can often lead to offending the homosexual community. The meaning of the word †gay† has changed vastly over time, which today, can be offensive.How did the meaning of the word â€Å"gay† once turn from being â€Å"merry and happy† to â€Å"homosexual†? It all started around the 1630’s, when people often used it as both â€Å"splendid and showily dressed† and calling a brothel a gay house. It is believed that the word was used this way up until about the early 1900’s. The slang meaning (homosexual) began to appear in psychological writing in the late 1940’s. At first, the word was used solely among homosexuals themselves, by mostly male prostitutes referring to each other, but also female prostitutes. â€Å"gay-rights movement†) It seems to me that nobody ever really used the term as its true meaning â€Å"merry and happy†. However, there are songs in old musicals where they use it that way, so I guess that meaning wasn’t completely extinct. Although the â€Å"merry and happy† meaning of gay wasn’t really used a whole lot in the past, we do see the â€Å"bright and colorful† meaning in many Christmas songs. One well-known example is in â€Å"Deck the Halls†. The lyrics are â€Å"Don we now our gay apparel†; this most likely implies that they were dressed in bright colors.Without doubt, the word â€Å"gay† has a boundless history and has been used so many different ways in the past. A teenager walks into their favorite store, and immediately spots something they love. They see that the price is much more than they have currently, and furiously groans, â€Å"Fifty dollars? That’s gay! † When someone says â€Å"that’s gay† about something that they find just plain stupid, why don’t they just say â€Å"that’s stupid†? The improper use of this word may offend the homosexual community because it is a lot like calling them stupid. From my observation, this whole â€Å"that’s gay† thing started recently, wit hin the last few years.Mostly young people started saying it about nearly everything that they found idiotic. It’s not even homophobic people using the word this way, it’s anybody. It’s a bad habit that most people probably picked up from hearing others say it. However if you say it wrongly you may be seen as homophobic. How can there be a double meaning of both â€Å"homosexual† and â€Å"stupid† for the word â€Å"gay†? Imagine if instead of â€Å"gay† people said â€Å"that’s straight† about an object they didn’t like. Wouldn’t it be wrong, to basically call someone’s sexuality bad or stupid?It sounds silly, but the inappropriate usage of the word â€Å"gay† is implying that you think there is something wrong with being gay. It’s obvious that someone who is gay is going to be offended if they hear someone using the word the wrong way. They could take it as insulting, or they could ju st be a little annoyed. Either way, it’s not right. I once worked with a girl who was homosexual. Sometimes I would easily forget that she was in the room and catch myself saying â€Å"that’s gay† about something totally random. I never really noticed that it could be offensive until a co-worker said something to me.She asked me, â€Å"Don’t you know Emily’s gay? † When I said yes, she then told me that I should stop saying â€Å"that’s gay† in front of her. At this point, I felt really bad about it and definitely wanted to stop saying it completely. Saying â€Å"that’s gay† is such a bad habit of many young people. I guess Emily understood that it was just a bad habit for me, but not everyone will be that understanding. Furthermore, the word â€Å"gay† should be used solely for meaning â€Å"homosexual†. The other day, I was conversing with a friend about some news in the media. She had told me that Brad Pitt makes 250 million dollars in just one sitting.I laughed, and replied, â€Å"that’s gay. † After I said that I realized I should definitely stop saying that because it doesn’t even make any sense if you think about it. The meaning of the word â€Å"gay† shouldn’t be â€Å"stupid†, although it is for many people. The definition has changed greatly throughout the years, which may cause some people to take offense by it. Works Cited â€Å"gay-rights movement. † The Columbia Encyclopedia. 2008. Credo Reference. Web. 8 Oct 2012. â€Å"gay. † Webster’s Dictionary and Thesaurus. 1997. Print. â€Å"gay. † Online Etymology Dictionary. Douglas Harper, 2012. Web. 8 Oct 2012.

Business Enterprise Essay Example | Topics and Well Written Essays - 1000 words

Business Enterprise - Essay Example â€Å"A business model describes the rational of how an organization creates, delivers and captures value† (Osterwalder & Pignuer, 2009). A business model canvas is a visual chart. The elements in the chart will describe the firm’s value proposition, infrastructure, customers and finances. It describes its elements through the building blocks. Key partners as well as key suppliers have to be included in this part of the model. For the success of the site Spotify needs a good deal with the related parties like the recording company. Another key partner is Facebook. All the account holders of Facebook have an opportunity to deal with Spotify. Key resources are required to offer the value proposition to the customers; or deliver what the customers want. Key resources can be â€Å"physical, intellectual, human and financial resources† (Osterwalder & Pignuer, 2010). The key resource for this company is music. Since, it has to make available all music to the entire world, so the music license has to be obtained. A server is also required to reach the customer. Value proposition is something which the company is giving to its customers. In other words, the factors which are forcing the customer to buy the products of the company are termed as the value proposition of the company. Here, the value proposition is between the listeners and the advertisers. The value proposition for the listeners is that, it offers a large amount of music for least cost. And the site is legally registered. The songs can be listened through a smartphone and can be listened offline too. Another offer is that we can share songs. For the advertisers, the site is making a platform to advertise their products and services. In the current context, customer is considered as a king. Companies are required to give what the customers want. In service industries also, the company have to keep in

Allemande by Yo-Yo Ma Essay Example | Topics and Well Written Essays - 1000 words

