Meeting Criteria for Early Years Foundation Standards

Meeting Criteria for Early Years Foundation Standards Unit 3 Early years foundation standards are guidelines with in which a childcare facility work, members of staff must be checked by â€Å"Disclosure and barring service†, complete a Health declaration, least one member of staff needs a paediatric first aid certificate and should obtain a level 3 childcare qualification before they start caring for children, one member of staff must have suitable experience with under 2s, at least half of all other staff must hold a level 2 qualification in child care. The children’s health and safety is paramount. Child care facilities must work within the correct adult to child ratio, only permitting the correct number of children for the space they have available. Children under 2 1 adult -3 children Children aged 2 1 adult – 4 children Children aged 3+ 1 adult – 8 children Good. Within the facility provisions must be made for the development of every child, no child is excluded, every child must be supported in fulfilling their maximum potential, the early years stages have a long and lasting effect on the child’s future and ability to start school, no child should be left behind. Each child will be assessed so all of their needs can be met on an individual level and they have a personal plan in place so they succeed in all areas. The plan set in place should be available to parents, cares and any outside practitioner such as health visitors if needed. Every child should have equal opportunity, face no discriminatory actions and every child must be included and fully supported in their learning environment. Practitioners must remember every child is unique, they need to forge positive relationships, offer enabling environments, and plan varied activities as each child learns in a different way and at different rate , every child will have a key person, this person is the point of contact with the child’s parent or carer, they are responsible for helping the child be happy and safe, they are responsible for that child’s care, development and learning, they keep clear notes of the child’s progress and help parents with ideas for their child’s progress at home.( www.gov.uk//policies//early-years-foundation-stage) There are seven main criteria for the early year’s foundation the three prime areas are: Communication and language Physical development Personal, social and emotional development. Then there are four specific areas: Literacy Mathematics Understanding the world Expressive art and design. These core guides must be implemented into children’s everyday environment, communication and language: Children need to talk freely to one another and adults alike, roll play encourages children to interact, asking the children to describe things being big or small, talk about family members being male and female, young or old, encourage them to use descriptive language, and help them understand how it relates to them. Physical development: These activities develop the child’s skills set in handling equipment or showing control and co-ordination this is done with games or dance that involve pushing or pulling or outside games that use ball skills such as patting or kicking, throwing and catching, all of these skills help develop the child’s body and hand and eye co-ordination. Personal, social and emotional development: These skills are the ones a child needs to be confident, to talk and play with other children, to talk about themselves and their own environmen t, to talk about who they are. Doing an activity as simple as â€Å"show and tell† would give the child confidence to talk about something they love or something they have done, if you have children from many different cultures talking about their festivals and traditions encourages understanding of others. Literacy: Children love to be read to so try to use a story that is repetitive, giving the children confidence to join in, or ask the children to make up an alternative ending to a favourite story. Giving each child a word card and going round the room and using those words to build a story would help a child understand the context of the word and phonic sounds to build a word. Mathematics: Children enjoy filling and emptying bottles and containers using sand or water, doing so helps to understand, volume and size, building blocks can help them count, how many blocks can you build up before they collapse. Understanding the world: Children need to know where and how they fi t in, looking at traditions and festivals across all cultures encourages an understanding of self, making festival food , or making a garland worn at a wedding ceremony, helps the children understand the importance of different cultures, they also need to understand the natural world so going on a bug hunt, looking at the life cycle of a butterfly or creating a garden full of food for insects, this would help them understand the things they have seen and why there important to us as humans. Expressive art and design: Children like exploring and using many different materials, clay, play dough, card and paper, they can experiment with how to change their shape and form, use glue or tape and colour. Children like to be imaginative model making is a great way to encourage imagination and develop skills, mixing paint in to a variety of colours, so they can see that you only need primary colours to make any colour you wish. Respecting and valuing individuality Children and families must feel respect for who they are regardless of colour, race or sexual orientation, it’s the practitioners’ job to lead by example the children must understand that everybody is different, everybody has strengths and weaknesses, and everybody is valued. Encouraging manners, caring attitude and understanding will help children become well-rounded young adults. Children should be encouraged to celebrate their cultural differences, and to respect others family backgrounds, this needs to be done in a sharing way, having a world day were the children can look at different countries, the animals living there, the food, maybe ask a parent to ready a native story, it would bring to life the differences giving them greater understanding of where they fit in and how we all fit together. It is important for children not only to share their cultural differences but also their personal differences, some children are good at art some are good at swimming, helpi ng them celebrate their achievements helps children see that everybody is good at something but not all good at the same thing. Doing group activities helps the child learn to work as a team, encourage problem solving, help the children listen and negotiate with one another, or take time at lunch to sit together, talk politely, understanding that eating with the right cutlery and washing your hands before you sit down are all normal behaviour. Activity: Outcome: Awards, celebrate the children’s achievements in and out of care setting Reinforce positive self-image Make a class photo album, ask children to bring photos of family celebrations, and explore the different festivals across the cultures. Bring to life the different festivals and celebrations that happen around the world. Encourage understanding of other peoples culture Give children positive role models such as gold medal paralympians, put posters up around the room for the children to admire Let children understand that being disabled is not a negative and great achievements can still be made Include toys and play equipment that reflect other cultures, such as dressing up clothes, kitchen utensils in the play kitchen, puzzles and dolls By playing with these objects the children will become familiar with different cultures Cook food from around the world. Let the children make and taste different foods that they might not have everyday This activity would stimulate them and get them talking about feeling, texture, smell and taste. Cooking activities also help with measuring and science, and help children to understand health and safety and good hygiene. Sing songs and read stories from around the world, include rhymes and action songs Children love to participate; this activity is great for children whose first language is not English. Positive and negative behaviour Positive reinforcement is a technique used by care givers to modify behaviour, this involves giving positive reinforcement as often as possible, and reminding the children that negative behaviour will have consequences as a carer it is best to focus on the positive but if a negative occurs it needs to be dealt with swiftly and an explanation as to why it is negative behaviour, help the child to develop empathy, the child needs to know it is their behaviour you disapprove of not them as a person, if a child is consistently reprimanded for negative behaviour they will quickly become labelled as â€Å"the naughty child†, an action plan must be made for this child so that positive reinforcement can turn the situation around and positive behaviour becomes the norm. At no time should there be: pain, punishment, intimidation, yelling, degradation, humiliation, shame or guilt this would only hurt and confuse the child. Children need a positive environment to develop their self-esteem, emotional growth