Independent Study Unit

HRE 4M1: INDEPENDENT STUDY UNIT This -A clear explanation of the issue -various ethical positions in society. (minimum -> 2 opposing positions) -consequences of each position (results of adopting this position) -underlying beliefs of each position (why this position is right) -explain why some positions may be stronger than others -quotes(or paraphrase) from the Catechism of the Catholic Church -includes a mix of at least 4 examples (case studies or questions to stimulate discussion. -any multimedia that enhances the presentation) Students must inform the teacher of needs at least one week before the presentation. Essay:The essay requires the author to adopt a position on the issue (researched for the presentation) and defend it with a logical and well researched argument. The argument should involve principle and practicality. The essay will be 4-5 pages long excluding title page, bibliography etc. A bibliography and referencing must be included or the essay may receive a grade of Z ERO. Topics: 1. Is capital punishment moral or immoral? 2. Is euthanasia moral or immoral? 3. Can child labour ever be ethical? 4. Is there such a thing as a just war? (Just War Theory) 5. What is the general population’s moral responsibility to the poor/homeless? . Can doctor assisted suicide ever be moral? 7. Is genetic engineering in human beings ever moral? 8. Are there any circumstances where abortions are justifiable? 9. Is animal testing moral justifiable? (medical/industrial) 10. Is genetic engineering of plants and animals justifiable? 11. Is stem cell research morally justifiable? 12. Is poverty in developing nations the moral responsibility of developed nations? 13. Is pornography (making/viewing) moral? 14. Is censorship ever morally correct? 15. Is prostitution ever moral? ( legalization of) 16. Is homosexuality a moral issue? (Why do some make it one? 17. Should there be limits on reproductive technology? (IVF) 18. Who is morally culpable for the use of performa nce enhancing drugs in sports? Is this practice justifiable? 19. What is our moral responsibility to the environment? 20. Is surrogacy morally permissible? 21. Is in vitro fertilization morally permissible? 22. Is food consumption a moral issue? (ie. Vegan/vegetarianism) 23. Other topic (rarely approved) Topic Selection: -must provide 3 sources (for websites print a page that demonstrates relevance) (5 Marks) -complete a sheet listing sources and a preliminary thesis. Essay |Presentation | |Outline *15 |Conference | |First Submission * (10) |Note Submission* (30) | |Conference |Presentation * (50) | |Final Submission * (100) | | * for marks Topics and Seminar Dates HRE 4M1-01Period 3/4 |Topic |Student(s) |Date | |1. Capital Punishment | | | |2. Euthanasia | | | |3.Child Labour | | | |4. Just War | | | |5. Resp. to the Poor | | | |6. Doc Assisted Suicide | | | |7. Gen. Eng. Human | | | |8.Abortion | | | |9. Animal Testing | | | |10. Gen. Eng Plant/Animal | | | |11. Stem Cells | | | |12. Poverty Dev. Nations | | | |13.Pornography | | | |14. Censorship | | | |15. Prostitution | | | |16. Sexual Orientation | | | |17. Reproductive Tech. | | | |18. Perf. Enhance drugs | | | |19.Environment | | | |20 Surrogacy | | | |21. In Vitro fertilization | | | |22. Food Supply | | | |22. Other | | | Topics and Seminar DatesHRE 4M1-04Period 6 |Topic |Student(s) |Date | |1.Capital Punishment | | | |2. Euthanasia | | | |3. Child Labour | | | |4. Just War | | | |5. Resp. to the Poor | | | |6.Doc Assisted Suicide | | | |7. Gen. Eng. Human | | | |8. Abortion | | | |9. Animal Testing | | | |10. Gen. Eng Plant/Animal | | | |11. Stem Cells | | | |12. Poverty Dev.Nations | | | |13. Pornography | | | |14. Censorship | | | |15. Prostitution | | | |16. Sexual Orientation | | | |17. Reproductive Tech. | | |18. Perf. Enhance drugs | | | |19. Environment | | | |20 Surrogacy | | | |21. | | | |22. | | | |23. | | Religion ISU Seminar Name: _____________________ |Note |Level R |Level 1 |Level 2 |Level 3 |Level 4 | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | |The note is poorly |The note is poorly |The note is organized |The note is well organized|The note is well organized and | |Comm. |organized and laid out. |organized and laid out. The|and laid out with some |and well laid out. The |well laid out. | | |The important info is |important info is not |competence |important info. is easily |The important info. is easily | |Org. |not available. easily accessible |The important info is |accessible |accessible and well highlighted | | | | |not easily accessible| | | | | | | | | | |/10 | | | | | | |Knowledge |The note contains |The note contains some |The note contains most|The note contains all |The note contains all information | |Content |little info. on most |info. on most aspects of |info. on most aspects |info. on every aspect of |on every aspect of the i ssue | | |aspects of the issue. |the issue including the |of the issue incl. the |the issue including the|including the Catholic view. | | |Some of the info. is |Catholic view. Some of the|Catholic view. The |Catholic view. All the |Every point is accurate and | |/20 |correct |info. Is correct |info. is mostly correct|info. s correct |presented in detail with | | | | | | |underlying beliefs and | | | | | | |consequences of each position | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | |Presentation | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | |Knowledge |Lacks 3 or more of the |Lacks 2 or more of the |-Opp. Viewpoints Church|-Opp. |-Opp. Viewpoints/ | |Content |following: |following |view are presented with|Viewpoints are presented |Church view are presented in | | |-Opp. viewpoints |-Opp. iewpoints |some detail |in detail |detail with accurate analysis | | |-detail |-de tail |-Questions/ Case | |-Questions/Case studies are | |/10 |-Church view |-Church view |studies have some |-Church view |relevant to the topic and serve to| | |-Questions |-Questions/ Case studies |relevance | |illuminate the aspects of the | | |-Case Studies |are not relevant | |Questions/Case studies are|issue | | | | | |relevant and insightful | | |Communication |Voice is monotone. |Voice is monotone. |Voice is clear and |Voice is clear and |Voice is clear and confident. | | |Reads the pres. with |Pres. |confident. |confident. |Speaks with clarity with | | |clarity with a lack of |lacks focus & clarity & an |Speaks with clarity |Speaks with clarity with |appropriate vocabulary | | |under. |understanding of the issue |with an appropriate an appropriate vocabulary |Use of different media to engage | |/10 |Uses little to no media|Use different media to |vocabulary |Use different media to |the class in the presentation | | |to engage the class in |engage the class in the |Use diffe rent media to |engage the class in the |Little to no checking of notes | | |presentation |presentation |engage the class in the|presentation | | | |Reads notes |Frequently reads notes |presentation |Infrequently checks notes | | | | | |frequently checks notes| | | |Application |Student is unable to |Questions are answered |Questions are answered |Questions are answered |Questions are answered with | |Questions |answer any questions |without clarity and with a|with little clarity and|with clarity, with little |complete clarity, without | | | |great deal of hesitation |little attention to |hesitation, and in some |hesitation, and in great detail | | | | |detail |detail | |/10 | | | | | | DUE DATES: Outline: First Essay: One week after the outline is returned Final Essay: December 19, 2008 Submit Outline/ 1st Essay as well Presentation Date: Essay Outline: Genetic Screening Ian Gogolek: While there are possibilities that genetic screening procedures could provide great insight into def ects and disease in humans, the process (who has control and access to the information) needs to be very tightly controlled. The way genetic screening is currently used and promoted is immoral. Point One:Pre-birth genetic screening, how it is currently used is immoral because it leads to abortion based on gender and prejudice towards those who have special needs. Abortion based on gender: 7999/8000 abortions performed in the Bombay area between 1978-82 were on female fetuses. (Kimbrell, pg. 122) Abortions based on disabilities: Poll in New England 1% based on gender 6% based on Alzheimer’s in old age 11% based on obesity (Rifkin, pg. 147) -can lead to a genetic-based eugenics program (sterilization of those deemed unfit to have children) -violation of the integrity of the human being and a child as a gift (Catechism of the Catholic Church, 2344) Point Two:Genetic Screening has the strong possibility of being used by corporations to determine hiring practices and insurance pre miums. Example: Reggie Lewis: Boston Celtics died of a genetic heart dysfunction Eddy Curry: Chicago Bulls had heart problems. Bulls wanted him to undergo genetic testing before signing him to a new contract The Bulls had insisted that Curry take a DNA test to determine whether he's a potentially fatal heart problem. Curry, who missed the final 13 games of the regular season susceptible to and the playoffs after experiencing an irregular heartbeat, balked, saying it violated his privacy. (www. nytimes. com/2005/10/03/sports/basketball/04curry) Employers may demand the right to genetic tests before hiring or promotion 981, the Bureau of labor statistics reported that occupational illness costs private sector employers 850,000 lost workdays. (http://www. scu. edu/ethics/publications/iie/v4n2/genes. html) Corporations looking to improve their profits could demand that genetic tests be applicable to reduce waste. This could create a permanent underclass of the unemployable. predispositi on to genetically-based disease is often associated with race or ethnic background. For example, the sickle cell trait is found in 1 out of 12 blacks, but only in 1 out of 1,000 whites. (http://www. scu. edu/ethics/publications/iie/v4n2/genes. html) Insurance companies could deny access after a genetic screenGenetic screening may be performed on current or prospective employees when it is clear that the genetic trait directly affects job performance (http://www. acoem. org/guidelines) Point Three: Genetic Screening can be useful but most genetic diseases are untreatable or not properly diagnosed. Gen. screening often only demonstrates a predisposition or susceptibility to a certain disorder not a definitive Results can be misinterpreted Problems in diagnosis – both parents must have the gene Tay Sachs disease Cystic Fibrosis Sickle Cell Anemia Useful to inform couples concerning marriage (accepted by the Catholic Church) Conclusion: While there are some possible benefits to g en. screening, many of its current uses are unethical.For genetic screening to be ethical, access to results must be seriously restricted and must not be used to deny people health care, employment or other basic rights available to all people. Tips On Writing an Argumentative Paper Step One: Choose a Topic Choose a topic that is of interest to you. This will make the process of research much less painful. Step Two: Find Research Materials Gather information from as many sources as possible. You will need information(arguments, statistics) from different perspectives. Do not completely decide what your full argument will be before you complete your research. Step Three: Develop a Thesis Determine your stand on the issue. Be sure your stand can be defended by logic and/or statistical analysis.All your arguments for your essay must flow logically from your thesis. The claim in your essay may be a positive or negative claim. Step Four: Make An Outline Before you start writing it is imp ortant to make an outline. The outline should sketch out all your arguments and the structure of your paper. Each argument should logically flow from the argument before it. Expect to encounter problems with logic and flow. You will most probably have to revisit this more than once. Step Five: Take a Break Take a break from the work for a few days. This is important to gain some perspective on your arguments. Step Six: Revisit Your Argument With a Critical Eye Look at your argument from an opposing viewpoint.What objections would they raise to your arguments? Also, seek someone who has a skeptical mind who can evaluate your arguments objectively and without prejudice. Step Seven: Write Your Paper Write your paper following a revised outline. Write in a concise and formal manner. Your introduction should include your thesis and your reasoning behind your argument. Be sure to avoid common problems in language use, spelling, grammar etc.. Ex: tense agreement Step Eight: Proofread Your Paper After you finish writing your paper let it sit until the next day. Proofread it orally. Do not be afraid to rewrite sentences and restructure paragraphs to improve clarity. |Level 1 |Level 2 |Level 3 |Level 4 | |Thinking |This paper is unclear, or reflects |A clear position, but may not |A clear position, responding |A strong well articulated position, | |Soundness of |partial understanding or some |articulate it very clearly; |competently and comprehensively |responding precisely and | |Argument |distortion of the topic; exhibits |responds in a general way to the|to the topic, showing some depth|comprehensively to the topic: | | |faulty logic and/or stereotypical, |topic, showing broad |of thought; some claims may not |demonstrates excellent understanding | |30 |superficial thinking in some of its |understanding of major issues, |be strongly supported but this |and depth of thought supported by | | |supporting arguments, analysis and |but may address some ideas more |only sli ghtly undermines the |compelling and logically sound | | |examples; little or no effort to |effectively than others; support|main argument; some success at |arguments, analysis and examples; | | |anticipate and address problems |of main points is inconsistent, |anticipation of counter |Anticipates and addresses problems and| | | |sometimes adequate; minimal |arguments |counter-arguments effectively | | | |anticipation of counter | | | | | |arguments | | | |Comm. |This paper reads poorly, exhibiting a|This paper reads well showing |This paper reads well for the |This paper reads very well, exhibiting| |Focus, Organization |lack of control of focus and/or weak |some control of focus, |most part, exhibit control of |command of focus, organization and | |and Development |organizational and developmental |organization and development; it|focus, org. nd dev, but its |development | | |patterns; may ramble, be repetitious,|may rely to some extent on |elements are not as well managed|Its int roduction draws the reader into| |15 |hard to follow in places, or locked |formulaic devices for its |as at the command level (eg. The|the discussion, which presents a | | |into an organizational formula |structure, and it may wander or |intro. /concl. may be |sustained and logical progression of | | | |shift topics abruptly at times. |ineffective, or the argument may|ideas leading to an effective | | | | |not flow consistently) |conclusion. | |Comm. This paper exhibits a lack of control|This paper exhibits some control|This paper exhibits control of |This paper exhibits command of | |Clarity of |of expression, grammar, punctuation, |of expression, grammar, |expression, grammar, |expression (word choice, tone, | |Expression |and mechanics; many and significant |punctuation, and mechanics; may |punctuation, and mechanics; some|sentence structure, and sentence | | |errors, some of which interfere with |contain numerous errors, but |minor errors |sense), grammar, punctuation, and | |15 |the reader’s understanding or require|they are not such that they | |mechanics; no errors, or at most a few| | |the reader to supply meaning to make |interfere with the reader’s | |minor ones | | |the text intelligible |understanding | | | |Knowledge |Referencing |Referencing |Referencing |Referencing | | |Bibliography |Bibliography |Bibliography |Bibliography | |30 |Evidence |Evidence |Evidence |Evidence | | |Catholic Church |Catholic Church |Catholic Church |Catholic Church | Seminar Presentation Sign-Up | | | | | | | |Sun |Monday |Tuesday |Wednesday |Thursday |Friday |Sat | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | Preliminary Sheet Name: __________________ Thesis: | | | | | | | | Sources:Include title/author(website)/ how info is relevant to the topic at hand/ pages that are relevant | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | |

