View Advertising Tracking Devices with Caution Essay -- Business Priva

In today’s society, one can see that tracking a person has become much easier with the technology advances that have been developed. When most people think of tracking devices they primarily think of negative issues, but that has all changed now. A tracking device the size of a tic tack that can be surgically implanted to provide a tamper proof means of identification, enhanced e-business security, locating lost or missing individuals, monitoring heart rate, vital signs, tracking of the elderly, the location of valuable property, and monitoring the medical conditions of at risk patients. With advertisement companies, tracking device software is used to allow the customers information on the status of package, delivery address, and the person that signed for the package. However, advertisers could use that private information to their advantage and try to sell that person more frivolous objects or pass that information to another advertisement company. Tracking devices can be m arketed toward other companies that advertise luxury cars or other industrial goods, but when those companies buy that product, they will be put in a purchasing list and the company that sold that product will keep track of that particular company and try to sell more goods. Cookies are used by internet shopping sites to keep track of what is being purchased by that person who is on that site, but used as a device for tracking browsing and buying habits of individual web users. Through the analytical view of cause and effect of internet cookies and tracking devices, one can understand the good qualities, but dangerous misuses of having a tracking chip in the advertising world. Despite the flaws of a tracking device, there are many reasons why advertisers are ... ...the controversies are. Basically, the issue involving tracking devices may lead to a person using one for security or interrogative purposes or use one for their own perverted or invasive pleasure. In conclusion, one should not take tracking devices lightly. Works Cited Lewen, Todd. â€Å"Chips: High Tech Aids or Tracking Tools?† www.usatoday.com. September 3, 2008 Newlyn, Korbin. â€Å"GPS Tracking Devices- Teens vs. Parents, Law Enforcement vs. Invasion of Privacy.† www.buzzle.com. September 15, 2008 â€Å"New Campaigns.† B to B 86. Expanded Academic ASAP. Gale. Orange Coast College Library. October 1, 2008 Bowes, Elena. â€Å"Rita: A Highly Competent Secretary, Helps Deliver Fiscal Health to UPS.† Advertising Age International (December 1999). Expanded Academic ASAP. Gale. Orange Coast College Library. October 1, 2008. â€Å"Internet Cookies.† www.ciac.org. October 1, 2008

Childcare †Orientation Package Essay

INTRODUCTION One of the goals of the Ministry of Children and Youth Services is to help support social and economic development in Ontario by investing in and supporting an affordable, accessible and accountable child care system which helps benefit children, their parents and caregivers, and the broader community. The early learning and child care system in Ontario should: †¢ be accessible, affordable and inclusive †¢ care for children in a safe, nurturing environment †¢ foster early childhood development †¢ help support early learning and readiness for school †¢ be flexible and provide choice †¢ support children and their families †¢ provide appropriate standards of child care †¢ provide supports for parents in financial need, who are employed, in training, or involved in other employment activities †¢ support economic growth, and †¢ work in partnership with others involved in Ontario’s. early learning and child care system. This Orientation Package has been designed to provide individuals who are interested in obtaining a licence to operate either a day nursery (also known as child care centres) or a private-home day care agency in the Province of Ontario, with practical information and advice. The following information is included in this package: †¢ the process for obtaining a licence †¢ a summary of the licensing requirements to operate a day nursery or a private-home day care agency under the Day Nurseries Act †¢ a glossary of terms (Appendix 1) †¢ information to assist you in considering your decision to apply for a licence to operate either a day nursery or a private-home day care agency (Appendix 2) †¢ a list of the Regional Offices of the Ministry of Children and Youth Services (Appendix 3), and †¢ a list of the Child Care Service System Managers responsible for planning and managing the delivery of child care services throughout Ontario (Appendix 4). 4 CHILD CARE IN ONTARIO The child care system in Ontario consists of a range of services for families and their children, including licensed day nurseries and private-home day care which provide supports to children and their families. The Day Nurseries Act requires any premise that receives more than five children under the age of 10 years, not of common parentage (children who have different parents), for temporary care and guidance, to be licensed as a day nursery. A person may provide informal child care to five children or less under the age of 10 years who are not of common parentage (children who have different parents), in addition to his/her own children, without a licence. This number may not be exceeded, regardless of the number of adults present or on site. When a person provides in-home child care at more than one location or co-ordinates the provision of care at more than one site, a licence to operate a private-home day care agency is required. It is an offence to establish, operate or maintain a day nursery or private-home day care agency without a licence. On conviction, the fine is up to $2,000 for each day the offence continues, or imprisonment for a term of not more than one year, or both. Ministry staff have the responsibility to follow-up on all complaints about child care being provided without a licence. CHILD CARE LICENSING IN ONTARIO The Ministry of Children and Youth Services is responsible for the Day Nurseries Act and issues licences to operators of child care programs. There are two types of licensed child care programs: day nurseries and private-home day care agencies. In the Day Nurseries Act and in this package, child care centres are referred to as day nurseries. Day nurseries may include nursery schools, full day care, extended day care, and before and after school programs. Private-home day care agencies arrange or offer home day care at more than one home. Care is provided to five children or less, under 10 years of age in a private residence other than the home of the parent/guardian of the child. Homes are monitored by the agency. Role of the Operator Operators have responsibility for the operation and management of each day nursery or private-home day care agency, including the program, financial and personnel administration of the program. Operators of licensed day nurseries and private-home day care agencies are required to achieve and maintain compliance with the standards set out in Ontario Regulation 262 under the Day Nurseries Act at all times. The Day Nurseries Act and Ontario Regulation 262 are available through: Publication Services 777 Bay Street, Market Level, Toronto, Ontario M5G 2C8 416-585-7485 or 1-800-668-9938 The Day Nurseries Act is available on the ministry’s website at: http://www. elaws. gov. on. ca/html/statutes/english/elaws_statutes_90d02_e. htm. Ontario Regulation 262 under the Day Nurseries Act is available online at: http://www. elaws. gov. on. ca/html/regs/english/elaws_regs_900262_e. htm#37. (1). The Director under the Day Nurseries Act Child care licences are issued by a â€Å"Director† who is an employee of the Ministry of Children and Youth Services, appointed by the Minister for the purpose of the Day Nurseries Act. The Director reviews all documents required for licensing, approves and signs the licence. The Director has the authority to refuse to issue a new licence if: †¢ the applicant or any of the officers, directors or employees of the applicant are not competent to operate a day nursery or privatehome day care agency in a responsible manner in accordance with the Day Nurseries Act 6 †¢ the past conduct of the applicant affords reasonable grounds for the belief that a day nursery or private-home day care agency will not be operated in accordance with the Day Nurseries Act, or the building in which the applicant proposes to operate the day nursery or provide private-home day care does not comply with the requirements of the Day Nurseries Act. †¢ In addition, if there are grounds, the Director may refuse to renew or revoke an existing licence. The Director may also issue a direction and temporarily suspend a licence if there is an immediate threat to the health, safety or well-being of the children. An