Allemande by Yo-Yo Ma - Essay Example I think this piece really highlights the ability of the cello, which has an amazing range and can carry a melody extraordinarily well, and I think that Yo Yo Ma plays it with aplumb. Probably my favorite song in this entire playlist. Adagio Sosenuto by Daniel Barenboim This piece is performed on solo piano, a work with significant romantic overtones that recall the original composer, Ludwig van Beethoven. It has a very slow tempo, which builds towards subtle mini-climaxes throughout which peak the emotion without ever going over the top. It is clearly in a minor key, and is incredibly invocative of sadness and melancholy. The song is driven throughout by a repeated three note riff that has only minor variations throughout, and then is punctuated by all the other music performed, bringing it into incredibly sharp focus. The music has a hesitancy to it, which makes it feel that every note has to push through a barrier before it is allowed to be heard by the audience, and that though ea ch note is soft it has a force to it that allowed it to break through the hesitation. The variations of the three note riff that flows throughout the composition gives the piece an interest that persists throughout and allows it to capture an audience’s interest and keep it focused on this song for long periods of time. I think this is an amazing song and is incredibly compelling. Its best feature is probably its emotional power, which creates an incredible amount of feeling in the listener, removing them from the time and space of the experience and into a more emotionally compatible one. Smooth Criminal by Michael Jackson This is a pop song with overtones of several other genres. One of the major genres that it recalls is funk, especially through being carried by a bass line, though it is incredibly danceable with a fast, four-four tempo that would keep people moving while listening to it. The instrumentation can be hard to make out, because a lot of it sounds like it might either be synthesized or heavily processed prior to being heard, but as is fitting for a funk-influenced song, the most prominent instruments are bass, staccato guitar and drum kit, with Michael Jackson’s amazingly distinct and interesting voice layered on top. This song seems to have several vocal tracks, especially in the chorus where it sounds like Michael Jackson harmonizes with himself. His signature falsetto is used to great effect, heightening the emotional appeal of the climax of the song, along with samples of real-world sounds (such as police sirens) heightening the stressful narrative the song carries forward. Despite having mostly repetitive music, this song is able to build a rich soundscape with a wide variety of textures. Viva La Vida by Coldplay This is a orchestral pop-rock hybrid song. This song is defined largely by its incredible amount of forward momentum, provided largely by short bursts of cello and bass drum that strike every beat of this four-four so ng. This forward momentum is carried further by perpetually adding more instruments on top of one another as the song progresses. It starts with a simple cello, then adds a bass drum to that to complete the main, almost train-like forward thrust of the song. Organ, piano, violin, viola, and even timpani are all then added on top of this as the song progr

The Broadway Cafe Research Paper Example | Topics and Well Written Essays - 2500 words

The Broadway Cafe - Research Paper Example As it is mentioned, presently, most of the operations are not recorded, and the ones recorded are done so manually. Though businesses normally rely on lots of different spreadsheets, notes and data, the coffee shop, fortunately, has very little information on record. So, the first step would be to develop a database of all the items of the coffee shop, ranging from different specialized coffees, teas, bakery items, sandwiches, soups, and salads. Though Broadway Cafe has years of tradition and accumulated knowledge, they all lie in the hands of my grandfather. So, a Knowledge Management system will be introduced to prevent the loss of that information for good. Furthermore, the recipes of all items will be stored on computer, and only selected staff of the coffee shop will have access to the recipes, though information on items and their prices can be accessed by everyone. The next step will be to make the payrolls of the employees computerized. Using grandfather’s memory and e mployees’ help, the work history and payment of each employee will be stored on computer. The next stage will be to place computer kiosks so that all sales and purchases are recorded. Thus, all the transactions of the bakery will get computerized in the beginning. Here, help will be sought from accounting staff and IT experts as to what kind of information is required to be stored and assessed for smooth functioning of the firm. At this stage, I intend to introduce a special IT-based collaboration system for Broadway Cafe. This will help the sharing of knowledge and information among employees, customers, suppliers, and all others who are interested in Broadway Cafe. The best collaboration system for the cafe, in my opinion, will be a groupware system. This Groupware software will allow group interaction events such as calendaring, scheduling, and video-conferencing. It is very evident that having this system will allow the cafe to communicate with our customers and suppliers . In addition, this will help complete various tasks in time by properly listing things on an e-calendar. However, database backup is very important for the cafe. So, care will be taken to ensure everyday backup of information. In addition, there will be weekly back of important information. In addition, to ensure computer safety, employees will be allowed access only to limited areas of information that are needed for the smooth functioning of the cafe. Now, customers will have many options to order a product from Broadway Cafe. They can directly order at our counters, they can utilize the kiosks placed inside and just outside the cafe, or they can order from home by visiting our site. For easiness of payment, we will be introducing PayPal. Now, it seems that there are certain necessary renovations to be introduced at the cafe. The first one will be introducing an attractive menu, attractive uniform for the staff, and television screens and music in the cafe. In addition, internet facility will be made available in the cafe so that even the busiest business executive gets a chance to have a coffee while doing his business. After introducing these basic changes, it is time for the cafe to move on to think about developing its business using Information Technology. Now, after having computerized the cafe, it is time to use latest technology for attracting customers.

Critical analysis essay on is othello a good man

Critical analysis on is othello a good man - Essay Example Othello is not an evil man, but that does not mean that he is perfect either. He is just a noble man in the unfortunate position of being sandwiched between good and evil. The good angel in this case is Desdemona and the evil angel is no one else but Iago. His inability to see through Iago’s treacherous schemes only makes him vulnerable to making the wrong choices, which he does. For a man who had early in the play confessed to so much live for his wife, he could have exercised better caution when dealing with the false accusations that were being leveled against her (39). It is not hard to see who the evil one is in this play, and it is definitely not Othello. He himself knows that he is not a bad person. He lays the blame on some evil entity that took over his good nature. Othello’s good nature is what makes him fall for all the lies that Iago feeds him. It seems that he trusts Iago more than he trusts his wife. This is the biggest mistake that Othello makes, and he ends up killing his wife. He realizes what he has done too late and he takes his own life. I think that what Othello does in a moment of blinded rage and misplaced pride should not be used to judge whether he is evil or good. When one considers what Othello has achieved in whole lifetime, it is easy to deduce that he truly is a good man. In fact, his good nature made him to be so remorseful about killing his wife, and that is why he decided to end his life as well. It is quite unfortunate that he had to go this far.

