Wednesday, January 29, 2020
Foreign Policy Toward Iraqi Refugees Essay Example for Free
Foreign Policy Toward Iraqi Refugees Essay In 2003, the US war in Iraq finally toppled Saddam Hussein’s dictatorial regime and freed the Iraqi people from the bondage of tyranny. However, the re-establishment of democratic processes and the road to achieving peace have led to perdition, as Islamist fundamentalism prevailed during the cultural-religious bestowal even at the time prior to Saddam’s reign of power. The victory of democracy in the installation of a new Iraqi government instilled the shadow of political unrest and extreme economic recession, in which the fall of Baghdad may have been buried in a deep grave. At present, the violence in Iraq is showing no sign of slowing down and majority of the Iraqi people continue to suffer tremendously as documented on this account : the UN estimates that 2. 6 million Iraqis have fled since 2003 ranging from 40,000 to 50,000 Iraqis leaves their homes every month; two million flees to nearby countries and about 1. 8 million of the civilian populace seek refuge in safer areas within Iraq, in which Syria and Jordan are among the countries directly helping the refugees for the past three years, and some have fled to Egypt, Lebanon, Yemen, Iran and Turkey. Meanwhile, almost daily the media reports on the desolation of Iraqi. The Refugee International has accounted for series and continuing street crimes, the prevalence of business closures, human trafficking, and kidnap-for-ransom cases. In addition, the media said that the documentation of casualties and victims of similar crimes has to be reconciled with at large proportion due inability to locate substantial witnesses and the family of the victims. Goal Positioning The goal of this paper generally seeks to discuss and examine the continuing struggle for survival in Iraq. The product of examination shall be presented through a course of study pertaining to foreign policy toward Iraqi refugees. In particular, a holistic approach will be undertaken, to: (1) identify the extent and magnitude of mass evacuation of refugees, and (2) examine the availability of foreign policies that concern Iraqi refugees. In addition, the objective of the study is to address the long debatable issue on host country refugee adoption and to answer the question â€Å"why and how Iraqi refugees could be hosted by countries like the United States of America but neither by other European countries or in Asia? †This question plainly posits the feasible means of a foreign policy that could be adopted [if there once that exists,] in which this compendium could ventilate the avenues of legislation and to the meanest effort of influencing the public interest for policy initiatives. Background of Study The background of the study focuses on the sub-human conditions of the Iraqi people and their desire to flee from their homeland in exile as refugees. The background [based on the plight of the Iraqi refugees] will also discuss derivatives of study on foreign policies that evolve the goals of this paper. The additional consideration on the need for enabling a foreign policy for Iraqi refugees could indicate and can be comparatively analyzed with the proportion of violence that links the overall unaccounted number of Iraqi casualties. Thus, the initial indicator is based on the documented report that follows: (1) US military killed in Iraq is estimated at 3,973; (2) number of US troops wounded in combat since the war began is 29,203; (3) Iraqi Security Force deaths is 7,924; (4) Iraqi civilians killed is estimated at a range from 81,632 to 1,120,000; (5) internally displaced refugees in Iraq is estimated at 3. 4 million. On the other hand, as part of the documented report , the cost of war has accounted to; $526 billion to date, with a cost per day of $275 million and being estimated at a long- term bill of $3 trillion. In addition, Iraqi unemployment has grown from 25 to 40 percent. Literature Review A brief review of similar literatures will be discussed in this section in order to: (1) present the collection of initiatives and collaboration of international entities and governments for refugees, and (2) link the relevance to the process of this paper. Canada was tasked to assume the role of â€Å"gavel-holder†of the newly established Refugee Working Group (RWG) in January of 1992 as part of the design of the general Middle East peace process (MEPP) that created the Expert and Advisory Services Fund (EASF) as a Canadian involvement to the Middle East Multilateral Peace Process . The EASF is administered by Canadian International Development Research Centre (IDRC) with funding from the Canadian International Development Agency (CIDA) in partnership with the Department of Foreign Affairs and International Trade (DFAIT). The implementation of EASF for the period of March 2002-2008 works within key policy issues on refugees, in which EASF (Phase 3 IDRC) programs embark on the â€Å"compensation to Palestinian refugees as part of a comprehensive solution, challenges of repatriation and absorption, and gauging and engaging public opinion†. In a related finding, the Georgetown University’s School of Foreign Service through its Center for International and Regional Studies (CIRS) located in Qatar and the Institute for the Study of International Migration (ISIM) in Washington jointly conducted a study in 2007 regarding this for . The study showed that Iraqis in Jordan and Syria are beneficiaries of two opposing foreign policies, one is the tradition of Arab brotherhood which comprises a political and moral responsibility in providing refuge while the other is an option of Jordan and Syria not to integrate the Iraqis’ permanency . However, the United Nations High Commissioner for Refugees (UNHCR) considers the Iraqis as â€Å"prima facie refugees†(being registered refugees) who were issued with â€Å"asylum seeker cards†in Jordan and refugee cards in Syria. The UN agencies and NGOs have provided immediate support to lessen the misery. Furthermore, the study team stated that â€Å"the war in Iraq is not limited to Iraq since it has intensely affected the Middle East region . However, according to a statement of a UK-based NGO, many refugees are denied asylum status, being degraded and are even called as â€Å"welfare scroungers†or â€Å"fake refugees†when they come to the UK . It is obvious that the US and UK’s War on Terror is marginalizing refugees still further as numerous legitimate political movements are labeled terrorist . In addition, based on the statement, the UK has curved entire migrant communities as terrorist suspects [in which the anti-terrorism laws have widened the classification of terrorism] encompassed with political activities even on those who are against oppressive regimes overseas . Moreover, the US government has recently released a press statement disclosing that about 12,000 Iraqi refugees will be admitted to US before the end of 2008. According to State Department’s Senior Adviser James Foley, the Deputy Assistant Secretary of State for Consular Affairs’ Tony Edison and the Department of Homeland Security (DHS) Senior Adviser on Iraqi Refugee Issues’ Lori Scialabba, Iraqis were identified as potential candidates for emigration to the United States. After a year of redoubled efforts, all of the organizations involved in the process are working together to build a more effective refugee screening program . The three US officials further stated that the US has poured in $171 million in humanitarian assistance to displaced Iraqis both in and outside the country in 2007. However, the UN has appealed for $123 million in 2007 to $261 million for 2008 . Scope and Limitation The scope of work will be composed of a 2-prong method which are: (1) on-field and out- field research; within the scope of finding available and adequate materials as derivatives in the conduct of evaluation and the actual field validation of data and (2) study review in areas of fitting in the study parameters in view of legislative policy agenda for refugees in order to re-examine the gaps and further conduct of study. Considerably, the aspect of out-filed research may be limited only to accessing the available data sources, such as on-site interviews to various individuals or personalities and gathering of other data materials that are readily available. Perspectives It has been a glaring and presently debatable issue that Iraqi refugees pose a challenge to global governments and communities of progressive people. The parameters of the study believe that Iraq has not yet overcome the war. While it is true that Iraq was once a captive of political and religious dogmas, the country must still be retained to its sovereign people. The Iraqi refugees is a shame to the least part of developed and even underdeveloped world from Africa to Asian continents because in that part of Middle East lies a bleeding country characterized by the plagues of war. It is in this regard, the study envisions a perspective that would create and supplant the bondage and stigma of war from the life of the Iraqi people. The study also aims to map out the road to recovery, and through that, a foreign policy for Iraqi refugees may guide the ascendancy of moral values and responsibility in order to achieve peace in Middle East and the rest of the world. Conclusion It is clear the Iraqi people continue to walk on the road to perdition due to their