applicant or licensee is entitled to a hearing before the Licence Appeal Tribunal. Role of Program Advisors Program Advisors, Ministry of Children and Youth Services staff designated under Section 16 of the Day Nurseries Act, are responsible for inspecting day nurseries and private-home day care agencies to enforce licensing requirements. In some regional offices, this position is referred to as Licensing Specialist. Program Advisors are responsible for assessing whether the operator has met the licensing requirements before an initial licence is issued. Unannounced inspections are conducted by Program Advisors for licence renewals on an annual basis or more frequently for a shorter term licences. In addition, Program Advisors conduct unannounced inspections in response to complaints related to licensed child care programs and to monitor operators who have difficulty maintaining compliance with licensing standards. The Ministry of Children and Youth Services also responds to complaints from the public pertaining to persons who are alleged to be operating without a licence (i. e. caring for more than five children under 10 years of age, not of common parentage, without a licence). The Application Process An individual or corporation can apply for a licence to operate a day nursery or a private-home day care agency. (Licences cannot be issued to partnerships. ) Types of operators include: †¢ an individual †¢ corporations (non-profit and for-profit) †¢ municipalities †¢ community colleges †¢ churches, or †¢ Bands and Councils of the Band. The prospective operator contacts the local Regional Office (see Appendix 3) to request an application package and confirm the information required before proceeding with the next steps in the licensing process. Prior to requesting an initial site inspection for a day nursery (a visit to determine if the space is appropriate), the operator submits the completed application form to the Regional Office, as well as: †¢ †¢ †¢ written verification from the zoning authority confirming the location is approved for use as a child care centre detailed floor plans, and detailed site plans of the proposed location. These plans must include room measurements, window measurements (actual glass area), location of fixed cabinets (counters and storage areas) and fenced outdoor playground space dimensions (if required). Please note that effective July 1, 2005, as part of regulatory changes to the Ontario Building Code, all building or renovation plans for a day nursery must be reviewed and approved by the Ministry of Children and Youth Services prior to a municipality issuing a building permit. It is the operator’s responsibility to determine whether the location will meet zoning, building, fire and health requirements. Written verification must be submitted to the regional office confirming that these requirements have been met prior to a licence being issued. The fee for a new licence is $15; the renewal fee is $10. If a licence renewal is submitted to the ministry after the licence expiry date, the late fee is $25. 8 Planning and Design Guidelines for Child Care Centres This guide provides information about the planning, design and renovation of licensed child care centres. It is intended to be used by persons involved in the site selection, design, and operation of a child care centre in the province of Ontario. This guide is available through the local MCYS Regional office and on the ministry’s website at http://www. children. gov. on. ca/mcys/english/resources/publications/be ststart-planning. asp. (Alternately, from the ministry’s home page at. http://www. children. gov. on.ca, you can follow the links to Best Start, then Best Start resources, then Planning and Design Guidelines for Child Care Centres. ) Obtaining a Licence To obtain a licence, applicants must demonstrate compliance with the requirements set out in Regulation 262 of the Day Nurseries Act in a number of areas including: confirmation of compliance with municipal zoning, building, fire and health requirements; the suitability of the building; availability of equipment and furnishings; conformity with space requirements and playground standards; maintenance of staff/child ratios for various age groups; staff qualifications; nutrition; appropriate behaviour management; programming and insurance. Private-home day care agencies must demonstrate compliance with the requirements set out in Regulation 262 of the Day Nurseries Act in a number of areas including: staffing and training; policies and procedures; records of inspections of providers’ homes; availability of equipment and furnishings; appropriate behaviour management and insurance. The Program Advisor makes a recommendation to the Director under the Day Nurseries Act about the issuance of a licence based on their assessment of compliance with the requirements of the Day Nurseries Act and ministry policy. The Director decides whether to issue a licence and the type and term of licence to be issued. The Director may add terms and conditions to the licence. The operator is required to comply with the terms and conditions of the licence as well as the requirements of the Day Nurseries Act and ministry policy. Operators must apply for a licence renewal prior to the expiry date of the current licence. Licences may be issued for a period of up to one year if all licensing requirements are met. Health Canada – Product Safety Program Health Canada helps protect the Canadian public by researching, assessing and collaborating in the management of the health risks and safety hazards associated with the many consumer products, including children’s equipment, toys and furnishings, that Canadians use everyday. Through their Product Safety Program, Health Canada communicates information about juvenile product hazards and recalls to protect children from avoidable risks. Advisories and warnings, juvenile product recall notices, food recalls and allergy alerts are posted on the Health Canada website. The Consumer Product Recalls webpage can be accessed at http://209. 217. 71. 106/PR/list-liste-e. jsp. Health Canada offers an electronic newsletter so that the public can receive updates when consumer advisories and warnings, juvenile product recalls, and consultation documents regarding consumer product safety are posted on the Health Canada Web site. As a prospective operator, you are encouraged to register on line for this service at: http://www. hc-sc. gc. ca/cps-spc/advisories-avis/_subscribeabonnement/index_e. html. Duration of Initial Licensing Process It may take up to 6 to 12 months to open a new day nursery or private-home day care agency depending on a number of factors, including the extent of the renovations, the incorporation of a corporation, the purchasing of equipment, the hiring of a supervisor or home visitors, the recruitment of staff, the development of policies and obtaining all required approvals. Types of Licences †¢ Regular licence – may be issued for up to 1 year if the operator was in compliance with licensing requirements when last inspected. 10 †¢ Regular short-term licence – issued at the discretion of the Director – routinely issued to new licensees (generally for a period of up to six months) or when more frequent licensing visits are appropriate to support ongoing compliance. Regular licence with terms and conditions – terms and conditions are requirements prescribed by a Director and are additional to the requirements of the Day Nurseries Act. They may reflect circumstances specific to the operation, such as half day or 10 month service. They may also be in place to minimize the recurrence of a non-compliance, such as incomplete staff medical records. Provisional licence – When Day Nurseries Act requirements have not been met and the operator requires time to meet requirements, a provisional licence (generally for a period up to three months) may be issued. This licence gives the operator a period of time to meet licensing requirements. Copies of a letter indicating that a provisional licence has been issued and a summary of the non-compliances are sent to the centre for distribution to parents. The summary of non-compliances will also appear on the Child Care Licensing Website. †¢ †¢ Child Care Licensing Website MCYS has launched the Child Care Licensing Website to provide parents with information about licensed child care in Ontario. The site is accessible at http://www. ontario. ca/ONT/portal51/licensedchildcare. A search tool allows parents to search for child care by city, postal code, type of program, age group, program name, operator name and language of service delivery. The site also provides the status of the licence and the terms and conditions of the licence for any licensed program parents might be considering or about which they might be concerned. Once a licence is issued, the information appearing on the licence of the program will be available on the website. Child Care Service System Managers The child care system is managed at the municipal level by fortyseven Consolidated Municipal Service Managers (CMSMs) /District 11 Social Services Administration Boards (DSSABs). Each service system manager has responsibility for planning and managing a broad range of child care services, including fee subsidy, wage subsidy, family resource centres and special needs resourcing. Prospective operators should contact their local child care service system manager (see Appendix 4) to discuss the need for child care in the area being considered and for information about funding and fee subsidy. 