Emergency Room Education Essay Example | Topics and Well Written Essays - 2500 words

Emergency Room Education - Essay Example Emergencies in hospitals are now highly regarded for treatment of sicknesses and emergency cases. Even families with personal physicians would usually bring their members to emergency treatment. Physicians also refer their patients who are in emergency situations to the nearest emergency facility. (Annas, 1992, p. 50) 2. When should we access emergency room? Emergency room, emergency department or trauma department – these all provide a successful health care. Having access to emergency room or emergency department of a hospital is part of health care that should be provided to any citizen. It’s a fact that everyone on this planet may encounter emergency situations, especially medical emergencies, and to be prepared for any eventuality, having access to an emergency room is part of the health care the state should provide. A state or community that can provide emergency room or emergency health care even to poor citizens has a very good health care and should be commend ed. Everyone should have access to emergency health care and this includes the emergency room or the emergency department of a clinic or hospital. Accessing emergency room should be an important first step to patient care in an emergency. All emergency cases should be provided emergency room or the emergency department of a hospital. Without this access, ED personnel such as nurses and physicians cannot provide emergency treatment. Moreover, important emergency equipments should be provided in the emergency room so that any emergency case can be effectively acted upon. Trauma patients require immediate emergency rooms or emergency departments. Many hospitals have improved their trauma care departments, for example, there is the Advanced Trauma Life Support (ATLS) manual. This is a... This paper approves that health care providers should be responsible enough to prevent the spread of disease. The simplest way of preventing the transfer of microorganisms is by washing of hands. This simple way can help eliminate the spread of diseases. Routine washing of hands before doing the daily routine in school and offices and especially in hospitals should be done to protect one’s self and the people around us from the transfer of microorganisms. This essay makes a conclusion that emergency room, emergency department or trauma department – these all provide a successful health care. Having access to emergency room or emergency department of a hospital is part of health care that should be provided to any citizen. It’s a fact that everyone on this planet may encounter emergency situations, especially medical emergencies, and to be prepared for any eventuality, having access to an emergency room is part of the health care the state should provide. A state or community that can provide emergency room or emergency health care even to poor citizens has a very good health care and should be commended. Everyone should have access to emergency health care and this includes the emergency room or the emergency department of a clinic or hospital. Accessing emergency room should be an important first step to patient care in an emergency. Health and safety hazards in hospitals and emergency clinics should be assess to avoid accidents on the patients and health care providers. Health workers also face considerable health and safety risks. Assessing the situation, identifying the possible risks, and applying remedies before accidents happen, could help in reducing injury and applying adequate health care.

Ethics Essay Example | Topics and Well Written Essays - 750 words - 10

Ethics - Essay Example Aristotle’s Human Function Argument: Based on the human function argument, Aristotle had argued that a clear concept of happiness can be realized if the human function could be studied and understood. It reflects that every function or activity of human beings contains the goodness or happiness in it based on rationality of the function. Thus with the rational part of the human soul performing an activity or a particular function, the goodness or happiness takes place. Aristotle had considered happiness to be the best good that could have happened to a human being. Thus in order to determine the goodness in man, Aristotle’s function argument states that the function of the human needs to be ascertained. Also, according to him, human life has been stated to be common to plants, as well as to animals thereby having an active life element with rationality (Korsgaard 129-132). The arguments presented by Aristotle as part of the function argument includes: â€Å"(1) Humans must have a function, or else they would be idle, which is absurd; (2) Each human body part has a function, so the whole human must likewise have a function; (3) The human function is unique to only humans themselves; (4)Human function is not growth and nutrition because these aspects of life are shared with plant; (5)Human function is not sense perception because this aspect of life is shared with animal; (6)The part of the human soul with reason is unique to human; (7) The bare capacity of reason is insufficient to constitute a life function; and (8) Therefore, the human function is activity of the part of the soul that expresses or requires reason† (Pritchett). Failure of the Function Argument: Although Aristotle tried his best to determine the human function reflecting the happiness and goodness factors in human, his beliefs could not stand alone against the questions and criticisms that were raised. Aristotle could not place his arguments successfully as he lacked support ive arguments over the premises he focused on. He could not explain the reason for human function to be considered as unique. When he said that human function is common to plants, it raised questions on the fact as to how two things can be similar only because they share some activities in common. Also, when he stated about animals, it is not clear whether he meant to say that humans only have functions and animals do not have any function. Different functions can be associated with different features or a same function can be presented in different ways by different individuals or animals. Hence Aristotle’s arguments could not present clearly the meanings of the premises (Pritchett). Critics also could not realize how the goodness of a human being can be associated with the good performance or activity of the individual even if there is a function present in human beings. Questions could be raised on several thoughts. For example, even if it is believed to be true that goodn ess of a human is based on the good activity of the human, question arises whether it is good to be a good human or whether every the goodness of every single human can be determined the same, and so on (Korsgaard 131). Thus