and well-being. (www.positivereinforcementforkids.com) Behaviour is not learned once but learned every day. Consistency is the key to dealing with any behavioural situation, children respond to set boundaries and feel safe knowing what is expected of them, let the children know what kind of behaviour you are looking for, with older children they could help set the consequences of their negative behaviour; it would encourage them to be more positive as they have set the rules. As the care giver you need to remain positive at all times it is your professional duty to do so, be a positive care giver, a negative attitude leads to a negative outcome! Consistency is key. Boundaries are needed to establish right from wrong. Children understand the their behaviour has consequences- both positive and negative Reward positive behaviour: give out stickers, or mark with a kind word â€Å"Thank you for being kind and helpful†, â€Å"Your team work was great†. Make the children feel valued and important. Star chart: so the children know that with consistent positive behaviour also comes reward. Praise the child for the effort not just their achievements, praise them for their strengths and remind them everyone is different. If you praise one child use the opportunity to encourage the rest of the group. Managing conflict We all encounter conflict every day, in the childcare environment it’s child to child conflict or child to adult conflict, study’s done at Texas tech uni by Dennis, Colwell and Lindsey show that girls often have child to child conflict that is more often than not resolved within their peer group, whereas boys often have child to adult conflict and that boys look to the adult to resolve the conflict.(www.kon.org/urc/dennis) As the practitioner it’s you job to manage conflict, like many life lessons children need to be equipped to deal with it, Vygotsky: a Russian social development theorist said â€Å" conflict provides a learning experience for children and in doing so they would learn to function better in the social context†, (www.simplypsychology.org) Vygotsky’s theory is not that uncommon amongst child behavioural theorist, his arguments are supported by the likes of Erikson who thought â€Å" life is full of conflict and in order to become a b etter person one must resolve conflict in each stage of life†. Often conflict is cause because of the developmental stage the child is at and they as children have not reached the stage where they have empathy or understanding, or sometimes children act out because it has become their learned behaviour, it is the way they have been treated or something they have seen in their everyday lives due to lack of good role models. As the care giver you need to step back and ask: Why is the child acting this way? What has made the child feel like this? Is it a cry for help? Does he/she need my understanding and empathy towards their feelings? Are the Childs need being met, are they unhappy, scared, confused or frustrated? Are they tired or hungry? Conflict is often born out of a misunderstanding, if identified quickly it can be resolved quickly, children need to feel that their side of the story is heard, as the care giver it is up to you to guide the situation from one of upset and stress on to a calmer and more positive footing, with a peaceful conflict resolution. Bibliography www.gov.uk//policies//early-years-foundation-stage http://www.positivereinforcementforkids.com/ www.simplypsychology.org www.kon.org/urc/dennis

The Effect of Violence in Movies to the Society

The last few years have seen an increase in violence in movies. Action movies seem to get more ‘exciting' than the previous movies each year and therefore, more violence is shown. Many people complain that violence is influencing our country and it's youths which causes many youths to fascinate about violence, eventually experience the fascination of violence for themselves and go crazy – go on a killing spree or something similar. Violence in movies do in some way affect youths and people in society. It affects people's views of themselves, other people, the world and people's thoughts on certain things. Beliefs or values and attitudes may be affected by violence in movies. For example, if a certain person is a racist and believes white people are superior to black people, they may watch a movie which displays racial discrimination, such as ‘American History X', and after viewing violent action against blacks, the person may decide to take action and go out and kill black people. This is an example of someone's beliefs/values and attitudes being affected by violence in movies. It is believed that whatever is seen at the movies, children will praise certain shows and characters featured and try to be like them. They look up to their hero and want to do everything that person does. In an action packed movie, the hero or the ‘good guy' is loved by children and they may try to copy their actions, thus leading to violence. So it is believed that violence in movies will increase physical aggressiveness among children and violent criminal behavior. One method by which violent movies may promote criminal violence is simple imitation. Two surveys of young American male violent felons found that 22-34% had imitated crime techniques they watched on an action packed movie. On the questionnaire I conducted, 60% of the people who participated in the questionnaire said they have an urge to go fight, kill, save people, etc, after watching a movie full of violence and action. This is only an urge, but may still result in the action of violence taking place. Children do imitate the behavior of models such as those portrayed in movies and other things such as television. They do so because the ideas that are shown to them on television are more attractive to the viewer than those the viewer can think up him/herself. This can be seen with the advent of the Mighty Morphin Power Rangers. Young children cannot seem to get enough of these fictional characters and will portray them often. But it is Not only can violence in movies inspire children to take action, but can also inspire and empower potential criminals. Of course, not everyone who watches a Rambo or Terminator movie becomes a criminal. The harm of violent television is felt most by the already vulnerable segments of the population. Alfred Blumstein, dean of John Heinz School of Public Policy and Management at Carnegie-Mellon, notes that â€Å"the glorification of violence on television has little effect on most folks, but it has a powerful effect on kids who are poorly socialized †¦. It dehumanizes them and becomes a self-fulfilling process. † Repeated exposure to violence in movies may make violence seem ordinary or normal to these type of people. Perhaps all sides of the movies and violence debate can agree that reducing movie violence should be considered as efforts to change the conditions that make the children so vulnerable and dangerous in the first place. Maybe ratings of movies should be taken more seriously and be more strict so that children cannot view violence which would pollute their minds with violence and criminal behavior. In the questionnaire, the majority said that the movie ‘The Matrix' entertained them. This is an action film, and when asked whether they have an urge to go fight, kill, save people, etc, after watching an action film contained with violence, 40% replied no. This may show that some people like to watch movies with violence – no matter how it is rated – purely for entertainment and that it would not effect their attitudes towards violence in a negative way. These days, violence in movies are seen to be very realistic. The fighting, the pain, the blood and guts are made to look real. These are all done through the use of computers and digital editing. So the violence in movies may seem real, but in fact it is all fake and have just been performed by the click of a mouse. The question is, why do filmmakers show violence as their main subject in movies and why do they want the violence to seem real? There are many reasons to this. One could be to impress audience, another could be the demand for more action films, or another could be that action movies seem to be more popular nowadays. But the main reason would be to make the movie full of excitement which would most probably make the movie become huge and popular, which would then result in a lot of money for the filmmaker. This is not right and portrays filmmakers as selfish people only looking for money, as they do not stop to think that the violence could pollute children's minds. Filmmakers could say this could be prevented by making the ratings high, but that certainly does not stop children from watching the movie. They may be taken in to watch it with someone older for supervision, or simply view it on video once it is released. Fixing the problems of children and movie violence is not easy. There are many factors that have to be considered and people to be convinced. This problem will, no doubt, never go away and continue to get worse as the years go by. However, there are measures that can be taken to prevent the children from ever being exposed to such things. After all, what is the world going to be like when the people who are now children are running the world?

