Anything about marine biology Essay Example | Topics and Well Written Essays - 1500 words

Anything about marine biology - Essay Example nt manmade and natural calamities have caused serious damage to the coral reef structures and as a result many reef formations have been lost over the years. Hence environmentalists and especially those in the field of marine biology are relentlessly trying to put an end to the destruction of coral reefs (Weir, 2001; Shah, 2010; Skoloff, 2010 Skoloff, 2010). All corals have a simple basic structure which is referred to as a polyp that consists of three layers of tissue: an outer epidermis, an inner cell layer surrounding the gastrovascular cavity and a middle layer of mesoglea. The gastrovascular cavity opens only at one end which facilitates food intake by the organism and also waste products are expelled through the same. Corals also possess tentacles which project as extensions of the body wall in the regions surrounding the mouth which mainly help to capture and ingest food as well as a source of defense when needed. In addition to this the presence of a unique type of cell called the cnidocyte that includes organelles such as nematocysts secrete lethal toxins which are helpful in prey capture. Additionally most corals contain a symbiotic alga, zooxanthellea, within their gastrodermal cells and both the algae and the coral share a mutually beneficial relationship by supplying resources required for photosynthesis, organic products o f photosynthesis and facilitating waste removal. This mutual exchange is vital for coral productivity as well as limestone-secreting capacity of the coral reefs using the photosynthetic produce of the algae. In addition, the presence of the algae is responsible for the color of the polyp and if the algae are expelled by the corals, which may occur during periods of prolonged stress, the coral reefs become while in color, a process which is referred to as coral bleaching. Using the photosynthetic products released by the algae the corals produce calcium carbonate. Of the 6000 known species of anthozoans, stony corals make up the

Business Policy and Strategic Management Essay Example | Topics and Well Written Essays - 250 words - 1

Business Policy and Strategic Management - Essay Example At a time when people are struggling to pay their bills Starbuck $4 coffee appears to be a luxury in comparison to say, Dunkin’ Donuts $2 coffee. Secondly from section 1 we do not see Starbucks coming out as an organization with a strong strategy to tackle the competition that is increasing within its industry. Starbucks may be the leading coffee chain currently but the threat posed by its biggest competitors is very high. Firstly, its two main rivals are McDonalds and Dunkin’ Donuts. Within the United States, Dunkin’ Donuts is winning the battle for the no frills, cost-conscious coffee drinker and also the market segment tired of the ubiquity of Starbucks. In the global arena, McDonalds has more outlets than Starbucks and therefore poses a big threat abroad. Also we cannot fail to mention that McDonalds has $23.5 billion in revenue as compared to Starbucks’s $9.8 billion (Schwartz 1). This implies that McDonald could easily deploy more resources targete d towards pulling away consumers from Starbucks. Work cited Schwartz, Ariel. â€Å"Sustainability Faceoff: McDonald's vs. Starbucks.† Fast Company 17 May 2010. Web. 24 Mar. 2011. 

