Settings Analysis of Rothschild Fiddle Essay Example

Settings Analysis of Rothschild Fiddle Essay The Story The setting of â€Å"Rothschilds Fiddle† is a squalid little village where Yakov Ivanov, a Russian coffin maker, and Rothschild, an equally poor Jewish musician, both live. Yakov lives in a one-room hut, which contains his gloomy wares as well as his humble domestic possessions. Childless, the dour Yakov barely notices Martha, his downtrodden wife of fifty years. Yakov has an unexpected side to his character, for he is a gifted, if rude, violinist who is sometimes invited to join the local Jewish orchestra to play for weddings. Although the coffin maker needs the occasional money, he dislikes the Jewish musicians—especially the flutist Rothschild, who turns even the merriest songs into lugubrious plaints. Yakov abuses Rothschild and is once on the point of beating him. The quarrel ends Yakovs association with the orchestra, apart from rare occasions when one of the Jews cannot perform. Yakov sees his life as an endless succession of â€Å"losses. † Sundays and holidays when he cannot work represent losses; a wedding without music represents a loss; a rich man who inconsiderately dies and is buried out of town is another loss. We will write a custom essay sample on Settings Analysis of Rothschild Fiddle specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Settings Analysis of Rothschild Fiddle specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Settings Analysis of Rothschild Fiddle specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Yakov keeps an account book of his losses, even calculating the interest he might have received on his lost opportunities. At night he arises from his sleepless bed and seeks relief by playing his violin. One morning Martha feels ill but carries on with her chores while her husband plays his fiddle and gloomily calculates ever new and more distressing imaginary losses. That night the wife cries out that she is going to die. Her feverish face gives the impression that she looks forward to deliverance from her hard, loveless lot and Yakovs endless â€Å"losses. Horrified, the coffin maker takes her to a hospital, where the medical assistant shrugs her off as hopeless, refusing Yakovs pleas that he bleed her as he would a rich patient. Realizing the worst, Yakov takes his wifes measurements and begins work on a coffin, duly entering the loss in his account book—two rubles, forty kopecks. Before her death, the wife calls Yakov to her bedside and asks whether he remembers the baby with curly golden hair that God had given them fifty years before. The couple would take the child down to the river bank, sit under the willow, and sing. Yakov has no recollection of the dead child or the willow. That night, Martha dies, and Yakov arranges a miserly funeral, admiring the coffin as he takes final leave of his wife. Yakov, feeling unwell as he walks home from the cemetery, reflects on his lifelong neglect of his wife in spite of her uncomplaining labor and help. At this point, a nervously bowing and scraping Rothschild approaches with a message from the Jewish orchestra leader, inviting Yakov to play for a wedding. The coffin maker once again abuses and threatens the cowering flute player, who flees pursued by a horde of small boys screaming â€Å"Jew, Jew! Yakov now walks down by the river for the first time in many years, where he, too, is heckled by the village boys who address him by his nickname, â€Å"Old Man Bronze. † Suddenly he comes on the willow and recalls the dead child. Yakov now falls into regretful reflection of his lost opportunities. Nothing waits ahead of him, and there are only losses behind. Now, however, Yakovs distress over his losses takes a new turn: â€Å"Why shouldn’t men live so as to avoid all this waste and these losses? † He belatedly regrets his harsh treatment of his wife and the Jew: â€Å"If it were not for envy and anger [men] would get great profit from one another. In the morning, seriously ill, Yakov returns to the â€Å"doctor. † As the sick man walks home, he bitterly thinks that after his death he will â€Å"no longer have to eat and drink and pay taxes, neither would he offend people any more, and, as a man lies in his grave for hundreds of thousands of years, the sum of his profits would be immense. † He concludes that life is a loss; death, a profit. Yakov is not sorry to die but regrets leaving behind his violin. At home he sits on the threshold and plays his violin with tears streaming down his face. Once again, a quivering Rothschild approaches Yakov on behalf of the orchestra director. This time, however, the Jew is greeted kindly. Yakov tells him that he is ill and continues to play. So plaintive is his song that Rothschild also begins to weep as he leaves. Later that day, when the village priest asks the dying man if there is any particular sin of which he wishes to repent, Yakov asks that his violin be given to Rothschild. Time passes, and the townsfolk begin to wonder where Rothschild obtained the violin that he now plays instead of the flute. An even greater mystery is the source of the song he plays, which is so entrancingly sorrowful that wealthy merchants vie in having him come to their homes to play it over and over again. Themes and Meanings Anton Chekhovs major theme in this, as in many others of his works, is the isolation of the individual within himself and his often vain attempts to break out of his shell and establish meaningful contact with others. Yakovs anti-Semitism is but a particular example of this more general malaise. Yakov finally succeeds in reaching out to others and does so in the form of his music: first to his archenemy Rothschild through his death song and the gift of his violin, and then through Rothschild, who brings Yakovs harrowing melody to many others. Art is the means by which the two men, both deeply unattractive characters, surmount their isolation and manifest their shared humanity. The theme of Yakovs losses is also important. â€Å"Losses† is the most frequently used word in the story, and through repetition it assumes symbolic meaning, referring to far more than Yakovs hypothetical financial setbacks. He is obsessed with his so-called losses. They have poisoned his life, and he has lost the capacity for love and simple pleasures (apart from his music). In fact, the death of his wife is the sole real loss that Yakov suffers, and it is only with this that he begins to reflect on his profitless, ill-spent life and his ill-treatment of his wife and Rothschild. This realization, especially in the face of his own imminent death, leads to his remorse and his final haunting melody. The final irony is that it is the Jew Rothschild rather than Yakov himself who profits and recoups the coffin makers â€Å"losses. Style and Technique The story is told by an omniscient narrator the year after Yakovs death. Its formal structure is tripartite: the brief introduction that establishes the setting and the hero; the story itself, that is, the relationship between Yakov and Rothschild and the deaths of the wife and husband; and the ironic, bittersweet ending in which Rothschild plays Yakovs song. As in many Chekhov stories, a key event (Yakovs interaction with Rothschild) is repeated three times. The first two encounters are hostile, while the third depicts a reversal of the earlier ones. The last carries the storys message—the breaking down of the isolation of the two men through art and the establishment of their shared humanity. The narrative technique through which Chekhov makes his thematic statement should be noticed. Superficially, Yakov and Rothschild seem very different: The coffin maker is big, strong, and aggressive, while Rothschild is gaunt, frail, and cowering; Yakov prefers merry songs, Rothschild, mournful ones; the Christian Yakov despises Rothschild the Jew. The narrative, however, poses a series of parallels that point to their essential sameness. Yakov is obsequious to the â€Å"educated† medical assistant, just as Rothschild is to Yakov. Also noteworthy are the parallel scenes in which the Jew fleeing from Yakovs fists is jeered by the village boys, who moments later jeer the bereaved Yakov. Both are â€Å"outsiders. † The most important parallel scene, the one demonstrating their common humanity, is that in which the two men cry together as Yakov improvises his own death dirge. This evolving pattern ends in the identification of the former enemies, each of whom had lived in his own profitless prison of the self. Chekhovs language is sometimes considered rather â€Å"flat,† a feature of much realistic prose. On close inspection, however, Chekhovs language is not, in fact, â€Å"realistic† but rather evocative and impressionistic. The reader comes to know characters and their lives not through accumulated description but through the carefully chosen, evocative detail that suggests far more than it says. Similarly, the carefully elaborated formal structure contributes to the readers sense of a meaning that goes far beyond the limits of the brief tale.

