The Hunger Of Manhattan - Original Writing - 2131 Words

A small, fifteen-year-old boy huddled in a dingy alleyway in the heart of Manhattan. Never mind that it was almost Christmas; all he was really aware of was the bitter cold. He dreaded this time of year for that exact reason. Plus, the homeless shelters were fuller now than at any other time, so he had no hope of finding refuge there. Seemingly endless crowds streamed past the boy’s alley. Not that any of them would notice him. He wasn’t bitter, of course, but he did wish somebody would spare him more than a second’s glance. That someone would show him that there was something more to the world than what he could see. The boy snorted at the thought. Right, like there’s any hope for me. He hated the hopelessness he so often felt. But, what†¦show more content†¦Ã¢â‚¬Å"What’re you doin’ back here?† a gentle voice asked a minute later. Venturing to reopen his eyes, the boy found none other than the stranger standing over him, looking him over with a curious expression. â€Å"Uh†¦ I-I’m just†¦Ã¢â‚¬  he stammered. â€Å"It- it’s not what it looks like.† The stranger raised his eyebrows. â€Å"Are you lost, then? Where are you from?† â€Å"Jersey,† the boy answered quietly, dropping his gaze to the fractured pavement beneath his feet. â€Å"That’s kind of a long way to walk,† the stranger mused to himself. Kneeling so that he was closer to the boy’s eye level, he asked in a quieter tone, â€Å"Did you run away?† The boy’s long silence was answer enough. â€Å"Alright, that’s alright,† he said hastily. â€Å"You don’t have to answer that. But, you don’t have any place to go then, huh?† Shaking his head, the boy replied somewhat sharply, â€Å"No. And I ain’t lookin’ to be anybody’s charity case, either.† Sitting back on his heels, the stranger thought for a moment. â€Å"Well, here. How ‘bout this,† he finally announced. â€Å"I’ll take you home with me, but just for tonight. My parents should be okay with it, I think. It won’t be much, but it’s better than spending the night behind this smelly ol’ dumpster, right?† â€Å"Aw, c’mon, this ain’t even the worst dumpster I’ve hung around,† the boy joked, looking at the dumpster almost fondly. â€Å"The ones behind restaurants are always the best.† AnShow MoreRelatedWalts Whitmans Vision of America in Leaves of Grass17685 Words   |  71 Pages†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.†¦.†©44†© Personal†©comments†©Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.†¦.†©45†© VII. †© VIII. Conclusion†©Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.†¦.†©47†© †© IX. †© Bibliography†©Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.†¦.†©49†© Acknowledgments†©Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.†¦.†©50†© †© X. †© †© †© †© †© †© †© Original†©copy†©of†©the†©first†©edition†©of†©Leaves†©of†©Grass†©(1855)†© 3 †© I.†©Introduction†© Walt†©Whitman’s†©vision†©of†©America†©in†©Leaves†©of†©Grass,†©TM†©2012†© Despite†©being†©one†©of†©the†©most†©prominent†©American†©poets†©of†©his†©time,†©Walt†©Whitman†© and†© his†© idea†© of†© a†©Read MoreWorld Peace8312 Words   |  34 Pages  English,  French,  Russian, and  Spanish.[2] The UN has 4 main purposes * To keep peace throughout the world; * To develop friendly relations among nations; * To help nations work together to improve the lives of poor people, to conquer hunger, disease and illiteracy, and to encourage respect for each other’s rights and freedoms; * To be a centre for harmonizing the actions of nations to achieve these goals. ------------------------------------------------- History The  League ofRead MoreEmperor of all maladies Essay8098 Words   |  33 Pagescompleted a residency in medicine and graduate work in cancer immunology, I began advanced training in cancer medicine (medical oncology) at the Dana-Farber Cancer Institute and Massachusetts General Hospital in Boston. 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Key Factors to a Supportive Environment Free Essays

Key factors that support speech, language and communication environment: 1. Your room/setting layout – what does your physical environment look like? The noise level – are there quieter and noisier areas, planned times or activities. Evidence: There are two main rooms that are in use during morning and afternoon sessions, the classroom and larger hall area. We will write a custom essay sample on Key Factors to a Supportive Environment or any similar topic only for you Order Now The classroom has a book corner with a child’s size couch and soft cushions on the floor. This area is ideally for quiet time and reading. The rest of the classroom and large hall allows for noisy and more social activities. Throughout the day there are planned adult lead activities, circle times, outdoor play, snack bar and lunch club. Which work on a rota based system. Quality of light – are play areas well lit for children to see ; communicate well with each other, see mouth movements, resources ; staff. Evidence: The classroom and main hall both allow for a substantial amount of natural light through large windows and also have more then one artificial light in either room. Space to move, expressively, with whole bodies, with and without speed Evidence: The main hall area is a large open space with a substantial amount of