Play and Learning in Childrens Education

Play and Learning in Childrens Education Introduction Learning to play is necessary for a childs academic and emotional progress. Play can assist a child work out conditions in their surroundings, such as social activities in a group. Additionally, board games help to teach reading, rules, counting and other learning related skills. Block Building, Clay and other creative Hands on activities assists a child see how Things work. Several engineers started their Careers by playing with blocks. Task-1 1.1 Describe the development over time of theoretical approaches to play and learning Bandura take a very unusual approach to developmental psychology and confirmed that children learn progress from role models. Banduras approach is an expansion of behavioral theories which highlight the way we learn behavior from others, our surroundings, and experiences and so on and copy role models. They learn from brothers, sisters, sibling and friends. Banduras social learning theory personalized traditional learning theory which was stand on stimulus-response affairs. It believed learning to be no unusual among children, infants, adults, or yet animals. Banduras approach is leading in the cure of problem activities and disorders. Mary Ashworth developed the Attachment theory from Bowl by but she identified it ‘Strange situation. To learn theory researchers observed kids for 12-18 months and they observed to see how they responded when they were left alone and then reunited with their mothers. The attachment theory notifies us that a young child requires at least one affiliation with a primary care. This will assist the childs expressive and social development to raise and this happens over time. 1.2 Evaluate different philosophical approaches to play and learning Evaluation is a procedure used by before time childhood services to discover out about the quality of the program, the surroundings, the learning connections, and the results for children and families. Self-review is a figure of inner evaluation in which the service looks personally at itself and what it does, and applies what it finds out to place goals to develop quality. ERO provides outer evaluation of the superiority of services. Education evaluates are carried out frequently in all certified services. Reports verify what is going fine and make proposals for development. The most recent ERO report should be obtainable from the service, or can be examine on ERO’s website. 1.3 Discuss links between current influences on play and learning and the planning and provision of learning opportunities 1. Every child issue influences planning provision of learning opportunities The National Curriculum is the initial point for planning a school program that meets the definite needs of individuals and sets of pupils. This statutory enclosure statement on providing successful learning opportunities for all students outlines how teachers can transform, as needed, the National Curriculum programs of study to provide all students with relevant and properly challenging work at each enter stage. †¢Child care act 2006 controls planning and provision of learning opportunities This act states that untimely year’s providers have a task to execute the EYFS. Child care do this by gathering the learning and development necessities when doing their weekly scheduling and also conform with the welfare necessities. Child care act does this to make sure that it is very essential to follow rules and regulations to make sure that the children are at the right periods of development in life. †¢SEN code of practice 2002 influences planning and provision of learning opportunities Areas covered consist of the definition of particular educational requirements, parental liability and working affiliation with parents. The code moreover looks at: concerning pupils in evaluation and decision-making; stipulation in the early years; primary and secondary education; legal assessment of children under unavoidable school age; and the role of the unique educational requirements coordinator. Special educational needs: code of practice The SEN code does this to make sure that disability children do not neglect out on enter learning development and also to ensure that they do not feel gone out or frightened. †¢Equality act 2010 controls planning and provision of learning opportunities This act ensures that no one gets treated another way to anybody else this assists planning and provision because it ensures that staff have to ensure that when they plan a action or a lesson plan it is got to be able to engage everyone and ensure that it suits all person needs. 2. Inspectors found that where evaluation was underdeveloped; it tended to spotlight more on children’s benefit or their interests, rather than their education Self-evaluation and action planning was also often seen by childcare contributors as somewhat that had to be done for often rather than a way of improving result for children. Though, outcomes for children were no superior to acceptable in any of the contributors where self-evaluation was insufficient. Press release: A good start for the early years foundation stage, often ensure that it is seen to be significant to plan unusual types of learning prospects for the children as this assists to develop the children’s skillfulness in a variety of mode. 3. The curriculum structures like the EYFS control planning and provision of learning opportunities The term curriculum is applied to describe everything kids do, see, hear or feel in their setting, equally planned and unplanned. The Early Years Foundation Stage is the legal framework beside which providers of untimely education are moderated, and includes necessities for the provision of youthful children’s learning. Health Safety at work Act 1974 the Act imposes general duties on owners to secure the health, safety and wellbeing of people at work and protect others beside risks arising from the job activity. Task-2 2.1 Explain the use of observations to assess learning needs and consider how assessment based on observations can inform planning and respond to individual learning needs 2.2 Discuss how information from other agencies can contribute to the assessment of learning needs Children and families need support at assured times and there are