Globalization Two Visions Of The Future Of Humanity

Being and Becoming Globalized: Different Possibilities of the Future When it comes to globalization, everyone may have a different vision of it’s outcome. For Marcelo Gleiser, the author of â€Å"Globalization: Two visions of the Future of Humanity†, a completely globalized world may result in a dystopia. In contrast, Jeffrey Wasserstrom, the author of â€Å"A Mickey Mouse Approach to Globalization† and Tanveer Ali, the creator of â€Å"The Subway Falafel Sandwich and the Americanization of Ethnic Food† may think of globalization as other cultures sharing each other’s components to interact on a new level and spurring a more â€Å"open-minded† (Ali 27) individual. In Marcelo’s Gleiser’s â€Å"Globalization: Two Visions of the Future of Humanity,† he explores both the positive and negative outcomes possible if the world were to become one globalized society. Gleiser paints a picture of futurist’s supposed utopia that is predicted for the future of the world. This includes major technological advances that would bring every country and society together, therefore sharing the same goods and values and eliminating war. Gleiser questions how accurate this is and contrasts this view with an article from Michael Shermer. This article argues that due to our natural human tendencies to stray away from other walks of life besides our own, a seamless utopia isn’t realistic. Gleiser provides his readers a reminder about how strong fundamentalism has presented itself when situations of integrating cultures comeShow MoreRelatedStarbuckss Marketing Plan For Starbucks1305 Words   |  6 Pagesis necessary to have strength i n this profile. The framework is broken down into three stages; the input stage, the matching stage, and the decision stage that will enable the company to be more proactive than reactive in achieving success in the future. 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The Medium Term Development Framework (MTDF) 2005-10 launched by the Government in July 2005 presented the Vision of a â€Å"developed, industrialized, just and prosperous Pakistan through Rapid and sustainable development, in a resource constrained economy by Deploying knowledge inputs†. Vision 2030 extends that dream furtherRead MoreEssay Globalization and the Identity Crisis of Prague and Berlin3070 Words   |  13 Pages-Mario Vargas Llosa, 2001 The social, economic and political consequences of globalization have been monumental in cities all over the world. While westernization through urban development (the very essence of globalization), permeates through the socioeconomic boundaries of most cities around the world, economic gain is the immediate result, while cultural crisis follows the repercussions. The effects seen by globalization in most cities that are affected by it include raised incomes, reduction of

Student Record Management System - 6232 Words

Student Record Management System Declaration: I understand the nature of plagiarism, and I am aware of the policies on this. I certify that this dissertation reports original work by me during my project In addition, this used ideas I had already developed in my own time. Signature Date Acknowledgements I highly appreciate the nature of support I had received from my teachers, technical support staff, and fellow students and as well as some external organisations. I have used verity of internet sources in order to complete the task. I acknowledged all of those in the reference sections. 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Effects of Poverty on Children Free Essays

Name: Shem Blake Course: Child-Adolescent Development Lecturer: Mrs. Kennedy Date: February 19, 2013 Discuss how poverty affects the psychosocial, cognitive, moral and physical development of the adolescent The term poverty is usually used to simply refer to a lack of money, but living in a state of financial instability is both physically and emotionally damaging. While an adolescent who grows up in a middle class suburb is taught that he or she can go to college, marry, have a rewarding career, and make a meaningful contribution to the world at large, a child born into poverty must struggle to simply make it to adulthood. We will write a custom essay sample on Effects of Poverty on Children or any similar topic only for you Order Now The long term effects of poverty are why this is a social issue that deserves public attention. Poverty is one of the most devastating preventable phenomena working against the healthy development of an adolescent whom are at a very crucial stage in their growth and development. During this developmental process they are going through, adolescents need an enhancing and stimulating environment to support their growth but if these adolescents are situated in poverty stricken environment their growth will be affected because through poverty they are deprived from needs and wants which is essential in their development and this alters their process of development as the effects of poverty may wrap, twist or arrest the process as the adolescents undergo psychosocial, cognitive, moral and physical development. Therefore, its far-reaching effect can be devastating to the development of adolescents. Poverty has a major negative impact on adolescent’s psychosocial development. According to studies by V. C. McLoyd, â€Å"persistent exposure to poverty has a directly negative effect on a child’s health†. The more obvious explanation for the reasoning of this are that lifestyle and living conditions for those who live in poverty affect a child negatively. Environmental deprivation is usually what we consider when we think about poverty, but it is not the only factor. Stressors such as unsafe or life-threatening living conditions and violence play a part. Among these is deprivation of other essential necessities that are needed, such as food, medicine and a safe home. Deprivation of any of these things, especially in infancy or early childhood has a marked effect on psychosocial development. As McLoyd points out, children who live in poverty are exposed to more extreme living situations than those who are not living under similar circumstances. These conditions may have a more pronounced effect or influence on them. During adolescent there is a large degree of psychological growth as children make adjustments in their personality due to the rapid development. They face ongoing conflict and difficulty adapting to the sudden upsurge of sexual and aggressive drive. These changes cause unrest and confusion in the adolescents’ inner selves and the way they perceive the world. During this maturation they establish their own beliefs, values and what they want to accomplish out of life. At this stage their also separating emotionally from parents while still being reliant on them but as they have to struggle with the challenges of poverty, instead of having a healthy psychosocial development they are at greater risk of behavioral and emotional problems  because they do not think of things the way they should instead they get a perverted mind especially against persons who are living in a better condition from them causing them to not think normally. Some behavioral problems may include impulsiveness, difficulty getting along with peers, aggression, attention-deficit/hyperactivity disorder (ADHD) and conduct disorder because they are in an environment which places a lot of limitations on them. Also, because of their poor status often times they are living in unsafe neighborhoods which exposes children to violence which can cause a number of psychosocial difficulties. Violence exposure can also predict future violent behavior in youth which places them at greater risk of injury and mortality and entry into the juvenile justice system. There are different forms of poverty. When a child has been born into poverty, then poverty is seen as a fact of life which may or may not be something that can be changed. Hard work for survival is an expectation of life. The â€Å"rules† that apply differently to people who live in poverty are understood but adherence to the rules can be â€Å"conditional† when survival or basic needs are not being met. Hence, at this stage, where they are transitioning from concrete operational thinking to formal logical abstract) thinking including development in reasoning and judgment. So even though their thinking becomes multidimensional and they are better to contemplate situations their decision making remains susceptible to emotions due to their social environment restricts cognitive stimulation resulting in a lower motivation to learn because the adolescents mind is always somewhere else, they have a short attention span because their mind is always thinking about food, and c ognitive developmental delays because of poor nutrition. However, according to the American Academy of Child and Adolescent Psychiatry, the brain of a teenager continues to develop all the way into adulthood. The amygdala, the section of the brain that controls instincts, develops first. The frontal cortex, which is responsible for reasoning and determines how we act, develops later and continues to develop into adulthood. Because of this, a teenager is guided less by the frontal cortex and may not have a full understanding of moral behavior. So while the development of the cognitive skills is being delayed because of poor nutrition, the development of the moral skills are more severely delayed because they take a longer time to develop because the poverty stricken environment does not stimulates and enriches the development of this growth because their judgment are not mainly on what’s right or wrong but, what’s right or wrong for their survival. In their environment they are exposed to the temptations of drug, alcohol and sex from an early point in life but because this has been a norm in their upbringing they fall to the same temptations. Everyone knows that it is troubling having to deal with poverty, moreover, it is more troubling for adolescents because they are already going through challenges of their own adapting to a new mind and body, plus dealing with their life situations may bring them to a breaking point. Often times, their moral development is not based on what is right or wrong but the right or wrong ways of getting what they need or want, resulting in situations like gang violence, teenage prostitution and stealing causing deaths and even sexually transmitted diseases. Their moral development is affected because they still think in an abstract way and can be more impulsive than an adult. At this stage their impulsiveness can prevent them from making decisions based on moral responsibility and they will believe no consequences will emerge from their actions. Not only does a poor nutrition and other social factors affects the adolescent in their psychsocial, moral and cognitive development but its most visible impact is on the physical development of the adolescent. Through this time they are going through a rapid change of the body but their development is slowed down because their body lacks the right nutrients that enhance their growth. They do not eat right and are ignorant to the concept of living a healthy lifestyle so in their development, if they are not underweight; they are overweight because their diet consists of a lot of carbohydrate, a small amount of protein and a deficit in other nutrients. Soobader and Leclere (2000) has also examined the impact of poverty on the physical health status of the adolescents. According to these authors, poverty can impact the ability of the family to receive and maintain health insurance. This specific issue can impact the overall health of the adolescence because health care is expensive and if the adolescent is fallen ill, if the ailment is not considered serious, then they will have to stay home and use home remedies only going to the doctor if it gets life threating and this is a very serious issue because the ailment could already be causing internal damage. In low-income families, acquiring proper medical care remains a pervasive issue that has clear ramifications for the health outcomes of the child. Although Soobader and Leclere do argue that the issues facing adolescence is quite complex overall, the inability to access proper healthcare and insurance has a notable impact on the outcomes for adolescence living in poverty. â€Å"The probability of a child being uninsured was associated with higher levels of income inequality at the county level and higher levels of poverty at the neighborhood level. Therefore, the deteriorating physical environment and the lack of social services compounds individual disadvantage† (p. 230). When poverty is a lifelong proposition for adolescents, it does not mean that an adolescence will develop into a lesser form of a human being when they reach adulthood. In fact, honor, values, beliefs, community structure can produce well form individuals under conditions most of us would consider horrific. But the lack of food, medical care, and other horrific social conditions may cause lifelong psychosocial, cognitive, moral and physical impairments for the adolescents. Without a solid community or family structure, the overall lack of basic subsistence will cause preventable and inexcusable deaths that can give an adolescent a warped view of the value of life. Referencing Books. Mueller, M. , Patton, M. (1995). Working with poor families, lessons learned from practice. Marriage andFamily Review, 21 (1/2), 65-90. Center for Adolescent Health and Law (1999, December). Adolescents in public health insurance programs, Chase-Lansdale, P. L. , and Brooks-Gunn, J. , eds. Escape from poverty: What makes a difference for children? New York: Cambridge University Press, 1995 How to cite Effects of Poverty on Children, Papers