Course Project Part

While the initial investment in materials and equipment is steep, the output of this system rapidly accelerates to full potential and sots very little to maintain on an annual basis. The versatility of this system allows for the simultaneous production of a variety of sought after vegetables at reasonable cost and can reproduced In nearly any area of the united States. Project Description This project Is designed to develop a reproducible and self-sustaining aquaplanes system based on $100,000 Initial investor Input.A functioning model will be created to prove the viability of a self contained and symbiotic relationship that combines hydroponics vegetable production with aquaculture production. Hydroponics is the arming of vegetables using only water and loose fill media instead of soil. Aquaculture is the farming of fish in a controlled and sustainable environment. Putting these two systems together provides a source of nutrient rich water for growing plants and a natural filtration system, rich with oxygen, for growing fish.The combined system will be operated and monitored over a five year period to determine the total cost of production for a variety of leafy green vegetables as well as the price per pound of fish created over the same time period. The greatest price actor of getting food to local markets Is the fuel cost from the production location, through one or more levels of storage and packaging and lastly the trip to each point of sale. The system we propose to build would remove the fuel and transportation costs of a variety of vegetables that could easily be grown local to the market in which they are ultimately sold.Each certified organic occupations production facility could support the growth of several varieties of vegetables on a year round basis. This would allow local markets and restaurants the opportunity to provide locally grown organic produce and fish at reduced prices. Creating a system that is both self- sustaining and profitable is the key in the development of a solution that can be marketed. After the initial startup of a location, minimal financial input must be maintained while keeping the operational costs as low as possible to create a viable business model.

