Essay question about The big switch Example | Topics and Well Written Essays - 750 words

Question about The big switch - Essay Example Even not being a professional, Geoff could develop a programmable world wide computing. It is in this very chapter, that forms the beginning of the second part of the book, Carr encapsulated the concept of cloud computing. The prime feature of cloud computing is that it does not require the typical mainframe computer to store all the data in one single computer. Rather, one can easily share it within the network through host servers. As it has been discussed by Nicholas Carr, cloud computing is generally used as third party product and as the businesses can have professional expertise for all the matters like hosting, servers and domains and also as they can store all of their information over such networks, it definitely helps them in focusing upon their core competencies. The business organizations can forego the huge capital investments for setting up and maintaining own networks. The demerit is that the business firms have to depend upon the external institutions and it might lea d to matters like information theft or failure of the servers. But still there is almost no doubt that the cloud computing has enabled the business organizations to have much better information technology architecture. ‘The Big Switch’ by Nicholas Carr has definitely won the test of time as it proposes and proves one after the other burning issues faced by the business organizations of present day with respect to information technology. In the chapter seven of the book, Carr considers one of the most debated topics of the period i.e. the reduction of employment because of extensive usage of information technology. It is a fact that the computers can do the work of quite a few employees and that too much efficiently. Therefore, Hellmut Schutte rightly thinks that the machines are definitely replacing human workforce. Though the entire matter is unfortunate as old time employees are losing their jobs but the fact is that the multi national corporations of

Ground Water in Dhaka City Essay Example for Free

Ground Water in Dhaka City Essay Dhaka is the capital city of Bangladesh which has a population of about 12. 5 millions and its population rate is over 5%. Projected population is about 22 million by 2025. Dhaka is now the 7th largest populated city in the world and it is anticipated that Dhaka will be the 2nd largest city in the world by 2020. This city is full of problem and one of the major problems is water crisis. Although Bangladesh is rich in water resource, but there remains lack of safe water. The cities in Bangladesh are the centre of employment, communications and development. So, people are rapidly migrating in these cities from rural areas place putting additional pressure on the infrastructure and water resources. For this huge population in Dhaka city, water demand is also huge. And maximum portion of this greater demand is fulfilled by ground water. The daily requirement of water in Dhaka city is about 200 crore liters while WASA supplies 180 crore liters, leaving a shortage of 20 crore liters. Out of this 180 crore liters of water, 154. 50 crore liters of water are supplied from ground water. All most 85%-87% of water is supplied from under the ground and of them are from surface water. To supply this massive amount of water we need to extract a lot from the ground. Everyday demand for water is increasing and we are adding new pumps. In 1998, there were only 243 water pumps to lift water in 2004 it was 440 but now it is 560. Each of the pumps lifts 3,000 liters of water in a minute. And this is also making some problems. For this heavy extraction water level is going down rapidly. In some statistics I have found that the level of underground water has dropped down to 61. 18 meters. The average rate of decline of water level varied from 1 m to 2. 50 as the report of DWDB. Ground water depletion situation is severe in the central part of the city compare to the areas close to river bank, says DWDB. If this continue to happen then in future it will be hard to lift up underground water. Moreover, the increasing number of pumps and subsequent depletion of groundwater table increases the risk of disasters like landslide, subsidence and earthquake.