Health and Physical Education in School-Free-Samples for Students

Question: Discuss about the inclusion of Health and Physical Education in school curriculum is crucial for the students since it teaches them the technique to elevate their health, safety, and overall well being including academic learning. Answer: Introduction The inclusion of Health and Physical Education in school curriculum is crucial for the students since it teaches them the technique to elevate their health, safety, and overall well being including academic learning. It covers a vast learning area and has a strong foundation in the scientific field including physiology, psychology, nutrition, etc. Since the students get an opportunity to develop and strengthen their knowledge, and overall skills, it is essential to inculcate the HPE in the school curriculum so that their resilience can be enhanced, and their physical activity participation can be ensured. As students grow and mature, they use the critical enquiry skills to identify and understand its influence on themselves and use it in future (Almond, 2014). It is necessary for the parents of the school kids to understand the significance of health and physical education among their children from an early age since it would have an impact on their health and well being in future. T hus their role is vital since they could motivate both their kids as well school management to introduce a subject covering the physical health aspects so that the kids could turn into healthy individuals of the future. The particular traditional game from Australia that has been chosen here is called boogalah. The game has been selected since it would not just help to be physically active but it would enhance their interactive skills. The health and physical education addresses various subjects including how the various contextual elements have an impact on the health, and physical development of individuals as well as communities. It is known fact that healthy active living does not just benefit an individual but the entire society. It promotes fit body weight, physical fitness, cognitive ability, psychological wellbeing and overall learning. Thus including this education at school allows the students to understand the significance of maintaining an active lifestyle so that their physical health can be strengthened. Due to all these benefits, the HPE must be incorporated in the curriculum of students so that the progression and development relating to the disciplinary knowledge can be applied in the contemporary health contexts (Edwards, 2008). Focus of HPE approach The primary focus of the health and physical education would be to contribute to a large number of objectives that exceed the educational purpose but help in the overall development of an individual. Since the priority of the HPF is to offer an ongoing developmentally relevant and explicit learning on the health and fitness aspects, it is vital for children to understand its relevance in life so that in future they can incorporate it into their lifestyle. The model does not just focus on the potential health risks but it also lays emphasis on assisting the children to strengthen their understanding, knowledge, and skills that can make them healthy, strong and active individuals in life (Forbe Watt, 2015). It is a vital learning area that explicitly focuses on the development of movement skills and relevant concepts that students need to acquire in order to participate in the physical activities that can enhance their competence and engagement level. It believes in ensuring that the students and overall community has the support of necessary strengths and resources that will be used to nurture their overall wellbeing (Hills, Dengel Lubans, 2015). This curriculum recognizes the fact that the students have wide ranging access to the personal and community resources which depends on their contextual factors. Thus it is vital to recognize the benefits of the health and physical education in school since it could help in educating children so that they would turn into active and healthy individuals of tomorrow. Overall learning area In order to incorporate the HPE into the school curriculum, it is necessary to understand the broadness of the subject. In laymans words the health and physical education refers to the curriculum that helps the students to engage in a number of worthwhile learning circumstances so that they can develop skills, self-efficacy, dispositions, etc that will allow them to live an active and healthy life. It includes various sub-disciplines including health education, physical education, personal development, nutrition, etc. All these categories allow the students to get an exposure to unique learning opportunities. The strong link that exists between health and physical education and scientific research and best practices help in building a strong curriculum that supports the teaching and learning skills (Kirk, 2014). The learning on the health and physical education aspects can be used by the students to make informed decisions on a number and health and well being subjects (Metzler et al., 2013). Schools are regarded to be one of the main settings for the developing numerous health associated skills and knowledge so schools must take the initiative to encompass health and physical education into their curriculum so that the life of the students can be enhanced and their overall well being can be ensured in the best possible way. It is vital to understand that HPE is not a health profession but a learning area that aids students to make healthier choices in their life. Lesson plan for HPE Movement and Physical Activity of 40 minutes duration. EDX1450 - Lesson Plan Learning Area: Health and Physical Education Class: Duration: 40 Minutes Overview of lesson focus: The health and physical education plan that has been designed would basically allow the students to participate in the traditional indigenous games of Australia which have a cultural significance in the island nation. It would allow the exploration of the similarities with the games of other cultures such as Australian Rules and Gaelic Football. This model in the curriculum would help the students to understand their traditional games better and develop the inner skills that can be used to strengthen the healthy living. The game that has been illustrated in the lesson plan is Boogalah which focused on the interaction of the players during the activity. Taking into account the duration of the game i.e. 40 minutes, the year of the students, and their total number the particular traditional game from Australia has been selected. Curriculum: Example: Content Description. This particular sport has been selected since it is an inclusive game and not a competitive game which allows the students to participate and enhance their engagement ability. The participants would get a chance to get involved in the physical activities that have evolved in their own land and they would get an opportunity to understand how their culture shares similarities with other cultures and creates community connections and intercultural understanding. Example: Elaboration: The selected game would provide an opportunity to the participating students to understand the heritage of game and its cultural significance in Australia and it would bring together the students from different communities in the school to take part in the activity. It would provide them an opportunity to not just be physically fit but also to be more agile mentally since it would strengthen their interaction skill. It would also encourage them to explore the various similarities of Boogalah with other games that are of significance to other cultures in the world. Since in the olden days people used to use sports to interact with one another, this game would allow the school students to understand their culture in a better manner and at the same time they would be inclined to learn about others culture to create a strong bond with people from diverse cultural background. The sport Boogalah is a ball game that was played by both the genders of Juwalarai population in the New South Whales region. The term boogalah refers to the ball that is used while playing the game. In the traditional times, the ball was made of the sewn-up kangaroo skin. It can be described as the throwing and catching game which was played among the team members. All the players are divided among two teams and each team comprises of about 6 to 10 members. A specific area is selected where the game can be conducted so that all the students can play in a proper game environment. The equipment that is used to play the sport is either a soccer ball (size varying between 2 and 3) or ball made out of kangaroo skin or gator skin. The game is designed in such a way that allows the participants to interact with one another and develop their social skills in the process. Thus this Yulunga traditional indigenous game has been selected to be incorporated in the school syllabus since it would be apt for year 2 students. This ball game would allow the suitable interaction between both the genders and it would give them an opportunity to strengthen their social interaction skills by being part of the fun game. Objectives: Two learning objectives for the lesson. These must relate to the curriculum you selected and what it is you are hoping the students will learn in this lesson. The students will demonstrate the knowledge of Traditional Indigenous Game from Australia Boogalah and understand the role of engagement and interaction among the fellow players and students. Including Boogalah in school curriculum would allow the players to get an insight on the culture of other communities through the game and thus they could make an effort to involve themselves in such games in order to create community connections and intercultural understanding among themselves. It would enhance their physical fitness and help them to develop their social skills. Risk Assessment and Safety Checklist. Curriculum activity risk management guidelines Ed Qld: It is important for schools to follow strict risk management policies so that the students do not get involved in any activity that can cause them or the fellow students any kind of harm. A solid risk assessment tool allows schools to identify the potential hazards, so that effective control measures can be taken to ensure everyones safety and well being. Even though Boogalah is a safe and suitable game that can be played by school children but the involvement of game equipments in form of balls could increase the need to assess the amount of risk for the participants. So it necessary for the school to assess the involved risk in an