Multiculturalism And School Music Education Education Essay

Before get downing to discourse about Macaus music instruction, the general history background should be introduced ab initio. Macau lies on the western side of the Pearl River Delta across from Hong Kong, which is to the E, surrounding Guangdong state to the North and confronting the South China Sea to the E and South. The entire country of Macau is about 29.5 kilometers and the population is about 544,000. ( Macau Yearbook 2007, 475 ) The history of Macau can be traced back to the Qin Dynasty ( 221-206 BC ) , Macau was under the legal power of Panyu county at the clip. Between the old ages 1368 and 1644, under the Ming Dynasty, fishermen moved to Macau from Guangdong and Fujian states. Therefore, Macau was a normal fishing small town before the reaching of Portuguese. Macau was a former Portuguese settlement, and was both the first and last European settlement in China every bit good. Since the Portuguese arrived in the sixteenth Century, Macau started to be developed as a major colony. In 1535, Lusitanian bargainers obtained the rights to ground ships in Macau ‘s seaports and to transport out trading activities, though non the right to remain onshore. ( Fung, 1999 ) In 1887, Macau became a settlement of the Portuguese imperium and its sovereignty transferred to the Portuguese. Macau became one of two particular administrative parts of the People ‘s Republic of China ( the other being Hong Kong ) in 1999. Under the policy of â€Å" one state, two systems † , the Chinese authorities is responsible for the district ‘s defence and foreign personal businesss, while Macau maintains its ain legal system, constabulary force, pecuniary system, imposts policy, and in-migration policy.The Sino-Portuguese Joint Declaration and the Basic Law of Macau stipulate that Macau operates with a high grade of liberty until at least 2049, fifty old ages after the handover. Macau participates in many international organisations and events that do non necessitate members to possess national sovereignty. Macau ‘s economic system is dependent mostly on touristry and chancing which make up about 50 % of the economic system. In peculiar, chancing in Macau was legalized by the Lusitanian authorities from the 1850s, and Macau has been known as the â€Å" Monte Carlo of the Orient † since so. It is worthwhile to see that most of the visitants come from Mainland China and Hong Kong. Therefore, it can be concluded that the Macau ‘s economic system to a great extent depends on Mainland China and Hong Kong. The population of Macau is consist of 95 % Chinese, includeing Cantonese and Hakka. The staying 5 % aliens which includes Portuguese, Nipponese and Philippine members. ( Result of 2011 population nose count. 11 ) Therefore, assorted cultural groups and sole history background form Macau as a multicultural society, and such phenomenon exists in anyplace. The first case is the multiple linguistic communications. The official linguistic communications are Lusitanian and Cantonese Chinese, and there are 40 % and 1.5 % of the population in Macau are able to pass on through Mandarin and English, severally. In add-on, Hokkien and the Creole Macanese linguistic communication besides exist. Furthermore, the 2nd illustration may be the festivals. Not merely should the Lunar Chinese New Year be one of the most important festivals in Macau, but besides the Christmas may be celebrated, every bit good.2. Macau ‘s instruction in colonial period.In the sixteenth century, the authorities clung to the instruction system of Portugal and about all the educational events were supervised by the Catholic missionaries in Macau. In 1572, the Jesuit priests established a school in Macau, taking to learn kids and the grownups who were willing to be a Christian missionary ( Li & A ; Choi, 2000 ) . Furthermore, in 1594, the first Western university was founded in Macau by the Jesuits, which claims the rubric of the first Western university in the Far East ( Li, 2001 ) . Such state of affairs besides happened in other settlements at the same clip. In 1599, the Jesuits transformed their school originally founded for the Indians into colleges for direction in broad humanistic disciplines ( Havighurst & A ; Moreira, 1965 ) . From the 16th to 19th century, except a bantam figure of kids from rich households who could engage private instructors, a immense sum of childs were taught merely by sermonizers. For illustration, a primary degree school named the St. Rose of Lima School was established in 1692, which targeted to learn basic reading, composing, Portuguese, Latin, French and English to kids who come from destitute households. ( Silva, 1998 ) To sum up, there were really few measures of primary schools existed at that clip. In the mid of 19th century, the authorities paid more attending to Macau ‘s instruction in order to consolidate the Lusitanian position in Macau. Li & A ; Choi ( 2000 ) point out that the Macau colonial authorities established the first Portuguese primary school in 1847 and managed by diocesan priests. The first Lusitanian Government secondary school was founded in the 1893 and managed by the authorities. In the twentieth century, with the dining development of Macau ‘s instruction, a series of jobs were besides exposed. The political legislative acts of Macau was alone due to the about 50 decennaries ‘ settlement by Portuguese. Such alone statues has sometimes been considered as a consequence of the contradiction between Chinese and Lusitanian authoritiess, and was besides be influenced by the sole mode in which Portuguese sovereignty had been carried out locally. Franco Nogueira, who was the Portuguese Foreign Minister, concluded the state of affairs in 1966 as follows: â€Å" aˆÂ ¦ We have ne'er been genuinely autonomous over Macau ; we have ever outlasted out of China ‘s good favour, and authorization has ever been shared with them. † ( Nogueira, 1966 ) , viz. there was restriction of Lusitanian sovereignty over Macau. Rosa ( 1990 ) besides points out that such state of affairs besides happened in local instruction system in the 1980s. The authorities ‘s policy could non follow the gait of the instruction development in Macau. Even more, there were really few pupils: merely 5 per centum of Macau ‘s pupil population, survey in the public schools. In institutional footings, on the one manus, the huge bulk instruction sectors were private Chinese watercourse schools and which held about 85 % . On the other manus, there were merely 15 % schools in Macau were government-run. In other words, the instruction in Macau had different systems, and both of the private and authorities schools were â€Å" fighting to run into the Territory ‘s demands – but hardly wining in making so. † ( Rosa, 1990 ) Due to the deficiency of proper organisation and support, the system of Macau ‘s instruction was extremely based on related states and countries, such as Hong Kong, the People ‘s Republic of China, the United Kingdom and Portugal. Such dependance can be seen from the course of study and the contents. However, the imitation and dependance may non run into the demand of Macau itself. The ground might be that the Macau ‘s alone history and civilization background may non be wholly same as other states or countries. Rosa ( 1990 ) believes that there were several defects in the country of human and physical resources. First of wholly, the absence of the available instruction material might be a serious job in Macau. For case, the teacher/student ratio was highly high at the pre-primary degree of private Chinese watercourse[ 1 ]school in 1988 ( 1/45 ) . Second, academic making of the teaching staff was unsatisfactory. There were merely 54 % of the instructors had accepted learning preparation or keep instruction grade ; on the contrary, 34 % of the instructors might merely complete secondary school. In footings of the physical resource, the private schools ever suffered from overcrowding in schoolroom and deficit of learning equipment. However, there had been some advantages in Macau ‘s instruction. Harmonizing to the research from Rosa, the age of most of the learning material in Macau was under 50 ( which was about 84 % ) ; moreover, 62 % of instructors were between 20 to 39. Obviously, th e immature instructor might be really helpful to get the better of the quandary at that clip. In add-on, in the 1980s, the private schools, which occupied a immense sum of the schools in the Territory, deficiency of proper intercession and support from the authorities, taking to a batch of Macau ‘s households being unable to pay fees for school and the increased rate of dropout. Hence, the authorities approved the Law No. 11/77/M on October 22 1977 and so some fiscal aids was set out based on it. The donees of such aid included the privately-owned school, their teaching staff and the pupils. First of wholly, the fiscal aid helped the instruction establishments to regenerate equipment and renovate plants. Second, instructors received authorities excess subvention in order to promote them through the Government Order No. 199/85 in 1985. Third and the most significantly, tonss of the pupils, even non all of them, received subsidies from the authorities, which non merely lightened the household finances load, but besides reduced the dropout rate which was highly high. Howev er, the fiscal aid might non enough to run into the demand of the development of Macau ‘s instruction. For illustration, the pupils ‘ allowance merely occupied about 40 % of mean schooling fees, viz. Macau did non hold free general instruction at that clip and might non accomplish the end of equity of instruction. Furthermore, harmonizing to Rosa ( 1990 ) , there was a Chinese watercourse instructors developing class sponsored by Macau Education Department since 1987. Rosa besides shows that in the academic twelvemonth 1988/89, there were 106 local instructors who took portion in the instructors developing class. To sum up, there were several issues exist in footings of Macau ‘s instruction during the colonial period. Initially, deficiency of organisation and systematized construction resulted in heavy dependance on other counties ‘ systems. However, it was happenstance with the cultural and societal world of Macau in a little grade. The 2nd job might be the restriction and deficiency of resource, including in human, infinite and fiscal facets. On the one manus, the deficit of eligible teaching staff and equal infinite may take hapless quality of instruction ; on the other manus, deficiency of instruction financess would be the ground of the high rate of bead off, and doubtless, such a high schooling fees no uncertainty increase the fiscal load of many hapless households. About all the jobs in Macau ‘s instruction could be partially attributed to the softness of local authorities supervising and direction. Even more, there were no exact official counsel and ordinance in footings of instruction country. Therefore, the authorities since handover has already changed their attitude to such facet and improved relevant policies and systems. For case, the most of import and necessary action is to implement and vouch free schooling, particularly in the first six old ages of primary school. And so, the mainframe Law on Macau ‘s Education System has been approved desperately in order to suit the Macau ‘s world of the development of society and civilization.3. Macau ‘s instruction since handover3.1 General instruction in Macau Macau enjoy a high grade of liberty harmonizing to the â€Å" one state, two systems † policy since handover on 20 December 1999. In footings of instruction, as prescribed by the Basic Law of Macau Chapter VI Article 121, the Government of Macau â€Å" shall, on its ain, formulate policies on instruction, including policies sing the educational system and its disposal, the linguistic communication of direction, the allotment of financess, the scrutiny system, the acknowledgment of educational makings and the system of academic awards so as to advance educational development † and â€Å" bit by bit establish a compulsory instruction system † ( Basic Law of Macau ) . And it besides provided that Macau ‘s general instruction is charged by the Education and Youth Affairs Bureau ( the DSEJ ) . In institutional footings, the construction of Macau ‘s instruction sector rests chiefly on private-owned establishments. As Table 1 ( DSEJ, 2012 ) shows that approximately 85 % of local schools are private. Alternatively, merely 15 % schools are government-run. Even though the rates in 2011/2012 academic twelvemonth are really near to which in colonial period, this state of affairs has changed. From the academic twelvemonth 2007/2008, a 15-years free instruction is offered to the pupils who have been enrolled in the schools that are belonging to the free instruction school system, viz. it is free of charge from kindergarten to secondary in all public schools and great bulk of private schools. Meanwhile, pupils of non-free school would afford allowance from the SAR authorities every twelvemonth. For illustration, pupils of non-free kindergarten and primary received 10,000 MOP ( Macanese pataca, about 800 British Pounds ) , and the pupils from these secondary schools acquired 12 ,000 MOP in the academic twelvemonth 2009/2010. Table 1. Number of General School in Macau 2011/2012 ( DESJ, 2012 ) Free instruction school system* Public schools 2—3 5——1 11 Private Schools 1 2 2 15 4 26 3 53 Private schools of non-free instruction school system 3———3 5—11 Entire 6 2 5 20 7 31 4 75 Auxiliary reading: – There are wholly 35 schools supplying inclusive instruction. Among which, there are 8 public schools, 22 private schools of the free instruction school system and 5 private schools of the non-free instruction school system. Harmonizing to the TABLE 2 we can deduce that the figure of pupils decreased continuously in these 10 old ages. The ground might be the sustained decrease of birth rate from 1989 ( statistics from DSCE, 2012 ) . But it is worthwhile to see that the figure of instructor increased endlessly, in other words, the teacher-student ratio have became more sensible than in the colonial period times which was 45 pupils per instructor. And the ratio, which was about on tierce of colonial period, was 13 pupils per instructor. Table 2 Figures of General pupil Numberss in recent 10 academic old ages ( DESJ, 2012 ) 2002/2003 49,215 46,610 95,825 2,404 3,951 2003/2004 48,842 45,970 94,812 2,454 4,181 2004/2005 47,603 44,777 92,380 2,441 4,275 2005/2006 45,953 43,246 89,199 2,414 4,363 2006/2007 44,005 41,301 85,306 2,418 4,445 2007/2008 41,771 39,052 80,823 2,418 4,610 2008/2009 39,481 36,928 76,409 2,425 4,711 2009/2010 38,273 35,553 73,826 2,417 4,831 2010/2011 37,577 34,787 72,364 2,404 5,104 2011/2012 36,794 33,925 70,719 2,415 5,134 Not merely the sum of instructors is wrinkling, but besides the quality of learning material in Macau is bettering, every bit good. From the Table 3 ( DESJ, 2012 ) we can deduce that most of the learning material in Macau are possessing pedagogical preparation: more than 90 % of instructor of kindergarten possessing