Making Preschool a Supportive Environment

Making Preschool a Supportive Environment Childcare – Making A Pre-School Setting A Supportive And Safe Environment Introduction Section 1 explores the variety of pre-school providers and summarises the services they provide. Section 2 investigates how children develop. Section 3 examines the strategies pre-school providers need to implement in order to meet the requirements of the Foundation Stage Curriculum. Section 1 – Early Years: Where Your Child Can Learn There is a wide variety of early years’ education and childcare available for young children. It is best to check out the different providers in your area to see what services and facilities they provide. A great deal of learning and development takes place before the age of five, and your child can learn in a number of settings. These include: Nursery classes, nursery schools and day nurseries Pre-school playgroups Reception classes Accredited childminders who are part of an approved network Children’s Centres Finding An Early Education Place Near You – It is possible to find out what is available in your area by contacting your local Children’s Information Services (CIS). Your CIS can also provide help and advice with all aspects of childcare and early years’ education. You can also search for nurseries, childcare and schools online by accessing the following website: www.dfes.gov.uk and clicking on Early Years. This facility provides you with the opportunity to type in your postcode to get a list of providers near you. This on-line facility allows you to: Find a new school Find out more information about schools, such as contact details, School Profiles, Office for Standards in Education (Ofsted) reports, maps and achievement tables Find childcare options, such as childminders, crà ¨ches, nurseries, out of school care, holiday care and pre-school care Of critical importance to a child’s long-term development is sourcing a highly effective provider in your local area. School Profiles are the new way for schools to report annually to parents, replacing the Governors’ Annual Report. All schools use the simple format, designed to provide information about the school’s performance and its broader achievements, both in and beyond the classroom. The School Profile is intended to give parents the information they need to understand the school’s performance, strengths and areas for improvement and contains: The school’s successes Details of extra-curricular activities Health and safety information The school’s response to the latest Ofsted report Free Education For Under Fives – All three and four year olds in England are entitled to a free, good quality, part-time early education place. The entitlement consists of a minimum of 12.5 hours per week for 38 weeks a year. It begins after your child turns three (the exact date depends on when their birthday falls). It ends when they reach compulsory school age. Nursery Classes, Nursery Schools And Day Nurseries – Nursery classes and schools fall into two groups: state and private. Most day nurseries are privately run. Most nurseries: Will take your child between the ages of three and five, although many day nurseries take younger children Open throughout the school year, although some private day nurseries open during the school holidays Operate a core day of 9.00 to 3.30 pm, although many nurseries offer longer days Offer five half-day sessions, although some types of nursery will offer part-time or full-time places depending on your needs Nursery schools and classes have a minimum ratio of two adults to 20 to 26 children – one must be a qualified teacher, the other a qualified nursery assistant. Day nurseries have more intensive staffing ratios and different rules on qualifications of staff depending on the ages of children being cared for. Pre-School Playgroups – These are often non-profit making. They may be run by volunteers, often including parents. Most playgroups: Will take your child between the ages of three and five, although some will take two year olds Open throughout the school year Usually offer half-day sessions, although are not always open all week, and others may be able to provide you with longer hours Provide places for between 10 to 20 children – there must be one adult for every eight children, and at least half of the adults must be qualified leaders or assistants Reception Classes – Some primary schools are able to admit children under five into a reception class. Reception classes: Take children aged four and five Open throughout the school year May take your child for half-day sessions at first, and then build up to full-time attendance Are limited by law to up to 30 children – most have assistants Childminders – They usually look after children in their own home. Some childminders work as part of a network to offer early years’ education. All childminders who care for children under eight agree to certain quality standards and must be registered, checked and inspected regularly to make sure they are suitable to look after children. Childminders: Look after your child from a few months old up to the age of five and some will also look after school age children after school and in the holidays Can often be flexible about the days and times they work: however, every childminder will be different so you will have to discuss this with the childminder Can look after up to six children under eight years old, although no more than three must