effective manner so that the participants can take part in the traditional Australian sport without the fear of getting injured. It is necessary for the students to be aware of their own space so that they can have limited contact with other students unless actually needed. If a particular physical activity session is planned in the outdoor area then they must have sun safety measures in form of hats and sunscreen. They also should be hydrated so that they do not feel weak during their participation in the activity (Roth et al., 2016). The teacher must check that there would be no pushing or pulling among the players to obtain the boogalah. When the ball touches the ground, the game must be stopped so that the fresh turn can be taken. The school should be on its heels and formulate an emergency plan to so that all medical arrangements are in place. The students should also be imparted basic first-aid knowledge so that they can assist their injured friend at the time of need. The school must also have the provision to let students use mobile phone during emergencies and they must be given details of medical team whom they need to call during an accident. The school should also ensure that the equipment like ball, chalk (to form circle), etc used during activity are safe and it must not cause any sort of harm to the fellow participants of the game. The area where the physical activity takes place needs to be checked to avoid hazards and the outdoor area must be preferred for better ventilation and space. Introductory Activity: (10 mins) Name of activity and diagram Learning experiences including organisation and teaching points. Teaching Style for each activity in brackets. Resources: Background The boogalah was a ball game that was played by both girls and boys in New South Whales of Australia. The ball that was known as boolgalah was used by the participants while playing the game along with the team members. Mostly two teams of maximum 10 members each could participate in the game but given the specific scenario, a total of 4 teams would be formed so that there could be participation from all students. The playing area is selected that suites the total number of students and allows free body movement. The equipment necessary for the game is a soccer ball (with size 2 or 3) or the ball made from gator skin. The skills that are used in boogalah is simple yet it requires teamwork and skill so that the desired result can be produced to win the game (Telljohann, Symons Pateman, 2015). It allows the students to engage with all the players and makes the atmosphere fun and enjoyable. Thus it is an apt example that not just has health benefits but also has behavioural advantages for students since it allows them to understand different cultures. Game play and basic rules The game begins when all the players from 1st team are in the middle of the playing area. And all players of other team form a circle around them. (command) In order to decide the player who will initiate the game, the teacher or referee throws the ball in air and the player who catches it moves along with his team to form a group and stand in the centre of the playing area. (instruction) The 2nd team circles the 1st team and the ball is thrown in the air and the players try to catch it. The players cannot move beforehand to catch the ball until it is thrown. (rule) In case a participant from the circle catches the ball then his team goes to the centre and swaps places with the insider team. (Quick practice) Physical contact among the students is avoided as much as possible and the teams aim to win the game by keeping the boogalah for the longest time. (such as 45 seconds). In order to add a bit more action, the balls could be thrown in different directions. Teaching points All the participants of one team in the middle. Formation of 1 circle around another team Throwing ball high. Watching the contact in careful manner. Call for the ball Edwards. K. (2009) Yulunga: Traditional Indigenous Games. Australian Sports Commission. Canberra. ACT 6 boogalahs or 6 soccer balls (including extra) Whistle stopwatch Body of Lesson(25 mins):learning experience/s for the main part of the Lesson Learning experiences including organisation and teaching points. Teaching Style for each activity in brackets. Resources: List all the resources needed for this section of the lesson Boogalah allows a number of players to play at once so it increases their tolerance level. Since it is a group activity, the students are bound to interact with each other and be more sociable. During the game, players exhibit team spirit so that their respective team can win the game by keeping the boogalah in the play for the longest time. (Winnick Porretta, 2016). This game needs coordination among players while attempting to catch the ball. It helps the participants to understand the fact that a cooperative game can be fun at the same time. All the students of one team must be positioned in the middle (Command) The healthy competition among participants must be guided by the teacher (Instructions) Ball must be thrown high and students should be careful while attempting to gain the ball. (observation) Whistle Towel Water Concluding activity (5 mins): learning experience/s Look for specific activities that could be used to cool down and prepare the class for transition to another lesson. Learning experiences including organisation and teaching points. Teaching Style for each activity in brackets. Resources: List all the resources needed for this section of the lesson There could be a number of variations while playing the game so that the competitiveness is maintained throughout the activity. The students could be asked to share their input to play boogalah in a different manner so that they could enjoy it further. This would in fact be useful to encourage the team building and sportive attitude among the participants (Telljohann, Symons Pateman, 2015). Teacher should be guiding the student at all times to observe the team that holds the ball for the longest time for the highest number of times so that the true winner could be declared. (observation) Drinking water First-Aid kit C. Modifications of one learning experience for inclusion of all students - catering for diverse learning needs. The sport activity would be modified so that all the 24 students in the class could participate in the activity and their team building ability could be strengthened: T The game strategy could be modified so that all the students would get the opportunity to participate in the throwing and catching game. R The rules of the game would be explained by the teacher so that all the students would be on the same page before participating in boogalah. It could be improvised until all the students got comfortable with the rules and process. E The outdoor environment would be mostly preferred so that there is proper ventilation and sufficient space for the playing players. E The equipment ball would be selected based on preference of the students so that it would be easier for them. Modifications of one learning experience for inclusion of all students The selected game would be slightly modified and there would be a division of the game into two sections so that altogether four teams could participate in the activity where two teams would be directly competing with one another. The winner of each section would further compete with one another so that in the end only one team comprising of 6 members could be declared as the winner of the ball throwing game. All the safety aspects would be taken into consideration since the involved participants are quite young. There would be no pushing and pulling among the students to avoid possibility of injury. When the ball would be touching the ground, the game would automatically stop and the turn would be taken again by the participating teams. A number of variations would be included while carrying out the game for year 2 students so that the students in the groups would not be bored while taking part in the event that would strengthen their interactive ability. The students would get a chance to participate in differently designed games and work on their social interaction among their peers. They would also get an insight on the cultural links with the particular games and have a better tolerance level towards the traditional games of other cultures. The selected games have been designed in such a manner so that they would match the age group of the students that would be playing the traditional games. Role of lesson planning to reduce need for behaviour management interventions The designed lesson plan would be beneficial for all the students since it would be inclusive and engaging at the same time. It would also reduce or eliminate the need for behaviour management interventions since the students would get an opportunity to improve their iterative ability with the fellow students at a young age. Since the game that has been included in the lesson plan reflects the cultural aspects of Australia, the players would develop a more tolerant behaviour towards other culture. They would be willing to understand the students that came from different cultural background because they would have the mental maturity to understand the significance on culture on an individual (Winnick Porretta, 2016). The learning model could initially be difficult for the children to accept since it would be a new thing for them. But the role of both parents and school is crucial here since it could help the students to adjust to the new and healthy school curriculum so that they cou ld get comfortable with it and have a better understand of their cultural background. It would not only allow the students to imbibe physical activities in their routine but it would also help them to be socially sound individuals since it would mould their interaction ability with other students and also help them to develop team spirit at a young age. (Telljohann, Symons Pateman, 2015). Thus the lesson plan relating to boogalah has been illustrated since it supports healthy competition and allows the players to improve their engagement ability with their team members. Thus the ultimate benefit that the students would enjoy would be much beyond a healthy and active lifestyle since their entire behaviour would be moulded by the Traditional Indigenous Game from Australia Boogalah. Conclusion The significance of health and physical education in the school curriculum is important since it not only enhances the physical health of the students but it also helps them to strengthen their engagement and interaction ability among fellow students from different culture and background. The proper management of such physical activities minimizes the need to adopt different behaviour management interventions that can be used with children. The focus has been on Boogalah since it is a physical activity that strengthens the unity among team members. In current times such activities among students help in strengthening the bond since there is limited competitiveness in this model. So schools must encompass positive HPE in their curriculum so that there will be no need to include behaviour management interventions in the model. It is useful not just to strengthen their physical fitness aspects but it also has a strong bearing on their social skills and behavioural aspects. Boogalah woul d be an apt game for the 24 students from year 2 since it would encourage them to interact with their peers and understand their cultural background and maintain an active physical life. References Almond, L. (Ed.). (2014). Physical education in schools. Routledge. Edwards, K. (2008). Yulunga: Traditional indigenous games. Australian Sports Commission. Forbes, H., Watt, E. (2015). Jarvis's Physical Examination and Health Assessment. Elsevier Health Sciences. Hills, A. P., Dengel, D. R., Lubans, D. R. (2015). Supporting public health priorities: recommendations for physical education and physical activity promotion in schools. Progress in cardiovascular diseases, 57(4), 368-374. Kirk, D. (2014). Physical Education and Curriculum Study (Routledge Revivals): A Critical Introduction. Routledge. Metzler, M. W., McKenzie, T. L., van der Mars, H., Barrett-Williams, S. L., Ellis, R. (2013). Health