Video Games Make Me Addicted - Free Essay Example

Sample details Pages: 3 Words: 811 Downloads: 1 Date added: 2019/04/22 Category Entertainment Essay Level High school Tags: Video Games Essay Did you like this example? Lots of peoples opinions on video games are that they cause violence, school shootings, etc, but honestly thats crazy. Theres thousands of articles blaming video games for abuse, bullying and a ton of other things that solely have to do with a man or womans decision to do them. It seems like websites and advocators against video games are just making excuses and making up false claims as basically an excuse for people. Ive read many articles about how bad video games are for your kids and a lot of other articles full of nonsense. My opinion on the matter stays the same, video games dont make people act a certain way and do things and video games arent addictive, its all a persons choice not the video games. People like to claim that playing video games is addictive, but is it really? Just because you repeatedly do something you enjoy doesnt make it addiction, like drinking orange juice for example, just because I drink orange juice everyday doesnt make me addicted. Theres plenty of things I do everyday but it doesnt mean Im addicted to them. In the article Video games arent addictive it says that when someone plays a video game, roughly as much dopamine is released into your brain as eating a slice of pizza. Lots of people like pizza and eat it a lot which makes them happy which doesnt make them addicted to pizza. People would be addicted to countless things if to classify addiction was just to enjoy something and do it regularly. In my opinion as well as many others, video games are not addictive and just something that people enjoy doing. We all hear about school shootings but for some reason we never want to blame the kid who actually did it, we want to blame something in his life for his/her actions, and a typical excuse are video games. People constantly blame video games for teens/adults actions and even the own people who commit whatever was done, blame video games. Many articles, such as Video game violence want to blame school shootings , bullying, and abuse on video games. The video game didnt bring a gun to school, a video game didnt call the girl by the drinking fountain fat and ugly, and the video game didnt hit their wife in the face because she didnt listen to them. The bully, school shooter, or abuser made all those actions on his/her own. It all goes back to the fact that people are just making up foolish excuses for people actions. What does that teach people, that they can do what they want and there is always going to be something for them to fall back safely on? If we keep this mentality everyone will eventually just do whatever they want because they will feel as if they will always have some sort of excuse to why they did it. Possibly sports, video games, pizza, who knows? Like many people, I believe that video games do not cause things like abuse or other forms of violence, they arent the ones to blame, the person who did it is. Another thing people like to say about video games is that they only cause negative things, negative feelings, negative actions but if you really look into it they actually dont. Sure video games could have a few negatives, but so does everything. Millions of people drink coffee everyday, yes there are some negatives like all the sugar and caffeine but apparently we can never look at the positives anymore. What if you have to study for exams the night before and its only 10 but you are ready to pass out but ur exams are important? Drinking coffee helps you stay awake. Also people enjoy drinking it which makes them happy. Playing video games do many good things for you but people never seem to focus on them. According to the article The Neurology of gaming, video games can strengthen brain cell connections. They can positively affect your body in other ways as well, like helping to develop collaboration skills, improving hand-eye coordination, and many other things as well. Also, according to the article The Neurology of gaming, some games designed to help manage things like asthma are more effective than some doctors pamphlets. Video games can affect people positively and can even help them. Video games are not causes to violent acts nor addictive. Critics say that they only negatively affect people who play them but I know that video games affect people positively as well. From improving hand-eye coordination to helping manage health issues like asthma, video games can improve peoples life. They dont cause people to do things or act a certain way, people make those decisions on their own and using games as an excuse for their actions is foolish. Don’t waste time! Our writers will create an original "Video Games Make Me Addicted" essay for you Create order

The United States Outlook on Foreign Policy Affairs Essay

The United States Outlook on Foreign Policy Affairs The United States outlook on foreign policy affairs after World War II was influenced by the fear of communist expansionism rather than establishing foreign relations with each country. The U.S. found itself with a conflict between its profound belief in the constitution and democracy and a need for domestic and national security. In 1947, the National Security Act authorized the creation of the Central Intelligence Agency. Its role was to protect domestic security and oversee national relations. Following World War II the Cold War intensified and the anti communist sentiment consumed our country. The actions of the CIA conflicted with that of the constitution and the morality of†¦show more content†¦He made America stronger than it had ever been seen before and helped in creating the United States in becoming a world power. In 1952, Dwight Eisenhower was elected president and immediately became extremely popular. He also shared Truman’s basic view of American forei gn policy. Eisenhower also perceived communism as a force struggling for world supremacy. Eisenhower and his secretary of state, John Dulles, and his brother Allen, who headed up the CIA, felt that containment did not go far enough to stop communist expansion. A more aggressive policy was established. It was during this era that the CIA began more covert actions within the third world countries. In Operation Success the CIA engaged in paramilitary activity to over-throw the leader of Guatemala, a Russian controlled dictator. This policy has continued through many presidential administrations. President Eisenhower wanted to control the spread of communism and did so by using the tactics of the CIA. In 1958 he presented the Eisenhower doctrine which sent marines into Lebanon to support the residing president. 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A Research Study On Li s Research - 1592 Words