be aged under five years of age. Children’s Centres – Sure Start Children’s Centres can provide early education and full day care for children under five, as well as a range of other services such as family support and health services. They are open a minimum of 10 hours a day, five days a week, 48 weeks a year. Section 2 – Child Development The importance of the first five years of a child’s life in terms of mental, emotional, social and physical development is now widely recognised. To this end the Labour Government since it was elected in 1997 has introduced a number of measures, which have improved the availability and quality of pre-school provision. The variety of this provision was explored in section. All pre-school providers must comply with a number of legal acts e.g. The Children Act 1989, The Care Standards Act 2000 etc, which are administered by a variety of regulatory bodies. The most effective way to make the pre-school environment safe is for the staff to fully understand how children develop. When children are stimulated and are actively encouraged to become involved with learning activities, this reduces the occurrence of bad behaviour and makes a significant contribution to improving the safety of the pre-school provision. This section is concerned with exploring how children learn and develop. How Do Children Develop? During the last 10 years, there has been an explosion in our knowledge of the ways in which humans develop and learn. When educators discuss children’s development, they usually talk about physical, mental, social and emotional development. It is important to remember that some children progress faster than others and that the time spent in stages does not reflect their intelligence. They may have a personality which needs to move slower in order to enjoy life and really internalise their learning. Physical Development – Once born, children develop strength from top to bottom (head, then body, then legs, then feet); from the inside to the outside (trunk, then arms and legs, then hands and feet, then fingers and toes); from large muscle (jumping, hopping, running, throwing, catching, carrying, climbing and balancing) to small muscle (using muscles of the wrist and hand in activities such as cutting, drawing, stringing beads, building block towers, working with play dough) skills. This is a sequence that all humans follow. While children are young we need to do many activities to strengthen their large and small muscles. Muscle skill development and maintaining a healthy body are especially important for future reading, writing, and maths success. Mental Development – When a child is born, he / she comes with a brain ready and eager to learn. The brain is very much like a new computer. It has great potential for development, depending on what we put into it. Early experiences greatly influence the way a person develops. Everyone who works with children has a major responsibility for the future of those children. The activities you do with them from birth to 10 will determine how their learning patterns develop. As children interact with their environment, they learn problem solving skills, critical thinking skills, and language skills. Social Development – First children develop a sense of self and then a sense of belonging to a family. They begin to watch other children and want to interact with them. Children’s plays develops through stages (playing alone, playing near others but not sharing, playing and sharing, playing with a purpose, organised games). These stages develop over time and with practice. Later, children develop their ability to respect the rights of others and to feel empathy for them. They learn to work cooperatively with others and to resolve conflicts in peaceful ways. You can interact with your child in ways that encourage cooperative behaviour and respect for the rights of others. Interacting with others in positive ways is critical to successful life. Emotional Development – As babies grow, they learn that they are not the centre of the universe and that they can depend on others. They develop a trust or mistrust of others. As toddlers, they learn to be proud of their accomplishment and state their opinions and desires. As they become pre-schoolers, children learn to separate from their parents and adjust to the school environment. They begin to participate in classroom activities. They learn to take turns and to solve conflicts using words. They begin to learn to control their emotions. They learn that it is okay to make a mistake. They develop confidence in themselves and learn to love themselves. You can help your children by encouraging them and showing your faith in their abilities. Having confidence in yourself and liking yourself are critically important to future success in school and in life. How Do We Prepare Children To Be Ready To Learn? – There is great interest on the part of parents in teaching children their letters and numbers and writing skills. The following lists show the pre-reading and pre-writing skills and beginning number skills that every child must develop in order to learn to read, write and do well in maths. Reading Skills – Reading skills develop in sequence and teachers try to help each child progress along the sequence as he / she is ready to progress. First, a child develops a love of books. At the same time they are beginning to develop eye-hand coordination. Next, they acquire tracking skills (the ability to