pedagogical preparation, and more than 80 % and 70 % of the instructors from primary and secondary schools received teacher developing class from 2008 to 2012 academic old ages. Furthermore, there are huge bulk of the instructors developing class are organized by DESJ, and other are supported by public university ( see the TABLE 4, ) , in other words, it sponsored by the authorities. In add-on, the Numberss of trainees are continuously grow these old ages. Therefore, the sufficient attending paid by the authorities is good to better the degree of instructors ‘ specialisation and learning ability. TABLE 3 Rate of instructors possessing pedagogical preparation ( for in-service instructors merely ) in recent 4 academic old ages ( DSEJ, 2012 ) Education degree Academic Year 2008/2009 Academic Year 2009/2010 Academic Year 2010/2011 Academic Year 2011/2012 Baby 95.3 % 94.6 % 92.1 % 93.2 % Primary 86.1 % 84.7 % 85.8 % 87.9 % Secondary 70.8 % 71.2 % 72.1 % 74.3 % Table 4 Figures of instructors developing ( including normal instruction ) in recent 3 academic old ages ( DESJ, 2012 ) Forming establishments Number of trainees ( by frequence ) 2008/2009 2009/2010 2010/2011 Education and Youth Affairs Bureau 17,964 23,950 32,340 University of Macau 677 754 805 Macau Polytechnic Institute 24 54 122 Colegio Diocesano de Sao 37 59 60 Entire 18,720 24,817 33,327 In footings of fiscal resource of Macau, harmonizing to the TABLE 5 we can deduce that investing from the authorities addition steadily. In 2007, the per centum of public instruction outgo to gross domestic merchandise is 2.1 % , and which was 0.2 % lower than 2008. After so, the rate arrived the extremum at 2009, which occupied about 2.6 % of the GDP. Table 5. Public instruction outgo and gross domestic merchandise ( DESJ, 2012 ) Unit of measurement: million Pataca Type Year 2007 Year 2008 Year 2009 Gross domestic merchandise 141,934 161,669 165,457 Public instruction outgo 3,028 3,704 4,372 Rate 2.1 % 2.3 % 2.6 % However, the rate of public instruction outgo to GDP of Macau was much less compared with whether western or about states. For case, harmonizing to the statistics from the World Bank ( see the TABLE 6 ) , the rates of both the United Kingdom and the United States held steady from 5.4 % to 5.6 % , and which was about twice more than Macau. On the other manus, the rates of Hong Kong and Japan, both of those are Asiatic states and shut to Macau, were besides much higher than Macau and floated between 3.0 % and 4.5 % . Therefore, the proportion of Macau ‘s instruction outgo to GDP was still at a low degree. Table 6. The per centum of public instruction outgo to gross domestic merchandise of United Kingdom, United States, Hong Kong, Japan and Macau. State Year 2007 Year 2008 Year 2009 United Kingdom 5.5 % 5.4 % 5.6 % United States 5.5 % 5.5 % 5.4 % Hong Kong 3.5 % 3.3 % 4.5 % Japan 3.5 % 3.4 %—Macao 2.1 % 2.3 % 2.6 % In brave, harmonizing to the day of the months above, it can be concluded that: First, the 15-years free instruction system might be the most impressive facets of Macau ‘s instruction, which brings several benefits ; for illustration, it would helpful to accomplish the end of the instruction equality. And besides, it lightened the fiscal load on family. The most of import is that it would hold profound consequence on the development of the society. Second, the teacher-student ratio became more acceptable compared with the period times. Furthermore, due to the turning figure of free instructor train class, the overall quality of the instruction might better in some extent. Third, the authorities increased fiscal input to instruction, and the proportion of public instruction outgo to GDP raised. However, it might still lie at lower degree compared with western and some close states.3.2 General Music Education in MacauThe development of Macau ‘s music instruction may non be balanced in different facets. Social music instruction has shown it tendency of vigorous development: more and more private and extracurricular music categories organized by the authorities, the mission and civil groups appeared and â€Å" plays one of the most of import function in Macau ‘s music instruction † . ( Dai, 2004a ) On the other facet, third music instruction grew rapid since handover: foremost, in 2009, the Macau Conservatory united the affiliated in-between school of China Central Conservatory of Music to form a music secondary school ; secondly, the new class – music public presentation – is added in to the School of Art, Macau proficien t Institute, which expand the field of third music instruction. However, the development of general music instruction seems to dawdle behind compared with societal and third music instruction. Harmonizing to a study in 2003, Dai ( 2004b ) points out that Macau ‘s general music instruction is â€Å" free and self-generated, alternatively of regular and normative † , and â€Å" the instruction quality is unevenaˆÂ ¦ there are series issues and may impede the development of music instruction, which keep the degree downaˆÂ ¦ ( It may ) non presume its responsibility and duty † . Dai ( 2009a ) introduces some basic information of Macau ‘s general music instruction. Initially, in most instances, the primary and junior secondary schools offer one music lesson per hebdomad. What ‘s more, it is frequent to offer music extracurricular activities in the schools[ 2 ]. In add-on, the music instruction equipment is comparatively complete. Furthermore, an overpowering 89 proportions of the schools ain music schoolroom. In footings of learning stuffs, which are multiple and about all of them are imported from Hong Kong and Mainland China. Because there is no expressed ordinance or counsel from the local authorities, instructors should take learning stuffs by themselves. The deficient figure of instructor can be one of the most note worthy characters of Macau ‘s general music instruction and it may increase the instructors ‘ work load in some extent. It is besides worthwhile to see the instructor ‘s quality is different, some of them may non have music background or instruction degrees are lower than expect. On the other manus, although the authorities intercession in schools is restricted, it may take to a growing of music instruction via to keep a series music activity. For illustration, Macau Education and Youth Bureau ( DSEJ ) organizes interscholastic singing competition every twelvemonth, which may advance development of general music instruction via communicating of music public presentation among the schools. In add-on, the DSEJ holds series of activities to popularise art music and some music groups are invited in order to execute to the secondary school pupils. The purpose of the activity is to give a opportunity to the pupils to travel to music concert hall every twelvemonth because the organisers believe it may elicit pupils ‘ involvement of music grasp. What ‘s more, the one-year Macau Young Musicians Competition, held by Cultural Affairs Bureau of the Macau S. A. R, aims to progress the musical humanistic disciplines in the district and heighten the preparation and public presentation abilities of immature local instrumentalists. For good over two decennaries, the competition has given 1000s of immature people the chance to derive cherished phase experience, and therefore has played a critical function in the betterment of the musical accomplishments of Macau ‘ young person. To sum up, the character of Macau ‘s music instruction can be concluded as: rapid development of societal music instruction and imperfect general music instruction. The latter includes 3 facets: issues on learning stuffs, authorities and instructor resource.III. Issues and Challenges in MacauTeaching stuffsDatas analysis Current state of affairs of learning stuffs can be described by two questionnaire studies in 2003 and 2009. Both of them are completed by music instruction professors of Macau Polytechnic Institute. ( Dai, 2004b & A ; Dai, 2009a )Table 7. Resource of the instruction stuffs of Macau*Beginning of learning stuffsQualityRateMacao 2 3.1 % Mainland of China 18 28.5 % Hong Kong 47 74.6 % Mission 2 3.1 % Complied by the schools themselves 23 36.5 %Entire60100 %* Multiple picks Most of schools selected learning stuffs that are imported from Hong Kong ; and so comes to the instruction stuffs that complied by the schools themselves and Mainland China, and those occupied 74.6 % , 36.5 % and 28.5 % individually ( multiple picks ) . Furthermore, merely 4 per centum schools use Macau and Mission editions. In add-on, the figure of schools whose teaching stuffs are determined by principals occupied about 15 per centums ; learning stuffs of the remainder 85 % schools are decided by their ain music instructors. Furthermore, those studies besides illustrate instructors ‘ attitudes towards learning stuffs. An overpowering 93 % of the instructors consider that the qualities of learning stuffs are tolerable but still have room for betterment, 7.4 % of them think the stuffs are disused, 3.7 % of instructors regard that pupils may non fulfill with the instruction stuffs and more than 20 % of them do non believe the instruction stuffs reflect local conditions or are suited to local demands ( multiple picks ) . Issues and challenges of instruction stuffs Harmonizing to the questionnaire study shows above we can deduce that the deficiency of incorporate and proper learning stuff could be a serious job of Macau ‘s music instruction. Fifteen ( 2008 ) indicates in her research that the current state of affairs of Macau ‘s music instruction stuffs is complicated. Assorted different editions are applied in both primary and secondary schools, including the stuffs exposed from Hong Kong and Mainland of China, complied by schools themselves, mention from songbooks and music instruments stuffs. In add-on, the unsure applications of those learning stuffs make the state of affairs more complex. At the first glimpse, it seems benefit to the instruction generation because of the variegation of learning stuffs. However, it may besides hold several disadvantages. First of wholly, there is strong subjectiveness and random in the choice of learning stuffs, it may take the inadequacy of criterion. Second, the patched quality of the instruct ion stuffs may harmful to the instruction equality. Such instruction stuffs system may because of the alone political, cultural and economical state of affairs in Macau. Before handover, the Portuguese-run colonial authorities took a mostly laisser-faire and negative attitude towards Macau ‘s civilization and instruction, and this led to miss of standardisation and considerable variegation of the educational system. ( Huang & A ; Chen, 2007 ) Furthermore, the policy of Macau ‘s learning stuff has non been stipulated by jurisprudence explicitly, whether the Proposta de Lei do Sistema Educativo district attorney RAEM ( Proposal for the Education Law Special Administrative Region ) legislated by Portuguese-run colonial authorities in 1991 or the Lei de Bases do Sistema Educativo Nao SuperioriNon-Higher Education System Outline Methodi?†°legislated by Macau authorities in 2006. However, Hong Kong where has a similar colonial history as Macau implements much more positive criterions and policies imposed from British author ities. On the other manus, due to Macau ‘s economic system that concentrates on chancing and touristry and relies well Mainland of China and Hong Kong, its instruction and civilization signifier a characteristic that is regarded as dependance. Consequently, such grounds underlie several characteristics of Macau ‘s instruction stuffs – variegation, liberalisation and dependance ( Huang & A ; Chen, 2007 ) The systems of music instruction stuffs in nearby countries, like Mainland of China, Taiwan and Hong Kong, are dissimilar from Macau. For illustration, from 2001, Mainland China patterns scrutiny and blessing system for learning stuffs. That is, the publishing houses should roll up music text editions observed by the New Music Curriculums Standards, and so those books need to be examined by the Examination Committee. ( MOE, 2006 ) several sorts of text editions arose after the policy of â€Å" One Principle, More Textbooks † issued by the Department of Education. Taiwan has similar learning stuffs system with Mainland China. ( Huang & A ; Chen, 2007 ) In footings of Hong Kong, Huang ( 2000 ) indicates that the Hong Kong Education Bureau issues the Recommended Textbook List to schools every twelvemonth. There are many assortments of music text editions on the list. For case, there are 7 sorts of music text editions in the junior secondary school list. ( Hong Kong, EDB ) Unlike the system of Hong Kong, Macau ‘s authorities dose non recommends any text editions to schools. And besides, there is no expressed criterion and counsel presented by the authorities of Macau, and which is different from Mainland China and Taiwan. Furthermore, there is no music learning stuff was compiled or published the local instruction section. Although some schools may roll up learning stuffs themselves, the quality and the character of localism may be weaken due to the restriction of local instructors ‘ professional degree. In summarized, the degree of Macau ‘s learning stuff system may still far behind the which in nearby countries. In brief, the deficiency of unitarity, the lack of ordinance and the jobs left over from history could be three major grounds which cause the current state of affairs of learning stuffs in Macau. And such issue has been widely concerned by local music pedagogues. For case, the Dai ‘s study ( Dai, 2009a ) shows that about all the music instructors agree that it is necessary to roll up a series of music instruction stuffs with in order to run into the local demand. And besides, a instructor suggests that local characters should be added into text edition. Such research reflects the demand from music instructors of local music instruction stuffs. To turn to the issues mentioned above, specific suggestions and recommendations will be given in Chapter IV. Teachers and instructor preparation Date Analysis The researches from Dingcheng Dai & A ; Baisheng Dai ( Dai, 2004b & A ; Dai, 2009a ) in 50 primary and secondary schools, the position quo of music instructors lists below: Table 8 Number of music instruction material Number Percentage Full-time 24 28.9 % Part-time 54 65 % Guest Teacher 5 6.1 % Entire 83 100 % The studies indicate that the entire sum of music instructor in the primary and secondary schools is 83 ( 1.66 per school ) . There are 24 full-time instructors and occupied 28.9 proportions. It is worthwhile to see that the sum to parttime music instructor which hold overpowering 65 per centum. In footings of instruction background of the instructors, merely 13 of them hold bachelor grade or above, which account for 15 % . 