optimizing physical education (HOPE): A new curriculum for school programsPart 1: Establishing the need and describing the model. Journal of Physical Education, Recreation Dance, 84(4), 41-47. Pope, C. C. (2014). The jagged edge and the changing shape of health and physical education in Aotearoa New Zealand. Physical education and sport pedagogy, 19(5), 500-511. Roth, K., Zittel, L., Pyfer, J., Auxter, D. (2016). Principles and Methods of Adapted Physical Education Recreation. Jones Bartlett Publishers. Telljohann, S. K., Symons, C. W., Pateman, B. (2015). Health education: Elementary and middle school applications (p. 26). McGraw-Hill Humanities/Social Sciences/Languages. Winnick, J., Porretta, D. (Eds.). (2016). Adapted Physical Education and Sport, 6E. Human Kinetics. Health and Physical Education in School-Free-Samples for Students Question: Discuss about the inclusion of HPE in the school curriculum through explaining the benefits for all dimensions of health and the Importance of developing health and Physical literacies. Answer: Introduction The inclusion of Health and Physical Education in school curriculum is crucial for the students since it teaches them the technique to elevate their health, safety, and overall well being including academic learning. It covers a vast learning area and has a strong foundation in the scientific field including physiology, psychology, nutrition, etc. Since the students get an opportunity to develop and strengthen their knowledge, and overall skills, it is essential to inculcate the HPE in the school curriculum so that their resilience can be enhanced, and their physical activity participation can be ensured. As students grow and mature, they use the critical enquiry skills to identify and understand its influence on themselves and use it in future (Almond, 2014). It is necessary for the parents of the school kids to understand the significance of health and physical education among their children from an early age since it would have an impact on their health and well being in future. T hus their role is vital since they could motivate both their kids as well school management to introduce a subject covering the physical health aspects so that the kids could turn into healthy individuals of the future. The particular traditional game from Australia that has been chosen here is called boogalah. The game has been selected since it would not just help to be physically active but it would enhance their interactive skills. The health and physical education addresses various subjects including how the various contextual elements have an impact on the health, and physical development of individuals as well as communities. It is known fact that healthy active living does not just benefit an individual but the entire society. It promotes fit body weight, physical fitness, cognitive ability, psychological wellbeing and overall learning. Thus including this education at school allows the students to understand the significance of maintaining an active lifestyle so that their physical health can be strengthened. Due to all these benefits, the HPE must be incorporated in the curriculum of students so that the progression and development relating to the disciplinary knowledge can be applied in the contemporary health contexts (Edwards, 2008). Focus of HPE approach The primary focus of the health and physical education would be to contribute to a large number of objectives that exceed the educational purpose but help in the overall development of an individual. Since the priority of the HPF is to offer an ongoing developmentally relevant and explicit learning on the health and fitness aspects, it is vital for children to understand its relevance in life so that in future they can incorporate it into their lifestyle. The model does not just focus on the potential health risks but it also lays emphasis on assisting the children to strengthen their understanding, knowledge, and skills that can make them healthy, strong and active individuals in life (Forbe Watt, 2015). It is a vital learning area that explicitly focuses on the development of movement skills and relevant concepts that students need to acquire in order to participate in the physical activities that can enhance their competence and engagement level. It believes in ensuring that the students and overall community has the support of necessary strengths and resources that will be used to nurture their overall wellbeing (Hills, Dengel Lubans, 2015). This curriculum recognizes the fact that the students have wide ranging access to the personal and community resources which depends on their contextual factors. Thus it is vital to recognize the benefits of the health and physical education in school since it could help in educating children so that they would turn into active and healthy individuals of tomorrow. Overall learning area In order to incorporate the HPE into the school curriculum, it is necessary to understand the broadness of the subject. In laymans words the health and physical education refers to the curriculum that helps the students to engage in a number of worthwhile learning circumstances so that they can develop skills, self-efficacy, dispositions, etc that will allow them to live an active and healthy life. It includes various sub-disciplines including health education, physical education, personal development, nutrition, etc. All these categories allow the students to get an exposure to unique learning opportunities. The strong link that exists between health and physical education and scientific research and best practices help in building a strong curriculum that supports the teaching and learning skills (Kirk, 2014). The learning on the health and physical education aspects can be used by the students to make informed decisions on a number and health and well being subjects (Metzler et al., 2013). Schools are regarded to be one of the main settings for the developing numerous health associated skills and knowledge so schools must take the initiative to encompass health and physical education into their curriculum so that the life of the students can be enhanced and their overall well being can be ensured in the best possible way. It is vital to understand that HPE is not a health profession but a learning area that aids students to make healthier choices in their life. Lesson plan for HPE Movement and Physical Activity of 40 minutes duration. EDX1450 - Lesson Plan Learning Area: Health and Physical Education Class: Duration: 40 Minutes Overview of lesson focus: The health and physical education plan that has been designed would basically allow the students to participate in the traditional indigenous games of Australia which have a cultural significance in the island nation. It would allow the exploration of the similarities with the games of other cultures such as Australian Rules and Gaelic Football. This model in the curriculum would help the students to understand their traditional games better and develop the inner skills that can be used to strengthen the healthy living. The game that has been illustrated in the lesson plan is Boogalah which focused on the interaction of the players during the activity. Taking into account the duration of the game i.e. 40 minutes, the year of the students, and their total number the particular traditional game from Australia has been selected. Curriculum: Example: Content Description. This particular sport has been selected since it is an inclusive game and not a competitive game which allows the students to participate and enhance their engagement ability. The participants would get a chance to get involved in the physical activities that have evolved in their own land and they would get an opportunity to understand how their culture shares similarities with other cultures and creates community connections and intercultural understanding. Example: Elaboration: The selected game would provide an opportunity to the participating students to understand the heritage of game and its cultural significance in Australia and it would bring together the students from different communities in the school to take part in the activity. It would provide them an opportunity to not just be physically fit but also to be more agile mentally since it would strengthen their interaction skill. It would also encourage them to explore the various similarities of Boogalah with other games that are of significance to other cultures in the world. Since in the olden days people used to use sports to interact with one another, this game would allow the school students to understand their culture in a better manner and at the same time they would be inclined to learn about others culture to create a strong bond with people from diverse cultural background. The sport Boogalah is a ball game that was played by both the genders of Juwalarai population in the New South Whales region. The term boogalah refers to the ball that is used while playing the game. In the traditional times, the ball was made of the sewn-up kangaroo skin. It can be described as the throwing and catching game which was played among the team members. All the players are divided among two teams and each team comprises of about 6 to 10 members. A specific area is selected where the game can be conducted so that all the students can play in a proper game environment. The equipment that is used to play the sport is either a soccer ball (size varying between 2 and 3) or ball made out of kangaroo skin or gator skin. The game is designed in such a way that allows the participants to interact with one another and develop their social skills in the process. Thus this Yulunga traditional indigenous game has been selected to be incorporated in the school syllabus since it would be apt for year 2 students. This ball game would allow the suitable interaction between both the genders and it would give them an opportunity to strengthen their social interaction skills by being part of the fun game. Objectives: Two learning objectives for the lesson. These must relate to the curriculum you selected and what it is you are hoping the students will learn in this lesson. The students will demonstrate the knowledge of Traditional Indigenous Game from Australia Boogalah and understand the role of engagement and interaction among the fellow players and students. Including Boogalah in school curriculum would allow the players to get an insight on the culture of other communities through the game and thus they could make an effort to involve themselves in such games in order to create community connections and intercultural understanding among themselves. It would enhance their physical fitness and help them to develop their social skills. Risk Assessment and Safety Checklist. Curriculum activity risk management guidelines Ed Qld: It is important for schools to follow strict risk management policies so that the students do not get involved in any activity that can cause them or the fellow students any kind of harm. A solid risk assessment tool allows schools to identify the potential hazards, so that effective control measures can be taken to ensure everyones safety and well being. Even though Boogalah is a safe and suitable game that can be played by school children but the involvement of game equipments in form of balls could increase the need to assess the amount of risk for the participants. So it necessary for the school to assess the involved risk in an effective manner so that the participants can take part in the traditional Australian sport without the fear of getting injured. It is necessary for the students to be aware of their own space so that they can have limited contact with other students unless actually needed. If a particular physical activity session is planned in the outdoor area then they must have sun safety measures in form of hats and sunscreen. They also should be hydrated so that they do not feel weak during their participation in the activity (Roth et al., 2016). The teacher must check that there would be no pushing or pulling among the players to obtain the boogalah. When the ball touches the ground, the game must be stopped so that the fresh turn can be taken. The school should be on its heels and formulate an emergency