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Thus even if farmers wanted to keep their land under agricultural production the system of land use rights in China paired with the breakneck speed of development across previously underdeveloped regions makes state acquisition of their land a hi gh priority. While programs like the Cultivated Land Balancing and Payment for Environmental Services regimes have stabilized the China’s food security situation for the time being it could not have predicted the changing and increasing demands on the system. At current levels China will soon outstrip its own ability to produce sufficient food to feed itself. These concerns about China’s ability to meet its own food security needs are strong enough to spur speculation that Chinese investments inShow MoreRelatedAttention Deficit Hyperactivity Disorder ( Adhd ) And Language Impairment Essay981 Words   |  4 PagesDiana Agaronova CSD 318, 26 October 2016 Redmond, S. M. (2016). 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ETSEIB), p. 11, 08028, Barcelona, Spain (Received 20 July 2007; final version received 26 September 2007) International Journal of Production Research Vol. 47, No. 11, 1 June 2009, 2943–2959 Reviewed by Shiddarth Pitchai IME 550- CRN 17747: Operations Research Professor Ismet Esra Buyuktahtakin December 3, 2014 Note: This paper for study purpose only. Introduction

Native American Tribes in Virginia and Powhatan the Powhatan Free Essays

string(70) " to the group by choice or perhaps by coercion or even greater force\." The Powhatan (also spelled Powatan and Powhaten), is the name of a Virginia Indian[1] tribe. It is also the name of a powerful group of tribes which they dominated. It is estimated that there were about 14,000-21,000 of these native Powhatan people in eastern Virginia when the English settled Jamestown in 1607. We will write a custom essay sample on Native American Tribes in Virginia and Powhatan the Powhatan or any similar topic only for you Order Now [2] They were also known as Virginia Algonquians, as they spoke an eastern-Algonquian language known as Powhatan. In the late 16th and early 17th centuries, a mamanatowick (paramount chief)[3] named Wahunsunacawh created a powerful organization by affiliating 30 tributary peoples, whose territory was much of eastern Virginia, called Tsenacommacah (â€Å"densely-inhabited Land†),[4] Wahunsunacawh came to be known by the English as â€Å"Chief Powhatan. † Each of the tribes within this organization had its own weroance (chief), but all paid tribute to Chief Powhatan. [5] After Chief Powhatan’s death in 1618, hostilities with colonists escalated under the chiefdom of his brother, Opechancanough, who sought in vain to drive off the encroaching English. His large-scale attacks in 1622 and 1644 met strong reprisals by the English, resulting in the near elimination of the tribe. By 1646 what is called the Powhatan Paramount Chiefdom by modern historians had been largely destroyed. In addition to the ongoing conflicts with the ever-expanding English settlements and their inhabitants, the Powhatan suffered a high death rate due to infectious diseases, maladies introducted to North America by the Europeans to which the Native Americans of the United States had developed no natural immunities. By this time, the leaders of the colony were desperate for labor to develop the land. Almost half of the English and European immigrants arrived as indentured servants. As colonial expansion continued, the colonists imported growing numbers of enslaved Africans for labor. By 1700 the colonies had about 6,000 black slaves, one-twelfth of the population. It was common for black slaves to escape and join the surrounding Powhatan; white servants were also noted to have joined the Indians. Africans and whites worked and lived together; some natives also intermarried with them. After Bacon’s Rebellion in 1676, the colony enslaved Indians for control. In 1691 the House of Burgesses abolished Indian slavery; however, many Powhatan were held in servitude well into the 18th century. [6] In the 21st century, eight Indian tribes are recognized by the state as having ties with the original Powhatan complex chiefdom. [7] The Pamunkey and Mattaponi are the only two peoples who have retained reservation lands from the 17th century. 5] The competing cultures of the Powhatan and English settlers were united temporarily through the marriage of Pocahontas and John Rolfe. Their son Thomas Rolfe was the ancestor of many Virginians; thus, many of the First Families of Virginia have both English and Virginia Indian[1] ancestry. History [edit] Naming and terminology The name â€Å"Powhatan† is believed to have originated as the name of the village or town that Wahunsunacawh came from. The official title Chief Powhatan used by the English is believed to have been derived from the name of this location. Although the specific situs of his home village is unknown, in modern times, the Powhatan Hill neighborhood in the East End portion of the modern-day city of Richmond, Virginia is thought by many to be in the general vicinity of the original village. Tree Hill Farm, which is situated in nearby Henrico County a short distance to the east, is also considered as the possible site. â€Å"Powhatan† was also the name used by the natives to refer to the river where the town sat at the head of navigation. The English colonists chose to name it instead for their own leader, King James I. Many features in the early years of the Virginia Colony were named in honor of the king, as well as his three children, Elizabeth, Henry, and Charles. Although portions of Virginia’s longest river upstream from Columbia were much later named for Queen Anne of Great Britain, in modern times, it is called the James River. It extends from Hampton Roads westerly to the confluence of the Jackson River and Cowpasture River near the town of Clifton Forge. (The Rivanna River, a tributary of the James River, and Fluvanna County, each survive as named in legacy to Queen Anne). However, the only water body in Virginia to retain a name which honors the Powhatan peoples is Powhatan Creek, located in James City County near Williamsburg. Powhatan County and its county seat at Powhatan, Virginia were honorific names established years later, in locations west of the area populated by the Powhatan peoples. The county was formed in may, 1777. [edit] Complex chiefdom Likewise, perhaps more significant misnomers are the terms â€Å"Powhatan Confederacy† and â€Å"Powhatan Confederation. This grouping of tribes is clearly not best-defined in modern terms as a confederacy. That word is generally thought of as a grouping of entities each with greater individual power than the group when united. In many uses, a confederacy is distinctly different in structure from a centralized greater power than the parts, such as the current federal structure of the United States. Many historians attribute to a minor level the failure of the Confederate States of America during the American Civil War in part to the weakness of the central government in comparison to the Union. It is important for a reader to note that