21 of them graduated from junior college. The remainder of the instructors may have enfranchisement of secondary school. The state of affairs of academic activities is besides contained in the research. There are 10 documents published in diaries ( 0.2 per school ) . Furthermore, 17 text editions are complied by the instructors ( 0.34 per school ) and 48 vocals are composed by them ( 0.96 per school ) , every bit good. The DSEJ ( Macau Education and Youth Affairs Bureau ) issued a Music Syllabus in 1999[ 3 ], 22 % of the instructors select the option that â€Å" I am familiar with it and will implement it purely † ; 56 % of them express their attitude that â€Å" I know it but can non implement it purely † ; and remainder of the instructors ( about 22 % ) may non be cognizant of such authorities paperss at all. 2.2 Issues and challenges of instructors and instructor preparation By the day of the months and researches shows above we can deduce that a batch of lacks exist in the Macau ‘s music instructor resource. Initially, insufficient of sum of instructor can be one of serious jobs. Dai ( 2009 ) indicates that it may increase the instructors ‘ work load, and underlines inability to farther preparation and development. A research by Beijing Normal University ( 2007 ) besides points out that it is about cosmopolitan that the learning material in Macau is suffered from long working hr and heavy work loads. In footings of music instructors, on the one manus, because a instructor may learn a batch of different classs, who may endure from endemic force per unit area to fix lessons and frequently be exhausted. For illustration, the studies show that there is a instructor should learn 8 different classs. On the other manus, due to some music instructors should learn non merely music, but besides other topics like Chinese and English, they have no suffi cient clip and attempt to go to learning preparation and farther perusal. Second, the low quality of the instructors can be a terrible job of Macau ‘s music instruction. Harmonizing to the informations above we can deduce that an overpowering 85 per centum of the instructors may non keep unmarried man grade. And more notably, most of the instructors are parttime and may non have professional music instruction or preparation of all time. For case, a instructor surveies mathematics in undergraduate and who may be both mathematics and parttime music instructor. Therefore, purely talking, the instruction background of the instructor is unwanted, every bit good. Therefore, merely a really few of the instructors ‘ professional background can run into the demand of eligible music instructor. Furthermore, the studies besides indicate that non merely the consciousness of academic research is deficient, but besides the theoretical idea of music instruction is bare. The history of third music instruction can be traced back to 16 century. Li ( 2001 ) mentioned that the Saint Paul College, which founded by Portuguese and claimed the rubric of the first Western University in the Far East, offered music class since 1594. It is too bad that the development of Macau ‘s third music instruction was dead since 1726 when the college closed. There was a space of third music instruction that was about 250 old ages until 1997 when the music class was established by the Macau Polytechnic Institute. Hence, the historical space of Macau ‘s third music instruction non merely suspended the first-class tradition, but besides had left harmful influence to its development until today. For case, more than half ( 54 % ) of Macau ‘s music instructors are received music preparation or instruction outside of Macau ( Dai, 2009a ) . At the first glimpse, it indicates variegation of endowment, but the lake of local music instructor instruction was emerged, every bit good. There are two universities in Macau that offered the class related to music instruction. The first 1 is the module of Education, University of Macau that offer music instruction as an optional class to primary and pre-primary instruction in the first or 2nd semester of year-2. However, such short-run preparation ( one semester merely ) may non fulfill the demand as a music instructor. The 2nd is Macau Polytechnic Institute that offers a 4-year professional music instruction class, which brings a great possibility for the development of third music instruction. However, some jobs still exist. Initially, little graduated table and pupil beginning limited could be a major hindrance to the development of third music instruction. Due to the little figure of registrations ( 15 – 20 per twelvemonth ) and the cost of instruction input, seldom of optional classs can be offered, which may non run into the demand of the pupils. In add-on, the beginnings of pupils are restricted because the sum of occupant decreases continuously ; and besides, it seems less attractive to the pupils from Mainland China even though the school accept them since 1996. Furthermore, the university can non form external class due to local authorities ordinances, therefore the demand of farther preparation from the local music instructors may non be satisfied. Furthermore, it has less internsh ip chances than expect, therefore some of the pupils can non develop experience cognition from internship, and the university may get feedback from the pupils about the current state of affairs of general music instruction which may helpful to set its course of study. In add-on, although farther instructor preparation classs are offered in several organisations[ 4 ], seldom of them are focal points on music or its teaching methods. It should be a serious issue in Macau ‘s instructor resource. Government Datas analysis The TABLE 9 shows public and non-tertiary instruction outgo between 2007 and 2010. The per centums of those to entire authorities outgo in the four old ages are besides listed. The sums of public instruction outgo are addition from 2007 to 2010. The per centum of which to entire authorities outgo is 16.2 % in 2007 ; However, over the following two old ages, the proportions decreased to 14 % and 13 % . But in 2010, the per centum rose to 14.9 % . Although the existent figure of public outgo of non-tertiary instruction grows from 2007 to 2010, the per centums of which remain the downward tendency between the 4 old ages. The proportion was 10.2 % in 2007, and autumn to 8.9 % and 8.2 % in 2008 and 2009. It hit a new depression in 2010 and which was 7.5 % . Table 9 Education Finance Indicators of Macau ( DESJ, 2012 ) Indexs Year 2007 Year 2008 Year 2009 Year 2010 Public instruction outgo ( Unit: 10 million Patacas ) 3,028 3,704 4,372 5,776 The per centum of public instruction outgo to entire authorities outgo 16.2 % 14.0 % 13.0 % 14.9 % Public outgo of non-tertiary instruction 1,912 2,347 2,763 2,896 The per centum of public outgo of non-tertiary instruction to entire authorities outgo 10.2 % 8.9 % 8.2 % 7.5 % Issues and Challenges The insufficient of investing of the local authorities for public instruction should be a one of the most primary factors curtailing the development of public, particularly non-tertiary instruction. Harmonizing to the TABLE 9 we can deduce that although the existent input is addition, the per centum of public non-tertiary instruction disbursement is decrease continuously. The ground of such state of affairs might be that the rise of non-tertiary instruction outgo can non maintain up with the entire authorities outgo. Because the entire authorities outgo remains increase in the four old ages due to the rapid economic growing of Macau[ 5 ]. It besides suggests that the velocity of Macau ‘s instruction development is slower than the rapid economic growing of Macau. The TABLE 6 shows the per centum of public instruction outgo to gross domestic merchandise of United Kingdom, United States, Hong Kong, Japan and Macau. Harmonizing to the statistics we can deduce that the grade of public instruction outgo lags far behind the Western states. Even more, it remains far less that the per centum of Hong Kong which is such similar to Macau, no affair the history background or the current economic state of affairs. The local instruction section deficiency of valid paperss and steps which could steer or direct the development of general music instruction could be the other drawback. Because the Lusitanian authorities took laissez-faire attack to Macau ‘s private schools, that system of the schools and course of study are diverse. Such attack may besides take the school instruction deficiency of incorporate criterion. ( Feng, 1999 ) Furthermore, Macau Education System ( 1991 ) provides that the authorities does non hold the right to interfere learning plans of the schools, every bit good. However, Education and Youth Affairs Bureau, which is in charge of Macau instruction, has an duty to steer, manage and measure the non-tertiary instruction, and therefore the DSEJ establishes Education Commission, Youth Commission and educational supervising system. But it is too bad that music instruction seems rarely involved in the educational supervising system. And besides, the committees may chiefly concentrate on the extracurricular music activities, such as the interschool singing competition. Even though the activities promote growing of general music instruction in some extent, and flourish activity of general music instruction apparently, those may non wholly stand for the state of affairs of Macau ‘s school music instruction. The ground may be that, foremost, those are non everyday, viz. it is timeliness. Attention will be attracted merely if few months before it stars, and schools may fix it without attempt. Second, merely seldom of pupils can participant of the ac tivities, and it may non profit to all the pupils. Therefore it is unjust to the pupils who do non go to the activities. Third, the study of Dai ( 2009a ) indicates that some of the instructors consider that music category may replace by such activities[ 6 ]. However, music category is the lone manner to accomplish the end for comprehensive, equal and consecutive general music instruction. The DSEJ may disregard such phenomenon and importance of general music instruction at some extent. Furthermore, some school leaders may attach excessively much importance to ensue and ranking of the activities, and put unusual force per unit area on the music instructor. For illustration, consequence of the singing competition may act upon fillip and rating of the music instructors. Hence, the music instructors concentrate on preparing of the competition alternatively of general music category, and which can non offer benefits to the pupils ‘ music survey. In brief, even though the DSEJ and the Cultural Affairs Bureau make a great attempt to form music competitions, the right counsel for the activities is absent, and the basic map of music instruction is non achieved. It is besides worthwhile to see that the authorities paperss for general music instruction might be dawdling. The Macau Education and Youth Affairs Bureau issued a Music Syllabus in 1999 and which is available on the official web site ( DSEJ 1999 ) . The papers contains 3 parts and focal point pupils on different degree, including junior primary, upper primary and junior secondary. The web site besides offers two other links, including the Music Curriculum Standard of Mainland China and the Music Curriculum Outline of Hong Kong. Nevertheless, those two official paperss are issued in 2001 and 2003 individually, and which may propose that Macau ‘s official papers is far behind the Hong Kong and Mainland China. To sum up, the issues of the local authorities exist in three facets: the underfunding on public non-tertiary instruction, the deficiency of right counsel and the obsolescence of official usher paperss for general music instruction. In the first facet, on the one manus, the local authorities investing for instruction is non merely much less than the Western states, but besides smaller nearby countries ; on the other manus, the growing of the investing may non maintain up with the rapid development of Macau ‘s economic and society. Furthermore, the instruction and civilization sections of Macau lack proper counsel, therefore the extracurricular music activities hold by them may non accomplish the end for music instruction. In footings of the authorities paperss, which may be outdated comparison with the nearby countries.Need to suit cultural diversenessTeaching stuffs and cultural diverseness Presents, multicultural music instruction has become a tendency of music instruction throughout the universe. Meanwhile, local music besides be more emphatic because which plays a great of import function in multicultural music instruction. Dai ( 2009b ) insists that as an unalienable portion of history and civilization, local music represents non lone tradition and plants, but besides a sort of communicating between single and group. The instruction of local music may assist pupils and instructors to understand themselves ‘ universe via a series of comprehensive and related ways. Hence, local music should be a important attack to associate people, society and civilization. Music instruction may be isolated from the civilization and the societal environment when without local music. As one of the most of import parts of music instruction, learning stuffs should suit local music facet, every bit good. Fan ( 1990 ) insists a successful music learning stuffs should assist pupil to non merely research the civilizations of foreign states, but besides understand their ain music bequest. However, as I discuss before, the music learning stuffs of Macau might be in bad crisp. Local schools either borrow music learning stuffs from nearby countries, such as Hong Kong and Mainland China, or roll up their music instruction stuffs by themselves for each classs. On the one manus, Chang ( 1994 ) points out that there are two disadvantages of the deficiency of local instruction stuffs. The first 1 should be that the pupils might lose the opportunity to pass on with the outside universe at some extent. Second, he realizes that the pupils may non to update newest cognition. On the other manus, a study made by Wang ( 2010 ) indicated that the music textbooks used in Macau are chiefly emphasized on international common people vocals, like Nipponese, Korean and African Children ‘s nursery vocals ; and besides, the common people vocals from different territories of Mainland China are besides included in those teaching stuffs. However, seldom of Macau local music may be referred in those text editions. Therefore, he believes that the application of text editions imported from Hong Kong and Mainland China could ensue the fact that â€Å" non merely ca n't the local Macau pupils enjoy efficient music acquisition experienced in neighbouring parts, but the pupils besides lack the chances to larn their ain cultural and musical heritage from their ain music text edition † . On the contrast, Wang ( 2003 ) considers that the locally published instruction stuffs could â€Å" unite pupil ‘s learning competence in the part † and may give opportunities to the pupils to appreciate their ain music and cultural heritage more wholly. And besides, it can supply pupils the acknowledgment of their ain alone national features. Consequently, we can deduce that the lake of local music learning stuffs should be one of the most serious jobs in Macau ‘s multicultural music instruction. 