Animation Question Essay Example | Topics and Well Written Essays - 250 words - 1

Animation Question - Essay Example The squash will make a bouncing ball appear deformed although the nature and shape will remain the same after the squashing action. The principles of stretch and squash would make the scene appear more appealing to the audience. The principles make transitions between different parts of the play appear attractive and smoother (Loose 1). When a human character is thrown he/she would strive hard to stop falling. Perhaps he or she would spread hands, widen his mouth and probably make some bitter sounds but eventually land on the ground. On the other hand, a briefcase is a concrete object and possibly would neither stretch nor squash very much. It may open while falling or break upon reaching the ground. An umbrella is lighter and probably when thrown it may pop open while descending and stretch thus reducing the pace at which they fall. The umbrella may then flip inside out and I acceleration would increase hence triggering squashing and stretching as it lands. A flowerpot may separate from the organic flower as it stretches and probably squashes upon making an impact with the ground. Bowling balls are weighty and made of compact solid material hence will have both low stretch and squash. Therefore, the effects of falling would not be clearly evident on the bowling balls since they are had. The most squash and stretch is seen when a football is thrown from the window. The air in an inflated football makes the stretch even greater as the ball comes down and severe squash during impact with the

Emotional intelligence is an overlooked aspect of transformational Essay

Emotional intelligence is an overlooked aspect of transformational leadership - Essay Example Several researches have discovered links among emotional intelligence and end result variables of interest to managers. It is very common to recognize community, management and leadership pressure that are parallel in the human history; though, the principle of scientific techniques to the development of knowledge regarding leadership is mainly a twentieth century fact (Cherniss, 2000). The idea that an individuals personal or physical activities or actions might elucidate or estimate leadership capability continued to have prevalence well into the twentieth century. Comprising misconstrued the character of traits in management and before missing the statistical tools to put together self-governing parallel coefficients, trait theory was mainly directed aside in the mid-twentieth century in supporting the behavioral and possibility approaches. A spotlight on what behaviors influential in fact occupied in subjugated leadership study and accounted for important progresses in the accept ance of social control and leadership in the course of the middle to late 1900s (Prati et al, 2003b). Directed by hypothesis, the consideration of transformational leadership has been, comparable to approximately all management examine, paying attention on leader-follower relations. Concentration to transformational leadership has conquered the scientific techniques to the understanding of leadership for just about two decades. As the significance in charismatic and transformational leadership approaches has built-up and developed, a variety of calls have been heard for new holistic techniques to the deliberation of leadership capability and the leadership procedure. One option is to look at leadership not immediately as relations, although moderately as a meaning of a proficiency set possessed and positioned by the individual leader (Cherniss, 2000). While the reality and significance