Physician And Managed Care Contracts Essay Example for Free

Physician And Managed Care Contracts Essay A contract is a legal binding agreement between two parties that is aimed to execute a certain objective. It is a kind of arrangement wherein a certain action is pledged in exchange for a specific proposition or offer. In order for a contract to be valid, four essential elements must be present in a contract. Firstly, two parties should exist in the contract. One party is presenting an offer while the other party is accepting the offer as a form of return for whatever specifications are requested in the contract. Secondly, the contract should indicate that both parties give their consent or are willing to enter into such an arrangement. Such intention should show that the person giving the offer is capable of providing the offer, while the party accepting the offer should be able to clearly show his/her acceptance of the offer. In addition, both parties must be willing to enter an agreement without any other hidden conditions. Thirdly, a purpose or objective should be indicated in a contract. The purpose should be detailed enough to clearly show what is requested or expected in exchange for the specific offer. And lastly, adequate consideration or an adequate value must be indicated as offer in the contract, in the form of money or in kind. The consideration or compensation can not be given to the accepting party prior to the acceptance of the offer. The act of accepting an offer constitutes a deal. Certain offers have a limited time of availability, wherein an expiration date is indicated and the offer can not be accepted after the said date, unless the offer is renewed or stands indefinitely. In addition, the party presenting the offer has the right to withdraw its offer, but only before an acceptance is received. Once an offer is accepted, the contract may not be modified or revised. Changes in the offer may only be incorporated during the negotiation stage of the agreement, which then makes a contract some kind of a bargain. Similarly, physicians enter contracts with managed care organizations (MCOs) or health management organizations (HMOs) in order to promote their services. The four essential elements of a contract should be carefully studied before accepting any offer or signing any contract. For example, as for the element of willingness and capability to enter a contract, a physician should initially must find out the MCO/HMO’s length of operation and financial stability, because this will give the physician an idea whether the company is capable to pay him at a regular schedule. In addition, it would be good to contact some colleagues who have signed contracts with the same company, in order to determine the strengths and weaknesses of the organization and to unearth any unwritten conditions or policies. The physician should also investigate the identity of the MCO/HMO, and any other parties in the contract, should there be more than two parties indicated in the contract. The most overlooked element of a contract between a physician and an MCO/HMO is the purpose or objective of the contract, which describes a several definitions of services and people that will be covered by the health plan, both during emergency and out-patient consultation events. A comprehensive study of the contract may possibly prevent misunderstandings between the two parties and therefore provide a clear-cut description of the services that the physician is expected to deliver. Another important element of a physician-MCO/HMO contract is the obligations of each party. It is usually indicated in the contract that the physician will actively maintain his/her medical practice documents such as licenses, certifications, registrations and permits in order to provide his/her services to patients. The physician should also inform the MCO/HMO of any modifications on his/her status as a practicing physician. In turn, the MCO/HMO presents its rules and regulations to the potential physician or health care provider working under their company. All policies, guidelines, reviews and appeals should be revealed in order to have its physicians working at the standardized efficiency and competency. The physician’s compensation should be indicated in a physician-MCO/HMO contract. Details including the amount and schedule of payment should be clearly stated in the contract. Payment modes may be in form of per diem, per case, per service or a certain percentage of the premiums. The physician, in turn, should understand the protocol for filing claims and any other arrangements or coordination with the MCO/HMO, including the limited time when these documents may be filed. The MCO/HMO should also indicate in the contract that the physician will receive his/her salary on a regular basis. A physician-MCO/HMO contract may be terminated by either mutual agreement of both parties, or with sufficient cause or reason from the physician, or without cause or reason from the physician. However, a 30-day notice is usually required before any termination takes effect, to provide ample time for the physician to finalize any current patients, cases, services and/or referrals. Contracts are legally binding documents which must be carefully studied and considered before pursuing an agreement and letting the contract take full effect. Every contract has its specific details and all sections of the contract should be well understood and explained.