The Other And The Intersubjective

The Other And The Intersubjective In the following write up, my attempt is to explicate the understanding of the other and intersubjectivity vis-Ã  -vis the way people interact with each other. It appears that there are two ways of interactions the subject-object interaction and the subject-subject interaction. The subject-object interaction can perhaps be understood through the method of the positivist, the scientist, the behaviorist, and those of the ilk who divide the universe into the material and the non-material and declare the material to be real. They then create an objective universe of method and thought. The subject-subject interactions can be understood on the differences between the inter-subjective (between two subjects) and the intersubjective (within two subjects thereby avowing continuity), the former is available in the thought and writings of Hegel, Husserl, Levinas and Lacan and the latter through the thought and writings of Buber. Questions that arose in the mind of the researcher from this cate gorization have become the groundwork for exploration in the direction of developing a research proposal. The understanding of I, Other and the ensuing implications for the method of Dialogue in education may become the thrust for this study. What follows is an articulation of the possibilities for developing a research proposal In todays techno-mechanistic world our object-centered understanding dominates our interaction with not only inanimate things but also in our approach towards beings around us. The interaction with beings is replaced by the inferences based on the outward manifestation of behavior. The world, then, is an object, and by looking at things, empirically, one can understand the truth. This is the approach of the positivist paradigm, in which the content of knowledge consists of objective truths or facts and the knower can gather these facts as information. The knower then becomes a recipient of information who has to process it to assimilate into the preexisting categories or to make new ones for reproducing that information as and when required. The universe of educational studies is largely dominated by an understanding of the processes and purposes based on the discipline of psychology and the positivist paradigm is the basis of most of the personality theories in Psychology. Neverthel ess, psychology has expanded itself with the understanding of philosophies like existentialism and phenomenology to fill this gap. This movement is the response to the cry against the objectivity of science and the psychological theories based on the scientific model. As we move from the subject-object interaction towards the subject-subject interaction, we realize that the self itself requires the other to define itself. This other is not an object though it may be an inanimate thing. Then everything around one becomes a walking mirror for one to see the image of oneself in all and all in oneself. The interactions, then, are not with persons but with projected images of ones own self, sometimes even to the extent of denying the others existence. With these images, one identifies and because of these identifications, one emotes. Because of this identification on believes that he can understand the other, empathize and make predictions about his behavior. Other people are part of ones totality in ones sameness and this primary way of being-in-the-world with others seems to be quite egocentric. It is to say that we are always being-in-a-situation, where our being as selves is inseparable from a shared, meaningful life-world. This inter-subjective of the subject-subject is the focus in the phenomenological inquiry. This intersubjectivity refers to the contents, not the context, of consciousness and addresses the psychological domain rather than philosophical issues and this intersubjectivity is preceded by the subjectivity of the participants. The intersubjectivity refers to the coming together of already existing and experiencing subjects, where they have separate consciousnesses being shaped interdependently by their interaction. This incorporates in itself the notions of self as ego, which is there to experience the world. Nevertheless, Husserls idea of the other seems to be quite close to the above elaboration, The other then is a phenomenological modification of myself, for Husserl, grasped only within my ownness. This grasping is on the basis of something like analogy. Just as a primary givenness is experienced in perception, memory affords a kind of secondary givenness (Moran, 2000. p.177). Hegel claims that, such subject-object identity, such self-consciousness, exists perfectly only in love (Beiser, 1949.p.113) in which the subject and object, self and other, realize their natures through one another, they recognize itself only through