long struggle of tyranny. It could be described that the misery after the fall of Baghdad has a continuum in despicable plight. The global partnership in restoring and retaining the democratic processes in Iraq may be a long process and difficult due to the intensely adverse cultural-religious entanglement. Nevertheless, it is necessary to first restore the people’s lives, specifically women, and children. Once this is achieved, it will be no longer hard to once again see the flourishing city of Baghdad where people co-exist in abundant life amidst the barren lands. Bibliography America. Gov, â€Å"United States to Welcome 12,000 More Iraqi Refugees in 2008†(February 06, 2008) [http://www. america. gov/st/peacesec- english/2008/February/20080206160027idybeekcm0. 824032. html] Erik Leaver and Jenny Shin, â€Å"The Iraq Quagmire†, Foreign Policy in Focus, Institute of Foreign Policy, Washington DC 20036. (March 4, 2008). [http://www. fpif. org/fpiftxt/5036] International Development Research Centre (IDRC), â€Å"Middle East Expert and Advisory Services Fund†, Department of Foreign Affairs and International Trade Canada (2008). [ http://www. idrc. ca/uploads/user-S/12060300201Microsoft_Word_- _EASF_Program_Profile__3__final. pdf] Kristele Younes, â€Å"The Iraqi Refugee Crisis†, Foreign Policy in Focus, Institute of Foreign Policy, Washington DC 20036 (March 14, 07). [http://www. fpif. org/fpiftxt/4059] Patricia Weiss Fagen, Iraqi Refugees: â€Å"Seeking Stability in Syria and Jordan†, Georgetown University Institute for the Study of International Migration (2007). [http://www12. georgetown. edu/sfs/isim/Publications/PatPubs/Iraqi%20Refugees. pdf] The Refugee Project, 44 Ainger Road, London, NW3 3AT (2008). [http://www. therefugeeproject. org/]
Tuesday, January 21, 2020
New beetle Essay -- essays research papers
Case9 : New Beetle EXTERNAL ANALYSIS 1.     Market definition New beetle is competing in the small size car industry in the US market. 2.     Market size In US market, the total of small car sales in 2,217,813 units, which is equivalent to 32 million dollar. Market size in dollar term = 2,217,813 * ($11,035 to $18,000) = $ 32 million In 1998, New beetle sales is 137,885 units, which is 6 percent of the market. Market share in 1998 = 137,885 = 6 percent.                2,217,813 3.     Market growth The industry is considered to be in the position between the growth and maturity stage. Considering the innovation and continuous car developments are still taking place, there are still good signs for the growing factors. Moreover, the industry is less attractive to enter at the moment because of the already established industry. The car manufacturer is approaching the maturity stage of the industrial life cycle. However, based on the small car sales in 1996 (2,322,021 units) and 1997 (2,217,812 units), the market is declining by 4 percent. Market growth = 2,217,812 - 2,322,021 = - 4 percent                2,322,021 4.     Key Trends †¢Ã‚     Socio-cultural: American consumers have ever-changing demands attitude and there is a trend of aging population. The baby boomers customer has a change preferences as they are changing preferences to larger cars-sedans, SUVs and pick-ups. †¢Ã‚     Economic: During the 1970s, the appreciation of the Deutsche Mark against the dollar threatened to price VW’s cars – most of which were low or mid range models – out of the market. The 1982 recession, drop in oil prices, and the declining popularity of hatchbacks contributed to the declining sales. †¢Ã‚     Technology: In this industry, it is important to always keep up with technology in order to satisfy customer’s demands. Volkswagen offered the benefits of German engineered cars, which are perceived as high quality cars. For instance, with the New Beetle, VW is keeping themselves up to date with today’s car industry standards. †¢Ã‚     Po... ...ncrease Revenue     5     4     3 Maintain the affordability concept     2     5     2 Increase number of customers     4     4     5 TOTAL     15     14     12 The strategy selected for New Beetle is to focus on the Baby Boomers market. 8.     SELECTED STRATEGY AND JUSTIFICATION New Beetle is a differentiated product that should target a focus segment that is the Baby Boomers. In terms of promotion, the advertisements would be mainly using the print media with high level of frequency to achieve the ads effectiveness. Since the main target market is Baby Boomers, Volkswagen can charge premium pricing in order to increase the revenue. The other competitors in the small car market may try to seduce the potential to buy their products instead, due to the lower price offered, dealers’ special deals and possibility of design duplication by the competitors.