Dichotic Listening Experiment

Dichotic Listening Experiment George Papamanolioudakis Dichotic listening Abstract: In this experiment we collected data from seventeen (17) first year psychology students in order to identify the differences in speech recognition between the left and the right ear. Based on previous findings we expect that there will be a significant difference between them, as the left hemisphere of the brain which controls the right side of humans bodies, contains major areas controlling speech producing and recognition (Gallese Stamenov, 2002). A dichotic test was produced, using headphones, presenting the participants nonsense syllables such as â€Å"ka† and â€Å"ta† at the same time to both left and right ear. Our goal was to analyse scores from both ears and confirm if there would be a difference between them. The data we collected was ratio, within participants, and they were analyzed using a non-parametric test (Man-Whitney) due to the small sample given. The results have shown that we can confirm the above hypothesis, although later research with higher sam ple, would help as finalize the findings, and provide evidence with different methods. Introduction: In this study, we are going to examine whether people’s ability to report words accurately, is affected by which ear they hear them in. In order to investigate this, we are going to perform a dichotic listening task. Previous research (Kimura, 1961) on this subject, showed that the left hemisphere recognizes speech sounds better than the right. As the brain is connected with the body almost contra-lateral we assume that the right ear will be more capable of receiving words than the left. We can question this experiment, as it was performed to patients with epileptogenic foci, in different parts on the brain. Later on, based on an annual meeting of the academy of Aphasia in Chicago 1966, Doreen Kimura (1967) reviewed all evidence relating the asymmetry in speech recognition between the two hemispheres of the brain, confirming that the right ear of all humans was more able to recognize verbal stimuli due to better connections with the left hemisphere of the brain. Another experi ment (Molfese, Freeman, Palermo, 1975), which recorded auditory evoked responses from both cerebral hemispheres of humans in all ages, agreed that the left hemisphere responded more dynamically in speech stimuli, than the right which responded better in non-speech stimulus. The reason that makes the left hemisphere more accurate in verbal – speech stimuli, is that many areas related to speech are located there. Variety of evidence can prove that, such as many case studies of damaged brain cells on the left hemisphere of individuals that caused speech dysfunctions. More specific Broca’s area among other areas of the left hemisphere, has been repeatedly reported to be very important in the verbal domain (Gallese Stamenov, 2002). All these studies would not be so accurate if scientists were not able to analyze brain activity through specialized technology such as Magnetic encephalography (MEG), FMRI and PET scans. Using FMRI scientists Embick, Marantz, Miyashita and Oâ⠂¬â„¢Neil (2000) concluded that Broca’s area is specialized in the syntactic process of our brain, therefore there is a certain correlation given. Another area of the brain seems to play a crucial role on language understanding. Scientists found that when they increased the mean arterial pressure (pharmacologically) of a patient with a left frontal-temporal stroke, they managed to improve his language deficits as the Wernicke’s area (located on the left hemisphere) had improved perfusion (Hillis, et al., 2001) Other interesting findings have been discovered by examining patients with â€Å"split brain†. These patients had their corpus callosum removed (the part that unites the left with the right hemisphere), for other medical reasons, and gave scientists the opportunity to explore the differences between the â€Å"connected† brain and the â€Å"split brain†. Those findings showed that in the split brain condition the individual could not identify verbally an object presented on his left eye only, (left eye – right hemisphere) because there was no connection between the two hemispheres (Gazzaniga, 1967). Many researchers have used the dichotic listening test in order to examine whether the left or the right ear (right or the left hemisphere of the brain) would analyze better speech stimulus or other sounds (birds, music etc.). In this experiment we will introduce the same method in order to come up with a conclusion, as we expect that there will be a significant difference between the left and the right ear. Method: Participants: Seventeen first year undergraduate psychology students participated in this experiment. Ten (10) males and seven (7) females. Mean age =22.3, and the range was eighteen (18) to twenty-nine (29). All participants were right – handed. Design: The independent variable of this experiment was the left and the right ear, and the dependent was the correct identifications of the syllables provided both from the left and right ear. The experiment was within participants, as we measured correct answers from each participant individually. Materials: Each participant used a pair of headphones which provided stimuli for each ear. The stimuli was 15 combination of nonsense syllables, consisted of one of a series of consonants (b, d, g, k. p, t) paired with the vowel â€Å"a†. These sounds were recorded in 16 bit mono-aural mode and edited to 500 millisecond duration. Each person listened 30 presentations of the stimuli, carefully balanced for both ears, each one providing a different consonant – vowel pairing. For example the sounds â€Å"ka† and â€Å"ta† were presented at the same time on a different ear. The presentation of the sounds was reversed for a total of 30 trials. For example the sounds â€Å"ka† and â€Å"ta† were presented in both ears equally. Here is the link to the test (Dichotic Listening) Procedure: All participants arrived on CityU on time. They were welcomed by the instructors and placed on their seats. They were asked to read the information sheet and after all questions were answered they signed the consent form. Each participant used his/her own computer with her/his own headphones. They were asked to visit the link to the test, and when everyone was ready they completed the dichotic listening test individually. The test that was used was from APA webpage: ( http://opl.apa.org/Experiments/AlphabetList.aspx) on the â€Å"experiments† section located under word â€Å"d† (for dichotic listening). After clicking in the test they were asked to put the class ID number in order to collect the data from each of them. After they finished, they were thanked for their participation in the study and left. Results: This experiment took place in order to confirm that the right ear would recognise better syllables due to the immediate connection to the left hemisphere, than the left ear. The data we collected was ratio, within participants, and a non-parametric test was carried out (Man-Whitney) because of the small number of participants. The data shows that there was a significant difference understanding syllables from left and right ear. More specifically the right ear scored much higher (m=11,76 sd= 3,63) than the left (m=6,71 sd=3,08). The hypothesis was two tailed, and based on Man –Whitney’s non parametric test z=3,64 p Discussion: Based on previous research, we were able to perform a dichotic listening test in order to confirm that there would be a difference understanding syllables from right to left ear. As Doreen Kimura suggested (1961) the right ear was more capable recognising verbal stimulus as it is connected directly to the left hemisphere of the brain. Assumption which was made after many dichotic listening tests (Kimura, 1961), brain dysfunctions especially in the Broca’s and the Wernicke’s area (Gallese Stamenov, 2002), and specialized brain scanning through MEG, FMRI and PET technology (Embick, Marantz, Miyashita O’Neil, 2000). The absence of corpus callosum in many case studies confirmed that after separating the two hemispheres of the brain (split brain), the patients were not able to recognize verbally an object presented on their left eye, as the connection to the left hemisphere was lost (Gazzaniga, 1967). Our hypothesis was that there would be a significant difference understanding speech stimulus from the left to the right ear, and our findings can confirm those differences showing a huge possibility to find the same results to the whole population p References: Embick, D., Marantz, A., Miyashita, Y., ONeil, W., Sakai, K. L. (2000). A syntactic specialization for Brocas area. Proceedings of the National Academy of Sciences, 97(11), 6150-6154. Etard, O., Mellet, E., Papathanassiou, D., Benali, K., Houdà ©, O., Mazoyer, B., Tzourio-Mazoyer, N. (2000). Picture naming without Brocas and Wernickes area. Neuroreport, 11(3), 617-622. Gallese, V., Stamenov, M. (2002, April 1). Mirror Neurons and the Evolution of Brain and Language. Retrieved from ebscohost: http://web.a.ebscohost.com Gazzaniga, M. S. (1967). The split brain in man. Scientific American, 217(2), 24-29. Hillis, A. E., Barker, P. B., Beauchamp, N. J., Winters, B. D., Mirski, M., Wityk, R. J. (2001). Restoring blood pressure reperfused Wernicke’s area and improved language. Neurology, 56(5), 670-672. Kimura, D. (1961). Cerebral dominance and the perception of verbal stimuli. Canadian Journal of Psychology/Revue canadienne de psychologie, 15(3), 166. Kimura, D. (1967). Functional asymmetry of the brain in dichotic listening. Cortex, 3(2), 163-178. Molfese, D. L., Freeman, R. B., Palermo, D. S. (1975). The ontogeny of brain lateralization for speech and nonspeech stimuli. Brain and language, 2, 356-368.