many organizations and self help groups that can offer this support. Such as National association of toy and leisure libraries, National childbirth trust, Child poverty action group, Parent line plus, Home start, Gingerbread and contact a family etc. There are several different settings where children can be concerned for such as Holiday play schemes, Respite care, Schools, Parent and toddler groups, Workplace nurseries, Child minders, After school clubs, Pre-schools, Residential care, Day nurseries and crà ¨ches. Usually the major support group is inside the family group such as grandparents and aunties and uncles. There are four unusual types of sectors that grant care and education for children. They are, Statutory sector Voluntary sector Private sector. Independent A Statutory sector is a sector that has to be there by regulation, so local schools; dentist and hospitals are parts of this. Local schools have to be there by regulation and get some support by the Government. The age range that schools cover up is from five years to eleven years old; they follow a set schedule where reception faces the EYFS and then from year one to year six faces the countrywide curriculum. Schools are in simple access parts, where there is enough gaps for an outside play locale for example the playing field and inside space. A local school should also incorporate snacks; they should be strong snacks like vegetables and fruit. They should also incorporate toileting periods for the children. Statutory Schools are generally free excluding payment for school trips, school dinners, and some snacks. The aim of statutory sector school is to grant opportunities of education for all children and to support their education also making a harmless and secure environment for children to maintain them from harm. Another aim is to grant social opportunities for the kid this will incorporate learning to make friends, knowledge about socialize with people, learning the disparity between adults and kids and learning to value others. A Voluntary sector is a sector, which public volunteer to organize and run, so that Mother and toddler, Brownies and Preschool groups are a part of this. Mother and toddler groups are generally for kid’s age two to four years. The mother and toddler groups are generally opened from nine to eleven thirty in the morning or half one till three in the daylight. These kinds of organizations are generally placed in a church or society hall, which are not necessarily made for the use of children. The employees are generally parents themselves but the individual in charge of the organization should have a level three childcare qualification. The area in which the organization is located may not have an outside area for the kids to play out in, the organization should also follow the EYFS prospectus where kids will learn through play and the gap may also be often inspected. The major aim of a mother and toddler group is to grants short term care of little children to give a parent or care a little time to themselves and also to give little children motivation and also play and communal opportunities. Another major aim is to get children prepared for school or nursery. A Private sector is a sector where people disburse extra to try and get the finest of their childs learning or health and also their personal. They provide all breakfast, meals, dinner and tea with also snack; they moreover have sleep facilities, inside and outside play areas for kids to play in. The building may not be intentionally being built for the kids but will be adapted for the kids to grant their size facilities. All the members of employees will completely qualified, managers and room leaders must be at least level three or level two trained. They will also check the building and the employees to check if it is safe and also to ensure if they are subsequent EYSF curriculum. The aim of a private day kindergarten is to provide protected and secure environment for kids to keep them from injury for children in absence of parents or care and moreover to provide opportunities of learning for every child and to maintain their learning. Independent sectors are companies with more independence to organize their provision. Their services may not rely on Government funding and does not need to follow the EYFS or the National curriculum. Though the service may be OFSTED checked to ensure childrens welfare requirements are being met. Service of independent provision includes independent nurseries and schools. The multi-professional approach team is prepared up of a lot of unusual agencies; they are agencies including schools and teachers, hospitals and doctors, social workers, police and many supplementary. They all work jointly to help parents and kids to stop awful cases such as child abuse, death etc. Task-3 3.1 Explain how to plan curriculum activities which promote learning The E.Y.F emphasizes a personal and individual approach to learning; this is because all kids develop at their individual rate and learn in remarkable ways, come from unusual backgrounds whether communal or religious and therefore have unusual needs and interests. Sensitively children come in unusual packages, some children may seem self-sufficient and confident and Practitioner may be misled into judging that they do not need as a lot attention as the kids who express their sentiments regularly and through for Practitioner attention on a normal basis. This hypothesis would be wrong all children should be giving Practitioner individual attention, how else can Practitioner plan properly for their needs and welfares. The E.Y.F was introduced to include child-minders, pre-schools, after school societies and nurseries to deliver a program that includes personal, social and expressive development, expressive arts and design, physical expansion, literacy, communications and languages, math ematics and at last understanding of the world. The entire areas of learning are included into the exceptional child, affirmative relationships, facilitating environments and learning and development. Practitioner have also included the Welfare Requirements these are worldwide and all setting must meet up often guidelines in learning and caring for children. Scotland and Wales follow related guidelines but with their individual structure to