the other. This is possible because, there is a single structure of self-consciousness holding between self and other: the self knows itself in the other as the other knows itself in the self (ibid.). Levinas, however, uses two different words for speaking of the other; the non-personal other in general and the other person, as the Other. Levinas claims that the self-other relation is not reciprocal, but rather that there is a priority of the other over the self. This is what he calls the asymmetry of the relation between self and other. The Other means for Levinas that which cannot be objectified, the sphere of subjectivity, although not understood in the spirit of mastery, but rather as founded on openness to the other (Moran, 2000. p.342). Levinas pays special emphasis on the understanding of the other for the understanding of ethics. For Levinas, ethics is never an egocentric mode of behaving, nor the construction of theories, but involves the effort to constrain ones freedom and spontaneity in order to be open to the other person, or more precisely to allow oneself to be constrained by the other (Ibid. p.321). Lacan uses a similar classification in which the other is, the other who is not really other, but a reflection and projection of the EGO (Evans, 2006. p.135) and the Other designates, the radical alterity, an other-ness which transcends the illusory otherness of the imaginary because it cannot be assimilated through identification (ibid. p.136). Lacan explains that the child, during the mirror stage, acquires the sense of self at the price of his self becoming an-other that is distinct from him and visible in the reflection of the mirror. However, the inherent continuity in the relation of the I and the other in intersubjectivity as opposed to the distinction of the I and the other emerges through Bubers writings. This intersubjectivity is different from the Inter-subjectivity that refers to how the consciousness of participating subjects is in interaction during an experience. The understanding of intersubjectivity that Buber explicates here is that the intersubjectivity is from the whole being of an individual and this is its most radical meaning. Therefore, intersubjectivity now can be conceptualized as a process of co-creativity, where relationship is ontologically primary. The being of any one subject is dependent on the being of all other subjects in the relationship. Here, intersubjectivity precedes subjectivity. Further Buber (1958, p.1) wrote, There is no I taken in itself, but only the I of the primary word I-Thou and the I of the primary word I-It. Here, the I-It refers to the subject-object and the inter-subjective of the subject-subject ways of interaction. The I-It is the primary word of experiencing and using of the positivist paradigm in which the I is distant from the object. It takes place within a man; it is entirely subjective and lacking in mutuality whether in knowing, feeling, or acting, it is the subject-object relation. Whereas in I -Thou, the inter in intersubjectivity refers to an interpenetrating subjectivity which is holistically mutual. The I-Thou is not limited to men but may include the whole world. Thus in the silent or spoken dialogue between the I and the Thou both personality and knowledge come into being. Unlike the subject-object knowledge of the I-It relation, the knowing of the I-Thou relation takes place neither in the subjective nor the objective, the emotional nor the rational, but in the between -the reciprocal relationship of whole and active beings (Friedman, p.60). The questions, then which the researcher is left with, after this very preliminary and tentative probe are around the three areas probed so far and may lead to other areas like the Self in relation to the above and to implications of the Consciousness or Self, I, inter-subjective and the Other. Some of the questions my be articulated as under: How has the movement in the understanding from the subject-object interaction of the positivist paradigm to the subject-subject interaction of phenomenology helped us in our understanding of the other? What is the relation between the self and the other? Does the phenomenological entails the merging of the I in the other or does it endanger the other by consumption and annihilation? How does the understanding of the I, the other, inter-subjective and intersubjectivity impact on pedagogy? How does our understanding of Dialogue develop with our understanding of the I, the other and the intersubjectivity? Does our understanding of the I, the other, inter-subjective and Intersubjectivity affects our understanding of the Values, Selfhood and Consciousness? Will a study of the I, the Other, inter-subjective and the Intersubjectivity lead us to the probe the normalize, i.e. in the realm of ethics and axiology, when contextualized in education,