Sir Isaac Newton Essay examples -- Biography Accomplishments of Isaac

Why do things fall when we drop them? How come we do not float as we would on the moon? Where do the colors of a rainbow come from? How long would it take to drive across Colorado if you are constantly changing speeds? All of these questions can now be answered, largely impart because of the great English philosopher, Sir Isaac Newton. In a time where religion was at war with science, Isaac Newton opened up people's minds to theories and reason. Isaac Newton was to be the starburst of the Enlightenment. He became the foundation of enlightened thought. It was the 17th century, the time of the Scientific Revolution. Many brilliant men contributed to this time, but it was Newton who solidified their thoughts and theories (Margaret, 10). Isaac Newton is one of the most influential people in the world. He not only invented so many new concepts and ideas, but he brought an understanding of the universe that we live in to people across the world. Isaac Newton not only c hanged the world with the invention of calculus, but also with his theory of light and color, and his invention of physical science and the law of universal gravitation (Margaret, 11). To begin with, Isaac Newton laid down the foundations for differential and integral calculus. It all began when Newton was enrolled at Cambridge College, the University that helped him along in his studies. Here, he began reading what ever he could find, especially if it had something to do with mathematics. He read books on geometry by Descartes, algebra books by John Wallis, and eventually developed the binomial theorem which was a shortcut in multiplying binomials (Margaret, 46). Newton was 22 at this time and he was already going beyond other people's thinking.... ...e began by mastering mathematics. He developed calculus in order for him to find the rate of change of objects. He learned about light and colors, which lead to his invention of the refracting telescope. He was the man that finally built a model of astronomy and physics and in doing so, brought together the work of Kepler and Galileo and of course his own findings on gravity (Margaret, 90). Newton was the first scientist ever to be honored with a knighthood for his work (Christianson, 138). Newton saw far, farther than anyone else at this time. He changed the world, and opened people's eyes. Work Cited Anderson, Margaret. Isaac Newton: The Greatest Scientist of All Time. Berkeley Heights, New Jersey: Enslow Publishers; Revised edition, 2008. Christianson, Gale. Isaac Newton: And the Scientific Revolution. New York: Oxford University Press, 1996.