incorporate cultural and learning theories believed to signify their individual countries interests and needs. The E.Y.F wants people as practitioner to perceive each child as exceptional. To do this Practitioner need to observe each kid and make observations so that Practitioner can see a sample of the child’s happiness and how they are rising to see if they are within their age and phase of development and if essential how to plan suitably to be able to see where they are contained by the developmental procedure. There are three sorts of planning: long Term, medium Term and short Term. 3.2 Assess the effectiveness of different approaches to planning learning opportunities 3.3 Consider methods of involving parents and other professionals in reviewing assessments and plans Multi professional approach permits professionals share understanding about a family requirements so that the parents do not have to ask the similar questions over and once more. The professionals are conscious of each other’s roles in sustaining the family so that incompatible advice can be minimized. It is necessary that each agency converses well and understands not only their role and tasks but the others agencies also. A multi-professional or multi-disciplinary team covers many aspects of team work and includes: Empathy seeing somewhat from another person’s point of vision Interpersonal expertise how to converse and respond to others, interface with parents, colleagues and children Reflectivity how reflective has it been, development activities, developments etc Interest focusing training, evaluate articles, maintain curiosity in the job etc Flexibility and frankness new thoughts and initiatives, latest government legislation, the modes children learn. Trustworthiness being added on at all times. Emotional solidity Not becoming too involved and sentiments clouding judgment. Communication is extremely important implement for practitioners and multi agency groups and it is imperative that they converse well. These includes, Notice boards Diary boards Letters Emails Phone calls Team meetings Written communication and a brief record of reports or meetings are also necessary. The practitioner ought to also assess their own learning and act. This can be done throughout ‘Professional progress and planning with the line manager and others practitioners. For illustration: Share cases of practitioner’s practice Get initiatives of other practices Visit other performances and observe, converse Ensure practitioners keep up to date with recent practices Reading articles in magazines, books, training etc Internal or external guidance Supplementary qualifications etc Observe children or observe other practitioners Planning child’s next steps Attempt new things Task-4 4.1 Analysis the key issues in ensuring that assessments are objective and valid The professionals are conscious of each other’s tasks in sustaining the family so that contradictory advice can be minimize. It is important that each agency corresponded well and realizes not only their role and everyday jobs but the others agencies too. Parents or guardians are the most essential people in a kid’s life, and recognize the value of this. Practitioner has a conscientious role that involves sharing concern of the child with parents or guardians; listen to parents or guardians, as they are the ‘specialist’ on their child. Partnerships with new agencies help children. For example, speech and language analysts for children with language and hearing complexities. This could include sign language or English as a succeeding language. Bereavement management play counselor, educational psychologist to evaluate behavioral needs and get about positive behavior in a kid. Sensory injury such as limited vision, hearing disorder or speech problems. This is to make sure that all the needs of the individuals or children are assembled and they grow to their complete potential. These partnerships do have a significant role to play in making sure that childrens skills and learning are exploited. The multi-professional approach team is completed up of a lot of dissimilar agencies; they are agencies counting hospitals and doctors, schools and teachers, police, social workers and many extra. They all work jointly to assist parents and children to prevent tragic cases such as loss, child violence etc. 4.2 Reflect on the role of the practitioner in meeting children’s learning needs An Early Years Practitioner would be to help with the improvement and care of children and he or she may be responsible for organizing a room and ensuring that policies and actions are being followed and documented. Practitioner would have to provide for their needs as little kids; developmentally, socially and physically. This would be ensuring that Practitioner is promoting and keeping healthy surroundings for all kids. It is also essential that Practitioner gain knowledge by experiencing and educating from the experiences of others. Practitioner would have to enables kids to reach their complete potential and to work inside the Children Act and home guidelines, legislation and values and ensure that Child Safety policies and processes are adhered to at all periods. Practitioner would have to arrangement and prepare stimulating play opportunities that meet up the childrens developmental requirements and stimulates their knowledge. Practitioner would also have to create and maintain affirmative relationships with the kids and their families in a mode that values parental attachment and to provide a service that greetings child’s life occurrences and celebrates variety in terms of culture, language, skill, race and religion. Practitioner would also involve in supervision and personnel development procedures in support of individual development and to start training as proper to meet any changes in principles or proper legal necessities as required. Conclusion Reflective practice is an essential aspect of functioning with young kids which grants practitioners with the verification to form judgments about their role and contribution into the education cycle. Experience is the most essential issue and to recognize that as a latest ‘trainee or latest ‘nursery nurse, Practitioner dont know everything. That Practitioner learn by experiencing and educating from the practices of others.