follow words and pages from left to right through a book). Then children begin to recognise individual letters and later they realise that letters form words. Next they begin to understand that words remain the same from day to day. Listening skills improve at about the same time. The child begins to hear letter sounds and connect them with the written letters. Later, he/she begins to string sounds together to make words. The child then learns to hear and use the rhythm of the language. Reading ability continues to improve as he/she receives positive feedback from interested adults. Writing Skills – This is a sequence which each child passes through. One step follows another. A lot of practice is required at each stage. First the child begins to develop the sequence of drawing skills (from scribbling to making representational drawings). Encourage them to draw often. Small muscle strength needed for controlling writing instruments is increased through activities using squeezing, pinching and cutting. Then the child begins to imitate letters and numbers for fun and then to write for a purpose. When they receive positive feedback from interested adults, children’s skills will continue to improve at a fast pace. Maths Skills – These skills develop with much practice and we encourage their development as the child is ready. The child begins to count for fun (rote counting). Then they begin to see the purpose for counting and begin counting objects in a set (meaningful counting). Next they begin adding to or subtracting objects from a set. They begin comparing objects in a set. Then the child begins sorting (by size, shape, colour etc.) and ordering (by size, first-second-third etc). They enjoy learning to estimate (guess how many) and predict (what will happen next). They begin to sequence objects (red, yellow, blue, yellow, _____). This is a slow process and requires a lot of practice. At last the child begins to recognise numbers and associate the number with a like number of objects. They also begin to write numbers. Later, they will write the number words. If we make the learning fun, children will enjoy learning maths through their school years. SECTION 3 – FOUNDATION STAGE 3-5 The Foundation Stage was introduced as a distinct phase of education for children aged 3-5 in September 2000. In preparation, Curriculum Guidance For The Foundation Stage was distributed in May 2000 to all schools with nursery and reception classes, and to early years settings receiving education grant funding. This guidance sets out six areas of learning which form the basis of the Foundation Stage Curriculum. These areas are: Personal, social and emotional development Communication, language and literacy Mathematical development Knowledge and understanding of the world’ Physical development Creative development Each area of learning has a set of related early learning goals. Curriculum Guidance For The Foundation Stage is intended to help practitioners plan to meet the diverse needs of all children so that most will achieve and some, where appropriate, will go beyond the early learning goals by the end of the Foundation Stage. The Education Act 2002 extended the National Curriculum to include the Foundation Stage. The six areas of learning became statutory, and the Act also specified that there should be early learning goals for each area. A national consultation on the content of the early learning goals as set out in Curriculum Guidance For The Foundation Stage was carried out in autumn 2002. Following this consultation the early learning goals and use of the Curriculum Guidance as a guide, became statutory in March 2002. The Act also established a single national assessment system for the Foundation Stage, replacing baseline assessment schemes. The Foundation Stage profile was introduced into schools and settings in 2002-03. The Foundation Stage profile has 13 summary scales covering the six areas of learning, which need to be completed for each child receiving government-funded education by the end of his or her time in the foundation stage. The curriculum for the Foundation Stage should underpin all future learning by supporting, fostering, promoting and developing children’s: Personal, Social And Emotional Well-Being – In particular by supporting the transition to and between settings, promoting an inclusive ethnos and providing opportunities for each child to become a valued member of that group and community so that a strong self-image and self-esteem are promoted. Positive Attitudes And Disposition Towards Their Learning – In particular an enthusiasm for knowledge and learning and a confidence in their ability to be successful learners. Social Skills – In particular by providing opportunities that enable them to learn how to cooperate and work harmoniously alongside and with each other and listen to each other. Attention Skills And Persistence – In particular the capacity to concentrate on their own or on group tasks. Language And Communication – With opportunities for all children to talk and communicate in a widening range of situations, to respond to adults and to each other, to practise and extend the range of vocabulary and communication skills they use and to listen carefully. Reading And Writing – With opportunities for all children to explore, enjoy, learn about and use words and text in a broad range of contexts and to experience a rich variety of books. Mathematics – With opportunities for all children