European Colonialism and Imperialism in Aphra Behns Oroonoko Essay

European Superiority in Oroonoko Throughout Aphra Behn's Oroonoko, we can see the comparison between European and African culture occurring in many places. In a majority of the imagery, Behn's attitudes can be seen behind the text weighing heavily toward portraying European characteristics as socially more admirable. Oroonoko's introduction acquaints us with a person so refined in every way as to be almost god-like. Every feature of this great warrior-prince is shown in detail to be the most beautiful one could hope to behold. The narrator says,"...he was adored as the wonder of all that world, and a darling of the soldiers." (1869) He is even said to have,"...a native beauty so transcending all those of his gloomy race that he struck an awe and reverence even in those that knew not his quality;..." (1870) Clearly, this is the description of a person destined for greatness. Oroonoko, throughout his adventures, lives by these very features. After Oroonoko becomes sold as a slave, for example, he becomes a friend of the narrator and the overseer in the New World thro...

Independence in the tasks of daily living Essay

Outcome1-understand principles for supporting independence in the tasks of daily living-Individuals can benefit from being as indepenent as possible in the tasks of daily living as it depicts that people having the same level of choice, control and freedom in their daily lives as any other person. Each of the three main political parties expressed their approval of the Independent Living Strategy published in 2008, which sets out actions aimed at improving the choice and control disabled people have over the services they need to live their daily lives. The aims of the strategy are that: * disabled people (including older disabled people) who need support to go about their daily lives will have greater choice and control over how support is provided; and *disabled people (including older disabled people) will have greater access to housing, education, employment, leisure and transport opportunities and to participation in family and community life. In June 2010, the Government stated that it was looking at further ways of taking the Independent Living Strategy forward. Active participation promotes independence in the tasks of daily living as this gives the client the confidence and independence needed to complete tasks by themselves without the support of others. Daily living tasks may affect those depending on their culture or background, as what someone may have been brought up believing, may not necessarily be accepted as the general view of society within Great Britain in these current times. I would identify suitable opportunities for an individual to learn or practice skills for daily living by providing a wide range of activities. I would observe/monitor their skills to identify what they can/can’t do, and also listen to them and ask any questions about what they would like to do. It is important to clarify the role and responsibilities for providing support in order to ensure that all codes of conduct, professional boundaries and legalities are upheld. Outcome 2-be able to establish what support is required for daily living tasks- Establish what support is required for daily living tasks In order to access information regarding an individuals support plan I would request this from my line manager using all organisational policies and procedures and adhering to all Acts of Parliament. In order to clarify with the individual and others the requirements for supporting an individuals independence in daily living tasks I would ask the individual concerned what they would, and how they would like to achieve independence, as well as following any care plans and discussing with others any information that the client may have passed onto them with regards to how they would like to achieve this. In order to access any additional guidance in order to resolve any difficulties or concerns about support for daily living tasks I would contact my line manager via telephone or in person, whilst accessing any care plans and referring the situation to my line manager if there had been any disputes between myself and the client. Outcome 3 – be able to provide support for planning and preparing meals- In order to support the client to plan meals that contribute to a healthy diet that reflect the individuals culture and preferences I would clarify with the individual any foods they can or can’t eat depending on culture and medical conditions and what they prefer to eat, whilst following any current guidelines for healthy eating. I would actively support them in the preparation of the food by encouraging them to prepare it themselves following all health and safety policies and referring the client to any ‘cook books’ etc. I would encourage the client to store food safely by discussing and referring  them to any food safety policies i.e. basic food hygiene, as well as actively supporting them in the initial storing of the food. Outcome 4- Be able to provide support for buying and using household and personal items- Different ways of buying household and personal items include using the internet and shopping in person. In order to identify household and personal items that are needed for the client I would discuss with, and if necessary supervise the client whilst they decided and tooks notes, depending on what they currently had in the house and therefore did or didn’t need. In order to support clients to buy items in the way they preferred I would discuss with and accompany the client whilst either shopping on the internet or in person etc. In order to support the client to store and use items safely I would discuss with and refer them to any health and safety instructions that may come with or be noted on the products. Outcome 5- To be able to provide support for keeping the home clean and secure- I would support the individual to keep their home clean in a way that supports active participation and safety by observing and discussing with them any issues that they may have, then referring them to any policies issued to the general public or organisations, and actively supporting them whilst they implemented these policies. I would supervise and describe different security risks to the client, whilst encouraging them to take notes as to what these are and describing to them ways to implement any concerns that either myself or the client had, I would also advise my line manager as to what these risks are so that any actions could be securely documented. Some of these risks could include leaving doors and windows open or unlocked, or by allowing people into their home without asking for I.D etc. I would support the individual to use agreed security measures by referring  them to any leaflets or policies that had been issued either externally or internally by an agreed and secure source, and promoting active participation in the implementation of these security measures. Outcome 6- Be able to identify and respond to changes needed in support for daily living tasks- In order to record any changes in the individuals circumstances that might affect the type or level of support that is required I would discuss these with the client and my line manager whilst recording these in the individuals care plan. I would adapt support in agreed ways of working to address concerns, changes or increased independence by discussing with the client and my manager what these may be. I would also takes notes and implement any changes in the individuals care plan.