Monday, January 13, 2020
Contribute To Children And Young People Essay
1.1 Outline the health and safety policies and procedures of the work setting 1.2 Identify the lines of responsibility and reporting for health and safety in the work setting SUPERVISION OF PUPILS – The safety of pupils in the classrooms is the responsibility of the Class Teacher. Class Teachers are expected to exercise effective supervision of the pupils and to know the emergency procedures in respect of fire, bomb scare and first aid, and to carry them out; to give clear instructions and warning as often as is necessary. Children should never be left unsupervised. Suitable supervision will also be carried out when Children are leaving the school premises at the end of the day, during break times and Mid-day break. ELECTRICAL EQUIPMENT All electrical equipment will receive a regular inspection by a suitably trained member of staff. STORAGE OF CLEANING MATERIALS Authorised chemicals and other cleaning materials must be kept under lock at all times FURNITURE Furniture that is not in good condition should be reported to the Headteacher and removed from use if considered unsafe. LIFTING AND MANUAL HANDLING Injuries can be caused by incorrect lifting and handling of objects, (which need not be large or heavy). Therefore any operation where lifting or handling is involved should be avoided where possible. WORKING AT HEIGHT All staff are asked not to carry out work at height unless it is agreed by their line manager that it is necessary. The site manager will keep a checklist of regular inspections of any steps, ladders and stepladders. No displays are to be higher than 3.5 m in the school hall. CONTRACTORS The Site Manager will liaise with and manage all contractors coming onto the site. All contractors RISK ASSESSMENT An annual risk assessment will be carried out by the Finance and Staffing Committee who will inform the Headteacher of their findings. All potential hazards should be reported to the Headteacher immediately. STRESS Stress is acknowledged by the school as a potential cause of staff illness and all efforts are made to reduce it. NEW AND EXPECTANT MOTHERS The school recognise the fact that new and expectant mothers (NEMs) are at an increased risk of a) injury to themselves and their unborn child b) injury to others who may be affected by their actions. To ensure the safety of the NEM a risk assessment will be carried out by a competent person and the implementation of controls to eliminate or reduce risk will be put in place. C.O.S.H.H. The Caretaker will maintain a C.O.S.H.H. record for the school. All hazardous substances are under lock in the caretaker’s cupboard. ASBESTOS The School’s asbestos survey is kept in the Admin Office and is available for inspection by contractors working on the site who are also required to sign a book confirming that they have seen the survey. ACCIDENTS TO STAFF AND PUPILS All accidents will be recorded in the appropriate accident book (see Reporting Procedures). Parents/Carers should be contacted by phone for any child who has suffered a bump to the head they will then either be sent home or will remain in school under close supervision. Should parents/carers be unavailable the child will be given an advice slip to take home with him/her at the end of the day. FIRST AID * First Aid will be administered but only as far as knowledge and skill permit. * All teaching and support staff have either undergone the required basic First Aid training or have agreed to participate in future training offered by the school. ILLNESS If a child is taken ill in school, the parent/carer will be informed as soon as possible and the child will be cared for in school until such time as the parent can arrange to take the child home. FIRE DRILL During any Fire Drill or evacuation due to the sounding of the Fire Alarms all staff must ensure that visually or hearing impaired children or adults are located immediately and led to safety. 1. The Headteacher, Assistant Head, School Secretary or Caretaker will set off the alarm, (in the case of a real fire person finding the fire would set off the nearest alarm). 