room for children to move freely and expressively. This room is used for more active activities and also for when outdoor play is restricted due to poor weather conditions. The children will use this area to build train tracks, stack blocks, act out role plays and imaginary games, as well as group games such as duck duck goose and ring a ring a roses. The outdoor area is also set up in a way that allows for all types of movement. There is an large space for bikes and smalls cars, which is also used for obstacle courses and tents. This is divided from the rest of the playground by log stumps that the children can also walk across. Resources and toys – is there a varied selection available for both indoor ; outdoor play. Evidence: Within the classroom and hall there is a large variety of resources and toys to cater for all the children. For example; a home corner, roll play area, mark making area, play dough and sand/water trays, block building, music corner, small world toys, ICT area book corner. The outside area has a large storage cupboard which allows us to alternate what goes outside to create interest and excitement. There is an outside book corner with bean bags and blankets, large wooden blocks for building, play house with kitchen and work bench, prams, bikes and large cars, balls, rackets, a table and chairs to encourage mark making, blackboard with chalk and a variety of playing apparatus’s. 2. Staff – Involvement/roles – how does everyone interact with children to promote communication. Evidence: Most children attending the pre-school will have an all about me book, which their key person and any other staff member are allowed assess. It contains information and pictures on the child’s life including family, pets, friends, likes and dislikes. The children also receive a settling in performer after two weeks of them attending the setting. Which goes over how they are doing and is sent home to their parents to read and comment on, then sent back in. This is kept in the child’s learning journey. The children are also given a chance to have their say on what they would like to do at pre-school, with the children’s planing board. Where any ideas that are given from the children are written on and then added to the planing in future sessions. We have a classroom rules board, illustrating the main rules of the setting. Which is positioned down low at the children’s eye level. There is also a ‘how are you feeling today’ poster with photos and illustrations of different facial expressions, again at the children’s eye level. We also try to operate with a positive language approach when reminding children of rules, for example saying ‘walking feet and kind hands’ instead of ‘no running and don’t hit each other. ‘ Staff responsibilities – does a key person system operate to support your children? Evidence: A key person system is operational within the setting, each key person has on average 11 children under their care and are also responsible for the overall care of every child. Observations are made on every child and logged in their learning journeys, which are kept in a locked cupboard. Planning daily routines – are there times of the day to support communication eg. greetings and goodbyes, toilet asking times? Small/large group and individual activities? Evidence: Our setting works on an rota based system, in which there are set times for snack bar, lunch club, tidy up times, free play, adult led activities, nappy changes, circle times and outdoor play. This helps the children and staff to get into a routine. Who ever is responsible for nappy changes that day will also be reminding children to go to the toilet, both are logged in a daily folder. The children are welcomed in the mornings/afternoons and self register with name cards. At the end of both morning and afternoon sessions the story of the week is read and the children can give thanks in prayer. The children are then dismissed when their allocated parent/carer arrives. Training opportunities? Child Development, Safeguarding, Impairment, Activity intervention awareness. Evidence: All staff are given the opportunity to attend relevant training that is beneficial for the setting and themselves. I myself have already attended four training courses since joining in September 2012. Certificates given at the completion of the training days and are displayed on the wall inside the classrooms setting. We also have a weekly policy quiz, with a different quiz selected each week for staff to read through and then be tested on. 4. Parent carer involvement – Evidence: The Pre-school welcomes parent and carer involvement within and outside of the setting, especially during the festive period. We often have parent helpers for the day that provide us with an extra pare of hands. The pre-school also recently held a fundraising event at the local community center, where we saw an overabundance of support from parents/carers. How does the setting engage with parents to share activity ideas, rhymes, resources, books, event dates, news, parent’s language needs, knowledge ; expertise Evidence: Each week parents and staff receive the ‘weekly update sheet’ via email, which provides information on the up and coming week. This information consists of the theme of the week, number, letter