12 DAY NURSERIES ACT SUMMARY OF LICENSING REQUIREMENTS FOR DAY NURSERIES Day nurseries are centre-based programs and can include nursery schools, full day child care, extended day and before and after school programs. Organization and Management The operator of the day nursery is responsible for maintaining compliance with the Day Nurseries Act and ministry policy. This includes responsibility for the operation and management of the program and financial and personnel administration. A qualified supervisor who directs the program and oversees the staff is required for each child care centre. This person must have a diploma in Early Childhood Education, or other academic qualifications which are considered equivalent, and have at least two years experience in Early Childhood Education. The supervisor must also be approved by the Director under the Day Nurseries Act. Staff Qualifications †¢ The supervisor must have a diploma in Early Childhood Education or equivalent qualifications, with two years experience and must be approved by the Director under the Day Nurseries Act. †¢ One staff with a diploma in Early Childhood Education or equivalent qualifications must be hired for each group of children. Health Assessments and Immunization †¢ Staff immunization/health assessment, as required by the local medical officer of health, must be completed before commencing employment. 13. Number and Group Size Number of Staff required for a Day Nursery Other than a Day Nursery for Children with Disabilities Ratio of Employees to Children 3 to 10 1 to 5 Maximum Number of Children in a Group 10 15 Group Age of Children in Group Infant Toddler Under 18 months of age 18 months of age and over up to and including 30 months of age more than 30 months of age up to and including 5 years of age 44 months of age or over and up to and including 67 months of age as of August 31 of the year 56 months of age or over and up to and including 67 months of age as of August 31 of the year 68 months of age or over as of August 31 of the year and up to and including 12 years of age Preschool 1 to 8 16 Junior Kindergarten 1 to 10 20 Senior Kindergarten 1 to 12 24 School age. 1 to 15 30 †¢ All children must be supervised by an adult at all times. †¢ Ratios are not permitted to be reduced at any time for children under 18 months of age. †¢ Ratios are not to be reduced on the playground. 14 †¢ Where there are six or more children over 18 months of age or four or more children under 18 months of age in attendance, there must be at least two adults on the premises. †¢ Staff/child ratios may be reduced to 2/3 of the required ratios during the periods of arrival and departure of children and during the rest period, with the following exceptions: †¢ †¢ when children are under 18 months of age on the playground with any age group. †¢ In a full day program operating six or more hours in a day, for the purposes of staffing, the period of arrival is not to exceed two hours after the opening and the period of departure is not to exceed two hours before the closing of the day nursery. †¢ In half day nursery school programs and school age programs, the period of arrival is not to exceed 30 minutes after the opening and the period of departure is not to exceed 30 minutes before the closing of the day nursery. Criminal Reference Checks Individuals and directors of a corporation applying for new licences will be required to submit a criminal reference check to their local Ministry of Children and Youth Services Regional Office as part of the licence application. In preparation for the initial licensing visit, the operator of the day nursery is required to develop a criminal reference check policy for all full and part time staff working with the children, as well as for volunteers. Additional information about the Ministry of Children and Youth Services criminal reference check policy is available from Regional Offices. Building and Accommodation Each day nursery must: †¢ comply with the requirements of applicable local authorities i. e. zoning and building department, medical officer of health and fire department †¢ comply with the requirements of the Safe Drinking Water Act, 2002, O. Reg. 170/03, where applicable. These provisions only apply to designated facilities with drinking water systems where 15 the water is not provided through service connections with a municipal residential water system. The requirements of this regulation are available from the Ministry of the Environment’s website at http://www. ene. gov. on. ca/envision/gp/5361e. pdf †¢ comply with the requirements for lead flushing and water sample testing (where applicable) under the Safe Drinking Water Act, 2002, O. Reg. 243/07. The requirements of this regulation are available from the Ministry of the Environment’s website at http://www. ontario. ca/ONT/portal51/drinkingwater/General? docId= 177450&lang=en †¢ comply with the requirements of the Smoke-Free Ontario Act. †¢ have designated spaces for washing, toileting and separate storage areas for toys, play materials and equipment †¢ have designated space for eating and resting, preparation of food if prepared on premises or a food service area if food is catered (prepared off premises by a food catering company and delivered to the centre), a fenced playground (see page 15), storage for beds, a staff rest area and an office area if the program operates for six or more hours †¢ have play space of at least 2. 8 square metres (30 square feet) Of unobstructed floor space for each child, based on the licensed capacity †¢ have separate play activity rooms for each age grouping. A separate sleep area for infants is also required †¢ have rooms on or below the second floor where the rooms are for children under six years of age †¢ have a clear window glass area equivalent to 10% of the available floor area for each play activity room for a program that operates for six or more hours in a day. 16 Equipment and Furnishings Each day nursery must have: †¢ an adequate number of toys, equipment and furnishings for the licensed capacity. The toys, equipment and furnishings must be age appropriate and include sufficient numbers for rotation as well as for gross-motor activity in the playground area †¢ infant and toddler diapering areas that are adjacent to a sink †¢ cribs or cradles that meet the requirements of the Hazardous Products Act, for infants, and cots for older children †¢ equipment and furnishings which are maintained in a safe and clean condition and kept in a good state of repair †¢ a telephone or an alternative means of obtaining emergency assistance that is approved by the Director. †¢ Where children are transported in a day nursery vehicle, child seating and restraint systems are used that meet the requirements of the Highway Traffic Act, O. Reg. 613. Policies and Procedures Every operator must develop the following policies and procedures: †¢ Fire evacuation procedures †¢ Sanitary practices †¢ Serious occurrence policy, including child abuse reporting procedures †¢ Criminal reference check policy †¢ Medication policy †¢ Behaviour management policy, including monitoring procedures and contravention policies 17. †¢ Program statement/parent handbook †¢ Playground safety policy †¢ Anaphylactic policy, including an individual plan for each child with a severe allergy and the emergency procedures to be followed. Playground Requirements †¢ Programs operating six or more hours in a day require outdoor play space equivalent to 5. 6 square metres (60 square feet) per child, based on licensed capacity. †¢ The playground must be: †¢ sub-divided if licensed capacity is over 64 children †¢ at ground level and adjacent to the premise †¢ designed so that staff can maintain constant supervision. †¢ If used by children under 44 months of age as of August 31 of the year, the playground must be fenced to a minimum height of 1. 2m (4 feet) and furnished with one or more gates that can be securely closed at all times. †¢ If used by children 44 months of age and up to an including 67 month of age as of August 31 of the year (children eligible to attend junior and senior kindergarten), the playground is fenced to a minimum height of 1. 