Faith and Greer

As Faith and Greer grow closer, Faith wants to know what Greer truly thinks. As Greer starts talking, she gives all these suggests which never felt like she could do, and someone actually listen. â€Å"Tell me your impressions about what we're doing here,† Faith said. â€Å"Be honest. Don't worry about my ego. I'm curious how it seems to you so far.† (Wolitzer 201). The thing about activism is to she what you think is right and will help. Faith pressures Greer to speak her mind but in a good that will help the company rise. She want to makes sure that she does her part to Faith's grand venture. Greer want to experience the success that Faith does. Now that Faith tooken the suggests of Greer it, they both demonstrate the truths of activism. Greer realizes the she values her individualism more that sisterhood, she wants to ensure her own success, even though she would be keeping Zee from success, now that is little selfish. At this point Faith is reflecting back to the past, and she recalls supporting Greer over the years. Faith sees a lot of herself in Greer, they have reflected upon how they share a sense of disappointment in their parents and that is what has bond them together. â€Å"Greer had been so bright and filled with feeling, but beyond that she had also been upset with her parents. Of course Faith had been reminded of being upset with her own parents at that age. Both sets of parents had held their daughters back, even as they loved them.†(Wolitzer 442). Faith feels for what Greer had to go through, and now Faith wants to see Greer be successful. Faith can see Greer's potential as an activist, a feminist, and a leader. Faith is using her power to help other women find their own. Greer and Faith are a lot alike and they deeply bond over that, because of that demonstration of the disappointment of both their parents. When Faith talks to Greer about the mentorship program, Greer tells Faith that it does not exist. So Faith asks if the rescue was at least real and Greer responses that yes it was. Faith's realization that the mentorship program was not real made her wonder what was actually going on at the ShraderCapital. â€Å"Exactly what isn't true?† Greer managed to say. â€Å"The whole thing?† â€Å"The rescue was real. The security group apparently went in and saved those girls.† â€Å"Well, good. That's a relief.† â€Å"But the mentor part never happened. They just pretend it did.† (Wolitzer 464). The whole thing is messed up what they are doing is wrong, but Faith is so caught up in being preoccupied with the public's perception of her than in make sure that everything in her organization is running smoothly. Although Faith would have lived with ignoring the whole situation and now even though she knows what is going on Faith is not planning to take any action. Knowing Faith that is just not how she does things, but she seem that she just have no idea of how to handle it. Now Faith has confronted Emmett Shrader which has been long overdue. Emmett have not a very good excuse of the whole thing. â€Å"So the mentor program really doesn't exist?† He paused, thrown, trying to be careful. â€Å"It was supposed to have existed,† he tried. â€Å"We had every intention. Does that count for anything?† (Wolitzer 523). Emmett had totally ignored the thing of the mentorship program as well of the severity of Faith's struggle. Faith couldn't afford to tune out of her own life, and she could afford to make mistakes. Where Emmet just goes through life with not a thought to what consequences his actions could have. This just shows the contrast between the power of men and women. Although Emmett had claimed to of had a hazy memory of what was actually discussed that day of what happened to the mentorship program. What he actually remembers shows his total lack of interest in an important contribution of time, and resources. Emmett is clearly not an activist and putting his name on an activist company has definitely not made him a better feminist or a better member of the community. Even though the severity of the situation or even perhaps, because of it Emmett didn't think that it was important enough to solve the Ecuador crisis. â€Å"I should have listened better in that meeting, and I shouldn't have let them switch out that woman you liked, and I should have shut down the fund and announced the whole thing publicly.