sound and shape, story focus, our star of the week (child), important dates, resources needed for any activities planned, how they can support their child and a photo gallery of what their children have been up to in the previous week. 5. Language itself – Identify the types of language/methods of communication used in the setting; facial, body, creative, expressive and behavioral. Evidence: At the entrance to the classroom there is a mood board on the wall with the phase ‘how do you feel today’. The board displays a variety of facial expressions and words for the children to relate to and caters especially to children still developing their speech or children that have English as an additional language. We also have a mark making area with creative resources for the children to express themselves. Throughout the setting there are posters and images reminding the children of the pre-school rules, for example use kind hands, put hands up during circle time, line up in a straight line and two children at the I. T station. Additional Language- Is there support within the setting for children with additional languages. Evidence: All resources accessible to the children are labelled with the relevant wording of the contents and a photo or picture to support visual aid. Around the main classroom we have numerals 1-10 in additional languages and greetings/farewells in multiple languages. When the children join the setting their parents/careers are asked if they speak any additional languages or if English isn’t their first spoken language. During circle times, we will often greet each child in an additional language. How to cite Key Factors to a Supportive Environment, Essay examples

Explore The Life Span Development Samples †MyAssignmenthelp.com

Question: Discuss about the Explore The Life Span Development. Answer: The purpose of the assignment is to explore the life span development that refers to age related changes that continues until old age. The main stages of lifespan are infancy, childhood, adolescent, adult (early, middle, and late) and old age. These stages are important in life as at each stage the life form is enabled to accomplish the task of surviving, thriving and maturing. Human beings have self conscious and social capabilities and hence it is important to have these stages where change occurs beyond physical realm. In response to the case study, the assignment aims to examine the important aspects of the cognitive and social development that occur in children. According to Piaget theory of cognitive development, mental processes results from the environmental experience and biological maturation. This theory explains that cognitive development is central part of human being. The two aspects knowledge and understanding are obtained via cognitive development and language is contingent on this two aspects. The theory states that children understand the world by experiencing on their own (Modgil et al., 2013). Piaget put forward the stages of cognitive development that reflects the increasing sophistication of thoughts in children. From birth to 2 years of age, the cognitive development is known to be in sensorimotor stage where the child learns that the objects exist. For example, child may show interest in toys. They coordinate experiences such as hearing or vision with the physical interaction with objects such as sucking, and grasping. The age of 2-5 years is characterised by the Pre-operational stage of the cognitive development. In this stage, the child is able to think about the objects symbolically. This stage is followed by the concrete operation stage (7-11 years) which marks the beginning of the operational or logical thought. From 11 years onwards, the formal operation stage begins. This stage lasts till adulthood and in this stage the children develop the ability to think about the abstract concepts (love, fear, joy). They can even logically test hypothesis (Feldman, 2016). In the given case study, Jack is 3 years old and thus his cognitive development is in the Pre-operational stage. At this age, the child begins to learn how to speak and make rapid progress. They can quickly accommodate new words (eg. Mama or papa) and phrases and construct simple sentences. It indicates that the child is moving from immature to mature state and from illogical to logical state. This stage may last until seven years. At this stage, a child wants to learn everything. External speech is the first step in the development of thinking. At this age, a child mainly deals with gestures, movement, and not words (Berk, 2017). In the case study, Jack is able to speak one or two sentences by babbling. Several factors can delay speech development. One of the factors may be that Jack has late onset of the Pre-operational stage. It may happen that in case of Jack the significant part of the language includes movements, gestures, and sounds. Since these are not words, the child may not be able to express the same. Jack may be lacking the ability to view things from different perspective other than his own. Therefore, his language has not become socialised (Bjorklund Causey, 2017). Jack may not be able to gain different perspectives because he spends very less time with adults. Vanessa is working mother and Jack spends two