2 metres and the fence is furnished with one or more gates that are securely closed at all times, unless otherwise approved by the Director. †¢ Fixed playground structures (i. e. climbing equipment, slides) are not required by the Day Nurseries Act; however, if the operator intends to install fixed play structures, the structures and safety surfacing must meet current Canadian Standards Association standards. †¢ The current Canadian Standards Association’s (CSA) Standard applies to new and newly renovated playground equipment, and 18 safety surfacing. The CSA Standards also set out the requirements for routine maintenance and inspections. †¢ Playground plans indicating the type and location of fixed structures as well as the type and area of safety surfacing must be approved by the ministry before installation. †¢ Once play structures and surfacing are installed, compliance with the CSA standards must be verified in writing by an independent certified playground inspector before the structures can be used by the children. Inspections †¢ Copies of fire and health inspections are to be sent to the Ministry of Children and Youth Services program advisor and kept on file at the day nursery. Insurance Requirements †¢ The operator must have comprehensive general liability coverage and personal injury coverage for all staff and volunteers. †¢ All vehicles owned by the operator and used for transportation of staff and children must have motor vehicle insurance. Fire Safety and Emergency Information †¢ A fire safety plan must be approved by the local fire department. †¢ A written evacuation procedure, approved by the fire department, must be posted in each room. †¢ Staff are to be instructed on their responsibilities in the event of fire. †¢ Monthly fire drills must be conducted and written records of drills maintained. †¢ Tests of the fire alarm system and fire protection equipment (as required under the Ontario Fire Code) must be conducted and written records of test results maintained. †¢ There must be a designated place of emergency shelter. †¢ An up-to-date list of emergency telephone numbers including the fire department, hospital, ambulance service, poison control centre, police department and a taxi service must be posted where they can be easily accessed. †¢ Medical and emergency contact information for each child must be accessible. Health and Medical Supervision †¢ A daily written log that includes health and safety incidents is required. †¢ Any instructions or recommendations made by the fire department, public health department or other regulatory bodies must be implemented and recorded. †¢ Sanitary practices and procedures must be approved by Ministry. †¢ Children must be immunized according to the requirements of the local medical officer of health, unless a fully authorized exemption is on file. †¢ Before each child begins to play with others, a daily observation of the child’s health is required. †¢ An ill child must be separated from others and arrangements made for the child to be taken home or for immediate medical attention, if required. †¢ Serious occurrence procedures must be in place and the Ministry of Children and Youth Services notified of any occurrence. A serious occurrence includes such things as the death of a child, a serious injury, alleged abuse/mistreatment of a child, a missing child, a disaster on the premises (e. g. fire) or a serious complaint. 20 †¢ A written anaphylactic policy is in place that includes: †¢ A strategy to reduce the risk of exposure to anaphylactic causative agents †¢ A communication plan for the provision of information on lifethreatening allergies, including anaphylactic allergies †¢ An individual plan for each child with an anaphylactic allergy that includes emergency procedures in respect of the child †¢ Staff, students and volunteers have received training on procedures to be followed if a child has an anaphylactic reaction. †¢ A first aid kit and manual must be readily available. †¢ A written procedure approved by a qualified medical practitioner regarding the giving and recording of medication is required. The procedure should include the storage of medication (e. g. medication must be stored in a locked container). †¢ If a child has or may have a reportable disease or is or may be infected with a communicable disease, this is reported to the medical officer of health as soon as possible. †¢ Cats and dogs on the premises must be inoculated against rabies. Nutrition †¢ Infants are to be fed according to written parental instructions. †¢ Food and drink from home must be labelled with the child’s name. †¢ All food and drink must be stored to maintain maximum nutritive value. †¢ Meals and snacks must meet the requirements of the Day Nurseries Act. Canada’s Food Guide provides useful information about nutrition. 21 †¢ Meals are to be provided where a day nursery operates for 6 or more hours each day or where the daily program operates less than 6 hours each day and operates over the meal time. This generally refers to the provision of lunch as the mid-day meal. In day nurseries that offer care over extended hours, this may mean that breakfast and/or dinner are also provided. †¢ With the approval of a ministry Director, children 44 months of age or over as of August 31 of the year may bring bag lunches. Written policies and procedures with guidelines for bag lunches should be both posted and provided to parents. †¢ Menus must be posted with substitutions noted. †¢ Children’s food allergies must be posted in the kitchen and in all rooms where food is served. †¢ Special dietary arrangements for individual children are to be carried out according to written instructions of parents. Behaviour Management †¢ Corporal punishment is not allowed under any circumstances. †¢ The following are not permitted: †¢ deliberate harsh or degrading measures that would humiliate or undermine a child’s self respect †¢ deprivation of food, shelter, clothing or bedding †¢ confining a child in a locked room †¢ exits locked for the purpose of confinement. †¢ Written behaviour management policies and procedures which guide centre staff in managing children’s behaviour are to be reviewed annually by the operator. The operator is required to review the policies and procedures with employees and volunteers or students before they begin working, and annually thereafter. These policies must set out permitted and prohibited behaviour 22 management practices and measures to deal with any contraventions of the policy. †¢ There must be: †¢ a signed, written record of all reviews, and †¢ a written procedure for monitoring behaviour management practices of employees, students and volunteers, and a record kept of this monitoring. Enrolment Records †¢ Up to date enrolment records for all children in attendance must be on site at all times and be available to the Ministry of Children and Youth Services. These records include, in part, an application, immunization records, emergency information, names of persons to whom the child may be released, parental instructions regarding rest, diet or exercise. †¢ Daily attendance records that indicate a child’s arrival, departure and absence from the program are required. †¢ The medical officer of health or designate such as the public health nurse is permitted to inspect children’s records to ensure that all required immunizations are up to date. Program In order to ensure that the program offered is age and developmentally appropriate for the age of the children being served, the following is required: †¢ a written program philosophy statement which is reviewed annually by the operator and with parents prior to enrolling their child †¢ a program statement which includes: Services, age range, times when the services are offered, holidays, fees, admission and discharge policies, program philosophy, program development, personal and health care, nutrition, parental involvement and 23  behaviour management, specialized services and activities off the premises †¢ varied, flexible and age appropriate programs that include quiet and active play, individual and group activities which are designed to promote gross and fine motor skills, language and cognitive skills, and social and emotional development, and †¢ a daily program plan posted and available to parents with any variations to the program recorded in the daily log. In addition: †¢ Any infants not able to walk are to be separated from other children during active indoor and outdoor play periods †¢ Children under 30 months of age are to be separated from older children during active indoor and outdoor play periods †¢ Children who attend for six or more hours in a day and are over 30 months of age shall have at least two hours of outdoor play, weather permitting †¢ Children who attend for.