4.2 Teachers, teacher preparation and the authorities Music instructors play one of the most of import functions in multicultural music instruction. The instructors should non merely learn music cognition to the pupils, but besides introduce the civilization which related to the music. Anderson ( 1991 ) considers that â€Å" music instructors must fix to make more than add stray choices of non-European musics to the course of study † , and they must assist pupils to understand the relationship between people and their music. Music instructors ‘ attitude and point of position in multicultural music instruction is highly of import, because it may act upon both instructors ‘ schemes and program, even the schoolroom ambiance ( Young, 1996 ) . The music instructor ‘s attitude in Macau can be acquired through Dai ‘s ( 2004 ) study. There is a inquiry in the probe about which sort of music accomplishment the instructors want to larn ( multiple pick ) . There are 70 % and 52 % of them want to larn more about â€Å" choir conducting † and â€Å" music teaching methods † ; â€Å" music grasp † and â€Å" eurythmies † occupied 44 % and 37 % individually[ 7 ]. There are merely 26 % and 18 % of the instructors interested in â€Å" universe musics † and â€Å" Chinese traditional music † . However, those two topics are the most of import facets in multicultural music instruction, and therefore we can deduce that merely a few of the instructors may invol vement and pay attending to multicultural music instruction. Such attitude in multicultural music instruction may impede its development at some extent. Current instructor preparation in Macau may non much aid to multicultural music instruction. As I mentioned above, the University of Macau offer music instruction as an optional class for primary and pre-primary instruction. But the topics related to multicultural music instruction, such as Ethnomusicology, Chinese traditional music are non available in the music instruction class in the University of Macau[ 8 ]. Furthermore, due to seldom of music instructor developing organized by the local authorities[ 9 ], multicultural music preparation might be a clean country in it. It is worthwhile sing that the ESA ( School of Art ) of Macau Polytechnic Institution may be the lone university refers subjects comparative to multicultural music instruction[ 10 ]. However, because the figure of pupils is little and the history of the university is short, it may non act upon Macau ‘s multicultural music instruction so much. As I discussed earlier, the local authorities deficiencies of criterion and ordinance to instruction, and which besides should be a ground of imperfectness of music instructors, learning stuffs and even more, multicultural music instruction. The fact that there is small policy should another failing in multicultural music instruction. Other states ‘ authorities, such as England, issues much more paperss in relation to multiculturalism than do authorities in Macau. For illustration, the Music Syllabus of Macau stipulates every twelvemonth ‘s instruction content and mark. In the primary degree, neither the instruction content or the mark reference multicultural music instruction. On the contrary, the section for instruction in the United Kingdom stipulates multicultural music instruction in every Key Stage. The State Curriculum ( for England, Wales and Northern Ireland ) for general music instruction at Key Stage 1 and 2 stipulates â€Å" students should be taught the cognition, accomplishments and understanding throughaˆÂ ¦ a scope of unrecorded and recorded music from different times and civilization † . ( National Curriculum ) Furthermore, it should be another failing that the Music Syllabus of Macau chiefly focuses on music cognition and accomplishment, alternatively of civilization. For case, the instruction content in grade 4 includes five parts: vocalizing, listening preparation, rhythm preparation, reading tonss and music grasp. In the last portion, the demands are: 1 ) listening vocal and instrumental pieces ; 2 ) separating genera of vocal and instrumental pieces ; 3 ) retrieving music kineticss ; 4 ) separating AB and ABA signifier ; 5 ) separating duple, three-base hit and quadruplicate metre. All of the demands are technique and seldom of them referred to civilization. Such state of affairs may non profit to multicultural music instruction.IV. Suggestions from other states theoretical accountsHarmonizing to the treatment before, the issues of Macau ‘s music instruction can be concluded in four facets. First, instructors and instructor preparation could be a portion of the issues: the figure of instructor is inadequacy, and the quality of the instructors may be lower than anticipate. Furthermore, the failing of third music instruction and the deficiency of farther learning preparation, may besides impact Macau ‘s music instruction profoundly. Second, lack of learning stuffs ordinance and local text edition should besides be a job in Macau ‘s music instruction. Third, in footings of the authorities, there are some issues on the authorities investing. Furthermore, the deficiency of valid counsel and the obsolescence of official usher paperss for general music instruction may be harmful, every bit good. Fourthly, civilization diverseness should be accommodated in order to develop Macau ‘s music instruction. In order to better and decide the issues, some first-class experience and theoretical account for general and multicultural music instruction can be learned from other states. However, Kennedy ( 2009 ) insists that a specific theoretical account of multiculturalism can non be transported straight from one state to another, because every theoretical account has its ain characters. Therefore, three states, including the United States, Hong Kong and Mainland China, are selected to demo their successful theoretical accounts and experiences. The ground why the states are chosen may be that, ab initio, the United States is the topographic point to implement the construct of multicultural music instruction most successfully around the universe. In footings of Hong Kong, the state of affairs of which is really similar to Macau: both of them were settlement, and so handover to China in the 1990s ; even more, civilizations of these two topographic point are similar due to the geographical prop inquity. However, the state of affairs of instruction in Hong Kong is better than Macau due to the different colonial authorities policy. Finally, Mainland China portion the same civilization with Macau, and its multicultural instruction developed really good in recent old ages.Multicultural instruction in by and large in the United States, Hong Kong and Mainland China by and large.The history roots of multicultural instruction should be traced to the Civil Rights Movement in 1960s. The Civil Rights Movement in the United States is the societal action of African American and other people of colour aimed at disputing racial favoritism, subjugation and inequality ( Banks, 1989 ) . The motion focuses on equity and emancipation from white domination in both political and educational facets ( Blum, 1997 ) . They demanded for curricular reform in order to consistent with the racial diverseness in the state. Such motion besides inspired other groups to seek acknowledgment and equality in i nstruction, such as adult females, the handicapped and lingual minorities. The jobs received considerable attending in the educational establishments and organisations in the United States. Therefore, a host of plans, patterns and policies emerged and chiefly concentrate on little alterations or add-ons to traditional course of study. During 1970s, a figure of professional organisations encourage the integrating of cultural content and the course of study via issued policies and publications. For case, the National Council for the Social Study ( NCSS ) published the Curriculum Guidelines for Multiethnic Education in 1976[ 11 ]. And besides, the criterions for teacher instruction are issued in 1977, by the National Council for the Accreditation of Teacher Education ( NCATE ) , which require that the multicultural instruction content should be added to classs. From 1980s, the bookmans chiefly focus on developing new attack and theoretical accounts for multicultural instruction. ( Gorski, 1999 ) He besides consists that multicultural instruction must be understood comparative to the societal facet and political construction. Nowadays, the construct of multicultural instruction was applied in a figure of topics, such as history, mathematics ( Sleeter, 1997 ) , ocular art and music. In footings of Mainland China, Wang ( 2007 ) believes that chiefly emphasizes on â€Å" local diverseness † , that is, the cultural diverseness of Chinese minority groups should be the most of import facet of Mainland China ‘s multicultural instruction. He insists that the multicultural instruction in the western states may concentrate on civilization ‘s maintain and development. But in China, the endurance and development of the minority groups should be more important to multicultural instruction. There are 55 minority groups in China and all of them have their ain civilizations. Even more, 24 of them have their ain linguistic communications. The Chinese authorities issues several policies in order to develop and protect multicultural instruction. First, bilingual instruction is applied in the topographic point of abode of cultural minorities, which proposed in 1950 ab initio in the Plan for Cadre Cultivating in Minority Groups. Second, the civilization heritage of the cultural minorities was included in the course of study. The policy â€Å" Strengthening the Cultural Minorities Education † issued in 1980, which provides that the development of course of study and the compilation of learning stuffs should utilize their ain linguistic communication, and related to their ain history, civilization and humanistic disciplines. As a Particular Administrative Region of the People ‘s Republic of China, Hong Kong has alone position and ever see as runing pot of western and eastern civilizations. The authorities of Hong Kong attach much importance to multicultural instruction, and they believes that reformed instruction can advance the development of multicultural instruction even which is a comparatively new experience for the schools of the HKSAR ( Ho & A ; Law, 2009 ) . The planetary citizenship became a constituent of civil instruction for secondary school, and a figure of lesson in the course of study intended to assist pupil appreciate the diverse heritage of the universe ( Law, 2004 & A ; Curriculum Development Council, 1998 ) . The authorities besides insists that pupils should be educated to see and believe profoundly on â€Å" different values to their ain, their relationships with others, the community, the state and the universe at big graduated table † ( Ho & A ; Law, 2009 ) . Furthermore, the authorities believes it is necessary that the pupils should hold ability to appreciate multicultural diverseness in the humanistic disciplines, and understand the values and the traditions of universe musics. ( Curriculum Development Council, 2003 )Brief Introduction of Multicultural Music Education in the United States, Hong Kong and Mainland China.The United States is a innovator and a microcosm of international multicultural music instruction. The federal authorities wage attending to the development in humanistic disciplines instruction and issued the Goal 2000: Educate America Act in 1994 and set frontward the clear mark for American pupils: â€Å" All pupils will go forth classs 4, 8, and 12 holding demonstrated competence over disputing capable affair including English, mathematics, scientific discipline, foreign linguistic communications, civics an authorities, economic sciences, the humanistic disciplines, history, and geographics † . On the one manus, the authorities offers support in support facet, for illustration, $ 86.5 million available to provinces in 1994 to get down developing school betterment programs and an extra $ 5 million was made available to develop programs to utilize state-of-the-art engineering to heighten instruction and acquisition. On the other manus, the first National Standards for Arts Education is created with the transition of Goal 2000. The music course of study in the United States is developed on the National Standards for Arts Education. The standard requires the pupil to â€Å" understand music in relation to history and civilization † and to â€Å" place an appreciate music from different civilizations, manners and periods for all class † . There is no uncertainty that the publication of the criterion non merely go a milepost, but besides symbolizes the mature phase of the multicultural music instruction in the United States. In add-on, multiculturalism draws attending to music instructor instruction in colleges and universities. The multicultural constituents are added in the class. Furthermore, The National Association of School of Music ( NASM ) stipulates â€Å" all ( music ) undergraduate course of study shouldaˆÂ ¦ provideaˆÂ ¦ a repertory for survey that includes assorted civilizations and historical periods † . Furthermore, some provinces in the United States â€Å" have enfranchisement demands that specify that ( music instruction ) pupils should have music literature experiences that draw on a assortment of music civilizations from throughout the worldaˆÂ ¦ ( Including ) African and Asiatic musics. † ( Anderson, 1992 ) Furthermore, multicultural instruction is one of the contents in the scrutiny of learning enfranchisement in some provinces. For illustration, Colorado, New Hampshire, Vermont and Virginia have multicultural music demands ; Michigan, Nebraska, New Hampshire, New Jersey, Pennsylvania, South Dakota and Oregon have multicultural demands in professional instruction for music enfranchisement. ( Ma, 2009 ) Multiculturalism refers to non merely musics from other states, but besides minority cultural musics. The New Music Curriculum Standards requires pupils to â€Å" develop and spread out † minority cultural traditional musics, and understand musics from other states. What ‘s more, the demand and rule of the instruction stuffs ‘ compilation are besides listed in the criterion. In footings of multiculturalism, the criterion requires the content of music text editions should maintain the balance between the Chinese traditional music and universe musics. It is besides worthwhile sing that the standard stipules that the text edition that is based on it should busy 80 % – 85 % in the entire sum, the remainder 15 % – 20 % should be local learning stuffs. Fan ( 2009 ) points out that the characters of music instruction stuffs in China are â€Å" diverseness of the content and big of the scope † . Take the music text edition published by People ‘s Music Publication House[ 12 ]as an illustration, which contains six units and involves western art music ( The Plant Suite ) , Asiatic music ( Indian, Turkey, Thailand musics ) , movie music ( music from â€Å" Do Re Mi † ) , Chinese traditional ( yangko ) and minority cultural musics. ANNEX? ? ?