Factors Impacting UK Winter Wheat Crops

Factors Impacting UK Winter Wheat Crops Summary Wheat is one of the main important cereal crops in the world. Also as one of the essential and important agricultural products. Wheat is considered as a strategic product due to its significant role in political and economic areas in the countries. Loss of wheat may harm the economy in several aspects, including reduced production rates, increased need for imports and waste the inputs required for the production (Fallah and Rasouliazar, 2016). In the UK average yields of winter wheat have increased progressively from the 1950s to the present a rate of approximately 100 kg ha-1 yr-1. Until the late 1980s, the increase was attributed about half to plant breeding and the half to husbandry. (Shearman et al., 2005) Any action was taken to improve the quantity and quality of the wheat would be of great importance. Many factors came together for increasing yield of a winter wheat crop in the UK. Including plant establishment, rotation management, nutrient management, disease, pest and weed control, and soil management. Each factor can affect or limit yield performance. In this research, we investigate factors that influence winter wheat crops and which will improve yield performance. Introduction Cereal crops are a major staple food worldwide, contributing more than 50% of total human calorie input directly. In the last twenty years, the annual increment in the average yields of UK wheat and oilseed rape increased slightly. In the second half of the 20th-century cereal yields for example wheat, in the worldwide from 1 to 3 t haà ¢Ã‹â€ Ã¢â‚¬â„¢1and in the UK approximately less than three t haà ¢Ã‹â€ Ã¢â‚¬â„¢1 increased (Fischer and Edmeades, 2010; Hawkesford et al., 2013. ) Wheat is one of the important cereal crops in the world. Wheat is special in several ways for instance in humans food, they are used to make flour for yeast bread, or are blended with soft spring wheat to make the all- purpose flour used in a wide variety of baked products and The highest grain yields are obtained with winter wheat. In this research, we investigate factors affecting winter wheat crops, and Evaluate of them can lead us to adjust management to achieve a greater yield. Crop Nutrition Each plant needs a different range of nutrients at every critical stage of its development. Cereal crops use nutrients for growth, progressively moving them from the roots and stems into the ear before the dying off and harvesting of the grain. For example, Phosphorus (P) is a vital component of adenosine triphosphate (ATP) which supplies the energy for many processes in the plant. Magnesium (Mg) is also a key component of leaf chlorophyll and the enzymes that support plant growth. Zinc and Boron directly influence the growth and yield of cereals and other crops, especially during flowering (Ghaffar et al., 2011). Wheat as an important source of minerals such as iron, zinc, copper and magnesium. The dietary intake of these nutrients have decreased significantly in recent years in the UK which corresponds with the introduction of semi-dwarf, high-yielding cultivars. (Ming-Sheng Fan et al., 2008) Semi-dwarf and high-yielding crop cultivars were responsible for increasing inputs of fertilisers and other agrochemicals which increased grain yield, however, increase in agronomic yield led to lower density of minerals in grain. The hypothesis of Davis et al indicated that decline in the nutrients in crops is because of changing in crops to varieties with improved yield. Ming-Sheng Fan et al, in the result of their experiments they also indicated that decreasing mineral concentrations in wheat grain are partly due to a dilution effect resulting from increased yield. It appears changing cultivars was affecting the mineral concentration. This change is further supported by (Flintham et al., 1997) that as a conclusion of the introduction of short-straw cultivars, HI (harvest index) increased, however mineral concentration significantly decreased in grain. The solution for helping minerals in grain is to add micronutrients. Supplementation, diversification of diet and bio-fortification of crops by agronomic or genetic methods such as plant breeding can increase the micronutrients; the genetic methods are considered to be the most efficient for resource-poor populations in developing countries (Graham et al., 1999; Bouis, 2002; Welch and Graham, 2004). In the germplasm of the main crops there is a sufficient genetic variation in micronutrient concentrations, which can be explored in breeding strategies to combine the high nutrient density with the high-yielding traits(Graham et al.,1999; Cakmak et al ., 2004) such as Triticum Oflococum, Triticum dicoccol, and Triticum dicoccoides (Cakmak et al.,1999a, 2000; Ortiz-Monasterio and Graham ,2000) Among wild wheat germplasm, the emmer wheat, Triticum dicoccoides, showed the largest variation and the highest concentration of micronutrients (Cakmak et al., 2000). Crop rotation One of the most effective management methods to prevent the development of the large population of plant diseases is crop rotation. Crop rotation means the planned order of specific crops planted on the same field (Huber et al., 1965), for example soil-borne pathogens which cause soil-borne diseases that lead to reducing crop yields can be controlled with rotations with non-host crops. Also, rotation suppresses Take all disease, Cephaelosporium stripe, Cercosporella foot rot and Cercosporella herpotrichoides (Welch et al., 2004). However, this method is used for preventing and it cannot reduce the size of the population significantly, therefore it is better to view crop rotation as preventive rather than curative. Different crop rotations may have different effects on different pathogens, for instance Meloidogyne incognita were reduced by crops of crotalaria, marigold or bahiagrass while the population of Trichodorus christei were increased (Murphy et al.,1974), so it is vital to understand plant disease before planting crops. Crop Rotation benefits are = Maintains soil fertility. Reduces soil erosion. Controls pests, disease and weeds Reduces reliance on synthetic chemicals. There are two major limits for crop rotation, the first one is some pathogens have many host ranges so it may be difficult to identify them, for example Rhizoctonia solani .The second one is that non-host crops may have little monetary value, so the selection of crops to use for rotation may be small. (Battese and Fuller, 1972) and if crops rotation not chosen properly, have chances of competition between the crops for nutrients. Establishment management One of the most important factors that can provide the correct condition for both growing and crop establishment is tillage. Tillage is accomplished to optimise productivity by alleviating physical, chemical and biological constraints of soil (Gajri et al., 2002). Progressive tillage systems are developed to minimise cultivation costs and meet a range of variables such as soil or climate. It also improves the timeliness of planting which leads to an improved crop establishment. (Morris et al., 2010) In the UK, current tillage systems can be divided into two general categories; Inversion tillage, known as conventional plough tillage, and Conservation tillage, known as non-inversion tillage. Inversion tillage, inclusive