to develop their understanding of number, measurement, pattern, shape and space by providing a broad range of contexts in which they can explore, enjoy, learn, practise and talk about them. Knowledge And Understanding Of The World – With opportunities for all children to solve problems, make decisions, experiment, predict, plan and question in a variety of contexts, and to explore and find out about their environment and people and places that have significance in their lives. Physical Development – With opportunities for all children to develop and practise their fine and gross motor skills and to increase their understanding of how their bodies work and what they need to do to be healthy and safe. Creative Development – With opportunities for all children to explore and share their thoughts, ideas and feelings through a variety of art, design and technology, music, movement, dance and imaginative and role play activities. In order to fulfil the requirements of the Foundation Stage Curriculum and provide a safe and supportive environment, pre-school providers need to implement the following strategy: To Encourage Physical Development Pre-School Providers Need To: Feed children meals with good nutritional value and teach nutrition activities to children and parents Teach children and families about good hygiene Practise large motor skills (balancing, galloping, skipping, building muscles in the arms, legs, and trunk) Build small motor skills through practise (cutting, holding writing instruments, drawing, painting, stringing beads, using play dough, water play) Present activities to develop eye-hand coordination Offer many movement activities Play instruments to the rhythm of the music Play games that involve listening to and following directions Parents should be encouraged to take their children for regular medical and dental checkups To Encourage Mental Development Pre-school Providers Need To: Ask open-ended questions (questions which encourage children to think because they have no right or wrong answer) Give children choices Allow and encourage creativity (through art, music and movement, dictation, re-telling stories and creating new ones) Building language skills (through conversation with adults and each other, word games, reading stories, learning nursery rhymes, singing, dramatic play, introduction of new words, providing a writing centre with word cards and writing materials, activities with puppets, listening centre activities) Provide science experiments and introduce concepts about our world to help them make sense of it Learn about the neighbourhood and the city through walks and field trips Provide many manipulative materials which encourage the development of problem solving skills Encourage counting objects through games and individual questions Ask the children for their opinions Make charts with their predictions and their opinions and re-read them often Provide small groups and individual activities involving counting sets and adding or subtracting; provide manipulative exercises which encourage classifying (by size, colour shape, general classes like animals or plants and by function such as library and book) Read daily to the children Help them learn sequencing by telling stories back to the teacher Observe each child in order to provide activities to encourage their individual learning It is important to remember what children know depends on the experiences they gain To Encourage Social Development Pre-School Providers Need To: Set up their classrooms in learning centres to enable and encourage children to work together in small groups Help them develop self-esteem by accepting and respecting their efforts Give children jobs and responsibilities in the classroom Teach children to clean up and straighten up at the end of their work time Help them learn to respect others through adult action, words, stories and conversations Encourage children to help other children in need and to share Give them encouragement Invite them to share their culture with others and encourage their parents to come into centres Introduce them to children of other cultures and different abilities Help children develop a positive attitude by being trustworthy role models Read books and have discussions which show parents leaving their children at school and being there when their children arrive home Talk about careers and jobs and why parents have to work Have a structured day so that children will feel secure Let children help make the rules for the classroom and let them choose projects to work on Through example and opportunity help the children learn to work and play cooperatively with others Give the children the words to use to solve their problems with other children To Encourage Emotional Development Pre-school Providers Need To: Help children learn to control their own behaviour through setting a positive example Help the children to learn to wait for a turn and to share with others Help them develop plans for activities to do while waiting for a turn Reassure children that it is okay to have feelings and to express them in acceptable ways Give them the ability to channel their energy in constructive ways Through showing respect to our children we help them to learn to show respect for each other Give children self-respect through accepting them as they are and helping them develop their negotiating and problem-solving skills REFERENCES Bee, H. and Boyd, E. (2004), â€Å"The Developing Child†, (10th Edition, Pearson Education) Gopnik, A. / Meltzoff, A. / Kuhl, P. (2001), â€Å"How Babies Think†, (Phoenix) Hobart, C. and Frankel, J. (1999), â€Å"A Practical Guide To Child Observations And Assessment†, (Nelson Thornes) Foundation Stage 3-5, QCA, (http://www.qca.org.uk/160.html) Early Years, DFES, (http://www.dfes.gov.uk)