† (Wolitzer 550) Emmett now longing for the simpler times of the earlier days of Loci of when he connected with Faith Frank with any of the damage of this sandal between them. Though Emmett doesn't remember what happened, he knew that there were strings being pulled and people were urged to keep the truth of the whole thing quiet. During that time he tried to convince himself that he was doing the right things to make Faith happy even when it was a bad situation by keeping the money for Faith to use on another project. The realization sets in that Faith Frank is an activist and mentor a lot of reasons. Some were more selfish than others, but Faith felt rewarded and loved by receiving gifts and notes from people she had mentored. â€Å"Dear Faith, This book was my favorite when I was a little girl, and I wanted you to have it. Love, Denise Manguso (from that dinner in Chicago!)† (Wolitzer 555). Her importance has been threatened many time throughout the year, but it is her fans that keep her going not her work, and that keep her in the world. That is Faith's rensurence that she will remain adored and relevant as she once was at the start of her career. Although Emmett had messed up, he feels awful about how things went between him and Faith. He realizes that things haven't been all that bad and that he has given Faith that greatest gift of all, and influential platform. He has done perhaps more of the work than anyone else in Faith's life. Greer is now at a point in her life where her career has taken off, her career is almost a direct mirror of Faith's. â€Å"Tonight they were celebrating the fact that Greer Kadetsky's book Outside Voices had just spent one full year on the bestseller list.† (Wolitzer 602). Greer finally got the success she has been looking for. Greer has manifested so much attention, but she still gets criticized and often publicly. She gets criticized for her privileged idealism and inattention to worse issues that face the modern of feminism. It seems like Greer gets the same kind of adoration, attention, and praise as Faith Frank once did. This fills Greer with a sense of personal fortitude and socio political power. This all of what Greer wanted she worked hard for it and success found its way to her. Now that Greer is marry to Cory, has a baby named Emilia, and a babysitter name Kay. Greer finds that she sees a lot of herself in Kay, it seems that she sees a similar dynamic blossoming between her and Kay, like what she once had with Faith. â€Å"I want you to know I think you're great, Greer. I totally do. My friends and I have read all your book and they're impressed that I sit for you,† said benevolently† (Wolitzer 607). Although Kay is unlike the shy Greer who was willing to change her personality and opinions to better align with Faith. Kay has her own independent thoughts about feminism and is not afraid to express herself. With that Greer often wishes that she could contact her former mentor, but with things that ended badly between them. â€Å"But lately, Greer had been wishing she could say something different to Faith.† (Wolitzer 623). Greer still deeply admires Faith, and with the realization that her hero was just an ordinary person like the rest of us with flaws too. Greer realizes that even with the complicated or with the moments that were upsetting with Faith were ultimately a service of goodness and advancement. Greer's ability to be grateful for the way Faith had called her out on things has shown Greer that she has matured considerably and is able to see her past mistake a lot more cleary . Greer now wonders if Kay will one day take her place as the mentor, that Kay will be the mentor to her daughter Emila. â€Å"Who is going to replace me? She though, shocked at first at the idea, and the finding it kind of funny, and relaxing into it.† (Wolitzer 624). By wondering, Greer wonders if she will slowly out live them all, Greer shows that the power dynamics and politics are constantly shifting. Impling that even as Greer has risen to fame, she will always feel a deep sense of loss for Faith. The cycle continues of mentors, because it is destined to repeat it, with Greer's daughter Emilia most likely to be mentor by Kay.