Linde and Nora essays

Linde and Nora essays Linde and Nora: Compare and Contrast After reading   A Dolls House by Hendrik Ibsen. I see that there is both a parallel and a contrast style in the characters of Mrs. Linde and Nora. A contrasting difference in the characters, are shown not in the characters themselves, but the role that they play in their marriages. These two women have different relationships with their husbands. Torvald and Nora have a relationship where there is no fairness. To Torvald Nora is an object. Therefore, she plays the submissive role in a society where the lady plays the passive role. Her most important duty is to please her husband, Torvald, making her role similar to a slave. Torvald also considers himself to be superior to her. Nora was raised in such a way that her role in their day and time required her to do whatever her husband said to do. It all started when she young, her father never gave her the opportunity to think for herself and to be independent. That lead to her being so submissive and the results was her not being able to have her own mind. As for Cristine and Krogstad their relationship is much more open to us. It is clear that if Cristine and Krogstad were to engage in an argument, it is more likely that that they would come to an agreement soon after. When Mrs. Linde and Nora are put in comparison, both are willing to sacrifice themselves for other things that are dear to them. Mrs. Linde shows her loyalty to her family when she knew that she had the right to refuse her husbands marriage proposal. But after taking into consideration her sick mother, her brothers, and Krogstad having money, she married for the wellbeing of her family. Which means that in this society family is top priority and loyalty to their loved ones is highly expected. Then, we have Nora, who cares very much for her husband, saves his life, which shows again, how women sacrificed for their families. Both Mrs. Linde and No...