most historians do not consider this difference as one of the major weaknesses leading to the Southern loss. However, the term Confederacy has become associated with the principal of states’ rights versus the central U. S. government). Using the word â€Å"confederacy† to define the Powhatan tribes extant in 1607 can therefore, be misleading when seeking to understand these people, their governments and their culture. It is true that the various tribes each held some individual powers locally. Each had a chief known as a weroance (male) or, more rarely, a weroansqua (female), meaning â€Å"commander,† [8]. As of 2010, we do not know to what degree most of the various tribes belonged to the group by choice or perhaps by coercion or even greater force. You read "Native American Tribes in Virginia and Powhatan the Powhatan" in category "Papers" As early as the era of John Smith of Virginia, the individual tribes of this grouping were clearly recognized by the English as falling under the greater authority of the centralized power (whatever it is labeled) led by the chiefdom of Chief Powhatan (c. June 17, 1545 – c. 1618), whose proper name was Wahunsenacawh or (in 17th century English spelling) Wahunsunacock. 9]. At the time of the 1607 English Settlement at Jamestown, he ruled primarily from Werowocomoco, which was located on northern shore of the York River. This location of Werowocomoco, itself only rediscovered in the early 21st century, was very central to l ocations of the various tribes. The improvements discovered during archaeological research at Werowocomoco have reinforced the paramount chiefdom of Chief Powhatan over the other tribes in the power hierarchy. Such issues in other cultures and the definitions are covered at some length by author Robert L. Carneiro in his 1981 work on anthropology, The Chiefdom: Precursor of the State. The Transition to Statehood in the New World. The center of power held by Chief Powhatan (and his several successors) is much more concisely defined as a â€Å"complex chiefdom. † [10] To refer to this complex chiefdom, the term â€Å"Powhatan Paramount Chiefdom† has become favored. Over time, this and other revisions to the knowledge and information available about the Powhatan peoples native to Virginia will undoubtedly be made as research work at Werowocomoco and elsewhere continues in the 21st century. See also: Werowocomoco edit] Chief Powhatan builds his chiefdom Wahunsunacawh had inherited control over just six tribes, but dominated more than thirty by the time the English settlers established their Virginia Colony at Jamestown in 1607. The original six constituent tribes in Wahunsunacock’s group were: the Powhatan (proper), the Arrohateck, the Appamattuck, the Pamunkey, the M attaponi, and the Chiskiack. He added the Kecoughtan to his fold by 1598. Some other affiliated groups included the Youghtanund, Rappahannocks, Moraughtacund, Weyanoak, Paspahegh, Quiyoughcohannock, Warraskoyack, and Nansemond. Yet another closely related tribe in the midst of these others, all speaking the same language, was the Chickahominy, who managed to preserve their autonomy from the Powhatan Paramount Chiefdom. In his famous work Notes on the State of Virginia (1781–82), Thomas Jefferson estimated that the Powhatan Confederacy occupied about 8,000 square miles (20,000 km2) of territory, with a population of about 8,000 people, of whom 2400 were warriors. [11] Later scholars estimated the population of the paramountcy[clarification needed] as 15,000. [edit] The English settlers in the land of the Powhatan John Smith taking the King of Pamunkey prisoner’, a fanciful image of Opechancanough from Smith’s General History of Virginia (1624). The image of Opechancanough is based on a 1585 painting of another native warrior by John White[1] The Powhatan Confederacy were the Indians among whom the English made their first permanent settlement in North America. This contributed to their d ownfall. Conflicts began immediately; the English colonists fired shots as soon as they arrived (due to a bad experience they had with the Spanish prior to their arrival). Within two weeks of the English arrival at Jamestown, deaths had occurred. The settlers had hoped for friendly relations and had planned to trade with the Virginia Indians for food. Captain Christopher Newport led the first English exploration party up the James River in 1607, when he met Parahunt, weroance of the Powhatan proper. The English initially mistook him for the paramount Powhatan (mamanatowick), who was in fact his father, Wahunsunacawh. On a hunting and trade mission on the Chickahominy River in December 1607, Captain John Smith, later president of the colony, was captured by Opechancanough, the younger brother of Wahunsunacawh. Smith became the first Englishman to meet the paramount chief, Powhatan. According to Smith’s account, Pocahontas, Wahunsunacawh’s daughter, prevented her father from executing Smith. Some researchers have asserted that a mock execution was a ritual intended to adopt Smith into the tribe, but other modern writers dispute this interpretation. They point out that nothing is known of 17th-century Powhatan adoption ceremonies. They note that an execution ritual is different from known rites of passage. Other historians, such as Helen Rountree, have questioned whether there was any risk of execution. They note that Smith failed to mention it in his 1608 and 1612 accounts, and only added it to his 1624 memoir, after Pocahontas had become famous. In 1608, Captain Newport realized that Powhatan’s friendship was crucial to the survival of the small Jamestown colony. In the summer of that year, he tried to â€Å"crown† the paramount Chief, with a ceremonial crown, to make him an English â€Å"vassal. [12] They also gave Powhatan many European gifts, such as a pitcher, feather mattress, bed frame, and clothes. The coronation went badly because they asked Powhatan to kneel to receive the crown, which he refused to do. As a powerful leader, Powhatan followed two rules: â€Å"he who keeps his head higher than others ranks higher,† and â€Å"he who puts other people in a vulnerable position, without altering his own stance, ranks higher. † To finish the â€Å"cor onation†, several English had to lean on Powhatan’s shoulders to get him low enough to place the crown on his head, as he was a tall man. Afterwards, the English might have thought that Powhatan had submitted to King James, whereas Powhatan likely thought nothing of the sort. [13] In fact, only by being warned beforehand by a sympathizing servant, was an assassination plot led by braves averted (the British also refused to let the natives take their muskets for â€Å"safekeeping†). [citation needed] After John Smith became president of the colony, he sent a force under Captain Martin to occupy an island in Nansemond territory and drive the inhabitants away. At the same time, he sent another force with Francis West to build a fort at the James River falls. He purchased the nearby fortified Powhatan village (present site of Richmond, Virginia) from Parahunt for some copper and an English servant named Henry Spelman, who wrote a rare firsthand account of the Powhatan ways of life. Smith then renamed the village â€Å"Nonsuch†, and tried to get West’s men to live in it. Both these attempts at settling beyond Jamestown soon failed, due to Powhatan resistance. Smith left Virginia for England in October 1609, never to return, because of an injury sustained in a gunpowder accident. Soon afterward, the English established a second fort, Fort Algernon, in Kecoughtan territory. The Coronation of Powhatan, oil on canvas, John Gadsby Chapman, 1835 In November 1609, Captain John Ratcliffe was invited to Orapakes, Powhatan’s new capital. After he had sailed up the Pamunkey River to trade there, a fight broke out between the colonists and the Powhatan. All of the English ashore were killed, including Ratcliffe, who was tortured by the women of the tribe. Those aboard the pinnace escaped and told the tale at Jamestown. During that next year, the tribe attacked and killed many Jamestown residents. The residents fought back, but only killed twenty. However, arrival at Jamestown of a new Governor, Thomas West, 3rd Baron De La Warr, (Lord Delaware) in June of 1610 signalled the beginning of the First Anglo-Powhatan War. A brief period of peace came only after the capture of Pocahontas, her baptism, and her marriage to tobacco planter John Rolfe in 1614. Within a few years both Powhatan and Pocahontas were dead. The Chief died in Virginia, but Pocahontas died while in England. Meanwhile, the English settlers continued to encroach on Powhatan territory. After Wahunsunacawh’s death, his younger brother, Opitchapam, briefly became chief, followed by their younger brother Opechancanough. In 1622 and 1644 he attacked the English to force them from Powhatan territories. Both these attempts were met with strong reprisals from the English, ultimately resulting in the near destruction of the tribe. The Second Anglo–Powhatan War that followed the 1644 incident ended in 1646, after Royal Governor of Virginia William Berkeley’s forces captured Opechancanough, thought to be between 90 and 100 years old. While a prisoner, Opechancanough was killed, shot in the back by a soldier assigned to guard him. He was succeeded as Weroance by Necotowance, and later by Totopotomoi and by his daughter Cockacoeske. The Treaty of 1646 marked the effective dissolution of the united confederacy, as white colonists were granted an exclusive enclave between the York and Blackwater Rivers. This physically separated the Nansemonds, Weyanokes and Appomattox, who retreated southward, from the other Powhatan tribes then occupying the Middle Peninsula and Northern Neck. While the southern frontier demarcated in 1646 was respected for the remainder of the 17th century, the House of Burgesses lifted the northern one on September 1, 1649. Waves of new immigrants quickly flooded the peninsular region, then known as Chickacoan, and restricted the dwindling tribes to lesser tracts of land that became some of the earliest Indian reservations. In 1665, the House of Burgesses passed stringent laws requiring the Powhatan to accept chiefs appointed by the governor. After the Treaty of Albany in 1684, the Powhatan Confederacy all but vanished. Red line shows boundary between the Virginia Colony and Tributary Indian tribes, as established by the Treaty of 1646. Red dot on river shows Jamestown, capital of Virginia Colony. [edit] Capitals of the Powhatan people The capital village of â€Å"Powhatan† was believed to be in the present-day Powhatan Hill section of the eastern part of Richmond, Virginia, or perhaps nearby in a location which became part of Tree Hill Farm. Another major center of the confederacy about 75 miles (121 km) to the east was called Werowocomoco. It was located near the north bank of the York River in present-day Gloucester County. Werowocomoco was described by the English colonists as only 15 miles (24 km) as the crow flies from Jamestown, but also described as 25 miles (40 km) downstream from present-day West Point, measurements which conflict with each other. In 2003 archaeologists initiated excavations at a site in Gloucester County that have revealed an extensive indigenous settlement from about 1200 (the late Woodland period) through the early Contact period. Work since then has added to their belief that this is the location of Werowocomoco. The site is on a farm bordering n Purtain Bay of the York River, about 12 nautical miles (22 km) from Jamestown. The more than 50 acres (200,000 m2) residential settlement extends up to 1,000 feet (300 m) back from the river. In 2004, researchers excavated two curving ditches of 200 feet (60 m) at the far edge, which were constructed about 1400 CE. In addition to extensive artifacts from hundreds of years of indigenous settlement, researchers have found a variety of trade goods related to the brief interaction of Native Americans and English in the early years of Jamestown. Around 1609, Wahunsunacock shifted his capital from Werowocomoco to Orapakes, located in a swamp at the head of the Chickahominy River, near the modern-day interchange of Interstate 64 and Interstate 295. Sometime between 1611 and 1614, he moved further north to Matchut, in present-day King William County on the north bank of the Pamunkey River, not far from where his brother Opechancanough ruled one of the member tribes at Youghtanund. [edit] Characteristics The Powhatan lived east of the fall line in Tidewater Virginia. They built their houses, called yehakins, by bending saplings and placing woven mats or bark over top of the saplings. They supported themselves primarily by growing crops, especially maize, but they also fished and hunted in the great forest in their area. Villages consisted of a number of related families organized in tribes led by a chief (weroance/werowance or weroansqua if female). They paid tribute to the paramount chief (mamanatowick), Powhatan. [3] According to research by the National Park Service, Powhatan â€Å"men were warriors and hunters, while women were gardeners and gatherers. The English described the men, who ran and walked extensively through the woods in pursuit of enemies or game, as tall and lean and possessed of handsome physiques. The women were shorter, and were strong because of the hours they spent tending crops, pounding corn into meal, gathering nuts, and performing other domestic chores. When the men undertook extended hunts, the women went ahead of them to construct hunting camps. The Powhatan domestic economy depended on the labor of both sexes. † [14] All of Virginia’s natives practiced agriculture. They periodically moved their villages from site to site. Villagers cleared the fields by felling, girdling, or firing trees at the base and then using fire to reduce the slash and stumps. A village became unusable as soil productivity gradually declined and local fish and game were depleted. The inhabitants then moved on. With every