Behavioral Addictions And Substance Abuse Addictions

In 2013, the release of the updated Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition (DSM-5) added gambling disorder to the category titled Substance-Related and Addictive Disorders. (The Diagnostic and Statistical Manual of Mental Disorders, 2013) In the previous edition of the DSM, gambling, along with other behavioral addictions were in the Impulse Control Disorders category of the DSM-III and DSM-IV (Clark, 2014). Behavioral Addictions are said to be around for hundreds of years. For example, gambling was part of daily life in ancient Greece. (Hekster, 2002). In the first edition of American Psychiatric Association in 1812, there was detailed mention of excessive sexual desire (Rush, 1812). Yet, behavioral†¦show more content†¦(Rosenberg, Curtiss, Feder, 2014) The American Psychiatric Association defines addiction as: the failure to resist an impulse, drive, or temptation to perform an act that is harmful to the person or to others (American Psychiatric Association. Diagnostic and Statistical Manual of Mental Disorders. 4. Washington, DC: American Psychiatric Publishing, Inc; 2000. text revision (DSM-IV-TR). This definition was not limited to substance abuse addictions. Addiction is defined by Aviel Goodman as; â€Å"Addiction is a condition in which a behavior that can function both to produce pleasure and to reduce painful affects is employed in a pattern that is characterized by two key features: (1) recurrent failure to control the behavior, and (2) continuation of the behavior despite significant harmful consequences.† (Neurobiology of addiction: An integrative review 2007 pg. 270) Marc Potenza, who did a phenomenal amount of research on behavioral addictions, believes that components of addictions are found to have the following affects: continued involvement in the behavior despite adverse consequences. No or limited self-control over the behavior which leads to compulsive involvement to this behavior. And lastly, an appetite or urge to continue practicing the substance of choice. (Potenza 2006, pg 120, the neurobiology of addiction). To answer the question, what qualifies a behavior as an addiction; A behavior can qualify as an

Gender Roles And Gender Norms Essay - 1610 Words

Ever since we were born, the way people behaved and interacted with us made us the person we are today. Through this socialization, we also learn how the society’s rules and norms that we live in. An example is when children introduced to certain roles that are linked to their biological sex, teaching how a child how a man and woman should behave. When a child is born, parents would typically dress their child according to their sex. If it is a boy, he is dressed in blue, and if it is a girl, she is dressed in pink. In our society, these roles given to us are mainly based on gender norms and standards. It is known that masculine roles have traditionally been associated with physical strength and dominance, while feminine roles have been associated with gentleness, empathy, and nurturing. Whereas boys are told that real men don t cry and are pressured to not express their vulnerable emotions, girls are taught that it is okay to show and discuss their feelings with others. To th is today gender roles in the United States continue to be in a state of flux to a certain degree, although traditional gender norms still applies at times. Masculinity plays a big part of being a male in the society we live in and if one were to break a gender norm, they would be ridiculed. For example, it is a gender norm that men do not use cosmetic products and that it is strictly only for women since it conveys feminine interests. If a man were to go to a department store to buy makeup orShow MoreRelatedGender Roles And Gender Norms Essay1774 Words   |  8 Pages Gender roles are sets of rules, and societal norms that dictate how people should act, or behave in society. Many gender norms are often influenced by the pressures from culture, family, media, and peers. Although gender roles are not biological, many people are still coerced into believing that individuals are not supposed to practice desired wants, or freedom because only certain genders can exercise the right to pa int one’s nails, open doors, pay for a date, and more. Often, gender roles andRead MoreGender Roles And Norms Of Society892 Words   |  4 Pagesthe words â€Å"policeman,† â€Å"fireman,† â€Å"chairman,† â€Å"businessman,† and â€Å"weatherman† seem to be five of the most commonly used ones. The meanings of these words, and especially the qualities they imply, not only describe gender roles and norms in today’s society, but also describe gender roles from previous societies. The first two words on the list are fairly similar because they describe professions which could potentially be extremely dangerous. Policemen and firemen are viewed as heroes in society becauseRead MoreGender Roles And Societal Norms2024 Words   |  9 Pagesrealize that they were setting up gender roles for us as kids, that we aren t completely comfortable with today† (â€Å"Gender Roles in Disney Films†). Now, as adults we realize that Cinderella was mainly about gender roles and societal norms. â€Å"Results suggest that the prince and princess characters differ in their portrayal of traditionally masculine and feminine characteristics, these gender role portrayals are complex, and trends towards egalitarian gender roles are not linear over time† (EnglandRead MoreThe Role Of Sex And Gender As A Cultural Norm1507 Words   |  7 PagesThe role of sex and gender as a cultural norm is everchanging. From definition to terminology to legality and politicization, t hese topics vary from one culture to the next and one era to the next. One of the strongest examples of a culture carrying very different ideas of sex and gender is an early Northern European Culture. Carol Clover, in her essay â€Å"Regardless of Sex: Men, Women, and Power in Early Northern Europe,† identifies a â€Å"one-sex, one-gender model †¦ that plays out in the rawest and mostRead MoreGender Roles Are A Set Of Societal Norms Essay1648 Words   |  7 Pagesâ€Å"Gender roles are a set of societal norms dictating the types of behaviors which are generally considered acceptable, appropriate, or desirable for people based on their actual or perceived sex or sexuality† (Oxford). Is it a boy or girl? What sport will he play? When will she take dance lessons? Women shouldn’t have jobs! Men should work while women take care of the house! Women belong in the kitchen! Men don’t do household chores! These are just some examples of stereotypes adopted by societyRead MoreGender Roles Are Set Of Societal Norms1530 Words   |  7 Pages Introduction Gender roles are set of societal norms dictating the types of behavior which are genrally considered acceptable , appropriate based on their actual or perceived sex or sexuality of the person. Gender roles are also determined by the prevailing cultural norms. Gender stereotypes also alters the the attitudes, traits, and behavior patterns of males and females. Gender stereotypes on the basis of sexism, or the prejudiced beliefs that value males over females. Common forms of sexism inRead MoreGender Roles : A Social Norm For Women1633 Words   |  7 Pagesthought about gender roles growing up. I wanted to shave my legs by the time I was eight, I wanted to wear makeup before I even hit sixth grade, and I used to cry when my mom told me I had to wear pants to school instead of a dress when it was cold outside. I was your stereotypical feminine female. But as I have grown up, I have begun to realize that many people are not like me. I have also begun to realize what many more people expe ct from me. Wearing makeup has become a social norm for women. LittleRead MoreImpact Of Social Norms On Gender Roles3192 Words   |  13 PagesThe purpose of this study is to determine the impact social norms have on gender roles. Social norms can be described as group views of how affiliates should behave in a certain perspective (Baron, 2009). Gender roles are the behavioral norms that are considered appropriate for either males or females in a social or personal relationship (Baron, 2009). This inquiry will test the influence social norms has on gender roles in marriage. There will be a total of 100 college students who will participateRead MoreDoes Gender Role Norms Affect Behavior?1698 Words   |  7 Pages, 2005). These ideas, called â€Å"gender role norms,† affect the way people believe they are supposed to act, think, and even feel depending on their sex (Mahalik et al., 2005). These norms can be learned through simple observation, such as how children of different sexes act in television commercials and what behaviors are reinforced by parents depending on their child’s biological sex. As children grow up, their knowledge on gender norms and judgments on which norms can be violated generally increaseRead MoreGender Roles Are Based On Norms, Standards, Or Beliefs Created By Society931 Words   |  4 PagesGender Research Paper Gender roles are based on norms, standards, or beliefs created by society. American culture created the ideals that masculine roles (men) have traditionally been associated with strength, aggression, and dominance, while feminine roles (women) have traditionally been associated with passivity, nurturing, and motherly. â€Å"When Men Break the Gender Rules: Status Incongruity and Backlash Against Modest Men† focuses on atypical men who behave modestly during a job interview and