Rocky Marciano :: essays research papers

On Sept. 1, 1923 Mr. and Mrs. Pierino Marchegiano of Brockton, MA became the proud parents of a lively twelve pound baby boy. The child was named Rocco Marchegiano, but the world would one day know him as the legendary boxer Rocky Marciano. When "bambino Rocco" was 18 months of age, he contracted pneumonia. Although the infection nearly killed him, his exceptionally strong constitution enabled him to survive without impairment. As a pre-teenager, Rocky relished his mother's Italian cooking so much he bordered on being stocky. This was underscored by his relatively short but muscular arms and legs. However, even at this young age, his overall bearing suggested exceptional physical strength. Throughout his teenage years, Rocky took great advantage of living across the street from the James Edgar Playground, where he especially enjoyed playing baseball. It was during this period that he began the habit of exercising to his limit." After spending countless hours hitting and chasing after baseballs, he would often go home and do chinups and lift homemade weights until he was totally fatigued." After supper, "Rocky and his pals often spent hours pummelling a stuffed mail sack that hung from an oak tree in the Marchegiano's back yard....In hot weather, they usually finished their workouts by racing over to Saxton's Spring to get a cold drink of water." Unfortunately, Rocky's experience of growing up in a multi-ethnic, working-class setting contributed to his involvement in a number of "altercations." Although most were territorial battles that took place at James Edgar Field, some occurred well beyond.... Even prior to his teenage years, Rocky's reputation for being a "really tough Italian kid" extended all the way over to the Bush, Brockton's Irish section. However, by the time he was 14, Rocky's notoriety as a baseball slugger began to overtake his reputation as a slugger with his fists. The legend of his athletic prowess began at age 15 when, as cleanup batter on the local American Legion team, he blasted a towering home run over the left field fence at James Edgar Playground. It landed on the front porch of a slightly irate neighbor. At age 15, Rocky entered Brockton High School - an institution with a nationally prestigious football tradition. Error! Bookmark not defined. Rocky's favorite subjects were Italian and Manual Training. And, except for a rather erratic scholastic record, all went reasonably well for him - at first.

Caliban and Trinculo Essay

Caliban and Trinculo are hiding underneath Caliban’s cloak because they are afraid of the storm and of what other beings are approaching them. Stefano has discovered what he thinks is a creature with four legs and two heads, which is really Caliban’s and Trinculo’s legs next to each other and both of their voices. The use of language in this extract differs between characters. Stefano’s use of language is blunt and basic English. The fact that he is drunk adds to the effect that his words are slightly slurred. Stefano and Trinculo are both very low down in the hierarchy, Stefano is the Alonso’s butler and Trinculo is his jester, and this also means that they would not have been taught proper English and so would not have been able to speak in clear, full sentences even when they were not scared of the storm and drunk. Caliban’s language however is a lot nobler and it is of much better English than those of Trinculo and Stefano. This is strange because it would be much more correct to have it the other way around with Trinculo and Stefano speaking better English than Caliban. The reason for this is because when Prospero first discovered Caliban, he treated him nicely and with some respect and Miranda also taught him to speak properly and eloquently and so he sounds like a nobler creature than he actually appears to others. Stefano plays a minor role in the play but provides much of the humour and acts as a contrast between those characters high up in the hierarchy and Caliban. Stefano and Trinculo do no measure up to characters like Alonso, Sebastian and Antonio, but both men have very similar characters. Trinculo’s role in the play is to convey to the audience the comedy and humour that most of the traditional plays of that time contained. However, because he, like Stefano, sees Caliban as a source of future income, he gets jealous because Caliban has chosen Stefano to be his master. When the opportunity arises, he is more interested in getting as much as he can than in fairness. There are many different themes to Shakespeare’s play, ‘The Tempest’, and they all occur frequently. One of these is sovereignty. It is connected repeatedly to Alonso and the usurpation of the throne of Naples and of the Dukedom of Milan. The occurrence of this theme in this passage is when Stefano has just discovered Trinculo hiding from the storm underneath Caliban’s cloak and Trinculo says, ‘And art thou living, Stefano? O Stefano, two Neapolitans ‘scaped? ‘ Trinculo is asking Stefano if they are the only two people to survive the storm. They think that they are the only ones to survive and so they now believe that they are in line for the throne now that the king, his son and all of the others are out of the way. This also connects to the theme of usurpation which is also echoed frequently throughout the play. Other examples of usurpation in this extract and throughout the play are numerous. One of the main ones is when Antonio and Sebastian conspire to kill Alonso and Gonzalo whilst they slept in order to take over the throne of Naples together.