change in location, the people used fire to clear new land. They left more cleared land behind. The natives also used fire to maintain extensive areas of open game habitat throughout the East, later called â€Å"barrens† by European colonists. The Powhatan also had rich fishing grounds. Bison had migrated to this area by the early 15th century. [15] [edit] The Powhatan people today [edit] State and federal recognition As of 2010, the state of Virginia has recognized eight Powhatan Indian-descended tribes in Virginia. Collectively, the tribes currently have 3,000-3,500 enrolled as tribal members. [16] It is estimated, however, that 3 to 4 times that number are eligible for tribal membership. [12] Two of these tribes, the Mattaponi and Pamunkey, still retain their reservations from the 17th century and are located in King William County, Virginia. Since the 1990s, the Powhatan Indian tribes which have state recognition, along with the other Virginia Indian tribe which has state recognition, have been seeking federal recognition. It has been a difficult process. They have been hampered by the lack of official records verifying heritage and by the historical misclassification of family members in the 1930s and 1940s, largely a result of Virginia’s state policy of race classification on official documents. After Virginia passed stringent segregation laws in the early 20th century and ultimately the Racial Integrity Act of 1924 which mandated every person who had any African heritage be deemed black, Walter Plecker, the head of Vital Statistics office, directed all state and local registration offices to use only the terms â€Å"white† or â€Å"colored† to denote race on official documents and thereby eliminated all traceable records of Virginia Indians. All state documents, including birth certificates, death certificates, marriage licenses, tax forms and land deeds, thus bear no record of Virginia Indians. Plecker oversaw the Vital Statistics office in the state for several decades, beginning in the early 20th century, and took a personal interest in eliminating traces of Virginia Indians. As a follower of the eugenics movement and, by modern day standards, a white supremacist, Plecker falsely surmised that there were no true Virginia Indians remaining as years of intermarriage has diluted the race. Over his years of service, he conducted a campaign to reclassify all bi-racial and multi-racial individuals as black, believing such persons were fraudulently attempting to claim their race to be Indian or white. The effect of his reclassification has been described by tribal members as â€Å"paper genocide†. Initially, the Virginia tribes’ efforts to gain federal recognition encountered resistance due to federal legislators’ concerns over whether gambling would be established on their lands if recognition were granted, as it would raise federal tax concerns and also casinos are illegal in Virginia. In March 2009, five of the state-recognized Powhatan Indian tribes and the one other state-recognized Virginia Indian tribe introduced a bill to gain federal recognition through an act of Congress. The bill, â€Å"The Thomasina E. Jordan Indian Tribes of Virginia Federal Recognition Act†, included a section forbidding the tribes from opening casinos, even if casinos became legal in Virginia. The House Committee on Natural Resources recommended the bill be considered by the US House of Representatives at the end of April, the House approved the bill on June 3, 2009. The bill was then sent to the Senate’s Committee on Indian Affairs, who recommended it be heard by the Senate as a whole in October. On December 23, 2009, the bill was placed on the Senate Legislative Calendar under general orders, which is where the bill is currently. How to cite Native American Tribes in Virginia and Powhatan the Powhatan, Papers

Presentation Assignment

Question : (1)Identify appropriate information in line with the objectives of the briefing or presentation (2) Prepare a plan for the content of the briefing or presentation Be able to conduct a briefing or presentation (3)Use appropriate presentation techniques and aids to enhance understanding of the topic of briefing or presentation (4)Present information clearly and logically (5)Present information within agreed time limits (6)Respond to questions raised accurately and clearly Be able to evaluate a briefing or presentation (7)Design a simple evaluation form to gather feedback on briefing or presentation (8)Use feedback to identify areas for improvement in presentation skills Answer : Identify appropriate information in line with the objectives of the briefing or presentation In a presentation it must be noted that a certain structure or procedure is essential so as to address the subject in a proper manner. This involves the correct opening of the presentation to firstly get the attention of the people who are to be addressed. There must be a proper welcome process and a firm introduction that states the purpose of the presentation and also how to deal with the questions that would be put forward by the people related to the presentation. The main body of the real presentation entirely depends on the way the introduction is prepared and delivered. It should be well structured, divided up logically with plenty of visuals and graphs that explain the entire presentation. There can be an informative speech that can be used to address the people (D'Arcy, Jan.(1998). The main purpose of an informative speech is to make the audience understand and remember a certain amount of information. It includes two main purpose goals; one is to general purpose and second is a specific purpose. The general purpose is used to inform, give an overall view, to summarize, to give an outline and also to discuss the present situation as to explain how to do something or how to do it. The specific goal is concerned on what the audience has to take away with them after listening to the entire presentation and what they want to do after listening to it and also of what they should remember to take away with them which would make a lasting effect. Prepare a plan for the content of the briefing or presentation Since time is very precious to each individual the decision makers are faced with a number of multiple issues and events that compete for the attention. These issues are faced with more complexes and multi layered in nature that often involve an expanding range of interests. The oral transmission of information, analysis and policy/action recommendations and their rationale through briefings and presentations has never been more important in the operation of government. The effectiveness depends on how well you plan, prepare and deliver your presentation. This effectiveness of any public organization that is responsible for delivering or preparing the briefings or presentations is to meet the needs of the requirements of those public organizations or committees. Thus preparation and planning involves firstly the concept of defining the issues