The Ancient Civilizations of Central and South America Essay

The Ancient Civilizations of Central and South America Central and South America was once home to some of the ancient worlds most magnificent and glorious civilizations. The Incas, Aztecs, and Mayas were just three of these civilizations. These civilizations ruled the area for many years, and flourished greatly in their own different ways. They were the cause for much advancement in arts, architecture, politics, religion, and society in the world. These civilizations created pyramids, temples, and monuments in honor of their gods and rulers. Their people proved to be intellectually advanced, and they were able to successfully create calendars, alphabets, and predict solar eclipses. They all†¦show more content†¦They began as a tribe of nomads and hunter-gatherers. They were not used to settling and living in one area for many years, and so it was after a few years that they began to form permanent settlements. At this time the Aztecs were not even near being a major empire, as their arrival in the region had absolutely no imp act on the other tribes that were already settled there. It took many hundreds of years for the Aztecs to make a strong-hold in Central America. As this process took place they started to grow as a tribe and made more enemies. Many battles were fought with their neighboring tribes, and the Aztecs had to flee to the islet located on Lake Texcoco. It was there, as an island-city, that Tenochititlan was first built by the Aztec tribe and made their capital city. Overtime it matured into their largest city as well.[1] The city of Tenochititlan went through many hardships, and many wars. But, in the end the Aztec people prevailed and finally began to show their true colors with the makings of a unique civilization and culture that would dominate the Americas for many years. This showed great resilience on their part, and proved to people that they would fight for their survival against anyone. ¹ Tenochititlan was situated perfectly for farming and agriculture. The city was surrounded by about five rivers, and every year these rivers would flood and the soil wasShow MoreRelatedGold and World History: Glittering Motivation for Exploration, Invasion and Development737 Words   |  3 Pagesmost valuable materials all around the world. This jewel has its own glittering appearance and shiny color which induce people to desire to possess it. That’s probably why Europeans in the middle age have explored new continents and invaded other civilizations to find this glittering material. Americans also had given much endeavor to mine that valuable jewel in the time of gold rush. Investigating these events, gold has immensely affected the world history; the Age of Exploration, invasions of SpaniardsRead MoreMayans, Incas, And Aztecs Essay1586 Words   |  7 Pagesto an end, there is one civilization that we can put the blame on, the Mayans. There were many myths and legends th at come from the 3 major civilizations that we’ve all learned about; Mayans, Incas, and Aztecs. The Mayans, Incas, and Aztecs built great and legendary civilizations in Mexico, Central America, and South America and with understanding these three we get a better understanding of the early life in these places. The first of these three is the Maya civilization. Tracing back to the MayansRead MoreEconomy in Early American Civilizations: Maya, Aztecs and Inca865 Words   |  4 Pagesin southern Mexico and northern Central America from the 3rd to the 10th century CE, and they relied on the trade of goods such as obsidian and crops such as cacao beans. Another American civilization was the Aztec civilization. They were located in the Valley of Mexico around the 13th to 16th century CE, and they used slash-and-burn farming to plant crops to trade. The Inca Empire existed from the 13th to the 16th century CE along the Pacific coast of South America near the Andes Mountains. The IncaRead MoreAztec, Inca And Aztec Civilizations1134 Words   |  5 PagesBefore the legendary empires of the Romans and the Greeks, there were other prospering civilizations thriving in parts of Central America and parts of Mexico. The Mayan, Incan and Aztec civilizations were a few of the greatest ancient civilizations in history, but they each had distinct characteri stics that helped them prosper into the great empires that they became. Each had their own fascinating ways of food production, governing system and culture. The Mayans were established first out of theRead MoreSlavery And Its Effects On Society1440 Words   |  6 Pagesspans to nearly every culture, nationality, and religion and from ancient times to the present day. Slavery was a legal institution in which humans were legally considered property of another. Slaves were brought to the American colonies, and were utilized in building the economic foundations of the new world. In the 18th century, new ideas of human rights and freedom emerged out of the European Enlightenment stretching across the Americas and Europe. By the era of the American Revolution, the beliefRead MoreThe Republic Of The Inca Empire1648 Words   |  7 Pagesthe third largest country in South America and is about 3 times the size of California. (New World Encyclopedia) Peru has many different ethnic groups an d was also the center of the Incan Empire. There are still ruins and landmarks that still stand from this ancient civilization. There are also various types of climate regions which truly makes Peru a one of a kind country. History Peru has a long history of people and groups that could possibly pre date the ancient superior compared to the othersRead MoreThe City Of The Aztec Empire953 Words   |  4 PagesWhen thinking of ancient, urban centers many think of ancient capitals such as Rome, Athens, or Cairo. However, across the Atlantic Ocean in Central and South America, there were a number of growing urban centers being built by the Aztec, Mayan, and Incan civilizations. An example of a Central American urban center is Tenochtitlan. Tenochtitlan was the capital of the ancient Aztec capital which is located in present-day Mexico-City, Mexico. The development of this ancient city was dependent on threeRead MoreThe Aztecs Werelocated In Mexico, Built On A Series Of1180 Words   |  5 Pagesruler the Huey Tlatoani. The Huey Tlatoani was the ultimate power in the land. They felt that he was appointed by the gods and had the divine right to rule.The Aztecs had no iron or bronze with which to make their tools and weapons. Therefore, the ancient Aztec people had to develop a means for creating effective tools and weapons without the benefit of these metals. For this reason, many Aztec tools were made with obsidian and chert.Invaders led by the Spanish conquistador Hernan Cortes overthrewRead MoreStearns Book Chapter 1 Notes894 Words   |  4 PagesNotes from Stearns’ text book World Civilization 1:1 The Neolithic Revolution (10-13) †¢ Farming initially developed in the Middle East, the Fertile Crescent. Grains such as barley and wild wheat were abundant. Also, not heavily forested, and animals were in short supply, presenting a challenge to hunters. 10,000 BCE to 8,000 BCE. Notice: it took thousands of years for this â€Å"revolution† so not fast but profound for history. Agriculture was hard for many hunting and gathering peoples toRead MoreA Brief Note On The Civilization And The Indus Valley Civilization860 Words   |  4 Pagessigns of urban life. 2. Indus Valley civilization: The Indus Valley civilization is located in present day Pakistan. This civilization had evidence to provide little indications of no political hierarchy or centralized. 3. Central Asian/ Oxus civilization: A civilization that was economically based on irrigation agriculture and stock raising. This civilization was a focal point of a Eurasian-wide system of intellectual and commercial exchange. This civilization started to fade away by 1700 B.C.E