days in a week and four hours each in day centre. Infants adopt the speakers communicative intent, which acts as guide for their language learning. When children are in environment that involves more verbal communication, they are to quickly learn the language when compared to spending time alone. Spending with families speaking verbally to child increases the rate of speech development. This is not the case wi th Jack as he spends mostly with toddlers and children of his age. Although Jack may be meeting all the milestones, his speech is delayed. Considering the case of other children in day care centre they may be spending quality time with the family. Piaget explained that direct or intelligent thought aids in language and the child may be learning this intelligence. Jack may be lacking the right environment to develop speech and thus Vanessa may modify his learning environment. Nurse can state these factors to Vanessa and refer her to speech therapist in case the problem persists (Feldman, 2016). Eriksons theory of social development includes eight stages upto the age of 18 years. It means that there is plenty of room for development and continued growth. From infancy to adulthood, a crisis occurs at each stage and is of psychological nature. The crisis emerges from the psychological needs of the individual (Psycho), which seems to conflict with the societal needs (McAdams et al., 2015). Considering the case study of Jack only the on stage out of the eight stages will be considered in this essay. This stage is 18 months-3 years and refers to the psychological crisis- Autonomy Vs Shame doubt. Pertaining to this stage Erikson emphasised that children should be taught to take care of themselves. The need for the child to take self-care such eating, changing clothes, or toilet is important. Relying on others may create a feeling of shame and guilt. If a child observes that other members of same age can perform basic activities independently, it may create doubt on not able to be have in same manner (Overton, 2013). In the given case study, Jack is not yet toilet trained during the day. As per Vanessa, other children of his age have mastered these skills. It means Jack is lacking virtue called will. With the growth, the child tends to become independent and gain control over eliminative functions. In order to reach this stage parents need to provide strong security. In case of Jack, parental support is poor. Thus, he fails to venture out to assert his will. The caregivers encourage the self-sufficient behaviour in children due to which they develop autonomy (McAdams et al., 2015). In this case the caregivers may not be encouraging Jack. Alternately, the caregivers may be demanding too soon from Jack due to which Jack may doubt his abilities to handle the crisis. Parents must teach the children to learn from their failures and attempt new challenges. Being too must restrictive can create emotional issues in children that is associated with poor toilet training (Berk, 2017). Vanessa foes not seem to offer such supportive environment to Jack. Lack of adequate parental support may have delayed the psychosocial development in Jack. Vanessa may not be aware of being responsive to this situation at home. She needs education by the child and family welfare nurse to overcome her parental limitations (Serafica, 2015). It is essential for the nurses and midwifes to the understand the life stages because paediatric nurses are responsible for designing appropriate interventions for children. When planning the intervention the nurses and midwifes must consider the childs social setting and rate of cognitive development. It will help identify any abnormalities at early stage (Bierman et al., 2014). In this case child and family health nurse may educate Vanessa about behaviours that are not in alignment with the Piagets cognitive development milestones or Eriksons social development stages. It will help Vanessa to improve her parental care. The nurse must educate Vanessa about speech disabilities and the causes and factors hampering toilet habits. In concussion, the essay has helped to understand the aspects related to cognitive and social issues throughout the lifespan and factors that may hamper the normal development of children. References Berk, L. E. (2017).Exploring lifespan development. Pearson. Bierman, K. L., Domitrovich, C. E., Nix, R. L., Welsh, J. A., Gest, S. D. (2014). Integrating evidence-based preschool programs to support social-emotional and cognitive development.Promoting school readiness and early learning: Implications of developmental research for practice, 231-252. Bjorklund, D. F., Causey, K. B. (2017).Children's thinking: Cognitive development and individual differences. SAGE Publications. Feldman, R. S. (2016).Development across the life span. Pearson. McAdams, D. P., Zapata-Gietl, C. (2015). Three strands of identity development across the human life course: Reading Erik Erikson in full.The Oxford handbook of identity development, 81-94. Modgil, S., Modgil, C., Brown, G. (Eds.). (2013).Jean Piaget. Routledge. Overton, W. F. (Ed.). (2013).The relationship between social and cognitive development. Psychology Press. Serafica, F. C. (Ed.). (2015).Social-cognitive development in context(Vol. 27). Psychology Press.