and key messages and then identifying and understanding what exactly the audience need. Then it involves the structuring of the presentation an d focusing on the clarity and the simplicity of the presentation. A good presentation determines the physical set up and also its impact upon the delivery. Therefore a good delivery is concerned with effective voice levels, the speaking style and also the adaption to the audience. The posture and body language also plays a very important role in delivering a good presentation. The use of visual aids can also be considered so that the messages are properly transmitted to the audience. Developing these competencies and associated skills and techniques will enable you to develop and deliver any briefing or presentation with confidence. Be able to conduct a briefing or presentation Use appropriate presentation techniques and aids to enhance understanding of the topic of briefing or presentation They are different techniques involved in delivering a presentation w2hich are the most effective. The first is the use of visual aids instead of words which helps in the chances of increasing the objectives of the presentation. Then it is necessary to keep it short and sweet because too long a presentation could get boring and distract the audiences. A simple technique is that people tend to only remember three things. Work out what the three messages that you want your audience to take away and structure your presentation around them (Robert J. (2004). Use a maximum of three points on a slide. Then practicing is also essential for a good presentation. Many experts say that rehearsal is the biggest single thing that you can do to improve your performance. All the presentations are a type of theatre where anecdotes or telling stories helps to illustrate points. It all helps to make your presentation more effective and memorable. Most people use bullet points as a form of speaker note s. To make your presentation more effective put your speaker notes in your notes and not up on the screen. Present information clearly and logically It is also very important to make a presentation in a clear and simple writing. It focuses on the needs of the reader and also presents the information in a more logical order. This happens by using familiar, simple, everyday words and expressions. This avoids using more of technical language which may intend to mislead the audience at times. So clear language can help the audience understands the presentation more quickly and easily. Hence a presentation does not merely mean standing in front of a crowd with a projector (Tsouras, P. G., ed. (2000). It also could be while you are sitting in an interviewers chair as well. Whenever you are asked to appear in front of one or more people for the purpose of explaining, educating, convincing, or otherwise conveying information to them, you have a presentation. The main purpose of any presentation, written, oral or visual, is communication. To do this effectively, you must state your facts in a simple, concise and interesting manner. Also i t is proven that people learn more readily and retain more information when learning is reinforced by visualization. Therefore simple, clear, concise visual images briskly paced and with attention grabbing graphics will support your spoken words. This leaves your audience with a more positive attitude toward you and your product, service or proposal. The proper use of text images, charts and graphs as well as the correct type of chart or graph to use in various circumstances is also very essential in a presentation. Present information within agreed time limits It is also very important to make a particular time limit for the presentation. It should always be a short and sweet one where the entire message is delivered without setting in boredom in the audience. A good presentation should not exceed more than 15- 20 minutes and the matter should be to the point. It should leave an impact on the audience so that they remember the presentation. Respond to questions raised accurately and clearly The presenter should be also prepared to answer the questions and queries raised by the audiences on the spot regarding the presentation. Hence the presentation should be clearly studied by the person who is presenting it in order to give the answers to the questions raised by the people. Be able to evaluate a briefing or presentation Design a simple evaluation form to gather feedback on briefing or presentation Evaluation form: On a scale of 10 rate the presentation The presentation skills Information provided Statistical data, figures, pictures and visuals. Structure of the presentation Feedback is a good guide on how your work is progressing whether it is written or spoken. It should let you know What you have done well How you can improve or develop the specific assignment How you can achieve successful outcomes over a number of assignments Responding to feedback needs to be timely, but not immediate (Irwin Publishing Inc., Toronto, (1982). Try not to defend your work when the feedback is given. Instead, listen to it and try to build constructively on your assignment, and your skills. The goal is to improve, not debate. Use feedback to identify areas for improvement in presentation skills When your assignment is returned to you with written feedback you must read the feedback carefully try to understand not only the points made, but also the point of view. One must also re-read your assignment to analyze the areas that the feedback covers. Highlight or cross-reference the feedback to your work,or draw attention in the text to corrections and suggestions. They must also pay attention topositiveand negative comments. Think of feedback as you would compliments and suggestions for improvement. References: Bob Best, senior policy research officer Consumer's Association of Canada, Ottawa. Bernice Noblitt, Federated Women's Institutes of Canada, Ottaw. Cecil Bradley, manager of policy research and communications, Ontario Federation of Agriculture, Toronto Don McArthur, Ontario Institute of Agrologists, Guelph D'Arcy, Jan.1998.Technically speaking: a guide for communicatingcomplex informaton. Columbus: Battelle Press, p. 160. Field Manual 5-0, Army Planning and Orders Production. January 2005. Field Manual 6-22, Army Leadership: Competent, Confident, and Agile. 12 October 2006. How Are We Governed in the '80s? Ricker, John, John Saywell, Alan Skeoch. Irwin Publishing Inc., Toronto, 1982. Play From Strength: A Canadian Woman's Guide to Initiating Political Action. Kome, Penny. The Canadian Advisory Council on the Status of Women,1983. Penrose, John M., Raspberry, Robert W., Myers, Robert J. (2004). Business Communication for Managers: An Advanced Approach (5th ed.) South-Western The Structures of Policy-Making in Canada Edited by Doern, Bruce G. and Peter Aucoin. The Macmillan Company of Canada Ltd., Toronto, 1971 Tsouras, P. G., ed. (2000).The Greenhill Book of Military Quotations. Mechanicsburg, PA: Stackpole Books.