2. Each class will evacuate the building as quickly and quietly as possible and children will assemble on playground. If during registration time teachers should take their class register with them, if it is outside registration time the School Secretary will bring the registers and signing-in book to the playground, pupils will then be checked off. 3. The Headteacher or Assistant Head will check with Class Teachers that all are accounted for. FIRE EXTINGUISHERS are located at the following points: – Sterile entrance area by Secretary’s Office door; water extinguisher (red) and Carbon Dioxide (red) – Staff room by Fire Exit; powder extinguisher (red) and fire Bomb Scare The person made aware of the scare will raise the alarm by setting off the nearest fire alarm and evacuation would occur in the same way as it would for a fire. Gas Leak In the event of a Gas Leak there must be a Verbal Evacuation starting with the nearest class in session. DO NOT TURN ON OR OFF ANY SWITCHES AND DO NOT OPERATE FIRE ALARM. Proceed as for a Bomb Scare. AREAS OF RESPONSIBILITY Headteacher: The Headteacher is responsible and accountable to the Governors for implementing this school policy and for all matters relating to health, safety and welfare within the establishment. In particular this will include: – being the focal point for day-to-day references on safety and giving advice or indicating sources of advice; – Co-ordinating the implementation of safety procedures; – ensuring that regular health and safety inspections of the school are undertaken and that working practices are checked; – ensuring that adequate assessment of significant risks from hazards in educational activities is made and appropriate measures are in place for such safe practice; – reporting to the Chairman of Governors so that arrangements can be made to deal with premises management issues, e.g. repair and maintenance of buildings, selection and control of contractors and the development and implementation of emergency procedures; – maintaining contact with outside agencies able to offer expert advice; – ensuring that accidents and hazards are recorded, reported as appropriate and that remedial action is taken, when necessary; – reviewing, at least annually, the procedures and systems of work in place; – identifying and fulfilling training needs. In the event of the Headteacher and Assistant Head being off-site or unable to fulfil their responsibilities due to injury, the next most senior member of staff will assume these responsibilities. VISITS Visits out of school are organised by staff who are fully informed of any physical ailments of the children in their care. Pabulum Supply the catering facilities to the school and operate their own codes of Health and Safety, monitored by their client managers. SAFER RECRUITMENT / SAFEGUARDING CHILDREN The procedures for safer recruitment and safeguarding pupils will follow council guidelines. VISITORS TO THE SCHOOL All visitors to the school must report to the Office and sign the Visitors Log. When they leave they should sign out. ALCOHOL, DRUGS AND SMOKING The abuse of alcohol or drugs is a safety hazard and if there is any suspicion that a member of staff or visitor is under the influence of either, then this must be reported to the Head Teacher who will take the appropriate disciplinary action. Smoking within the school site is prohibited and signs are posted at entrances. VIOLENCE Violence and harassment in both physical and verbal forms will not be tolerated within the school, either between employees or between employees and non employees. EDUCATIONAL VISITS The school recognises that educational visits, away from the safety of the school site, expose school employees, pupils and non employee volunteers to potentially unknown risk. 1.3 Explain what a risk assessment is and how this is managed in the work setting A risk assessment is a document employees must create to evaluate the risks regarding health and safety and use it to help improve the protection in the workplace. Employers must identify hazards and assess the associated risk. When a risk assessment is required in my work setting. The person(s) in charge of the activity will create the document and then have it approved by the heard teacher and health and safety officer. The document Is then uploaded to the school network for other member of staff to modify if they require a similar risk assessment. However all risk assessments must be authorised but the head teacher and must also be re-assessed yearly. 2.1 Explain why a safe but challenging environment is important for children and young people It is important for children and young people to have a safe but challenging environment so they are able to develop their skills and not become afraid of trying new things. However safety is an essential so they are comfortable and have a positive experience. 2.2 Identify the difference between a risk and a hazard A hazard is an existing condition/situation that is likely to cause harm. For example, ice on the school site. A risk is a potential condition/situation that may occur and could become a hazard. For example if the cold temperatures continue there could be ice on the school site. 3.1 Identify non-medical incidents and emergencies that may occur in the work settings. Non-medical incidents and emergencies that may occur in my school are things such as flooding in classrooms or playgrounds, or electrical faults in the school, for example, internet not working, lighting down or heating not working. These are issues that require sorting quickly but do not require medical assistance. 