Are You Free or Enslaved Maybe Its All in Your Head.

Are You Free or Enslaved Maybe Its All in Your Head. Freedom vs. Bondage It’s Passover and the theme of freedom is on my mind. This holiday celebrates the liberation of the Israelites from slavery and their successful crossing of the Red Sea- a story we are commanded to tell every year at this season. Why is this tale so important that the Bible commands we retell it again and again? While there are many answers to this question, the one that struck me most this year was that we have choices every day between freedom and bondage. Passover is our opportunity to look at our lives and see where we are stuck, in a rut, giving up, or otherwise enslaved, both in our circumstances and in our own minds. Once we identify these â€Å"narrow places,† (the word for Egypt, Mitzrayim, means â€Å"narrow places†), we can do something about them. A Unique Seder Experience My family’s Passover seder was itself an expression of freedom. Some context: Passover is a food-focused holiday. In the order of the service, there are multiple instructions to eat certain foods at certain times; and the conclusion of the first part of the service is a big meal. A BIG meal. It’s like Thanksgiving in the extent to which people indulge themselves on food. The seder also includes four cups of wine (though in my family it was grape juice all the way). Since my nephew Daniel has Crohn’s Disease and is currently ingesting nothing but Pediasure peptide drinks, my brother-in-law Michael created- drumroll please- a food-free seder. This feat, you can imagine, required a huge amount of creativity. Michael designed a board game, complete with a deck of cards that held debate questions and other contests to see who could answer a â€Å"Passover Pursuit† question first. He dressed up as Moses, which was way out of the box for him. And he led an evening of learning, singing and debate. Even without a meal, we managed to spend three hours on our seder talking, laughing, and debating. Breaking Out of the Box One of the debate questions that came up in the Passover Pursuit card deck was what freedom means in the modern age. I was pitted against 16-year-old Daniel for the battle. He pulled out a djembe (an African drum) and made up a rap song. I don’t remember his words; what struck me was his approach to the debate. In my world, debate means talking and arguing. Daniel broke out of that cage with his drumming and rapping. Inspired, I countered with an interpretive dance of freedom vs. bondage. I stood for a few seconds with my arms crossed, strait-jacket-like over my chest, head down. Then I took a step to the side and danced my heart out. I did this about three times. Then I talked about how two people, or even the same person, can be in the same circumstances and choose to feel free or imprisoned. Enslaved by Circumstances? I’ll admit I got some help from a video by Chabad.org that I had watched in preparation for Passover, where a person in a picture was labeled â€Å"Free† and then the same person in the same picture was labeled â€Å"Burdened.† Other identical pictures were labeled â€Å"Liberated† and â€Å"Enslaved,† and â€Å"Pain† and â€Å"Pleasure.† As humans, I argued, we can have illnesses and consider them burdens or find our own liberation within them. We can work a job and feel trapped by it or find our liberation in it. We can win the lottery and gain joy or misery. I won the debate. Part of it was that I made a good argument. But more than that, I think the group was impressed that I didn’t let myself fall into a typical debate mindset and took the risk of dancing my argument. An Octopus’s Story: Existential Anxiety vs. Existential Guilt Perhaps this is a coincidence, but just last week an octopus named Inky escaped from a national aquarium in New Zealand, squeezing through a 50-meter drainpipe into the sea. What might be more remarkable, given that octopuses are famous escape artists, is that Inky’s tankmate, Blotchy, did not budge. Was Blotchy content to remain in captivity? Was he unaware of his free will and the freedom available just down the drainpipe? Had he given up on the chance of an unfettered life? Of course the answers to these questions are more for us to ponder for ourselves. When we are feeling shackled, do we choose to take extreme action, like Inky, or to submit to our lot? Fundamentally, we have a choice between existential anxiety and existential guilt. Taking action, especially action that scares us because it is so unfamiliar and takes us into unknown, potentially risky territory, produces existential anxiety. We rarely regret making a conscious, risky choice regardless of the outcome. In contrast, existential guilt arises when we take the safe path. Submitting to our existential guilt produces existential regret: â€Å"a profound desire to go back and change a past experience in which one has failed to choose consciously or has made a choice that did not follow one’s beliefs, values, or growth needs.† That’s the kind of choice Blotchy made. It’s not the kind of choice I like to make. The Choice is Yours We human beings have clear freedom of choice in every moment, at least over our own mindset about our circumstances. In the end, the ability to think what we think and believe what we believe is the ultimate freedom. The choices we make to break out of the box and into unchartered territory are the ones that move us forward, out of our personal narrow places, and toward a life unbound.