Essay on Blakes The Songs of Innocence - 1353 Words

Blakes The Songs of Innocence The Songs of Innocence poems first appeared in Blake’s 1784 novel, An Island in the Moon. In 1788, Blake began to compile in earnest, the collection of Songs of Innocence. And by 1789, this original volume of plates was complete. These poems are the products of the human mind in a state of innocence, imagination, and joy; natural euphoric feelings uninhibited or tainted by the outside world. Following the completion of the Songs of Innocence plates, Blake wrote The Marriage of Heaven and Hell and it is through this dilemma of good and evil and the suffering that he witnesses on the streets of London, that he begins composing Songs of Experience. This second volume serves as a response to Songs of†¦show more content†¦For example, in â€Å"Infant Joy,† Blake demonstrates the child’s eye and sense of wonder that we find in the incorruptibility of infants. Blake presents a truly pure creature in the first stanza: I have no name. I am but two days old- What shall I call thee? I happy am Joy is my name- Sweet joy befall thee! (1-6) The voice in this poem is one of pure happiness and innocence. In this state of joy, the infant is unaware of the world in which he lives and that awaits him. In these opening lines, we see Blake revealing the everyday modeling and structure that categorizes the world, but is absent in the simplicity and purity of childhood. The child has no name because joy needs no other name. Labeling and classification are products of organization and arrangement that the world uses to assimilate innocence into experience. Blake demonstrates that it is through this transition, that the virtue of child’s play is destroyed. Blake utilizes specific emotions such as â€Å"happy,† â€Å"joy,† â€Å"sweet,† â€Å"pretty,† â€Å"sing,† and â€Å"smile† to describe this uncorrupted state of being. There is no danger, darkness, or struggle for the infant. Instead, he exists in a care free state, free of guilt, temptation, and darkness. The birth of a child is celebrated by Blake and it stirs in us powerful emotions of peace, love, and hope. Conversely, in Songs of Experience, â€Å"Infant Sorrow† serves as the counterpart ofShow MoreRelated In William Blake’s Songs of Innocence and Songs of Experience, many872 Words   |  4 PagesIn William Blake’s Songs of Innocence and Songs of Experience, many of the poems correlate in numerous aspects. For example, The Chimney Sweeper is a key poem in both collections that portrays the soul of a child The Chimney Sweeper in Innocence vs. The Chimney Sweeper in Experience In William Blake’s Songs of Innocence and Songs of Experience, many of the poems correlate in numerous aspects. For example, The Chimney Sweeper is a key poem in both collections that portrays the soul ofRead More The Condition of Youth in Blake’s Songs of Innocence and Experience2679 Words   |  11 PagesThe Condition of Youth in Blake’s Songs of Innocence and Experience William Blake’s Songs of Innocence and Songs of Experience are collections of poems that utilize the imagery, instruction, and lives of children to make a larger social commentary. The use of child-centered themes in the two books allowed Blake to make a crucial commentary on his political and moral surroundings with deceptively simplistic and readable poetry. Utilizing these themes Blake criticized the church, attacking theRead More The Violation of William Blakes Songs of Innocence Essay2438 Words   |  10 PagesThe Violation of Blakes Songs of Innocence      Ã‚  Ã‚  Ã‚   Abstract: William Blakes Songs of Innocence contains a group of poetic works that the artist conceptualized as entering into a dialogue with each other and with the works in his companion work, Songs of Experience. He also saw each of the poems in Innocence as operating as part of an artistic whole creation that was encompassed by the poems and images on the plates he used to print these works. While Blake exercised a fanatical degree of controlRead MoreAnalysis of Blakes Songs of Innocence and Experience Essay1889 Words   |  8 PagesAnalysis Blakes Songs of Innocence and Experience (1794) juxtapose the innocent, pastoral world of childhood against an adult world of corruption and repression; while such poems as The Lamb represent a meek virtue, poems like The Tyger exhibit opposing, darker forces. Thus the collection as a whole explores the value and limitations of two different perspectives on the world. Many of the poems fall into pairs, so that the same situation or problem is seen through the lens of innocence first andRead More Blakes Portrayal of Creation in Songs of Innocence and Experience1890 Words   |  8 Pagescreativity is, for Blake, the manifestation of the divine. The Songs of Innocence and Experience deal with life and the move, in particular, from youth to age. Creation is an extremely important aspect of life [being its beginning], whether the subject is creating or being created. As religion plays an enormous part in all of Blakes poetry, we can expect creation to have some biblical resonance as well . Songs of Innocence and Songs of Experience portray creation ? as they portray most themes Read More William Blakes The Chimney Sweep and Songs of Innocence and Experience2318 Words   |  10 PagesWilliam Blakes The Chimney Sweep and Songs of Innocence and Experience In this essay I will attempt to analyse, compare and contrast the poems The Chimney Sweep from both Songs of Experience and Songs of Innocence which were both written by William Blake in 1790-92 and 1789 respectively. These two poems were amalgamated in 1794 to create a new collection called Songs of Innocence and Experience. I will be looking at what Blake says and hints at concerning the two contraryRead MoreAnalysis Of William Blakes Songs Of Innocence And Of Experience1005 Words   |  5 PagesSongs of Innocence and of Experience, which is written by William Blake, was published in 1794. Author wants to describe the contrary of two states of human soul: innocence and experience. While Songs of Innocence include is collection of poems about happy, or joyful world, Songs of Experience are a collection of poems about sorrows, or sufferings. The above selection text is from The Lamb which is a poem in Songs of Innocence. The first impressive about this poem is that it is as a song for childrenRead MoreThe Notion of Duality of the Human Soul in William Blake’s Songs of Innocence and Experience4371 Words   |  18 PagesHuman Soul In   William Blake’s Songs Of Innocence And Experience Tembong Denis Fonge             Blake’s Songs of Innocence and Experience generally subscribe to the main stream appreciation that they present the reader with two states of the human condition - the pastoral, pure and natural world of lambs and blossoms on the one hand, and the world of experience characterized by exploitation, cruelty, conflict and hypocritical humility on the other hand. However, Blake’s songs communicate experiencesRead MoreSocial Criticism in William Blakes Songs of Innocence and Experience906 Words   |  4 PagesWilliam Blake was a social critic of his time, yet his criticism also reflects society of our own time as well. He mainly communicates humanitarian concerns through his Songs of Innocence and Experience; which express two opposite states of the human soul, happiness or misery, heaven or hell. Innocence; expresses the state of childhood, into which we are all born, a state of free imagination and infinite joy. Experience;, according to Blake, is mans state when disast er has destroyed the initialRead MoreWilliam Blake s The Tyger1132 Words   |  5 PagesWilliam Blake’s â€Å"The Tyger† and Tragedies William Blake wrote a set of poems in his collection Songs of Innocence and Songs of Experience. Some of the poems in each collection were meant to be read together to show the difference between innocence and experience. Many people question why Blake wrote a two part series to his poems and what they could actually mean. Two specific poems, â€Å"The Lamb† and â€Å"The Tyger,† were meant to be read together. â€Å"The Lamb† is a part of Blake’s Songs of Innocence and â€Å"The