of seed bed preparation by complete soil inversion, incorporates or buries most of the crop residue into the ground and consists of two processes: tillage and secondary tillage. Conservation tillage leaves the previous years crop residue (such as wheat) on fields before and after planting the next crop using the two processes of strip tillage and direct drilling to reduce soil degradation and achieve a sustainable balance between production (Carter et al., 2003a) (Davies and Finney,2002). No-till, known as direct drilling or zero tillage, is a conventional tillage system which sows directly in previous crops without any prior loosening of the soil cultivation. (Soane et al., 2012). Ploughing system is a farm implement used in farming for initial cultivation of soil in preparation for sowing seed or planting to loosen or turn the soil. Ploughing system can expose soil compacted at harvest, therefore when it is loosened by weather it increases mixing of nutrients which is beneficial. Ploughing reduces risk of crop disease, pests and weeds. In contrast, no-till increases area capability and reduces overall costs such as fuel and machinery (Soane et al., 2012). Other limited and benefit of ploughing and no-till present in table 1. Table1. Agronomic advantages and disadvantages of No-till and ploughing No-till Ploughing Advantages Disadvantages Advantages Disadvantages Reduce run-off, soil erosion and cost. Increase soil fertility. Increase area capability reduction of compaction below plough furrow Not suitable for controlling weeds, pest. Reduce grains yields. crop residue Remain on the soil surface Crop establishment problems during very wet and very dry. reduced nitrogen availability for yield Completely buries weeds and crop residue. Increase mixing of nutrients when loosened by weather Reduced weeds ,crop diseases and pest Suitable for preparing a seedbed after grass. High cost (fuel and machinery). Increased CO 2 emission. Extreme looseness to depth of ploughing. High sensitivity to re-compaction of topsoil. Pest management Crop plants are attacked by many pests that affect plant survival, growth, and reproduction and as a result influence crop yield. Approximately 22% of the total area of wheat in the UK is affected by slugs without pesticides, Calculated that total annual cost to the UK industry from not controlling slugs in oilseed rape and wheat is approximately  £43.5 million. (Nicholls, 2013). Pests can cause crop-damaging by reducing rates of germination, feeding on seeds, roots, stem and leaves which reduce yields. In crop growth stages, pests can reduce yield potential of the harvest and Reduces crops ability to compensate for damage caused later in development and cause harm to crops near their harvest by reduces yield and quality. (Oerke, 2006; Damalas and Eleftherohorinos, 2011) For example, two different aphid detriment in cereals crops in the UK because they transmit barley yellow dwarf luteovirus and Grain aphid Sitobion avenae. (Nicholls, 2013) Despite these commonly acknowledged risks, pesticides do improve agricultural productivity. Pesticides can be considered as an economic, labor-saving, and efficient tool for pest management and can do improve agricultural productivity (Campbell,1976), such as Acetamiprid , Azadirachtin , Bifenthrin , Carbaryl for controlling insects but these benefits often go unnoticed by the general public. Pesticides are widely used in the agricultural production hence, increasing amounts of pesticides must be applied at rising costs to maintain sufficient control. This increasing has led to integrated pest management (IPM) programs which reduce pest numbers to an acceptable threshold (Jain and Bhargava, 2007). Push-pull strategies were conceived as a strategy for insect pest management (IPM) by Pyke et al. The push-pull technology is a strategy for controlling agricultural pests by using propulsive (push) while luring them toward an attractive source (pull) plants and trap them. This method can maximise the efficacy of behavior-manipulating stimuli through the additive and synergistic effects of integrating their use. Also can reduce pesticide input (Cook et al., 2006). The other method that can effect on pests is no-till. It seems pest under no-till method decreases dramatically because of increased numbers of predators. For example, it reduces springtails (Onychiurus spp.) that cause damage in shoot and root of the sugar beet (Soane et al., 2012).However, the preservation of crop residues in wet conditions tends to increase slug population, and this can lead to damage to young seedlings in winter-sown Wheat and barley (Jordan et al., 1997).Using molluscicides may control slug population, but it will still increase production costs and affect beneficial soil biota (abid.) Soil management Soil is the product of a complex set of interacting processes and cycles (Fitzpatrick, 1991) Plants need a network of pore spaces to assistance gas exchange such as oxygen and carbon dioxide. Also water movement and nutrient uptake. Over time if the soil environment under intensive agricultural production was disturbed, the ability of the soil to maintain these conditions is compromised (Gerrard, 2000). So Preservation and improvement of soil quality are important in agricultural productivity and environmental quality. Soil management practice which consideration all operations practices, and treatments used to protect the soil organic matter, soil structure, and the maintenance of a thriving soil microbial population. (Johnston and Fellow, 2005) In central Great Plains, soil erosion and drought are the main problems associated with grain production. No- till is a good system for reducing soil erosion and maximise soil water conservation. (Fenster and Peterson, 1979) In the UK using no-till after ploughing led to lower yields because of imperfect drainage and weak structure of soils during wet winter however all over the UK, good internal drainage was considered a pre-requisite for reliable success with no-till as discovered in the Germany (Ehlers and Claupein, 1994). No-till, can also increase biological activity such as earthworms and improve stable root channels this can develop greater water permeability (Soane et al., 2012). Under no-till, it seems, soil nutrients such as P and K increased dramatically near soil surface because of this microbiological activity. (Ehlers and Claupein, 1994). Also no-till it seems not suitable for sandy or drained soils. In Netherland, under the sandy soil, no-till decreased root penetration and yield such as root crop (Soane et al., 2012). Weeds Management Weeds have many attributes undesirable to crop producers and cause the adverse effect on their yield. There are limited reports on the inhibitory effects of weeds on crop plants (Bhowmik Doll, 1992).Wheat (Triticum aestivum L.) is the most important cereal in the world. It has been estimated that globally yield reduction in wheat due to weeds is 13.1% (Oerke et al., 1994). Weeds compete with the crop plants for sunlight, water, mineral nutrients and occupying a space, which would reduce the plant growth and this led to reducing crop yields, quality and harvesting efficiency. (Wright et al., 2001) Water requirement for the growth of weeds is primarily of interest from the standpoint of competition with the crop plant for the available moisture (Gibson, 2000). Weeds