Motherhood and Mothering Essay Example | Topics and Well Written Essays - 500 words

Motherhood and Mothering - Essay Example A woman cannot feel herself fully realized if she is not a mother – the message is. As time passes and all your friends get married and start having children, you cannot help feeling pressure and feeling a kind of outcast. Everybody persuades you that being a mother is the greatest happiness in a woman’s life and that if you do not have children you cannot consider yourself a real woman. At that most of women give birth to their children just because it is prescribed by the society. There are certain scripts as to the number of children to be born, and to the age of becoming a mother. These scripts are transferred in families from generation to generation. Certainly, women usually do not realize that it is not quite their desire but merely the scenario imposed on them, believing that it is high time for them to have children. Many women give birth to children because they cannot find their way and mission in life. Children provide an opportunity to occupy one’s l ife-time with seemingly important things. As a result many mothers give no freedom to their children, interfering with their lives and imposing own worldviews and beliefs, not realizing that their children are quite different people, who came into this world to have their own experience and follow their own path. My interviewee is a usual representative of her time. Her understanding of motherhood reflects the common approach. She is not absorbed wholly with the idea of becoming a mother, but it is only because she is very young. It is clear from her utterances that she is simply waiting for the time when she will be ready to deny her freedom in favor of her children. My friend does realize that being a mother is a hard work, as she puts it â€Å"you have to work more than full-time employment.† Yet she starts thinking of children already dreaming of the reward in a form of children’s happy faces and mutual trust. The question is

Financial Decision Making Process within the Organisation Essay

Financial Decision Making Process within the Organisation - Essay Example Apart from generating profits from the shareholders, financial management also aims to maximise the profitability of the company to ensure a sustainable growth in future. Ensuring the sustainability of the organisation through proper reserve creation and re-investment of the profit amount is one of the crucial tasks in the realm of financial management. Financial Statement analysis and making investment decisions are two most crucial responsibilities of the financial managers. Financial Statement analysis includes the analysis of various ratios and financial statements like balance sheet and profit and loss account. A balance sheet discloses the financial condition of an organisation in a specific period of time. It mainly shows â€Å"what is owned by a business, what is owed, and the owner’s share (or net worth) of the business† (Langemeier & Klinefelter, n.d.). A profit and loss statement of any company discloses the organisation’s revenue and expenses for a specific period of time. Financial ratios assist in the evaluation the financial reports like balance sheet and profit and loss statement (Brigham, Ehrhardt, 2008). There are four types of ratios. These are liquidity ratios, solvency ratios, efficiency ratios and profitability ratios. Liquidity ratios are those ratios which measure the liquidity state of the organisation by evaluating the company’s liquid assets against its current liabilities. Financial leverage has certain important implications on the performance of the organisation. This mainly takes into account the long term liabilities against the total capital employed. This is also known as the ‘gearing ratio’ (Financial Times, 2009). A certain level of financial leverage can result in huge profitability; however, the company must be aware of the risk attached to it.