plan to so that all medical arrangements are in place. The students should also be imparted basic first-aid knowledge so that they can assist their injured friend at the time of need. The school must also have the provision to let students use mobile phone during emergencies and they must be given details of medical team whom they need to call during an accident. The school should also ensure that the equipment like ball, chalk (to form circle), etc used during activity are safe and it must not cause any sort of harm to the fellow participants of the game. The area where the physical activity takes place needs to be checked to avoid hazards and the outdoor area must be preferred for better ventilation and space. Introductory Activity: (10 mins) Name of activity and diagram Learning experiences including organisation and teaching points. Teaching Style for each activity in brackets. Resources: Background The boogalah was a ball game that was played by both girls and boys in New South Whales of Australia. The ball that was known as boolgalah was used by the participants while playing the game along with the team members. Mostly two teams of maximum 10 members each could participate in the game but given the specific scenario, a total of 4 teams would be formed so that there could be participation from all students. The playing area is selected that suites the total number of students and allows free body movement. The equipment necessary for the game is a soccer ball (with size 2 or 3) or the ball made from gator skin. The skills that are used in boogalah is simple yet it requires teamwork and skill so that the desired result can be produced to win the game (Telljohann, Symons Pateman, 2015). It allows the students to engage with all the players and makes the atmosphere fun and enjoyable. Thus it is an apt example that not just has health benefits but also has behavioural advantages for students since it allows them to understand different cultures. Game play and basic rules The game begins when all the players from 1st team are in the middle of the playing area. And all players of other team form a circle around them. (command) In order to decide the player who will initiate the game, the teacher or referee throws the ball in air and the player who catches it moves along with his team to form a group and stand in the centre of the playing area. (instruction) The 2nd team circles the 1st team and the ball is thrown in the air and the players try to catch it. The players cannot move beforehand to catch the ball until it is thrown. (rule) In case a participant from the circle catches the ball then his team goes to the centre and swaps places with the insider team. (Quick practice) Physical contact among the students is avoided as much as possible and the teams aim to win the game by keeping the boogalah for the longest time. (such as 45 seconds). In order to add a bit more action, the balls could be thrown in different directions. Teaching points All the participants of one team in the middle. Formation of 1 circle around another team Throwing ball high. Watching the contact in careful manner. Call for the ball Edwards. K. (2009) Yulunga: Traditional Indigenous Games. Australian Sports Commission. Canberra. ACT 6 boogalahs or 6 soccer balls (including extra) Whistle stopwatch Body of Lesson(25 mins):learning experience/s for the main part of the Lesson Learning experiences including organisation and teaching points. Teaching Style for each activity in brackets. Resources: List all the resources needed for this section of the lesson Boogalah allows a number of players to play at once so it increases their tolerance level. Since it is a group activity, the students are bound to interact with each other and be more sociable. During the game, players exhibit team spirit so that their respective team can win the game by keeping the boogalah in the play for the longest time. (Winnick Porretta, 2016). This game needs coordination among players while attempting to catch the ball. It helps the participants to understand the fact that a cooperative game can be fun at the same time. All the students of one team must be positioned in the middle (Command) The healthy competition among participants must be guided by the teacher (Instructions) Ball must be thrown high and students should be careful while attempting to gain the ball. (observation) Whistle Towel Water Concluding activity (5 mins): learning experience/s Look for specific activities that could be used to cool down and prepare the class for transition to another lesson. Learning experiences including organisation and teaching points. Teaching Style for each activity in brackets. Resources: List all the resources needed for this section of the lesson There could be a number of variations while playing the game so that the competitiveness is maintained throughout the activity. The students could be asked to share their input to play boogalah in a different manner so that they could enjoy it further. This would in fact be useful to encourage the team building and sportive attitude among the participants (Telljohann, Symons Pateman, 2015). Teacher should be guiding the student at all times to observe the team that holds the ball for the longest time for the highest number of times so that the true winner could be declared. (observation) Drinking water First-Aid kit C. Modifications of one learning experience for inclusion of all students - catering for diverse learning needs. The sport activity would be modified so that all the 24 students in the class could participate in the activity and their team building ability could be strengthened: T The game strategy could be modified so that all the students would get the opportunity to participate in the throwing and catching game. R The rules of the game would be explained by the teacher so that all the students would be on the same page before participating in boogalah. It could be improvised until all the students got comfortable with the rules and process. E The outdoor environment would be mostly preferred so that there is proper ventilation and sufficient space for the playing players. E The equipment ball would be selected based on preference of the students so that it would be easier for them. Modifications of one learning experience for inclusion of all students The selected game would be slightly modified and there would be a division of the game into two sections so that altogether four teams could participate in the activity where two teams would be directly competing with one another. The winner of each section would further compete with one another so that in the end only one team comprising of 6 members could be declared as the winner of the ball throwing game. All the safety aspects would be taken into consideration since the involved participants are quite young. There would be no pushing and pulling among the students to avoid possibility of injury. When the ball would be touching the ground, the game would automatically stop and the turn would be taken again by the participating teams. A number of variations would be included while carrying out the game for year 2 students so that the students in the groups would not be bored while taking part in the event that would strengthen their interactive ability. The students would get a chance to participate in differently designed games and work on their social interaction among their peers. They would also get an insight on the cultural links with the particular games and have a better tolerance level towards the traditional games of other cultures. The selected games have been designed in such a manner so that they would match the age group of the students that would be playing the traditional games. Role of lesson planning to reduce need for behaviour management interventions The designed lesson plan would be beneficial for all the students since it would be inclusive and engaging at the same time. It would also reduce or eliminate the need for behaviour management interventions since the students would get an opportunity to improve their iterative ability with the fellow students at a young age. Since the game that has been included in the lesson plan reflects the cultural aspects of Australia, the players would develop a more tolerant behaviour towards other culture. They would be willing to understand the students that came from different cultural background because they would have the mental maturity to understand the significance on culture on an individual (Winnick Porretta, 2016). The learning model could initially be difficult for the children to accept since it would be a new thing for them. But the role of both parents and school is crucial here since it could help the students to adjust to the new and healthy school curriculum so that they cou ld get comfortable with it and have a better understand of their cultural background. It would not only allow the students to imbibe physical activities in their routine but it would also help them to be socially sound individuals since it would mould their interaction ability with other students and also help them to develop team spirit at a young age. (Telljohann, Symons Pateman, 2015). Thus the lesson plan relating to boogalah has been illustrated since it supports healthy competition and allows the players to improve their engagement ability with their team members. Thus the ultimate benefit that the students would enjoy would be much beyond a healthy and active lifestyle since their entire behaviour would be moulded by the Traditional Indigenous Game from Australia Boogalah. Conclusion The significance of health and physical education in the school curriculum is important since it not only enhances the physical health of the students but it also helps them to strengthen their engagement and interaction ability among fellow students from different culture and background. The proper management of such physical activities minimizes the need to adopt different behaviour management interventions that can be used with children. The focus has been on Boogalah since it is a physical activity that strengthens the unity among team members. In current times such activities among students help in strengthening the bond since there is limited competitiveness in this model. So schools must encompass positive HPE in their curriculum so that there will be no need to include behaviour management interventions in the model. It is useful not just to strengthen their physical fitness aspects but it also has a strong bearing on their social skills and behavioural aspects. Boogalah woul d be an apt game for the 24 students from year 2 since it would encourage them to interact with their peers and understand their cultural background and maintain an active physical life. References Almond, L. (Ed.). (2014). Physical education in schools. Routledge. Edwards, K. (2008). Yulunga: Traditional indigenous games. Australian Sports Commission. Forbes, H., Watt, E. (2015). Jarvis's Physical Examination and Health Assessment. Elsevier Health Sciences. Hills, A. P., Dengel, D. R., Lubans, D. R. (2015). Supporting public health priorities: recommendations for physical education and physical activity promotion in schools. Progress in cardiovascular diseases, 57(4), 368-374. Kirk, D. (2014). Physical Education and Curriculum Study (Routledge Revivals): A Critical Introduction. Routledge. Metzler, M. W., McKenzie, T. L., van der Mars, H., Barrett-Williams, S. L., Ellis, R. (2013). Health optimizing physical education (HOPE): A new curriculum for school programsPart 1: Establishing the need and describing the model. Journal of Physical Education, Recreation Dance, 84(4), 41-47. Pope, C. C. (2014). The jagged edge and the changing shape of health and physical education in Aotearoa New Zealand. Physical education and sport pedagogy, 19(5), 500-511. Roth, K., Zittel, L., Pyfer, J., Auxter, D. (2016). Principles and Methods of Adapted Physical Education Recreation. Jones Bartlett Publishers. Telljohann, S. K., Symons, C. W., Pateman, B. (2015). Health education: Elementary and middle school applications (p. 26). McGraw-Hill Humanities/Social Sciences/Languages. Winnick, J., Porretta, D. (Eds.). (2016). Adapted Physical Education and Sport, 6E. Human Kinetics.