3.2 Outline the actions to take in response to the following situations Fires During any Fire Drill or evacuation when the Fire Alarms sound, all staff must ensure that visually or hearing impaired children or adults are located immediately and led to safety. The person finding the fire would set off the nearest alarm. Each class will evacuate the building quickly and quietly. Children will Line up on the playground. The school Secretary will bring the registers and signing-in book to the playground, pupils will then be checked off. The Headteacher or Assistant Head will check with Class Teachers that all are accounted for. All class teachers should take evacuation key if needed and shut all internal doors after doing a final check. If in the hall all children and staff must evacuate by front entrance and continue to the playground the using path around the back of pre-school. Any staff members of pupils are in the staff room or PPA room they must evacuate via the fire exit and continue to playground. Staff members and pupils in the office and head teachers office must evacuate using the main fire door and head to the playground. Receptionist must take the key for the gate and leave by the front entrance and proceed to the playground. Pupils and staff in working in the ICT Room and Den must Take the evacuation key and leave by Fire exit continue across car park and follow the path around the back of pre-school The Secretary must Telephone Fire Brigade (unless in instant danger) and collect evacuation key, registers and signing-in book and proceed through main entrance to playground. Kitchen staff must leave via the fire exit and proceed to the playground. Security incidents All visitors to the school must register at the Office and sign the Visitors Log. When they leave they should sign out. They will be presented with a visitors badge to wear and must keep it on until they leave the site. All visitors must be accompanied by a member of staff during their time on the school site. If I notice a person has come onto the site that is not authorised I should notify a senior member of staff and they will question why they are on the site. My school is very close to a wooded area is it very easy for people to accidently enter the site. The unauthorised person must always exit the way they entered. Emergency incidents If a child becomes unwell whilst at school and they require immediate medical care an ambulance would be called, followed by a call to the parent or guardian. If the child could move easily, for example an injured arm we would take them to a calm area. If the child cannot move the area will be cleared until the person has been moved by a medical team all members of staff involved in the situation must monitor the child, especially for shock. 4.1 Identify the signs and symptoms which may indicate that a child or young person is injured or unwell Children will normally tell you if they are feeling unwell, you can check for signs by feeling is they are hot or cold, they may be shivering or sweating. They may look pale, or if are complaining of a sore throat you may be able to see the tonsils or glands are enlarged. The obvious signs of injury are blood if a child has cut themselves, if a child has fallen but there is no blood there will often be a bruise or slight swelling, if a child is complaining of severe pain, there could be a chance of a sprain or breakage, the limb could be in an unusual position, and swelling. 4.2 Identify circumstances when children or young people may need urgent medical attention A child will need urgent medical attention is they are unconscious, have had a nock to the head and are suffering from concussion, if a child has been electrocuted, if they are having an allergic reaction. They will also require urgent medical attention if they have a breakage or severe fracture. In my setting I must also look for symptoms for meningitis in children as they will require urgent medical attention. 4.3 Outline one role and responsibilities in the event of a child or young person requiring urgent medical attention If a child requires urgent medical attention I am able to take control of the situation as I am paediatric first aid trained.I would need assistance is an ambulance is required. I must carry out whatever actions required and after fill out an incident form. 5.1Describe the reporting procedures for accident, incidents, emergencies and illnesses All accidents, incidents and emergencies must be logged in the accident book unless treatment from a medical team is needed. In this case the incident would have to be recorded on a full accident form. 6.1 Outline procedures for infection control in own work setting The schools infection control is as follows – Children with rashes should be considered infectious and assessed by their doctor. A child diagnosed with chicken pox, measles, and shingles should be kept away until all vesicles have crusted over. Children diagnosed with Impetigo should be kept away from school until lesions are crusted and healed, or 48 hours after starting antibiotic treatment. Children suffering from Diarrhoea and/or vomiting should be kept out of school for 48 hours from last occurrence. 