Child And Young Person Development

Child And Young Person Development Physical development is usually very rapid early on in the childs development. Within weeks of being born a baby will start to smile and respond to sounds and environments around them. By 6 months as their muscles begin to develop they will reach for and hold objects which they will also put into their mouths. By one year old they are beginning to crawl or shuffle, pulling or pushing on furniture to stand and then explore using furniture or adults for support. Sitting has progressed to unaided and they are rolling from their front to their back. They are beginning to be curious with objects, passing them between hands, handling them in different ways and looking for things that are hiding. Their hand to eye co-ordination improves as items are passed from hand to hand. Their first teeth may start to appear and solid foods may start to be introduced. Between one and two years walking will begin and toys will start to be pulled/pushed along whilst walking. Objects will be picked up and banged together or built to make a small tower. A preference for one hand may start to appear as they begin to hold crayons etc when mark making on paper. They enjoy trying to feed themselves both with finger foods and with a spoon, and will drink from a cup with both hands. Waving goodbye becomes fun, they will begin to point to what they want and shake their head to mean no. Between the ages of 2 and 3 mark making on paper will progress to scribbles as they begin to use pencils etc. Balls start to be kicked and thrown. Bricks will be built into larger towers than before, and they will start to experiment with liquids in play by pouring. At 3 years children begin to gain more independence. Their mobility and climbing skills will be advancing as they run, jump, catch, walk up and down stairs etc. Dexterity increases with small objects like puzzles, threading beads etc. Dressing and undressing will be assisted but more cooperative. At 4 years boys gross motor skills tend to be more developed when it comes to throwing and aiming, building, climbing, pedalling etc, whereas girls fine motor skills tend to be more developed with the use of scissors, holding a pencil to draw and colour threading small beads sewing stitches etc. At 5 years children will have more pencil control and will begin to copy letters and shapes, and draw people. Ball games will develop more structure as they begin to kick with aim. They will begin to learn to hop on one foot, then the other and also to skip. At 6 years dressing becomes independent at they learn to do buttons, laces etc. Writing becomes more fluent as copying letter shapes has progressed to words and sentences with greater pencil control. Confidence has increased when playing outside in climbing, jumping from heights and riding a bike. At 7 years children begin to enjoy playing team games as they are now hitting a ball, running, jumping, skipping, swinging. However until around the age of 9 they may misjudge their ability. The age between 12 and 19, between childhood and adulthood is referred to as adolescence. Physical development during this period is very different in each child. As some may be just beginning to mature physically, others may have already reached full physical maturity. Sequence is the order that development happens in. Rate is the speed that it happens for example: sequence = a babys physical development may begin with rolling over then sit up, crawl, walk, run. Another may sit up, walk, run missing out rolling over crawling. Even though elements are missed the development still proceeds in whats viewed as an expected pattern. rate = where one baby may achieve walking unaided at 10 months another may accomplish it at 12 months another at 16 months. This is important because sequence is needed in order to plan effectively for children, looking at rate of development is also essential to help us to know weather a childs rate of development is at the correct stage for their age group. Task 2 There is a range of external and personal factors that influence the development in children and young peoples lifes: Personal factors such as, health and disability. Health is determined by our genes , diet, environment and stress. Some children may be born with a condition that will automatically effect their lifes, such as a blood disorder. Disability can also effect a childs development, for example if a child has a hearing impairment they may not be able to learn properly in school unless they have help from an adult. External factors can also influence a childs development such as, poverty and diet. Poverty affects children and their families in many different ways. Families living in poverty may not be able to afford good food which leads to poor diet. Having a poor diet can affect a childs growth, behaviour and development. Current practice is influenced by theories of development, such as: à ¢Ã¢â€š ¬Ã‚ ¢ Cognitive (e.g. Piaget) à ¢Ã¢â€š ¬Ã‚ ¢ Psychoanalytic (e.g Freud) à ¢Ã¢â€š ¬Ã‚ ¢ Humanist (e.g. Maslow) à ¢Ã¢â€š ¬Ã‚ ¢ Social Learning (e.g.Bandura) à ¢Ã¢â€š ¬Ã‚ ¢ Operant conditioning (e.g. Skinner) à ¢Ã¢â€š ¬Ã‚ ¢ Behaviourist (e.g. Watson) Cognitive Vygotsky like piaget posited children learn from hand on experiences. However unlike piaget he claimed that timely and sensitive invention by adults when children are learning a new task (zone of proximal development) could help children to learn new tasks. Vygotsky also stressed the importance of social interaction he felt other children can guide each others development as well as adults. Vygotsky also thought that children needed to be active in their own learning and that play is important for holistic learning. Humanist Abraham Maslow hierarchy of needs need to be met for a child to reach full potential take anything away from that and child might never reach their potential. This is taken into account daily with the child centred care and holistic approach to child care and well being. Practitioners need to look at the environmental factors such as warmth, food clothes as well as the psychological needs like promoting self esteem, and love. Behaviourist Bandura Showed that children learnt through copying and observing, this can be applied today as if an early years worker with demonstrates an activity the child can learn to do it through copying. Or if a child has a good role model then they are likely to copy the behaviour. But if they see bad behaviour then they will copy the bad behaviour. Behaviourist Skinner Skinners operant conditioning negative and positive reinforcement, this theory can be applied though stickers praise and reward for good behaviour and through disapproval, time out and ignoring unwanted behaviour. Psychoanalytical Freud Freuds work may not be proven but Freuds work with unconscious actions and peoples mind skills are still used like when a child tells a lie they smile or put their hand over their mouths as if to stop the lie. John Bowlby Worked on attachment theories which are used in the day to day practice in education and social care at all stages they are given key workers who they build strong attachments to this helps children make transitions in their lives and to be able to make lasting friendships. Frameworks support development including à ¢Ã¢â€š ¬Ã‚ ¢ Social pedagogy Social pedagogy Is a practice concerned with human beings learning, well being and inclusion to society treating children in a child centred way and a holistic way making sure that every childs needs are met especially those who are in need. Task 3 There are many ways to monitor children and young peoples development, for example: Observation: Observations can be taken during lessons or in the playground. They record what the child is doing in a subjective way. Its most appropriate to use this method when childs development is causing concern. Assessment framework: It is the way in which child is assessed to decide whether they have