Observation Of A Child At The Children s House - 998 Words

This paper details my observation of a child at The Children’s house. When I called to schedule an observation time, I decided to go when the children would be outside engaging in activities of their choosing. When I arrived my plan was to observe first (without interfering), then once I had the notes that I needed to write about friendships and play, I intended to ask a child the questions that were provided in the rubric. Initially, most of the children were scattered around playing by themselves, in pairs or groups of 3. After observing for about 10 minutes without anything interesting happening, I was about to go to a child and start interviewing him or her. Then a little girl who I later found out to be named Alex gathered a group of about 5 other children to play â€Å"house†. Alex was taller than all of the other children, her hair was blonde and her eyes were blue. Based off the fact that she took the leadership role, was organizing a rule based game, and seemed to prefer being near other children rather than adults, I estimated that she was 5 or 6 years old. Now that I knew what game they were going to play I hypothesized that I would observe her ability to differentiate between genders and their roles in the game of house that the children were playing as well as assign roles to other children. I expected to see Alex cooperate with the other children and take their perspectives and feelings into account because according to the first social development lecture,Show MoreRelatedA Pleasurable And Educational Preschool Observation1271 Words   |  4 PagesEducational Preschool Observation: Option E I observed a 4 year old preschool class during playtime in Staten Island, New York. The class consisted of eight children, and one certified preschool teacher. There were 4 boys and 4 girls in the class. During my sixty minute observation I noticed several instances of dramatic play, peer relationships, relationships with adults, and self-control. Dramatic Play During my observation, I witnessed a group of two- one boy and one girl-playing house. According toRead MoreChildrens Relationship with Classmates: a Comprehensive Analysis of Friendship Nominations and Liking1732 Words   |  7 PagesChildren s Relationship with Classmates: A Comprehensive Analysis of Friendship Nominations and Liking Psychological Profile: Subject is young male 7 years old (my nephew), will be 8 years old January 1st, 2006. Height is approximately 4ft 1 inches and weight is roughly 58lbs. Olive toned skin complexion, brown short hair, and big brown eyes, with a devilish smile. The subject has a personality that constantly changes based on the people in his surroundings. More playful and rough withRead MorePiaget s Theory On Child Development920 Words   |  4 PagesChildren are not simply small adults who are still growing; they learn differently and experience the world in a variation of ways that opposes adult reasoning. Piaget’s theory on child development asserts that there are four stages of cognitive development: sensorimotor, preoperational, concrete operational, and formal operational. Piaget also suggested that human thinking is arranged into schemes, â€Å"organized mental patterns that represent behaviors and actions† (Feldman, 2015, p. 17). These schemesRead MoreEssay on Child And Parent Behavior Observation536 Words   |  3 PagesChild And Parent Behavior Observation   Ã‚  Ã‚  Ã‚  Ã‚  I am almost always surrounded by the interactions between children and their parents. I hear it at my work, I hear it in restaurants, but most of all I hear it at my house. My mother owns a daycare and every night I hear parents being hit by a barrage of questions. When children are being picked up they always have a couple of questions for their parents. Children are always asking about the meal for the night or whether they can go over to a friendRead MoreMy First Observation Of The Middle Childhood1182 Words   |  5 Pagesbefore coming home with them. I observed Isabella in her house, she live there with her mom, dad, a fish and a dog. The observation was realized when I was visiting my friend’s house; I observed the girl in her environment for approximately two and half hours. My first observation was she spend time making craft from her own inspiration and enjoy to gifting them to her parents. She was very talkative, independent and active girl. Observation. Physical Development: Observing Isabella physically sheRead MoreMaria Montessori ( 1870-1952 )1081 Words   |  5 Pagesrecognised throughout the world to this day. 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My observation of the three year old preschool is to explain the domains of developmentRead MoreReggio Emili Curriculum Methods Techniques1363 Words   |  6 Pagesparents and educators in the city developed an educational system for young children. By the 1980s, many educators across the globe were choosing to use the Reggio Emilia method in the classroom. The Reggio Emilia approach is considered an â€Å"in-depth project that emerges from the children s intellectual curiosity, social interactions, and interests† (p. 60). Teachers view themselves as â€Å"partners in learning† and encourage children to express their knowledge through language or modes of expression. SomeRead MoreThe Educational Work Of Maria Montessori1349 Words   |  6 Pagesmentally retarded children it was here that her observations would become fundamental to her future educational work. Montessori began to develop her philosophy and methods in 1897. She caught everyone s attention when most of her uneducable students passed the state test in reading and math, some scoring above average. Curious how such principles would work with the mainstream population of children, Montessori then opened her first school; Casa dei Bambini (Children s House) in 1907. MontessoriRead MoreChild Observation Paper1294 Words   |  6 PagesChild Observation Paper Jason Betts Pacific Oaks College November 12, 2012 The purpose of this paper is to discuss and review my observation of a 7 year old African American male who is being raised by his grandmother (45 year old Bi-racial female who has 9 children of her own; 7 of the children are still in the house). During my observation of â€Å"Jackson†, I focused on the following domains of child development: * Physical * Cognitive * Social * Emotional I applied Attachment

Bullying Policies And Procedures For Children And Young...