6.2 Describe personal protective clothing that is used to prevent spread of infection When performing any type of first aid, gloves and an apron must be worn to prevent spread of infection. If the child or young person requires CPR the first aider can use a mouth shield when giving the rescue breaths. 7.1 Identify the procedures of the work setting governing the receipt, storage and administration of medicines If a child requires a medicine whilst on the school premises they will be given a form to complete which allows members of staff at the school to administer the medicine. The information required is: Name of illness and medication required What time medicine should be administered and how often Dosage and method Side effects Self-administration or help required The form is then checked over by the secretary and information is passed on to the member of staff that will be administering the medicine. The form also states the medicine must be in the original container as dispensed by the pharmacy. 7.2 explain how the procedures of the work setting protect both children and young people and practitioners It is important to have policies and procedure set in place for administering medicines to ensure the medication they are taking is and the school have been given permission to administer it. If a child is given the wrong dosage they can become extremely ill or possibly have an anaphylactic shock. Have in a policy in place will ensure the person administering has the correct knowledge so that the child will be safe when taking the medication.
Sunday, January 5, 2020
A Critique - Reggio Emilia Approach a Educational Philosophy
REGGIO EMILIA APPROACH A EDUCATIONAL PHILOSOPHY I fully support the Reggio Emilia Approach model which was found by Loris Malaguzzi. This model became associated with mainstream educational practices in 1945 when the first parent-run preschool of the common people opened in Reggio Emilia, Italy. The Reggio Emilia Approach is an educational philosophy focused on preschool and primary education. The destruction from the war, parents believed, necessitated a new, quick approach to teaching their children. I enjoy the fact that this is a child –centered educational program that features working with art. In the Reggio Emilia School, children are viewed as powerful and capable. Children are validated as unique individuals†¦show more content†¦Much of what occurs in the class reflects a constructivist approach to early education. Reggio Emilias approach does challenge some conceptions of teacher competence and developmentally appropriate practice. Teachers in Reggio Em ilia assert the importance of being confused as a contributor to learning; thus a major teaching strategy is purposely to allow mistakes to happen, or to begin a project with no clear sense of where it might end. Another characteristic that is counter to the beliefs of many Western educators is the importance of the childs ability to negotiate in the peer group. I think that one of the most challenging aspects of the Reggio Emilia approach is the solicitation of multiple points of view regarding childrens needs, interests, and abilities, and the mutual faith in parents, teachers, and children to contribute in meaningful ways to the determination of schoolShow MoreRelatedThe Bank Street Curriculum Teaching Method2882 Words  | 12 Pagespoignant kind†(p. 33). She broke this loneliness by pouring over her father’s extensive home library and recording her thoughts into a journal. At a young age she was exposed to the educational ideas of Dewey and Addams, colleagues of her father’s (2000). As a researcher and educator she embodied the ideas that educational constructivists like John Dewey and Jane Addams stood for. While volunteering in Lillian Wald’s Henry Street Settlement in San Francisco, Mitchell implemented theories made by JaneRead MoreArticle: The Aspect of Delinquency3972 Words  | 16 Pagesjuvenile delinquency, but there seems to be no clear cut answer. Delinquency prevention offers a plethora of programs which range anywhere from substance abuse education and treatment, family counseling, youth mentoring, parenting education, educational support, to youth sheltering. Many of these, if not all are helpful. The problem is: the situation of juvenile delinquency persists. Moreover, some interventions, in fact, may leave at-risk children even worse off than had there been no intervention
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