any particular needs and what these needs may be. It is useful in deciding whether the child is reaching expected milestones of development in different areas. The assessment framework is how children are assessed in school, for example when a child reads; we write it in their reading records. Information from colleagues and carers: Parents/carers who know the child and colleagues expertise are invaluable, especially when planning for social and academic success for pupils with special educational needs and/or disabilities. If we are concerned about childs development its good to ask/share information. Disability can affect several areas of development at the same time but early support might help minimise the effects of the disability. Emotional reasons, if a child is not settled and having good attachments they are more likely to have low confidence and self esteem they might not try new tasks and have a lack of motivation. Physical development might be effected by genetics this can mean physical growth difficulties or may be the child might be a slower learner. Environmental, there are many reasons that can effect child development like poverty, where a child lives, education and their family structure can effect a childs development. Culturally how people bring up their children can differ vastly like in china a girl is deemed second class to a boy. Other cultures have restrictions on childrens freedoms this can adversely affect the childs development. Social reasons are that for children born into poverty and families whose parents are separated are likely to have negative effects of childrens development or if a family might give less time to activities which aid childrens developments like a lack of play this can also effect child development. Learning difficulties children might have these due to genetic diseases, birth difficulties, and cognitive difficulties or might just have difficulties with writing or reading. Communication may be affected by medical reasons such as hearing impairment or being tongue tied. These can cause communication problems, children who have communication needs find it hard to express themselves and can show aggressive behaviour when frustrated. Children who experience communication needs might have problems with reading and writing. Speech and language can help children overcome most of their problems. By helping children gain the ability to use language they can help children gain confidence and self esteem I have seen this in my setting with children who have had communication and language needs. These children have gained confidence and their language is now at a level that they can interact with other children and not show frustration. This is because they can now express themselves. The Senco in an educational setting give support to children and families with special needs this person/s is also responsible for identification of special needs. Additional learning support staff works within and outside schools providing a range of services to help children who have certain specific educational needs. This might include people like teaching assistants or advisors to provide support and train staff. Youth justice this is based on children with behavioural problems these people will work with them and social workers to help them. Social workers are there to help vulnerable children and young people and their families this might include children on the child protection register or disabled children. Psychologist is a professional who helps support children who have learning or behavioural difficulties. They provide teachers and practitioners with aimed support programmes for that child once they have identified the childs needs. A specialist nurse provides support for the family and child especially if that child suffers from medical conditions that need specialist care Also health visitors come under this title for measuring and assessing a childs development . A psychiatrist is a doctor who is trained in mental health problems this person works alongside other professionals to help diagnose or support children and young people with mental health problems. Physiotherapist this professional help children with their movement especially those who have little or no movement they are trained to get the maximum movement and skill level. Referrals can take the shape of common assessment form which are filled in then in my setting passed upstairs to the health visitor, speech therapist or other health professionals that are required after being checked by the senco in the room. Speech and language also have their own referral forms which will be filled in and checked by the senco before being passed to the speech and language therapists. Early years action plans and plus plans are filled out and passed to the senco who will then speak to an education psychologist. With primary and secondary schools they also have school action plans which will be run through their senco and the school run individual learning plans. Task 4 All young Childrens brains are still developing as they grow. Early identification can change the impact of any difficulty if support is provided early enough. Finding ways for children to communicate is vital for their emotional well-being as some children who have language and communication difficulties can become isolated or may develop antisocial behaviours. once parents and carers have identified that a child needs additional support, a multi-agency approach may be used. If the parent/carer goes to see their health visitor or gp they will then help to make an appropriate referral, this may just be to help rule out hearing or visual impairments. In some cases the gp might refer the child directly to a speech and language service. Some children may need to be assessed by an educational psychologist. Once it is established what kind of support a child needs the right approach can then be carried out in order for parents and the setting to work together. Children learn their language and communication skills by being around adults and other children especially whilst they are having fun. When children are playing and doing activities that interest them they are usually used to help support their development, language and speech because theyre being motivated; for example singing a nursery rhyme with children this will encourage speech movements and will be more engaging for the child instead of just having to repeat the movements in isolation. Task 5 There are different types of transitions that can affect children and young people such as à ¢Ã¢â€š ¬Ã‚ ¢ Emotional personal experiences such as parents separating, bereavement, begining or leaveing a place of care. à ¢Ã¢â€š ¬Ã‚ ¢ Physical change in environments à ¢Ã¢â€š ¬Ã‚ ¢ Intellectual moving from one educational establishment to another. à ¢Ã¢â€š ¬Ã‚ ¢ Physiological puberty or medical conditions An example of a transition that could affect a child could be starting a before or afterschool club, this could affect a child because they may not know any other children at the setting and also may not know any of the staff, there for it could lead to the child being anxious and scared about meeting new people. A way to resolve this is to make sure the child is entering a friendly environment and be sure to introduce them to the other children and adults so that they feel more comfortable in the setting and also maybe ask another child to show them around and be their buddy to help them settle in. Also the child may be given a key person to help form a positive relationship with. The idea behind a key person is so that a child has that one person who they should feel they can go to and feel secure within their company. The key person should have a warm relationship with the child and be able to reassure them should they need to, also the key person will monitor the childs reactions in their new situation as this can provide a warning in some cases where this transition is not temporary.