provide a host for insects, nematodes and certain plant pathogens such as fungi. For instance Fusarium species pathogenic to winter wheat have been isolated from common broad-leaved weeds. (Jenkinson Parry, 1994). Weed management strategies attempt to eliminate or limit the deleterious effects of weeds when growing with crop plants and decrease weeds ability to reduce yield. (Hager et al., 2003) The basic of all Weed control methods is prevention. In few years the concept of prevention is not relevant anymore because of the availability of effective herbicides and mechanical control measures. These controlling tools have led to control weeds even after they have become established. (Walker 1995). Herbicides may influence disease development via direct effects on the pathogens (Rodriguez-Kabana et al. 1966) or by altering plant resistance to pathogens (Dann et al. 1999; Levene et al. 1998) for example Broad-leaved weeds in winter wheat can be controlled by herbicides applied before or after wheat emergence in autumn or in spring. In Table 2 we mentioned a few Common herbicides used to control weeds In recent years using Herbicides for controlling weed decreased because using herbicides may damage the crop. Also can get mixed with air, water and soil and kill other unwanted plant pests.So we must use other methods for controlling weeds without much dependence on chemicals like fertilisers and herbicides which have unpredictable harmful effects on the environment and human health. ( Varshney et al., 2012) Crop rotation is often identified as a valuable component of weed management for example Downy brome (Bromus tectorum L.) density remained relatively constant when winter wheat (Triticum aestivum L.) was rotated with oilseed rape (Blackshaw 1994a). (Abid.) A cover crop is another method for managing weeds. They contribute organic matter to the soil, improve soil structure, and they can suppress weeds. Cover crops could permit reduction of herbicide inputs and a shift toward entire post-emergence herbicide programs for many crops. The early weed suppression provided by cover crop residue allow plants to become established before weed emergence. (Upadhyaya, and Blackshaw 2007) Table 2. Common herbicides used to control weeds. Herbicide Mode of action Weeds controlled Versatil Simazine Buster Terbuthylazine Absorbed by leaves, stems and roots. Absorbed only through roots of germinating plants Systemic contact herbicide (via the leaf) Absorbed through roots and leaves Controls thistles, yarrow, clovers and many difficult flat weeds Prevents the emergence of a wide range of grasses and weeds. Broadleaved weeds and clovers. Provides short-term weed control Controls a wide range of annual and perennial grasses and weeds Disease management Wheat, its an important food resource which approximately contains 40% of the worlds population (Bockus, et al., 2010) annually global yield losses because of wheat diseases are estimated to be 20% in the field or the storage. (Abid.) The disease can terminate entire trees in orchards or plantations Such as Phytophthora root or collar rot, and some can destroy before or after harvested product. For instance, the smuts, which destroy before or after the harvesting the cereal grains (all postharvest rots of fruits and vegetables) (James, 1974) Each year in the UK the percentage of yield decreases because of disease diverse. The highest yield loss was between 1991, 1993 and 1998, and lowest was in 1995.Eyespot compared to other diseases caused greater yield losses. The second most significant disease was Powdery mildew in seven of the ten years but in 1990 demonstrate the greater losses than any other illness. The national economic impact of these yield losses varied depending on annual production figures and the price per tonne. (Hardwick et al., 2001) Each of these can infect wheat and cause disease throughout the growing season. It is important to deliver consistently, high yields of high-quality grain thus controlling of cereal diseases is an important component of successful crop management. Recognition of the disease and an understanding of the pathogens purpose are the first step for a successful disease control. Therefore disease management is necessary. Many strategies, tactics and techniques in disease management used in advanced (prevention) which applied before infection for protecting plant from disease and after infection controlled by heat or chemical treatment as bulbs, corms and fungicide (OC Maloy ,2005) Plant disease management is a factor that has positive and negative externalities on the yield. The adverse effect includes environmental pollution; toxin remains in the soil, ecological damage, resource depletion, reduced disease management efficiency and costs associated with meeting minimum chemical residues on crop harvest. And positive effects can benefits to disease management in neighbouring farms, can reduce evolutionary potential of pathogens, and ensure social stability and safety (HE et al., 2016) Farmers only pay the direct costs associated with plant disease management; they strongly select strategies that generate the best immediate economic returns while largely discounting potential negative impacts on the environment. To date, some highly effective disease management strategies have been used without sufficient regard to their long-term ecological effects such as Fungicide. Fungicide was used on more than 93% of crops throughout the word for about ten years. In 1996 and 1998, fungicide usage reached 98%.it seems farmers do not value disease resistance but apply fungicides widely. Disease-induced losses are still substantial, despite the heavy reliance on fungicides (Stevens et al., 1997). During the 10-year using Fungicide has increased but so have septoria leaf blotch and eyespot. It has been suggested that national disease levels and yield losses were influenced more by season than fungicide usage. (Hardwick et al. 2000). Priestley Bayles (1980)found, from a postal survey of NIAB Fellows, that disease was seen more frequently in fungicide-treated (such as benomyl, carbendazim) than in untreated fields. Cook King (1984) indicated that final disease levels were often similar in treated and untreated crops. For improving yield, it would be better for plant disease management to focus on increasing crop productivity, using fewer fungicides, reducing food contamination by microbial toxins, Change the philosophy of plant disease management to focus on pathogens (or insect vectors) to managing host plants for achieving high productivity yield and Considerations in agricultural productivity and crop health. (Problems, challenges and future of plant disease management: from an ecological point of view) It is preferred that Plant disease management not only considers about biodegradable principles to reduce disease epidemics over plants practices it may also discuss how the strategies may impact on agricultural and ecological sustainability (HE et al., 2016). References Battese, G. E. and Fuller, W. A. 1972. Determination of economic optima from crop-rotation experiments. Biometrics, pp. 781-792. Bhowmik, P. and Doll, J. 1982. Corn and soybean response to allelopathic effects of weed and crop residues. Agronomy Journal, 74 (4), pp. 601-606. Bockus, W. W., Bowden, R., Hunger, R., Murray, T. and Smiley, R. 2010. Compendium of wheat diseases