Jean Michel Basquiat Essay Example

Jean Michel Basquiat Paper LIFE AND TIMES OF ARTIST Jean Michel Basquiat was born on December 22, 1960 in Brooklyn, New York. His father, Gerard Basquiat was born in Port-au-Prince, Haiti and his mother, Matilde Andradas was born in Brooklyn of Puerto Rican parents. At an early age, Basquiat displayed an aptitude for art and was encouraged by his mother to draw, paint, and to participate in other art-related activities. In 1977, when he was 17, Basquiat and his friend Al Diaz started spray-painting graffiti art on slum buildings in lower Manhattan, adding the infamous signature of SAMO (their graffiti â€Å"tag† which stood for â€Å"same old shit†). The graphics were pithy messages such as Plush safe he think†, â€Å"Pay for Soup†, Set it on Fire† and SAMO is an escape clause. SAMO’s social message was critical of mainstream culture; the style was poetic with an intellectual edge. In December 1978, the Village Voice published an article about the writings. The SAMO project ended with the epitaph SAMO IS DEAD written on the walls of SoHo buildings. In 1978, Basquiat dropped out of Edward R. Murrow High School and left home, a year before graduating. He moved into the city and lived with friends, surviving by selling T-shirts and postcards on the street. By 1979, however, Basquiat gained a certain celebrity status amidst the thriving art scene of Manhattans East Village, for his regular appearances on Glenn OBriens live public-access cable show, TV Party . In the late 1970s, Basquiat formed a band called Gray, with the then-unknown musician and actor Vincent Gallo. Gray played at clubs such as Maxs Kansas City, CBGB, Hurrahs, and the Mudd Club. Basquiat worked with Gallo again in a film Downtown 81 (a. . a New York Beat Movie) which featured some of Grays rare recordings on its soundtrack. He also appeared in Blondies video for Rapture. Basquiat first started to gain recognition as an artist in June 1980, when he participated in The Times Square Show, a multi-artist exhibition, sponsored by Collaborative Projects Incorporated (Colab). In 1981, poet, art critic and cultural provocateur Rene Ricard published The Radiant Child in Ar tforum magazine, helping to launch Basquiats career to an international stage. We will write a custom essay sample on Jean Michel Basquiat specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Jean Michel Basquiat specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Jean Michel Basquiat specifically for you FOR ONLY $16.38 $13.9/page Hire Writer During the next few years, he continued exhibiting his works around New York alongside artists such as Keith Haring, Barbara Kruger, as well as internationally, promoted by such gallery owners and patrons as Annina Nosei, Vrej Baghoomian, Larry Gagosian, Mary Boone and Bruno Bischofberger. By 1982, Basquiat was showing regularly alongside Julian Schnabel, David Salle, Francesco Clemente and Enzo Cucchi, thus becoming part of a loose-knit group that art-writers, curators, and collectors would soon be calling the Neo-expressionist movement. He started dating an aspiring and then-unknown performer named Madonna in the fall of 1982. In 1982, Basquiat met Andy Warhol, with whom he collaborated extensively, eventually forging a close, if strained, friendship. By 1984, many of Basquiats friends were concerned about his excessive drug use and increasingly erratic behaviour, including signs of paranoia. Basquiat had developed a frequent heroin habit by this point, starting from his early years living among the junkies and street artists in New Yorks underground. On February 10, 1985, Basquiat appeared on the cover of The New York Times Magazine in a feature entitled New Art, New Money: The Marketing of an American Artist. As Basquiats international success heightened, his works were shown in solo exhibitions across major European capitals. Basquiat died of mixed-drug toxicity (he had been combining cocaine and heroin, known as speedballing) in his Great Jones Street loft/studio in 1988 several days before what would have been Basquiats second trip to the Cote dIvoire. After his death, a film biography entitled Basquiat was made, directed by Julian Schnabel, with actor Jeffrey Wright playing Basquiat. ARTIST STYLE Basquiats art career is known for his three broad, though overlapping styles. In the earliest period, from 1980 to late 1982, Basquiat used painterly gestures on canvas, often depicting skeletal figures and mask-like faces that expressed his obsession with mortality. Other frequently depicted imagery such as automobiles, buildings, police, childrens sidewalk games, and graffiti came from his experience painting on the city streets. A middle period from late 1982 to 1985 featured multipanel paintings and individual canvases with exposed stretcher bars the surface dense with writing, collage and seemingly unrelated imagery. INTERPRETATION These works reveal a strong interest in Basquiats black and Haitian identity and his identification with historical and contemporary black figures and events. On one occasion Basquiat painted his girlfriends dress, with his words, a Little Shit Brown. The final period, from about 1986 to Basquiats death in 1988, displays a new type of figurative depiction, in a new style with different symbols and content from new sources. This period seems to have also had a profound impact on the styles of artists who admired Basquiats work. Basquiats lasting creative influence is immediately recognizable in the work of subsequent and self-taught generational artists such as Mark Gonzales, Kelly D. Williams, and Raymond Morris. In 1982, Basquiat became friends with pop artist Andy Warhol and the two made a number of collaborative works. They also painted together, influencing each others work. Some speculated that Andy Warhol was merely using Basquiat for some of his techniques and insight. Their relationship continued until Warhols death in 1987. Warhols death was very distressing for Basquiat, and it is speculated by Phoebe Hoban, in Basquiat, her 1998 biography on the artist, that Warhols death was a turning point for Basquiat, and that afterwards his drug addiction and depression began to spiral. ART VALUE Up until 2002, the highest mark that was paid for an original work of Basquiats was $3,302,500 (set on 12 November 1998). On 14 May 2002 Basquiats Profit I (a large piece of art measuring 86. 5 by 157. 5), owned by heavy metal band Metallica co-founder Lars Ulrich, was put up for auction at Christies. It was there that the highest mark for a work of Basquiats was set when Profit I sold for $5,509,500. The proceedings of the auction are documented in the film Some Kind of Monster. On 15 May 2007, an untitled Basquiat work from 1981 smashed his previous record, selling at Sothebys in New York for $14. 6 million.

Critical Study of Open Adoption and the Symptoms of Adoption The WritePass Journal

Critical Study of Open Adoption and the Symptoms of Adoption Introduction Critical Study of Open Adoption and the Symptoms of Adoption IntroductionReferences:Related Introduction For much of the 20th century adoption were generally closed and confidential in nature. They were secrecy. It means since birthmother signed relinquishment papers, she would never see her child again and typically would never know about the future of this child. Secrecy adoptions were phenomenon which occurred in the mid 1800s and were at its peak in the early 1900s. Confidential adoptions were primarily designed to rescue the children of unmarried woman. Secrecy about adoption was also encouraged by societal attitude about sexuality – people excluded from society unmarried pregnant women and their child. These closed and secretive practices were developed to protect all three parties of the adoption triad (birth parents, adoptive parents and children). Confidential adoptions were thought to ensure birth parents’ right to privacy and at the same time it lets protect unwed birth mothers from the stigma of â€Å"illegitimacy†. These practices also protected adopted children from social ridicule and adoptive parents from the humiliation of their infertility (Xiaojia Ge, 2008). It was also assumed that birthmother wanted to maintain anonymity and forget that she had ever given birth to the chid. People also believed that confidential approach facilitate relinquishment of the child (emotionally and legally). From the beginning of 1940s, social workers in every state (USA) convinced legislators to pass laws which were preventing adult adoptees and their birthparents from learning about each others. For decades birthmothers, adoptees and adoptive parents were protected from the stigmas of illegitimacy, unwed motherhood and infertility by stressing secrecy, anonymity and confidentiality in adoption process. With the civil rights movement of 1960s, secrecy become a synonym of discrimination. In courts some adopted children maintained that their civil rights had been violated, because they had no access to information which another people had about them. Since these time also contraception and abortion become more available – marriage were no longer viewed as an essential prerequisite for a respectable pregnancy. Today children rights to know their identity is assured by international and national lows. This right is assured for example in Convention on the Rights of the Child. The convention was adopted and opened for signature on 20 of November 1989 (the 30th anniversary of Declaration of the Rights of the Child). It came into force on 2 September 1990, after it was ratified by the required number of nations. As of November 2009, 194 countries have ratified it. It means all this 194 countries are obligated by international low to assure children right to know their origins. According to the article 7 of convention: child shall be registered immediately after birth and shall have the right from birth to a name, the right to acquire a nationality and. as far as possible, the right to know and be cared for by his or her parents. It took long time to accept and create the low which can assure this right. There has been gradual change in societal practices and views around parenting since the 1970s. Since these time female-headed households and pregnancy without marriage had become more and more accepted. Also tracing one’s genealogical roots and ethnic heritage had gained acceptance. At this time more and more adoptees and birthparents returned to adoption agencies seeking additional background information. It was shown that adult adoptees had suffered a lot because they had no access to information about their origins and identities. Adoptees expressed their pain which appeared as a result of living in lie. The changes were causes also by birthparents. They expressed that they did not forget about the children they had placed for adoption. They also always wondered if those children were alive, well, or knew they were adopted. They said that secrecy in adoption process made their loss more complex and difficult. Another cause for changes come from adoptive parents. They expressed their frustration and feeling of helpless over their inability to help children connect with biological parents and impossibility to say their child about his/her heritage. All these different voices and desires bring changes in adoption process. Nowadays we see that frequency of open adoption increases. Open adoptions becoming norm as stigma surrounding unwed births diminished and non-martial parenthood become more and more accepted. Openness in any adoption should be based upon mutual agreement between birthparents, adoptive parents, adoption agency and the adopted child, if age is appropriate. Nowadays it is quite common for birth and adoptive families to have some degree of postplacement contact with one another. Open adoption, in contrast to closed, is characterized by contact and communication between birth and adoptive