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Communication Problems in Business - Essay Example Let me start with the latter issue because of its great importance. Imagine 300 people from several dozens of countries talking in different languages, exchanging diverse cultures and dissimilar professional experience — now you can see the problem: how could be the same information delivered to all members of the conference with the acceptable level of comprehension? The problem must be solved using two means: proper language use and no jargon. Modern technology allows us to use multiple simultaneous interpreters translating a report do lots of different languages at a time. Use of jargon is a more dangerous issue because many specialists often underestimate its true harm. To ensure clarity of the information presented at the conference, it must be checked for omitting slangy terms, which vary greatly from place to place and therefore can be a disaster to understanding. The next issue to be considered is the urgency of the information. Needless to say, people invited to the c onference expect to hear something new and useful. It is as important as the urgent information told in time in the internal company environment. Therefore we must make sure that our conference won’t be a museum-like into the past of fibre optics. Finally, the comprehensiveness of the information relates to the level of trust our company deserves. It is often a sad fact when a business implements greater secrecy than it is needed. Oppositely, â€Å"many organizations are now considering a relatively new philosophy called Open Book Management for this very reason.

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Building matrices ( to answer my PICO question) - Assignment Example It would have been externally valid if it had selected a sample that would represent a larger population. However, it might be still useful as a primary source. The study yielded reliable and valid results, but it would have been improved by ensuring that a study group instead of the caregivers controlled the medications. Additionally, most caregivers are family members who have les education on the actual purpose of drug administration. Adler, G., Mueller, B., & Articus, K. (2014). The transdermal formulation of rivastigmine improves caregiver burden and treatment adherence of patients with Alzheimers disease under daily practice conditions. Int J Clin Pract, 68(4), 465-470. doi:10.1111/ijcp.12374 Arranz, F., & LÃÆ' ³pez-Pousa, S. (2013). Characteristics of patients with Alzheimer’s disease who switch to rivastigmine transdermal patches in routine clinical practice. PPA, 47. doi:10.2147/ppa.s38719 Andrade-dos-Santos, G., Canineu, P., Pardi, P., & GonÃÆ' §alves, I. (2011). Influence of Rivastigmine transdermal on butyrylcholinesterase levels in patients with Alzheimerà ¢Ã¢â€š ¬Ã¢â€ž ¢s disease. Alzheimers & Dementia, 5(4), 332-336. Gauthier, S., Robillard, A., Cohen, S., Black, S., Sampalis, J., & Colizza, D. et al. (2013). Real-life effectiveness and tolerability of the rivastigmine transdermal patch in patients with mild-to-moderate Alzheimerà ¢Ã¢â€š ¬Ã¢â€ž ¢s disease: the EMBRACE study. Curr Med Res Opin, 29(8), 989-1000. doi:10.1185/03007995.2013.802230 Moretti, D., Frisoni, G., Binetti, G., & Zanetti, O. (2014). Comparison of the effects of transdermal and oral rivastigmine on cognitive function and EEG markers in patients with AlzheimerÃÆ' ¢Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬Ãƒ ¢Ã¢â‚¬Å¾Ã‚ ¢s disease. Frontiers In Aging Neuroscience, 6.