Bronwyn Oliver Case Study

What distinctive individual views and features can be seen in the work? A very abstract way of art. A very modernized and unusual interpretation of a unicorn. Oliver was interested in structural formation, in the principles of ‘spiraling, wrapping, binding, swelling, expanding and stretching 2. How does the work attempt to express the personal views of the Artist? The artwork automatically portrays that the artist likes to play around with her artworks, and doesn't make them in an ordinary manner. It shows us the abstract and unusual side to art. What new media is being used in a new and innovative way? Oliver used a variety of materials, including paper, resin, tissue, fiberglass, hair, copper and aluminum. The ethereal impression and supple curves of her objects belie the inherent qualities of their materials and the intensive process of their production. Artworks: 1 . Does this artwork create a connection with ideas or themes between the artist and the audience? It certainly creates a connection, perhaps a mythical one. The audience is left with questions, they're left wanting more. This is what abstract art is. 2.What re the ideas being conveyed by this artwork? Oliver's sculpture suggests a passage from one place to another, a Journey from a material dimension into an imaginative, other world. 3. How are the artworks shaped by the contemporary technology? Contemporary technology for example would be phones and computers etc. These new forms of technology have definitely shaped contemporary art. If I wanted to see Bronzy Oliver's artworks, I'd simply go on Google images and I could see them all, without having to go see it in person. Everything can be viewed over this new contemporary technology.World: 1 . How have contemporary or historical events influenced the approach the artist has taken towards the work? The materials which are used in the artwork are materials which haven't been used, towards the end of the 20th century, many new art forms came about such as; Environmental art, abstract art, street art etc. 2. How are beliefs and understood concepts being supported by the artwork or questioned by the artwork? The concept that Bronzy Oliver uses is quite an understood one, she makes sculptures out of known materials, which are also popular amongst other artists. . How have new advances in technology, scientific discoveries or medical procedures influenced the artwork? Well unicorns obviously aren't around today. Many question whether they ever were here? She is giving us the chance to view the unicorn in a completely different form, perhaps her interpretation of a unicorn. 4. How does the artwork express the new mood in society or the world? It raises the question of â€Å"are unicorns real† Bronzy Oliver I believe, liked unicorns and Just wanted us to view it in her way.Audience: 1 . How could the audience be alarmed or disturbed by the artwork? Perhaps the efferent interpretation of a unicorn could be quite distur bing or even scary. Or the abstract manner the artwork is made in. But I don't believe this artwork is alarming or disturbing. 2. What views do you think critics have formed with the work? Critics may be amazed with the way she has made her artwork, the materials which she has incorporated and her interpretation off unicorn. 3. How do you think historians may view this work?Because her artwork is about a â€Å"passage from one place to another, a journey from a material dimension into an imaginative, other world† historians might IEEE this meaning as much modernized. A view which could only have come from the late 20th century when there was an artistic revolution. 4. How do you think the general public responds to the work? I'd believe that they be amazed by the artwork. The time and effort it took to make this modernized unicorn. I also believe they be amazed with the meaning behind it, a truly amazing artwork.Question: Referring to this ‘case study Artist, name one o r two frames which best describe the viewpoint of the artist. Describe why you believe this (or these) Frames best describes sews the artist has to create the works. Give Examples of three works in your explanation. Unicorn 1984 – Bronzy Oliver's sculpture can best be described with the structural frame. It is of organic forms which twist and turn to convey a quiet energy. The delicate friction between surface and depth breathes life into her objects: dense surfaces with translucent and vital interiors of air and light.Her objects are often sphere-like with hollow spaces or openings – openings which lead to somewhere else, devolving from where they started. In the exchange between these aspects, Oliver's sculpture suggests a passage from one place to another, a Journey from a material dimension into an imaginative, other world. Oliver used a variety of materials, including paper, resin, tissue, fiberglass, hair, copper and aluminum. The ethereal impression and supple c urves of her objects belie the inherent qualities of their materials and the intensive process of their production.As a result copper appears lithe, its resiliency creatively subverted. Comet II 1988 – This artwork is best described with the subjective and cultural frame. The intricately woven copper form of ‘Comet II' represents a seminal shift in Bronzy Oliver's early practice. Exhibited in the artist's self-titled show at Rosily Cooley Gallery in 1988, this work is one of the earliest instances of Oliver's craftsmanship with copper, having previously sculpted with materials such as paper, cane and fiberglass.The work is a stunning example of what would become the artist's signature practice; the painstaking manipulation of copper into elegant, deceptively simple forms which echo the organic shapes of plant and sea life. While this sculpture undoubtedly evokes the idiosyncratic structure of a Jellyfish, the title of the ark sends our imaginings in a dual direction: no t only to the depths of the ocean, but also to the outer reaches of the universe. In titling the work ‘Comet II' the artist complicates the way that we initially see the artwork, pulling into focus the fabulous ambiguity and infinite possibilities of Oliver's forms.Dirigible 1989 – This artwork is best described using the structural frame. The easy, voluptuous curves of the work disguises the painstaking nature of the artist's process; twisting and welding the pliant copper wire to create the intricate metal weave. The microcosmic, complex surface of the work is an interface between the elegant form of the sculpture's overall shape and the internal cavity or void where the sculpture breathes. It is at once fragile and forbidding; crafted from metal and yet seemingly weightless.Bronzy Oliver alludes to these intriguing tensions in the title of the work ‘Dirigible' – a term for a blimp, or airship supported by its own buoyancy. The three dimensional presence of this work is so demanding that even the shadow that it produces is outstanding. Practice: 1 . Name the work and the artist. Describe the steps you believe the artist has taken to create their work. Comet II 1988, by Bronzy Oliver. This is an artwork which has been made from intricately woven copper in the form of a comet II.An artwork like this would have taken great effort, to weave copper. The steps I believe which were taken would be, the idea of making something. She first would have had to come up with something, then she'd have to decide what materials she was going to use, which in this case was copper. And then the technique she'd use to make it which in this case was also weaving. 2. List the media the artist has used and discuss how this is important to the overall effect. The media Bronzy Oliver has used is copper, and the technique she chose was weaving.Perhaps to show the intricacy of the artwork. Or to purely show what she could do. This adds sophistication to the a rtwork and the overall effect. 3. Describe the process the artist has used? The steps I believe Bronzy Oliver would have taken would be, firstly an idea of what to make. She would have had to come up with something, then she'd have to decide what materials she was going to use, which in this case was copper. And then the technique she'd use to make it which in this case was also weaving. 4. Name the new technologies used by this artist.Use examples of artworks to help describe this. Her artworks were generally crafted from patented copper and bronze. Their fragile appearance, which transcends the robust and industrial character of their material, belies a strength that is often based on successful geometry found in nature such as tubes, spirals and membranes, this is shown in the artwork â€Å"unicorn†, and also in â€Å"comet II†. Essay: â€Å"Explain how Bronzy Oliver maintains a strong personal relationship with her artworks. You must refer to specific works in you r essay' Use three works.Bronzy Oliver definitely maintains a strong personal relationship with her artworks, this is portrayed with the meaning of each artwork. Every artwork that she makes displays her own views, and each one was made for a reason. The three works which display her strong personal relationship are; Survivor 1988, Lunar 2001 and Swathe 1997. Bronzy Oliver's artwork Survivor 1988, is an example of how strong a relationship she withheld with her artworks. Oliver's mysterious copper sculpture is like a relic covered from an archaeological dig.The year this work was produced the artist held a solo exhibition at Rosily Cooley Gallery titled ‘Objects From Another Time', and it is clear from the title ‘Survivor' that Oliver also intended this sculpture to invoke a mythical history. By transforming the surface of the copper with a blue and green patina, the artist creates the illusion of the ancient past, reminiscent of a Bronze Age relic. In 1988 Oliver was ar tist-in-residence in the French city of Brest where she researched the metal work techniques of the Cells.It was their traditions that turned ere onto the creation of spiral structures in her work, which is evident in the conch- like form of ‘Survivor'. Oliver's strong personal relationship is also portrayed through the artwork Lunar 2001 , where she has once again twisted and turned the copper into a circular shape, with many complex designs on the outside. Amanda Rowel explains â€Å"The microcosmic, complex surface of an Oliver sculpture is an interface between the macro form of its overall shape and the internal cavity or void where the sculpture breathes.The ease of connection between these three formal aspects of her works long with their gently mimetic character – as