parents. We cannot, however, share adoption exclusively on open and close. The degree of openness varies widely. Some adoption have minimal openness, for example, the two sets of parents never meet or talk with each other, share last names, but before the birth they exchange letters and photographs through adoption agencies. Other adoption can be much more open, for example before placement the two sets of parents meet, exchange complete names and addresses. Sometimes they go together to the doctor, gynecologist during the pregnancy, or even they live with each other. They can continue contact through adoptees’ childhood. Of course between these two examples of contact, there exist many another variables and the number of permutations is limitless. In essence, open adoption mean exchange of information before or/and after placement, either by letters (with or without photographs), telephone calls, or in face-to-face meetings. In the case of open adoption (as in the case of close adoption) birthparents need legally relinquish all parental claims and rights to the child. The adoptive parents are the legal parents. There is no one and clear opinion about what is better: open or close adoption. Both of them have some advantages and disadvantage. For example opponents of open adoption say that continued contact between the adopted child and birth parents impedes the attachment and creating family ties between adoptive parents and their adopted child. It means that open adoption can bring destructive relationships and loyalty conflicts for adoptive family. In case of open adoption birthparents can intrude on the adoptive family and disturb their equilibrium. It can also cause the adoptee’s uncertainty about their identity. In the case of open adoption, adoptive parents can feel also less in control and less secure in their parental role. It can happen also that adoptive parents feel need to distance from birthmother’s pain, loos and regrets which they live together in case of open adoption. On the other hand birthparents don’t want to hurt birth mother more, to stop or limited their contact. One of the question which occurs in case of open adoption is: how to set limits on frequency and type of postplacement contact without hurting feelings of birthparents. Another disadvantages mentioned by adoptive parents is pressure which is put on them.   It is the pressure to be the perfect parent when members of birthfamily are around. Adoptive parents are also afraid about the influence of birthparents on adoptee. They are nervous that child can identify more with birth parents and they background than with his or her â€Å"new family†. Why they are afraid about that? Most of the birthparents of adoptee come from lower social class, they have low education level. Adoptive parents simply do not want their child fallow this way. Among opinions against open adoption we can also hear that open adoption interfere with the grieving process that is essential for the mental health of the birth mother by not allowing her to experience a finality of the separation and a full mourning experience. On the other hand some researches show that open adoption may help facilitate healthy adjustment to grief and loss. It means: relationship which develop between birthmothers and adoptive families in open adoption mediate the experience of grief. It occurs also thanks to well-being of the child from whom the birthmothers made an adoption plan, facilitated their coping with grief. Grief is defined as the range of feelings, behaviours and thoughts which can occur as a response to a loss. The reaction, responses are different. Everyone can live this time in different way. To the responses on loss we can include: anger, crying, withdrawal, guilt, sadness, anxiety or numbness. Birthmother’s feeling of loss should be viewed as healthy and appropriate, regardless of which of the feelings associate this time. Resolution of these feelings results in the birthmother forming a new, integral identity in which the past is not denied. Some researches shown that close adoption means: prolonged feelings of loos and continued mourning, depression, somatic symptoms, restless anxiety, anger and often intense attachment to and over protection of children subsequently born to and raised by birthmothers after the placement. Some researches reported even psychological impairment of mothers who didn’t receive appropriate support after adoption (Cinda L. Christian et al, 1997). Study made by Cinda L. Christian and others (1997) support the opinion that fully disclosed adoption lets better cope with grief. In this study researchers examined grief resolution. Indicators of unresolved grief including: crying during interview, denying or repressing the past, expressions of guilt or regret, depression, dissatisfaction with the placement, desire to reclaim the child, continuing nightmares about the child, and inability to move beyond the placement decision. Indicators of good resolution included among others: positive, optimistic opinions about decision, acceptance of the decision, ability to separate self from the placed child, demonstration of empathy for the child and adoptive family, ability to move beyond the placement decision and to express satisfaction from current life. The results of this study shown that 4 to 12 years after placing child, birthmothers who have ongoing contact with the adoptive family either ongoing mediated or fully disclosed adoption shown better resolution of grief than birthmothers whose contact has stopped (in time-limited mediated adoptions). Moreover birthmothers in open adoption had significantly better grief resolution than those in confidential adoptions. This studies shown that 30% of birthmothers in close adoption, 38% in time-limited mediated adoption, 10% in ongoing mediated and 11% in fully disclosed adoption had very poor grief resolution. This results show that within each type of adoption, regardless of the time since adoption, there were birthmothers who were still experiencing problems with grief resolution, as well as, there were birthmothers who had resolved their grief issues. These findings mean that here is no one good   way of placement child to another family. Birthmothers with ongoing contact with adoptive parents have better grief resolution, they are much more reassured of their child’s well-being, and feel they had made the right decision. Some of birthmothers with ongoing mediated contact reported feeling ambivalent upon receiving pictures of their child. Even though they are pleased that they have opportunity to receive updated information. Having first-hand knowledge and an opportunity to acknowledge the adoption placement through actual observation and conversation about the adoption may have led to better grief resolutions for many birthmothers. Trusting and secure relationship with the adoptive family (through direct or indirect contact) may lead some birthmothers to the gradual acceptance of the adoptive parents entitlement to the child. This situation allows also to the birthmothers to develop positive feelings about their own role with the adoptive child. There was one another factor which influence grief resolution of birthmothers – current relationship with birthfather. This factor occurred regardless of openness level. Birthmothers who were still in relationship with birthfathers were at greater risk for prolonged grieving. It is difficult for these birthmothers to stay with birthfathers after having chosen to place their child for adoption – these birthmothers may feel exaggerated guilt and blame regarding the choices they have made. Another factor which influence grieving is religion interpretation and giving birth to another child. It means accurately inability to have a child after placement one for adoption. These two factors sometimes trigger past losses and rekindle old feelings of helplessness, regret, or anger associated with placement. To sum up the results of this study: there is no one option which is the best for everyone. Some of birthmothers can feel better with fully disclosed adoption and another with confidential adoption. Another argument which support open adoption is that for a birth mothers openness in adoption allows her a more active role in the child’s future. Thanks to possibility to choose open adoption, birth mother can be assured she will receive information about child-well being. Another issue related to satisfaction from adoption process is parent’s feelings toward close and open adoption. In study made by Siegel (Siegel, 1993) respondents were asked, â€Å"Why, if any, were your initial fears, anxieties, and concerns about the adoption being open?† Most of the parents who took part in this study answered that they felt some fear on the beginning. Many of them were reluctant to deal with the pain of birth mother. Some of these adoptive parents were afraid also that that the birth mothers would want their babes back, even that babies could be kidnapped after adoption. Parents expressed also that open adoption on the beginning seemed to them weird, uncomfortable or awkward. Some adoptive parents were worried also they can be rejected by birthmothers. One adoptive mother said: A year or so ago, the idea of birth mother were so threatening to me. It was just so terrible obstacle between me and getting baby. At that point, I didn’t want to deal with birthmother at all. I wanted my own baby. And if I couldn’t have that, I wanted the closest   thing I could get to it. On the other hand the proponent of open adoption suggest that adoptive parents in open adoption benefit significantly from information about birth parents through ongoing process with them. In case of open adoption, adoptive parents can comparatively easy gain knowledge about their adopted child’s medical and mental health histories, ethnic and cultural background, and reasons for adoption. Open adoption lets parents to feel more sure about this knowledge (it is better for parents to ask all questions, to gain knowledge about the child by their own than from intermediary person). All this information can have significant influence on rearing process of the adopted child. Adoptive parents can gain also â€Å"troubling† information, for example, about lack of parental care or birthparents alcoholism, substance abuse, or genetic risk factor. This kind of information are, in truth, difficult but for adoptive parents it is better to know all of them. Thanks to these informat ion, adoptive parents can know what to expect and they can be prepare for some difficulties, troubles which may occur in the future. In this view open adoption helps adoptive parents feel more, rather than less, secure in their parental role. Adoptive parents feel that birth parents can give them important information about child and it makes adoptive parents more competent. Adoptive parents can feel also they received explicit consent to parent child from his or her birth parents. Some parents mention also the need to know that birthmother had chosen adoption freely and willingly. This knowledge diminish adoptive parents guilt about having someone else child and alleviated fears that the birthmother would come in the future and demand her rights to the child. What is also important for adoptive parents – it is the need to know that birth parents felt good about the decision which they undertook. Otherwise adoptive parents could have moral doubts and wonder if birthparents think adoption had been mistake and they regret it. Some parents in the Siegel study (Siegel, 1993) mentioned also that they felt more pleasure at knowing that the birthparents would welcome the children according to the belief that the more people love their child, the better. Openness in adoption has advantages also for children. Information about birthparents are much more accessible to the children. Thanks to that, they can decide if they want to search birthparents