A criminologist free essay sample

A criminologist blames economic recession and complex financial system as major reasons for the rising white collar crimes in the U. S. â€Å"In huge numbers of cases, people are not aware that they have been victims of white collar crime, for example, subjected to illegally spewed out pollution, or that they have purchased products that are unsafe, or that they have been subjected to corporate price fixing, or to the consequences of commodity speculation, which is believed to be one significant factor in driving up the cost of gasoline at the pump. â€Å"Witnesses† of white collar crime who often do not realize that a crime has occurred , may be confused about what to do in response to it. And our traditional frontline enforcement agencies ha not been organized to monitor and respond to white collar crime. In this case principal gents who handle such cases play an important role in white collar crime. Informers Whistle Blowers: Ethics Text #6. How can corporations ensure that their employees behave ethically? An ethical culture should be a top priority of every business, large or small.The challenge for many organizations is trying to understand what it takes to build one. From an enforceable code of conduct, to ongoing training and communications, to an anonymous reporting hotline, companies can quickly implement ethics and compliance programs and solutions that foster an ethical culture across the enterprise. In many companies today, management is dealing with a hodge-podge of different personalities, belief systems, backgrounds, ethnicities and politic affiliations. These are just a few things that may impede creating a single unified system of ethics.While many may say that right and wrong is what should ultimately determine the culture, others will argue that what is right for the majority may not be right for the minority. Having an ethical culture is an important component to running an effective business today. In fact, with the current state of legal and industry regulations, from Sarbanes-Oxley to HIPAA, not only is having an ethical culture a good idea, it is now practically a requirement. Developing an ethical culture will take more than creating a list of company dos and don’ts; although that list will help.It will take more than issuing a code of conduct via email to a new hire; although that too will help. What it will take is a combination of things. On this page, we focus on the top six steps that have the most effective and direct impact on establishing an ethical culture. The six steps are as follows: 1. Establish an enforceable code of conduct 2. Initial and ongoing training 3. Regular communications 4. Anonymous reporting hotline 5. Enforcement/Action 6. Rewarding employees that live the culture 1. Establish an Enforceable Code of ConductA code of conduct, often referred to as a code of ethics, is the foundation of any ethics program. The code of conduct should not be designed as a reaction to past missteps. An ethical culture is built upon the proactive efforts of the organization. The development of the code of conduct should be led by those at the top of the company, and should also include employees in the process. 2. Initial and Ongoing Training There is a phrase that has been used many times when it comes to training: â€Å"The day we stop learning is the day we die. †One of the most important aspects of developing an ethical culture is the ongoing training that companies can provide to executives and employees. The purpose of training is to help employees know what is expected of them and to help them understand that a strong ethical culture can protect the company’s reputation and actually enhance profits. Employees need to know that their ethical or unethical choices will have a direct impact on the success or failure of the company. In addition, training should also be tailored to specific positions in the company and employees roles.Management may need additional training to help deal with employee issues, while someone in purchasing may need more training on gifting policies and someone in finance needs to understand the company’s position on fraud. 3. Regular Communications Once the policy has been executed and training has started, communicating aspects about the code of conduct can have a significant impact on the ethical culture. Many of these communications come through the human resources department, but the voice of the executive management team is critical in these communications.The goal of communications is to make ethics a live, ongoing conversation. If ethics is something that is constantly addressed, referenced frequently in company meetings, and in personal conversations among managers and employees, then people are more aware and more willing to defend the company’s policies when they see or hear of problems. Employees will hold other employees responsible and accountable for living the company’s values. 4. Anonymous Reporting Hotline The fact that an ethics hotline exists within many companies may be a surprise to their employees. The hotline number or Web site URL is often hidden in the back of an employee handbook or within the dusty binder labeled Corporate Governance. An anonymous hotline provides employees with a confidential way of reporting unethical or inappropriate behavior. Many people are not comfortable with reporting bad behavior for fear of being considered a â€Å"snitch,† possible repercussions if the guilty party learned of who reported him or her, or perhaps impacts on their job. â€Å"Unfortunately, more than two of five employees (42 percent) who witnessed misconduct did not report it through any company channels. Others may want to report their concerns, but are not comfortable going directly to a manager or fellow employee. This is why the anonymous reporting hotline is so important. In its 2006 Report to the Nation on Fraud and Abuse, the Association of Certified Fraud Examiners concluded that â€Å"Occupational frauds are more likely to be detected by a tip (34%) than by other means such as internal audits, external audits or internal controls. 5. Enforcement/Action A code of conduct has to be enforceable, and a company needs to take action when problems arise.Employees should be part of the enforcement and know if and when it has been violated. While 42 percent of employees are reluctant to report unethical behavior, the good news is that the ERC study also found that â€Å"the rate of misconduct is cut by three-fourths at companies with strong ethical cultures, and reporting is doubled at companies with comprehensive ethics programs. † Unethical behavior can have a damaging effect on a variety of aspects of a business, from brand reputation to bottom-line revenues.WorldCom’s and Enron’s names will forever be connected to accounting scandals that led to the Sarbanes-Oxley Act of 2002. Lockheed Martin was forced to pay $2. 5 million for knowingly looking the other way on alleged racial discrimination. Without enforcement, ethical guidelines listed in a corporate code of conduct are simply nice suggestions. 6. Rewarding Employees That Live the Culture The final step in developing an ethical culture is rewarding employees that behave ethically and live the culture that the organization is trying to instill companywide.With an ethics policy in place, ongoing training and communications, the ability to report unethical behavior and strict enforcement, an organization will have the structure in place that will leave little doubt the importance of ethical behavior. Like a manufacturing company that brags about its safety record with signs indicating how many days without an accident, companies should publicly congratulate their employees for adhering to the code of conduct.That performance could be rewarded in terms of a bonus based on how much money the company saved by not having internal issues or having to fight legal battles over unethical business or accounting practices. If an employee completes ethics training, is responsible for blowing the whistle on questionable activities, or provides unique ways for protecting the company’s confidential information, he or she should be recognized publicly by management. Employees need to know that creating an ethical culture is important to everyone from their direct managers to c-level executives.