Middle Years Development Essay

Introduction Early adolescence encompasses a diverse range of development, emotions, growth and learning. This can be categorised into the following: Sociocultural, physiological, neurological and psychological. It is the responsibility of middle years educators to be familiar with the stages of development and in particular demonstrate understanding of Vygotsky’s Zone of Proximal Development (Pendergast and Bahr, 2010). It should be the pedagogy of all middle years teachers to establish relationships with students and their families offer students an engaging education and model sensitivity and acceptance of the students especially during adolescent development. This essay will touch on theoretical knowledge and understanding, practical research and identifiable characteristics of middle years students. Middle years educators should consider the implications and how pedagogical practice should be influenced to ensure a holistic educational experience for early adolescent students. SOCIOCULTURAL PERSPECTIVES â€Å"As children move into early adolescence, they begin to appreciate that people can have mixed feelings about events and other individuals. They realise that people may simultaneously have multiple, and possibly conflicting, intentions† (Pendergast 2010, p. 468). As students approach the middles years of school, ages 9 to 14, it becomes noticeable that students are developing their personalities and opinions. Whilst this is strengthens some friendships it also may dissolve others. The students in the middle years classroom quickly identify peers and develop biases and prejudices. Sadly these prejudices can lead to serious consequences and the development of unhealthy social-cognitive prejudice, which can lead to the exclusion, and discrimination of some students (Pendergast and Bahr, 2010). Carrington argues that adolescents are exposed to adult practices and popular culture as well as having a decreased amount of parental or adult supervision. One can deduce from this that adolescents are making judgments that are not properly formed and this can have an impact on relationships both in and out of school (Carrington, 2010). Kroger (2007), Moll and Arnot-Hopffer (2005) state that adolescents are  establishing more mature identities and view points. it is the teacher’s role to unbiased political view of the world to assist students in accepting and engaging in many opinions and beliefs. Erickson argues that free will can lead to a paradox, namely, that an adolescent would rather act shamelessly in the eyes of his elders, out of free choice, than be forced into activities which would be shameful in his own eyes or in those of his peers (1968, p 147). This theory can be applied to today’s middle school due to very influential factors in sociocultural perspectives such as pop-culture and the immediate environment (Carrington, 2011). Popular culture sets a trend in which it is made popular by a select few in the middle years cohort. This leads to adolescents are striving for individuality within the confines of their environment and social acceptance. Peer interaction and collaborative learning can assist in forming relationships, connect experiences and develop higher order thinking (Willis, 2007). When engaging in these kinds of learning environments opinions can be expressed, supported and argued. Educators must ensure that diversity and tolerance is paramount in the classroom supports this. (Moll and Arnot-Hopffer, 2005). PHYSIOLOGICAL PERSPECTIVES â€Å"I think what is happening to me is so wonderful, and not only what can be seen on my body, but all that is taking place inside. I never discuss myself or any of these things with anybody; that is why I have to talk to myself about them. † – Anne Frank (1939, p. 146) Anne Frank viewed adolescence, particularly her menarche, as a private and enriching time in her young life that must be kept to herself. This is a viewpoint of some middle years students however sadly, unlike Anne, many adolescents discover the maturational sequences of puberty a difficult and  stressful time. (McDevitt & Ormrod, 2010). Students are experiencing obvious physical changes however these will occur almost certainly at different rates. However brain development, hormones and puberty attribute to physical growth. McDevitt and Ormrod state that these changes are occurring in the body from 9-14 years therefore it is important for adolescent educators to be prepared and sensitive to the changes in their students. Pendergast (2010) argues middle years students feel a sense of isolation and disengagement, which can be attributed to hormonal changes. Puberty does not only influence physical changes but links to social groups, neurological and psychological perspectives. Middle years physiological perspectives also include nutrition, exercise and healthy wellbeing. Encouragement needs to be fostered in healthy eating, but introducing fruit and vegetable breaks and