Positive Behaviour Support Essay

Policies and Procedures of the Work Setting There are many different policies and procedures that schools have to abide by some of these are; Behaviour policy- The behaviour policy goes over topics like how to treat others, how you should act in the premises, how you should talk to others and how you should do something when you have been told to do it etc. The policy also goes over rules and consequence’s if the rules are not followed. It goes over how they use positive behaviour support when a child has done well. It explains responsibilities, the curriculum, the values and how rules are reinforced to the children. Bullying policy- In all schools they now have a 0% tolerance on bullying, the policy goes over many things about the anti-bullying policy. It ensures that everyone should be able to work in a safe, caring and productive environment with no fear of being bullied or feeling like they can’t tell anyone if they are. It helps members of the school attend and sort the incident when it occurs. It explains that all bullying should be reported if spotted, if told about it or if you are the victim, it also explains that anti-social behaviour will not be tolerated and consequences will be giving out where and when appropriate. Attendance policy- The attendance policy follows the pupil registration act 2006. All teachers are responsible for taking all registers in the morning and in the afternoon after lunch. Students should turn up for school everyday unless they are ill or have appointments but the school should be informed if this happens. If a child doesn’t turn up for school or fails to turn up at all authorities are usually brought into see what the situation is and fix it. The deputy head and the secretary are responsible for collecting up all the registers and looking them over to see for any cause for concern following it up with the head of school. Child Protection policy- The CPP is put in place to safe guard the students. It explains that students are encouraged to talk and be listened to, that they have someone to approach with any problems, gives advice about how to stay safe and people they can talk to if they do not. All staff are provided with a copy of the CPP at the beginning of the academic. All teachers have a duty of care to the children involved so they can be safe and protected from harm while in school. All children have a right to be protected from something that can cause harm. All staff and volunteers should be able to make  informed and confident decisions and responses to specific child protection issues. All these policies support positive behaviour in many different ways. The behaviour policy supports positive behaviour by it explaining to teachers how to deal with a child when they are acting antisocially in the setting. It also explains to them how to use positive behaviour support when a child or chil dren has done well. The bullying policy supports positive behaviour in children by setting rules and boundaries ensuring that children can work in a safe and caring environment. It helps teachers explain to children what is accepted as bullying and why they shouldn’t hurt other children etc. in a fun way so children understand that they shouldn’t intentionally hurt someone. The attendance policy helps teachers see who is a cause for concern and who isn’t. If a child is absent they are not learning anything and not being helped to do things they would do in school. So it helps the teacher try and get children back into school to keep them positive about it. Child protection policy helps positive behaviour as all children are encouraged to speak and be listened to when there is or isn’t a problem so they know they will be heard which keeps them positive when there’s something wrong as they know they can tell someone when something is wrong. If they have someone in a scho ol they can trust they are more likely to tell them about what is going on which helps them know they have a voice and will be listened to. The Importance of Consistent Rules and Boundaries It is very important that we apply rules and boundaries to children when working in a setting. Rules and boundaries are set so all children can be treated the same not one rule for one and one rule for another, all children know where they stand with teachers and so all children can understand what is considered appropriate behaviour. Rules and boundaries need to be consistent and regularly reinforced by an adult. If messages are not clear to them or if they are conflicting and contradictive they are going to get confused and maybe frustrated and will then find it hard to behave. If children are met with the same response every time they do something wrong they will be less likely to repeat at a later day. All rules and boundaries should be suitable for their age and stage of development and all language used should be clear and make sense not to confuse the children. You must make all your expectations clear so they know how to act and behave. The  Benefits of Encouraging and Rewarding Good Behaviour There are many benefits of encouraging and rewarding good behaviour to the child you are working with, other children in the setting and carers; The Child- Encouraging and rewarding good behaviour for a child has many benefits, they learn that when they have done or are doing well at something they will get something good out of it and if they are doing the wrong they will learn that they will get ignored or depending on the severity of it they will get consequences. It helps them succeed in their work etc. a lot better and makes them happier to do work. It sets a positive out look on stuff they wouldn’t usually like doing and gives them more enthusiasm to go further on with their work. It also makes them more able and gives them a better outlook on school life. Other Children- If other children see you giving a child encouraging and rewarding good behaviour they are also more likely to follow on with it. If they realise their behaviour isn’t be rewarded by someone else’s is they are going to try and do the same to get positive support. It will make them more motivated to do their work and behave as they are then getting something out of it. It will help them be more into their work and their progress will get better. Carer- Carers meaning teachers and others working in the setting would also benefit from children being positively supported as they would be able to work better with the child as they might not be as stubborn and it might make them more a willing to do something they wouldn’t usually do. Their behaviour would be better which would make them better to teach as they would listen and become more into the lesson. The work the children produce would be better as they are listening more and there are less class disruptions so there’s no starting and stopping. The teacher would have a lot more time to help other children that need it and be able to fit more into a day.