The Literate Arts What is the Purpose Essay Example For Students

The Literate Arts: What is the Purpose? Essay Four authors that elaborate on the concept of determining the purpose of literate arts education are Paolo Fire in The Banking Concept of Education, Mary Louise Pratt in Arts of the Contact Zone, Richard Rodriguez in The Achievement of Desire, and Richard Miller in The Dark Knight of the Soul. Firers The Banking Concept of Education focuses not mainly on the purpose of the literate arts and education with the literate arts, but the fact that if isnt taught correctly, then it is useless. In detail he describes education as a dehumidifying action in todays schools (323), He also challenges this concept with what he believes education should be as opposed to what it is. In his pinion, education should be a problem-posing way of teaching (321). Fire communicates that it should trigger a deeper, more critical way of thinking and a more prominent drive for inquisition in students learning strategies by saying Knowledge emerges only through invention and re-invention, through the restless, impatient, continuing, hopeful inquiry human beings pursue in the world, with the world, and with each other (319). We will write a custom essay on The Literate Arts: What is the Purpose? specifically for you for only $16.38 $13.9/page Order now Rather than just reading to memorize, he expresses his belief that a student should be taught to challenge and elaborate on what they read. When I read Rodriguez The Achievement of Desire, immediately saw a connection between his and Firers writing. Rodriguez writes about his personal educational experience. He refers to himself as the scholarship boy and describes his learning process as being completely motivated by his teachers. In his writing, he expresses his view of them as being ultimately knowledgeable, and communicates his desire to have the same knowledge as them. To do this he tells of how he isolated himself because this is how he felt he could obtain the same knowledge that his teachers had (515). Eventually Rodriguez writes about his utter loneliness and tiredness of just eating and rereading, and describes that he had a feeling that something was missing when he says l became impatient with books. I wanted experience more immediate. I feared the library silence. Silently scorned the gray, timid faces around me, grew to hate the growing pages of my dissertation on genre and Renaissance literature. In my mind heard relatives laughing as they tried to make sense of title. ) I wanted something couldnt say exactly what (531), He communicates in his essay somewhat of a hidden example of what Fire calls the banking concept of education (31 91 In r-Eires essay, he elaborates on the act that in the banking concept, the instructors make themselves superior to their students in a way that says they are the ones that know everything, while the stude nts are depicted by the instructors to know nothing (313). This makes a connection with the Rodriguez Of some aspects Of his own experiences. Rodriguez and Firers essays are similar in the sense that Rodriguez proves that the banking concept is a legitimate concept. Rodriguez unknowingly uses himself as an example of the banking concept and exhibits an interesting connection between his and Firers opinions. Mary Louise Pratt writes about what she calls the contact zone. She depicts the contact zone through examples of people using literate arts to branch out of their comfort zone in a particular community and up to a more advanced level where they are able to gain an ability to express their intelligible thoughts to people that are experts or at a higher level than themselves (487). Pratt communicates that this ability to use the literate arts well in the contact zone is important in the aspect of expanding and improving oneself intelligibly and as a whole (485, 486). .u7a1a1cf4a90c3ab481cdd8e170965649 , .u7a1a1cf4a90c3ab481cdd8e170965649 .postImageUrl , .u7a1a1cf4a90c3ab481cdd8e170965649 .centered-text-area { min-height: 80px; position: relative; } .u7a1a1cf4a90c3ab481cdd8e170965649 , .u7a1a1cf4a90c3ab481cdd8e170965649:hover , .u7a1a1cf4a90c3ab481cdd8e170965649:visited , .u7a1a1cf4a90c3ab481cdd8e170965649:active { border:0!important; } .u7a1a1cf4a90c3ab481cdd8e170965649 .clearfix:after { content: ""; display: table; clear: both; } .u7a1a1cf4a90c3ab481cdd8e170965649 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u7a1a1cf4a90c3ab481cdd8e170965649:active , .u7a1a1cf4a90c3ab481cdd8e170965649:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u7a1a1cf4a90c3ab481cdd8e170965649 .centered-text-area { width: 100%; position: relative ; } .u7a1a1cf4a90c3ab481cdd8e170965649 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u7a1a1cf4a90c3ab481cdd8e170965649 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u7a1a1cf4a90c3ab481cdd8e170965649 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u7a1a1cf4a90c3ab481cdd8e170965649:hover .ctaButton { background-color: #34495E!important; } .u7a1a1cf4a90c3ab481cdd8e170965649 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u7a1a1cf4a90c3ab481cdd8e170965649 .u7a1a1cf4a90c3ab481cdd8e170965649-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u7a1a1cf4a90c3ab481cdd8e170965649:after { content: ""; display: block; clear: both; } READ: Recycling EssayRichard Miller addresses the concept that teaching the literate arts may not be as useful and applicable to students lives as many make it seem, He elaborates on the fact that although so much emphasis is put on the importance of making students use strategically critical ways of interpreting what they read, it will not protect them from the real world (423). Millers theory challenges Prates in a vagary Miller implies the unimportance of the literate arts in the future lives of students in the sense that literate arts cannot attend to the issues in our culture, while Pratt stresses the importance of the literate arts in that learning to use them in a self-reflective way can improve ones ability to inferno the issues in our culture, and confronting the real world may be largely considered a problem of the real world in and of itself. Although all four Of the authors mentioned previously have valid points, my opinion in relationship to theirs takes quite a leap. Fries essay is the one could relate to the most seeing that the vast majority Of my thirteen years Of previous education was based upon the banking concept of education. I agree with Firers opinion that the depository way of educating students should be eradicated, however I do not agree that it will have such an abominable impact n the world as he describes it will. Eave the same agreement and disagreement with Millers essay. In my opinion the teaching of literate arts should not be so entirely focused on how it will fix certain problems in our culture or improve our culture, but I have an understanding of how it could affect The fact that all of the authors mentioned in this essay make legitimate points and connect triggers my thoughts. When I combine all toothier ideas and opinions come to a conclusion that perfectly describes how would answer the question Math are the literate arts good for? My belief is that the literate arts are not opposed to be so deeply dug into that they control how society acts and reacts, The literate arts are only considered negative when they are connected to aspects that they dont necessarily need to be connected to, such as the violent culture changes Miller mentions in his essay (423).