physical movement but encouraging Health and Physical Education or simply movement through drama and dance. Watson and Bandura argue that environmental influences impact on grooming and shaping beliefs (Pendergast and Bahr, 2010). Looking that these theorists further it can be determined that the middle years student is developing habits which are reliant on environment or habitus. Therefore middle years educators are able to influence and model healthy interactions with students, nutrition, health and peer groups. Enthusiasm and care for students and their wellbeing will ensure students are less likely to become withdrawn from classes and their peers, and to embrace the changes and view them as a natural progression of their growth. NEUROLOGICAL PERSPECTIVES As technological advances put more and more time between early school life and the young person’s final access to specialize work the stage of adolescence becomes even more marked and conscious period and, as it has always been in some cultures in some periods, almost a way of life between childhood and adulthood (Erickson 1968, p 147). During adolescence the brain is subject to huge neurological changes. The prefrontal cortex is the final stage of neural development and this period of maturation gives way to neurobiological hypothesis such as adolescents engaging in risky and impulsive behaviour (Casey, Jones and Somerville, 2011). The transition from childhood to adulthood requires the prefrontal cortex of the brain to mature, which improves cognitive ability, settles hormones and moderates the brain chemistry levels. One of the most influential chemicals in the brain is serotonin. High serotonin levels can give way to risky behaviour, sexual promiscuity and defiance. Educators in the middle years need to consider the imbalance of brain chemicals and hormones such as serotonin can lead to disengagement in learning. Whilst this neurological stage is happening it is important to ensure students safety is paramount and discourage students from making suboptimal decisions which lead to poor long-term outcomes (Casey, Jones and Somerville, 2011). Giedd (2002) states â€Å"it’s sort of unfair to expect teens to have adult levels of organizational skills or decision-making before their brains are finished being built. † According to Giedd’s research the brain whilst being 95% of its total size by adolescence the synapse and cortical connections still need to be established and connected. It is also theorized that adolescent brains are only developed properly given higher order associations, real world connections and sensorimotor practice (Casey, Jones and Somerville, 2011). Many factors influence the development of the adolescent brain including peer relations, real world connections, experience and psychological perspectives and so too is the importance of the middle years educator in the life of an adolescent. . PSYCHOLOGICAL PERSPECTIVES Psychological maturation is measured by an adolescent’s ability to maintain or achieve a state of homeostasis. – Jodi A Quas (2011, p.263) It has been recognized that adolescents have many stress markers. These markers are prevalent and can be identified in many ways. Cognitive growth and processes change with such speed that adolescents are vulnerable to normally inconsequential events, which induce diverse psychological reactions. These events can be both positive and negative such as arousal, laughter, sadness, fright or flight. These can produce endorphin’s that allow psychological affects to appear. Middle school students are continually faces with challenges that lead to these psychological shifts in the brain. These can be academic achievement and pressure, peer pressure and collaborative learning, physical exercise and general cultural factors. It is the role of educators to realise the differences in middle years students’ psychological position and ensure nurturing, stimulating and engaging practices are offered to the students at all times (Quas, 2011). Levine & Levine’s (2007) theory of cognitive backpacks also a way of dealing and recognising psychological stressors as well as preparing them for adult life. Using the interpretation model teachers can identify the way in which students react and relate to issues and beliefs. In assessing a student’s deeper understanding and critical thinking of learning an educator can deduce the reason for a middle years student’s beliefs and how their thoughts were established. The instrumentation stage allows students to take ownership of their education and metacognition. This encourages students to have their own voice and not be too easily influenced. Interaction is a stage that is vital to student’s success in future life. The correct environment can advance interaction of peers, encourage interpersonal skills and allows students to exercise their beliefs within a peer setting. This stage then supports the final stage which is inner direction. Confidence of student’s own