All schools are required by law to have measures in place to prevent bullying and most schools have a zero policy to it. We must also be aware of our own settings policy and procedures for bullying incidents and ensure that we always uphold these policies. If we do this then it leads to trust that the school and the staff take bullying seriously and will not allow it, thus giving the children and young people confidence to report any bullying incidents in confidence, knowing that it will then be looked into. The anti bullying policies and procedures in settings with children and young people help to ensure that the they can feel secure and safe in the setting, can be fully engaged in their own learning and development and also be inspired†¦show more content†¦Staff in the school should promote positive behaviour and peer support and self esteem and social skills should be promoted with the children and young people. Stories can be read and even perhaps role playing can be used to put across the anti bullying policy. It can also be helpful to talk about bullying and why it is wrong,. Question: Question 19 Answer: The best way to support children, young people and their families when bullying is suspected is first of all to listen to the child or person that is being bullied when they talk to you about it. We must reassure the child by letting them know that it is not their fault and that they were very brave to come to us to let us know, and that we will now get the issues resolved. We must ask the child or young person what they are wanting to do next about the bullying and let them know the options that are available to them. The bullying must be taken seriously and investigated thoroughly. We must also make sure that we talk to the childs parents or carers about the bullying showing them respect and assuring them that we will investigate the incidents and resolve the issues. It is important that we remain calm at all times as this can beShow MoreRelatedExplain Child Protection in the Wider Concept Essays1210 Words   |  5 PagesExplain child protection within the wider concept of safeguarding children and young people. Today we use the term safeguarding instead of child protection because it covers a much broader range. These changes were influenced by the first Joint Chief Inspectors’ safeguarding report 2002 and formalised in the Every Child Matters legislation outlined in the Children Act 2004. By safeguarding a child or young person we ensure they get the very best of the opportunities available to them for themRead MoreIdentify the Current Legislations, Guidelines, Policies and Procedures for Safeguarding the Welfare of Children and Young People Including E-Safety.758 Words   |  4 Pagesguidelines, policies and procedures for safeguarding the welfare of children and young people including e-safety. Many accounts of child abuse and neglect can be avoided in many cases if all the agencies involved with children worked well together and were able to identify the signs that a child was at risk. Many children have their development affected through the actions of abuse, neglect or bullying, the majority of these events happen behind closed doors. Policies and procedures for childRead MoreResilience Is The Ability To Steer Through Serious Life1683 Words   |  7 Pageswork on throughout our lives. And we need to start as early as possible. Parents are the most important people to help build their children’s resilience. Children learn a lot by watching their parents. When parents cope well with everyday stress, they are showing their children how to do the same. Why is it important to develop resilience? Resilience makes a big difference in People’s lives. People who respond to hardships with resilience are: †¢ Healthier and live longer †¢ Happier in their relationshipsRead MoreReport to Explain How to Respond to Evidence or Concerns That a Child or Young Person Has Been Bullied1587 Words   |  7 Pages333 Understanding How to Safeguard the Well-being of Children and Young People Task E Produce a report explaining how to respond to evidence or concerns that a child or young person has been bullied. One of the major concerns for people working within children’s services is the increase in cases of children affected by bullies. Bullying can take any of the forms listed below: †¢ Verbal Bullying: A child becomes a victim of bullying if they, or their loved ones, are subjected to ‘nameRead MoreSafeguarding Tasks1444 Words   |  6 Pagesminimum upon which every child and young person should be able to depend.Protection of Children in England ‘A progress report 12th March 2009’ | 1. Make a booklet†¢ an outline of current legislation, guidelines, policies and procedures within own UK Home Nation affecting the safeguarding of children and young people†¢ an analysis of how national and local guidelines, policies and procedures for safeguarding affect day to day work with children and young people†¢ an explanation of how the processesRead MoreLevel 3 Tda 3.4 Promote Children and Young Peoples Positive Behaviour1382 Words   |  6 PagesPromote children and young people’s positive behaviour 1 Understand policies and procedures for promoting children and young people’s positive behaviour 1.1 Policies and procedures of the setting relevant to promoting children and young people’s positive behaviour We take great pride in our school in promoting positive behaviour. This is reflected in many of our policies which are in place. Listed below is a brief summary of some of the policies and procedures in place: ââ€"  behaviour policy – inRead MorePsychology and Young People Essay1551 Words   |  7 PagesName________________________ Assessment Plan 304 Promote children and young people’s positive behaviour Evidence requirements | Complete() | 1.Signed completed assessment plan (in plastic wallet) | | 2.Review of City and Guilds | | 3.Discussion with Assessor | | 4.Completed assessment form | | 5.Reflective journal | | 6.Checklist signed and completed | | Assessment plan issued date by: | Assessor:Learner: | Date: | | Assessment plan submission plan agreed by: | Assessor:Learner:Read MoreExplain The Importance Of Safeguarding The Welfare Of Children And Young People1229 Words   |  5 Pagesorganisations and people that work with, or come into contact with children should have safeguarding policies and procedures to ensure that every child, regardless of their age, gender, religion or ethnicity, can be protected from harm. 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