alluded by their titles – constitute their elegance and simple pleasure. † This portrays that Bronzy Oliver looks to her artworks almost as living things, her connection goes far beyond that of artist and artwork. The third artwork which resembles that strong connection between artist and artwork is Swathe 1997. She wanted her own works to spark the imagination of viewers in the same way as poetry, simultaneously distilling an essence whilst opening doors to multiple interpretations.The artwork Swathe sparked the imagination of viewers through its intricate webbing and meshing which required extraordinary technical virtuosity involving the manipulation of materials such as copper wire, bronze and aluminum, in this case Just woven copper. Rather than mimicking or abstracting nature, her works suggest a profound interest in the timeless forms of geometry occurring in the natural world. Some may argue whether she's an environmental artist, with a passion for nature. In conclusion, with reference to the three artworks. An obvious relationship is portrayed, this is shown through the complex meanings of each artwork, and the

Five Ethical Approaches for Companies

Being honest and trustworthy is one of the most important aspects within business ethics. The object of a business is to produce products that consumers have faith in and have confidence that they are getting the best deal with no hidden inconveniences. The Markkula article gives five examples of ethical decision that each business should take into consideration when making transactions with customers or implementing a product into the market. The utilitarian approach, virtue approach, rights approach, fairness approach, and common good approach are all steps the business should use to make sure their brand is ethical. Companies like amazon, apple, and Wal-Mart are ethical and have prospered because these companies hold everyone accountable for their actions and decision-making. Amazon has great policies set for the consumers with multiple low prices valuable material as well as Wal-Mart. Apple has a code of ethics that is set for all individuals that work for them. To more thoroughly detail these principles, Apple has drafted a code of business conduct that applies to all its operations, including those overseas†(Fund). Enron, Aig, and Fannie Mae Foundation are companies that did not always use ethical decision-making and therefore went under. â€Å"After 1992 Fannie Mae and Freddie Mac were encouraged to purchase â€Å"affordable† mortgages from banks, which essentially meant mortgages that did not pass the usual creditworthiness requirement for loan†(Congleton, 2009). Fannie Mae gave loans to anyone who basically applied thus, resulting in a major crisis in America. Good ethics in business would be to compete fairly and honestly, to communicate truthfully and to not cause harm to others. These are things that Enron did not seem to display, which led to Enron’s operations file for bankruptcy in 2001†(Studymode 2008). Enron was convincing people do invest in insurances of their firms, but took the money and did not pay up for any claims. An unethical approach that Aig is known for is giving Ceo and other officials of the company bonuses and vacations when they were a faili ng business an investor were losing money.

Jane Eyre vs House of Mirth Lily Essay - 2044 Words

Jane Eyre vs House of Mirth Lily The novels, Jane Eyre, by Charlotte Bronte, and House of Mirth, by Edith Wharton, contain many similarities and differences of which I will discuss in this essay. The focus will be on the main characters of each book, Jane Eyre, and Lily Bart and will include important points and ideas demonstrated in these novels. To begin, Jane, from Charlotte Bronte’s novel, Jane Eyre, was an orphan who was raised by an upper-class family who resented her and did not want her, therefore torturing, abusing, and treating her as someone at a status even lower than the servants. As a child, she knows that her status is awkward and even later on, as a grown woman, she is considered a second class citizen†¦show more content†¦To point out another difference in status between the two characters, Jane Eyre rarely displayed a longing to be part of the higher class, whereas, Lily Bart is intrigued and attracted by it. Another comparison between Lily and Jane can be made regarding beauty. This topic is apparent almost immediately in House of Mirth. In the beginning of the book, it is expressed that, â€Å"One or two persons, in brushing past them, lingered to look; for Miss Bart was a figure to arrest even the suburban traveller rushing to his last train† (p.18). He goes on to wonder that, â€Å"she must have cost a great deal to make, that a great many dull and ugly people must have been sacrificed to produce her† (p.20). These excerpts demonstrate Lily’s external beauty. This notion is made even more obvious in the line, â€Å"the qualities distinguishing her from the herd of her sex were chiefly external†. Lily was beautiful and charming which may have aided her on her way to popularity. Even her name, Lily, implies beauty and can be seen as an emblem of femininity. Jane is very different from Lily concerning the aspect of ‘beauty’. She is not blessed w ith physical beauty and is described as ordinary and plain. However, Jane consists of a certain kind of beauty, perhaps more important. She is internally beautiful and has the advantage of having the beauty of mental intelligence and