Wild Fowl Trust

Trust stayed around for approximately 2 years, nested and bred in the trust's environment before flying off eventually with their fledged young. Many injured birds are brought to the trust. They have had some successes, working with vets with this particular expertise and with the wild life orphanage and rehabilitation centre. The success stories include a Masked/ Blue Booby, Ospreys, a Brown Pelican, a Gray Hawk, Gallinule, Jacana's, Song Birds, Psittacosis and different Owl species. Fun Facts: Scarlet Ibis birds are born brown in color but get their red color from rotten in crabs.They also eat shrimp and fish. You can tell the difference between a black billed tree duck by color of their beaks. Adults have bright orange beaks. Blue and Gold Macaws have one mate their entire lives and when that mate dies they don't find another. You can't tell the difference between male and female Blue and Gold Macaws unless you take blood samples from them and test it. In situ conservation is on s ite conservation of genetic resources in natural populations of plants or animal species, such as forest genetic in natural populations of tree species.It is the process of protecting an endangered plant or animal species in its natural, either by protecting or cleaning up the habitat itself, or by defending the species from predators. The Wild Fowl Trust is an example of in situ conservation. One benefit of in situ conservation is that it maintains recovering populations in the surrounding where they have developed their distinctive properties. Another is that this strategy helps ensure the on-going processes of evolution and adaptation within their environments. Wetlands play a vital role in the cycling of water on the planet.Water evaporated from the seas or transpired from plants returns as rainfall filling both upland and lowland wetlands. Wetland systems, and their forested counterparts, slowly release their waters either to the atmosphere or to the sea, playing a major role i n governing world climate. With the flow of water arrives a steady input of nutrients from the surrounding land – the organic silts and sediments settle and, warmed by the sun, provide ideal conditions for the growth of microscopic plants and animals – the base of aquatic food chains.Fact: A well established marsh is estimated to be up to 50 times more productive than grassland and about 8 times as productive as cultivated land. The Water Hyacinth (Chorine specious) – Pointed-a-Pierre Wildfowl Trust:This important plant is used as a food source at the Trust. Leaves, insects and crustaceans in the roots are eaten by waterfowl. A water purifier, this plant also absorbs large amounts of dangerous pollutants (including mercury and lead) from the water and helps keep any water area clean. Prolific, 10 plants can reproduce to cover an acre of water in 8 months.