later in life. Adoptive parents who know last names and addresses of birthparents, feel more helpful for their adoptee. They can freely hand over this information to their children. Children can have also more adequate information about their biological heritage and about the reasons for adoption. Open adoption is perceived also as good for birth parents. First of all some people mention that it is more human and compassionate to enable the birthparents to choose the children’s family. Open adoption helps also to mitigate birth mothers’ feelings of pain and loss, which in turn resulting in less destructive behaviour and greater emotional-well being. Thanks to the direct contact which birth mothers have with adoptive parents, they can feel assured of their child’s well-being and welfare. Adoptive mothers can see their child is in safe and caring home. This knowledge is really helpful for birthmothers and their well-being. In contrast in the case of close adoption, birth mother often feel isolated, have unresolved feelings of guilt and self-blame. They feel also uncertain of the well-being of the child. Meanwhile greater certainty of the child’s well-being not only may alleviate the birth mother’s grief but even may contribute to her sense of p ride regarding the decision. Opponents of the close adoption mention that this kind of adoption is a way to punish woman for being sexually active. It can be difficult to examine the effects of openness and closeness in adoption on birth parents, adoptive parents or children. One of the reason to give clear answer on this question is that this effects may very depending on how long ago the placement occurred. So the length of time since placement may very well be a confounding factor. In the study of Xiaojia Ge and others, researches using 323 matched parties of birth mothers and adoptive parents, examined the association between the degree of adoption openness (e.g. contact and knowledge between parties) and birth and adoptive parents postadoption adjustment shortly after the adoption placement (6 to 9 months). A unique future of this studies was the inclusion of birth fathers (112 birth fathers took part in these researches). The results of this study shown that for adoptive parents and birth mothers the degree of openness in the adoption was significantly and positively associated with satisfaction with the adoption process shortly after the adoptive placement. Increased openness was also significantly related to the better postplacement adjustment of birth mothers. This finding was also further strengthen by interviewers’ reports of their impression of birth mothers’ well-being. This study shown also that levels of choice or control birth fathers had in determining the degree of openness was positively associated with birth fathers’ satisfaction toward the adoption experience. There are opinion that children benefit most from openness in adoption. Proponents of open adoption list many benefits for children. One of the arguments concern child’s identity. Adopted children need to integrate the facts surrounding their birth into their identity. Formation of identity can be more complex for adopted adolescences because of the existence of many unknowns. There is many information which adopted children desire and which are unrecognized by most of the people who have automatic access to such information. For example, knowing about one’s medical background, where one’s red hair came from, who else in family was an artistic. Access to this kind of information is underestimates but it is very important to everyone and is perceived as our basic need. Denying adopted children this information is seen by some as violation of basic human rights. It can lead to an array of emotional and identity problems. Openness in adoption can assure children access to this kind of information. Many children desire to have contact with birthparents. This contact can facilitate identity development and satisfaction with the adoption experience. Proponents of open adoption show that close adoption gives rise to more fantasies about the biological family which can be reason for some emotional problems. Jerica M. Berge et al (2006) made study about adolescents’ feelings about openness in adoption. They examined adolescents’ satisfaction from having or not having contact with birthmothers. Their findings support the idea of open adoption. We can share adolescences which took part in this study on four groups: Adolescents who were satisfied with the contact they were having with their birthmothers; Adolescents who were not satisfied with the contact they were having with their birthmothers; Adolescents who were satisfied with not having contact with their birthmothers; Adolescents who were not satisfied because there was no contact occurring with their birthmothers. First group were the largest. There were 56 adolescents who were satisfied with the contact they were having with their birthmothers. These adolescents had very positive feelings about their birthmothers. When they were talking about their birthmothers they often used terms like: â€Å"thinks she is great woman†, â€Å"like our relationship†, â€Å"love her†, â€Å"friend†. These young people emphasis especially friendship which connected them with their birthmothers. They told that birthmother have different role than adoptive parents. Birthmother was viewed like another person who love them, friend but not as a person who fill parental role. Positive relationship with birthmothers give them extra support and it was something which adolescents appreciated a lot. These adolescents mentioned that birthmother is very important to them. Another aspect mentioned by adolescents was â€Å"identity formation†. Relationship with birthmothers allowed them to ask question why they look the way they do. For adolescents knowing how they were similar in personality traits to their birthmothers is very important. It helps them to make sense of who they are. Adolescents who were satisfied with the contact they had with birthmother expressed also desire to meet other members of family, for example: siblings, birthfather, grandparents. Another group of young people included adolescents who were not satisfied with the contact they were having with their birthmothers. There were 20 adolescents who expressed they were not satisfied with this contact but at the same time only three of them wanted contact to stop. One of the reason why they were not satisfied with the contact they had with birthmothers was desire for more contact or a different intensity level of contact. It happens in situation when adolescents had, for example contact with their birthmother by email and they wished to meet them face-to-face. Another example was an adolescent who had mediated contact with birthmothers through the adoption agency and wished to talk with her by phone, but couldn’t arrange it. These adolescents desire also to have more deep contact with their mother. Adoptees who had not satisfying contact with birthmother felt gratitude towards them for what she had done for them. It means that this adolescents were thankful to their birthmothers for placing them to adoption. In point of view of these young people , their birthmothers care a lot about them and found better lives for them. So adoption was viewed as an act of selfless love. Adolescents who were satisfied with not having contact with their birthmothers. To this group belong 21 adolescents. In the opinion of these young people, adoption didn’t have much impact on them personally. For these adolescents adoption was just abstract concept not something what connect to them personally. These adolescents felt also â€Å"lucky†, they have better life thanks to adoption but at the same time they didn’t feel any gratitude towards birthmother for placing them to adoption. These adolescences simply did not feel that contact with birthmother is something what they need or want. They expressed also they could feel uncomfortable with having to face information about their adoption. Some of adolescents express also that such contact would be negative experience for them. They were simply afraid about it. Also that they could hurt adoptive parents by meeting birthmothers. The last group of young people who took part in this study belong to group of adolescents who were not satisfied because there was no contact occurring with their birthmothers. There were 26 adolescents belonging to this group. These adolescents express negative affect towards birthmothers. Among their feelings there was: anger, sadness, they were disappointed and hurt. These adolescents felt so bad because their birthmother did not make effort to contact them. Some of them wonder if their birthmother is healthy, fine. These young people express desire to contact their birthmother. Many of these adoptees mentioned wanting medical information and to know similarities – both in physique and personality – that they had with their birthmothers. This information could help them to answer questions who they are, why they are like they do and why they were placed. Many of adolescents in this group did not desire to have contact with their birthmother. Some of them made some efforts to contact them but there were not successful (for example they wrote letter to birthmother but never send it). They were also thinking their adoptive parents would not like the idea to have contact with birthmother. Findings of these study shown that searching of the birthparents, having contact with them do not change adoptees feelings towards their adoptive parents. These adolescents do not love their adoptive parents less. They rather viewed relationship with birthmother as a separate type of supportive contact. These results challenge also belief that when birthmother has a contact with her child she will reclaim the adopted child and her rights to his or her. None of the adolescents in this study who had contact with birthmother reported that she ever tried or even mention of trying to reclaim them. To sum up there is a lot of advantages and disadvantages of openness in adoption. However, many of doubts, disadvantages do not find confirmation in the recent studies. These researches showed us that all three parties of adoption triad can benefit significantly from openness in adoption. At the same time we can find people who are not satisfied from the contact which they have with each other. It shows me there is no one and good solution – everyone is different and have different needs and adoption agencies need to answer on these needs. Adoption always will be difficult process and in my opinion all actors of this process need to receive very good support from professionals, like from psychologist or social worker regardless of type of adoption. Satisfaction from openness in adoption process depend largely on the contact which children and adoptive parents have with birthparents. If they are satisfied from this contact they will be satisfied also they choose open adoption. References: Berge, J.M., Mendenhall, T.J., Wrobel G.M., Grotevant H.D., McRoy R.G. (2006) Adolescents’ Feelings about Openness in Adoption: Implications for Adoption Agencies. Child Welfare, 85, 1011 – 1038 Christian. C.L., McRoy, R.G., Grotevant, H.D., Brytan, C.M. (1997) Grief Resolution of Birthmothers in Confidential, Time-Limited Mediated, Ongoing Mediated, and Fully Disclosed Adoptions. Adoption Quartely, 1: 2, 35 – 38. Siegel, D.H. (1993) Open Adoption of Infants: Adoptive Parents’ Perception of Advantages and Disadvantages. Social Work, 38(1), 15 – 23. Xiaojia Ge., Natsuaki, M.N., Martin, D.M., Neiderhiser, J.M., Villareal, G., Reid, J.B., Leve, L.D., Shaw. D.S., Scaramella, L., Reiss, D. (2008) Bridging the Divide: Openness in Adoption and Postadoption Psychosocial Adjustment Among Birth and Adoptive Parents. Jurnal of Family Psychology, 22(3), 529 – 540. Convention of the Right of the Child