and pests. American Phytopathological Society (APS Press). Bouis, H. E. 2002. Plant breeding: A new tool for fighting micronutrient malnutrition. The Journal of Nutrition, 132 (3), pp. 491S-494S. Cakmak, I., Ozkan, H., Braun, H., Welch, R. and Romheld, V. 2000. Zinc and iron concentrations in seeds of wild, primitive, and modern wheats. Food and Nutrition Bulletin, 21 (4), pp. 401-403. Cakmak, I., Tolay, I., Ozdemir, A., Ozkan, H., Ozturk, L. and Kling, C. 1999. Differences in zinc efficiency among and within diploid, tetraploid and hexaploid wheats. Annals of Botany, 84 (2), pp. 163-171. Çakmak, Ä °., Torun, A., Millet, E., Feldman, M., Fahima, T., Korol, A., Nevo, E., Braun, H. and ÃÆ'-zkan, H. 2004. Triticum dicoccoides: An important genetic resource for increasing zinc and iron concentration in modern cultivated wheat. Soil Science and Plant Nutrition, 50 (7), pp. 1047-1054. Campbell, H. F. 1976. Estimating the marginal productivity of agricultural pesticides: The case of Treeà ¢Ã¢â€š ¬Ã‚ Fruit farms in the okanagan valley. Canadian Journal of Agricultural Economics/Revue Canadienne dAgroeconomie, 24 (2), pp. 23-30. Carter, A., Jordan, V. and Stride, C. 2003. A guide to managing crop establishment. Soil Management Initiative, Chester, Cook, R., King, J. and Jellis, G. 1984. Loss caused by cereal diseases and the economics of fungicidal control. Plant diseases: Infection, damage and loss. Cook, S. M., Khan, Z. R. and Pickett, J. A. 2006. The use of push-pull strategies in integrated pest management. Annual Review of Entomology, 52 (1), pp. 375. Damalas, C. A. and Eleftherohorinos, I. G. 2011. Pesticide exposure, safety issues, and risk assessment indicators. International Journal of Environmental Research and Public Health, 8 (5), pp. 1402-1419. Davies, D. B. and Finney, J. B. 2002. Reduced cultivations for cereals: Research, development and advisory needs under changing economic circumstances. Home Grown Cereals Authority. Davis, D. R., Epp, M. D. and Riordan, H. D. 2004. Changes in USDA food composition data for 43 garden crops, 1950 to 1999. Journal of the American College of Nutrition, 23 (6), pp. 669-682. Ehlers, W., Claupein, W. and Carter, M. 1994. Approaches toward conservation tillage in germany. Conservation Tillage in Temperate Agroecosystems. pp. 141-165. Fallah, S. and Rasouliazar, S. 2016. Prioritizing the factors affecting the wheat losses from the perspective of wheat farmers of mahabad city. European Online Journal of Natural and Social Sciences: Proceedings, 4 (1 (s)), pp. pp. 1638-1650. Fan, M., Zhao, F., Fairweather-Tait, S. J., Poulton, P. R., Dunham, S. J. and McGrath, S. P. 2008. Evidence of decreasing mineral density in wheat grain over the last 160 years. Journal of Trace Elements in Medicine and Biology, 22 (4), pp. 315-324. Fenster, C. and Peterson, G. 1979. Effects of no-tillage fallow as compared to conventional tillage in a wheat-fallow system. Research Bulletin-Agricultural Experiment Station, University of Nebraska.Nebraska.Agricultural Experiment Station (USA), Fischer, R. and Edmeades, G. O. 2010. Breeding and cereal yield progress. Crop Science, 50 (Supplement_1), pp. S-85-S-98. FitzPatrick, E. A. 1978. An introduction to soil science. Soil Science, 125 (4), pp. 271. Flintham, J., Bà ¶rner, A., Worland, A. and Gale, M. 1997. Optimizing wheat grain yield: Effects of rht (gibberellin-insensitive) dwarfing genes. The Journal of Agricultural Science, 128 (01), pp. 11-25. Fry, W. E. 2012. Principles of plant disease management. Academic Press. Gajri, P., Arora, V. K. and Prihar, S. S. 2002. Tillage for sustainable cropping. Food Products Press. Gerrard, J. 2000. Fundamentals of soils routledge. Ghaffar, A., Ehsanullah, N. A. and Khan, S. H. 2011. Influence of zinc and iron on yield and quality of sugarcane planted under various trench spacings. Pak.J.Agri.Sci, 48 (1), pp. 25-33. Gibson, L. 2000. Plant competition. Agronomy Department, Iowa State University, Graham, R., Senadhira, D., Beebe, S., Iglesias, C. and Monasterio, I. 1999. Breeding for micronutrient density in edible portions of staple food crops: Conventional approaches. Field Crops Research, 60 (1), pp. 57-80. Hager, A. G., Wax, L. M., Bollero, G. A. and Stoller, E. W. 2003. Influence of diphenylether herbicide application rate and timing on common waterhemp (amaranthus rudis) control in soybean (glycine max) 1. Weed Technology, 17 (1), pp. 14-20. Hardwick, N., Jones, D. and Slough, J. 2001. Factors affecting diseases of winter wheat in england and wales, 1989-98. Plant Pathology, 50 (4), pp. 453-462. Hardwick, N., Slough, J. and Jones, D. 2000. The BCPC conference: Pests and diseases, volume 2. Proceedings of an international conference held at the brighton hilton metropole hotel, brighton, UK, 13-16 november 2000.British Crop Protection Council. Hawkesford, M. J., Araus, J., Park, R., Calderini, D., Miralles, D., Shen, T., Zhang, J. and Parry, M. A. 2013. Prospects of doubling global wheat yields. Food and Energy Security, 2 (1), pp. 34-48. HE, D., ZHAN, J. and XIE, L. 2016. Problems, challenges and future of plant disease management: From an ecological point of view. Journal of Integrative Agriculture, 15 (4), pp. 705-715. Huber, D., Watson, R. and Steiner, G. 1965. Crop residues, nitrogen, and plant disease. Soil Science, 100 (5), pp. 302-308. Jain, P. and Bhargava, M. 2007. Entomology: Novel approaches. New India Publishing. James, W. C. 1974. Assessment of plant diseases and losses. Annual Review of Phytopathology, 12 (1), pp. 27-48. Jenkinson, n. P. and Parry, D. 1994. Isolation of fusarium species from common broad-leaved weeds and their pathogenicity to winter wheat. Mycological Research, 98 (7), pp. 776-780. Johnston, J. and Fellow, L. T. S. 2005. Assessing soil fertility: The importance of soil analysis and its interpretation. Potash Development Association. Jordan, V., Hutcheon, J. and Kendall, D. 1997. Influence of cultivation practices on arable crop pests, diseases and weeds and their control requirements. Experience with the Applicability of Notillage Crop Production in the West-European Countries, pp. 43-50. Maloy, O. 2005. Plant Disease Management.the Plant Health Instructor DOI: 10.1094, Monasterio, I. and Graham, R. D. 2000. Breeding for trace minerals in wheat. Food and Nutrition Bulletin, 21 (4), pp. 392-396. Morris, N., Miller, P., Orson, J. and Froud-Williams, R. 2010. The adoption of non-inversion tillage systems in the United Kingdom and the agronomic impact on soil, crops and the environment-A review. Soil and Tillage Research, 108 (1), pp. 1-15. Murphy, W. S., Brodie, B. B. and Good, J. M. 1974. Population dynamics of plant nematodes in cultivated soil: Effects of combinations of cropping systems and nematicides. Journal of Nematology, 6 (3), pp. 103-107. Nicholls, C. J. 2013. Research review no. 77. Implications of the Restriction on the Neonicotinoids: Imidacloprid, Clothianidin and Thiamethoxam on Crop Protection in Oilseeds and Cereals in the UK.HGCA, Nicholls, C. J. 2013. Research review no. 77. Implications of the Restriction on the Neonicotinoids: Imidacloprid, Clothianidin and Thiamethoxam on Crop Protection in Oilseeds and Cereals in the UK.HGCA, Oerke, E. 2006. Crop losses to pests. The Journal of Agricultural Science, 144 (01), pp. 31-43. Oerke, E. and Dehne, H. 2004. Safeguarding production-losses in major crops and the role of crop protection. Crop