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Joining and Fastening Processes (Manufacturing Engineering Processes) - Term Paper Example These engineering materials in their raw form are extracted from their ores. These raw materials from ores are transformed into molten form through refining and reducing processes. The molten material is process through molds to produce commercial or industrial castings called ingots. These ingots are then processed through rolling to transform these into billets, rods and slabs suitable for marketing. These materials then undergo various manufacturing processes to obtain useful products in diverse range of sizes, shapes and forms desired by end user. According to Singh, these manufacturing processes are classified into six major categories: primary shaping processes, secondary shaping processes, metal forming processes, joining and fastening processes, surface finishing processes and processes to change characteristics and properties of materials (17). In this report, we would be focusing on joining and fastening processes required to assemble or join different parts of a product. T he process where two or more parts of the product are put together to achieve desired shape and function is called assembly, not to be confused with joining and fastening processes. In joining, different parts of the product are joined together to obtained desired function. ... A unique advantage of this process is the focus of heat in welding area ensuring less spread of heat thus reducing welding defect like warping and buckling. In addition, this concentration of heat increases the depth of welding and increases the welding speed of the process. Arc welding process consists of a heat source, shielding and a filler metal. The heat is produced through the electrical arcing between the two metals under contact (Zeilke 4). The power source is referred to as welding machine which may be electrical or mechanical. Shielding gas, fluxes or coatings are used to prevent the welding area from surroundings during the welding process. Generally, arc welding is divided into ten main types called Carbon Arc Welding, Submerged Arc Welding, Stud Arc Welding, Gas Metal Arc Welding, Electro-slag Welding, Plasma Arc Welding, Shielded Metal Arc Welding, Atomic Hydrogen Welding, Gas Tungsten Arc Welding and Electro-gas Welding. In Carbon Arc Welding, a pure graphite rod is us ed as non-consumable electrode to generate arc for producing heat. The welding can be made without or with introduction of filler metal. It can be further classified as single or twin carbon electrode welding. In Shielded Metal Arc Welding, a flux coated electrode is used to produce arc where the flux on the coated electrode fads off due to heat. In Submerged Arc Welding Process, a bare electrode is used as consumable electrode with flux feeder tube. The arc, electrode and molten pool remain submerged under granular flux to achieve homogenous welding across the structure. In Tungsten Arc Welding, a tungsten electrode as non-consumable electrode covered by shielding of an inert gas to prevent these from surroundings is used for welding.

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The Man with a Movie Camera (1929) - Essay Example Additionally, film has portrays a higher mathematics montage as Vertov has used unique cinematic techniques to craft a document that have pleasantly joined facts with images hence making the film to consist only of those linkages that will signify a whole organic essential in endorsing self-reflective images. In relation to that, Vertov, believe that the camera is a â€Å"Cine-Eye,† that captures, images reflecting on found reality hence enabling him to create his own cine-truths, apart from preceding art forms and beyond the decayed conventions of traditional narrative and socially created realism. In achieving this, Vertov decided to relate man to machines and in the face of machine, man is abashed for their incapability to engross the world with a reflexive eye. For that reason, Vertov decided to use Cine-eye to organize the shots extracted from real life situation hence crafting a well calculated, and meaningful rhythmic visual order ever seen. Correspondingly, Vertov argues ‘the film is only the sum of the facts recorded on film. Thus, he advocates for film’s freedom from â€Å"the tutelage of literature and the theater â€Å"as literature and the theater promote a notion of perceiving ‘life as it’ hence nurturing imperfect human eye. For that reason, Vertov recommend that cinema vocation is necessary as it capture â€Å"the feel of the world† as this will certify for â€Å"perfectible eye† thus brings us face to face with 100% cinematography. For instance, a series of shots that demonstrate details of a womans bedroom in Moscow give us a clear picture of the lifestyle of Urban Russian in 1929. Subsequently, Vertov has capture everyday life among humans in Russia by using a series of shots that oc cur in the streets Moscow and Odessa demonstrate images of a train moving at extraordinary speed and individuals arriving at industrial unit to begin labor. Another stimulating aspect of Vertovs editing is the way he

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Learning new skills - Essay Example Developing good communication skills goes hand in hand with actively developing good listening skills. I have a self drive to improve some skills in my interpersonal relations. Such skills include but not limited to listening skills. Listening skills play a fundamental role towards establishing a mutual understanding in a conversation (Koprowska, 2005). By improving my listening skills, I will be able to respond to various situations intellectually; for example in responding to criticism and also accepting corrections. Developing good listening skills help me understand what is expected of me especially in the workplace and also to understand the hidden meanings of what others have to say. Other skills which are paramount in developing good interpersonal relationships which I plan to improve include coherence during speaking, being audible and maintaining good eye contact while addressing others. In everyday life we meet people of different race, culture, religion and beliefs; it is therefore very important to develop good communication skills to allow us to associate freely and share diverse ideas with them. By developing these skills; I will be able to interact freely with my co-workers, my boss and other staff members in the work place .In conclusion, communication skills play a very vital role by immensely contributing towards the success of our daily endeavours. Communication is an essential skill that people have to learn. Good communication skills help in upholding one’s dignity; a precursor of confidence and success (Koprowska,

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One of Jesus miracle is to be born by virgin woman - Essay Example Therefore, this is a miracle. If Jesus had been born into the world just like all other men, this would have had grave consequences since it would disqualify Jesus Christ from being the worlds savior. The virgin birth is so basic for the incarnation that it leaves no room for compromise. The bible states or implies that Mary (Jesus’s mother) was immune from the original sin. She was more so preserved from all stains of original sin. The original sin is normally removed by baptism, but in Mary’s case she was never subjected to the active essence of original sin. At the same time the state of original sanctity, innocence, justice i.e. Opposition to original sin was conferred upon Mary thereby excluding every stain and fault, depraved emotions, passions and disabilities pertaining the original sin. However, she was not exempted from the temporal penalties of Adam; that is from sorrow, sickness and death. The reincarnation of Jesus Christ therefore, demanded for a perfect human nature. His coming through the womb of a virgin was significant so that he could have a perfect human nature. The eternal Son assumed a nature, not a person in the incarnation. The nature is called the holy thing. Therefore, the virgin birth of Jesus is tenet to Christianity and Isl am, which holds that Mary miraculously became pregnant with Jesus Christ while still remaining a virgin. This is because the conception did not involve a natural father, and sexual intercourse or male seed implanted in her womb, but, instead brought about by the Holy Spirit.3 God sent angel Gabriel to Nazareth to a town named Galilee to find the Virgin Mary4. Mary, the mother of Jesus was pledged to have been married to Joseph5, a descendant of David, but before they could come together she became heavy with a child conceived by the power of the Holy Spirit6. Since Joseph, her husband, was a righteous

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Short on Ethical Perspectives on Code of Conduct Statement - Essay Example The universitys Code of Ethical Conduct borrow heavily from the state, federal and domestic regulations, the institutions guiding policies and principles, grant and contractual duties and responsibilities and the generally accepted guidelines for ethical behavior (Communications, 2015). The Universitys Code of Ethical Conduct is divided into twelve sections, all equally important. The following is a summary of the New York Universitys Code of Conduct. Every member is expected to adhere to the highest ethical levels at all times. In this regard, every member is needed to understand the guiding laws and principles to avoid contravention of the Code of Conduct. In addition, every member of the University fraternity should comply with all the contractual regulations as well as terms and conditions of the grants. These conditions are stipulated in the contractual agreements set before commencement of any task. All members of the university are needed to offer support to the institutions objectives to avert a case of conflict of interest. This entails executing the required duties and tasks while strictly abiding by the institutions guidelines on reportage. Members of the universitys research and teaching teams are required to obey the rules of integrity and honesty. Every member is expected to respect each other within the school and outside the school boundaries. The individuals involved in the medical field are required to uphold the highest medical standards in giving care to the patients. Records are required to be kept and regularly updated as part of the institutions policy. Every member is also required to conduct the universitys business with utmost respect for each other, with integrity and honesty. In the line of duty, members of the school are supposed to observe the highest safety standards, especially in preserving the environment. The Code of Conduct is enforced by the school, and any violations are investigated and

Any work of art in Baltimore Museum of Art or Walter's Museum Research Paper

Any work of art in Baltimore Museum of Art or Walter's Museum - Research Paper Example The artist here worked skillfully to make the viewer share these feelings. The artist was inspired by the work and ideologies of modern theologians, who implored the faithful to recognize with Christ in his torment. This painting was intended to point to Christ’s torment by depicting him hanging greatly with bowed head and bleeding wounds. A swarm of other statures forms the backdrop of the cross, and they are frequently notable for their expressiveness. From the artwork, the Virgin Mary weeps piteously in the foreground. Other hosts of statures are in oriental dress just gaze at Christ as if he has somewhat enthused them. These figures reflect a shift from style, but it also permeates the scene with enhanced reality, which in effect makes the episode more available to virtuous rumination (MacArthur 12-25). In this German art, episodes from the Passion have made the concentration of greater independent picture. This approach by the artist bought new probabilities for artists a s well as virtuous viewers. The artist seems to have been influenced by the spirit of Transformation, which is why he worked deftly to involve the emotions in meditation of Christ’s suffering and death. His painting dispenses with details of tales and environment and so compels the observer into undeviating engagement with the body of Christ. He has achieved this by showing Christ’s suffering with categorical realism at close proximity to the observer. â€Å"His style is nothing but a striking demonstration of the potency of artistic custom in the service of expressive effect.†2 The compacted configuration and superlative costumes of the statures both demonstrate the artist’s experience and emphasize the scenes reality (MacArthur 25-28). The Catholic Church reconfirmed the value of images in Christian devotion and the significance of the emotions in religious experience. These judgments warranted that the Church would persist to stimulate commissions for Italian painters, and that the life of Christ would retain its significance in art. Many paintings of the passion of Christ were commissioned for a Church. The body of Christ hanging on the wooden cross pertains to the image of a powerless, undressed tormented man, and many observers of the artwork recognize the culture of crucifixion. The nuisance of Christ’s crucifixion tale on the artwork is somewhat a type of defacement, which is, engraving a sophisticated narrative of sin and consecration onto the body of someone powerless, converting the maimed body of another into a symbol. The painter has used figures and environments in a life-like manner to make the scenes appear existent and the message convincing. Christ is the innermost stature in the painting. The painter has adroitly utilized the symbols and tales of Christianity to narrate the happening in the artwork, shaping how the violence is viewed and understood. â€Å"Christ’s crucifixion endeavors to make conse quential the suffering of another, but still stimulates another desecration.†3 Superimposing a Christian tale on a worshipper’s suffering to provide that suffering meaning in terms of the individuals causing that suffering thinks a narrative of triumph, salvation, where there is none

Childcare - Orientation Package Essay Example for Free

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