beliefs, understanding and opinions as well as acceptance of other’s beliefs and opinions enriches the student’s ability to be passionate and motivated to improve themselves (Snowman, 2009). IMPLICATIONS FOR TEACHERS â€Å"We have already described the importance of the teacher in providing an environment in which children can feel challenged and stimulated intellectually, as well as feeling safe to explore and express themselves. † – McInerney & McInerney (2006, p. 491). Middle school education is a multi-faceted exciting teaching opportunity. However, it is important to realise many implications for teachers are needed to be implemented to achieve a balanced inclusive classroom. Carrington (2002) states Queensland must adopt a strong vision for teaching of middle school students. This often requires the consideration of physiological, sociocultural, psychological and neurological perspectives to be accommodated. One implication that resonates through all the perspectives is peer learning. Peer learning has been a proven effective tool when used correctly. Allowing students to have a voice fulfills sociocultural and psychological needs. The student’s voice can be valuable teaching tool as well as a learning tool. Collaborative learning with peers engages students to share and appreciate different perspectives and observations. It is also important to consider that these collaborative learning groups are highly successful in common or same paced learning such as studies of society and environment and science. It is important to ensure each group has a similar cross-section of students to allow for a holistic and diverse interaction. However, to ensure that students are also able to assume the same level in mathematics and literacy, where lessons are catered for particular ability levels rather than groups, it is important to group according to ability level (Snowman, 2009) Another implication in teaching middles years students is ensuring students are able to privately connect with a teacher or even another member of staff should any physiological and psychological changes occur in the classroom. Being prepared and aware that students may begin menarche or sings of spermarche during a class and offering students products and support needed for such an event. Erikson (1968) argues that adolescence is an egocentric stage in which the world around the adolescent is centered on them (Erikson, 1968). This can exacerbate issues such as friendships, bullying or changes within a family unit. A teacher or other staff member such as a guidance councilor or chaplain should be prepared to offer advice and support. It is integral that departmental procedure is adhered to and teachers should always ensure their relationship with their students is professional at all times. A further implication for teachers is to ensure their pedagogical process allows students to be engaged, challenged and given the opportunity to gain real world experience to make connections to their learning and the use of ICT. Education Queensland as well as professional development in this area provide productive pedagogy models. One such model ensures intellectual quality, supportive classroom environment, recognition of difference and connectedness (Education Queensland, 2007). Carrington’s constructivist view of signature practices also supports the framework for establishing meaningful pedagogy for middle years students. Particular elements to assess are incorporation of technology, interdisciplinary teacher teaming, creative use of classroom space and timetabling, strong, valuable teacher-student relationships, integrated curriculum with authentic links to real world, engagement in school, local and wider community and collaborative teaching and learning (Carrington, 2011). The implications of middle years students on teachers are endless, it is vital to recognise and appreciate that students within the years 4 to 9 can offer life long learning opportunities and students also give educators the change to change lives. CONCLUSION â€Å"The middle years of schooling are the site of vibrant educational reform. This is exciting on a number of fronts: the development and implementation of innovative curriculum; the creation of robust teacher professional communities; and, a renewed focus on the relevance of educational research for classroom practice. † – Carrington (2011, p. 1) Educators of middle years students are have a vital role to play in not only in the role of a middle years teacher, but also as an advocate, protector, ambassador and keen participant in the betterment of middle schools education. Ensuring that the middle school has a plan that encompasses the many perspectives of student’s needs and development but also in the environment that surrounds these students. Students are adolescents for such a short time and whilst it is brief it should not be regarded as insignificant. The psychological, neurological and physiological perspectives of an adolescent need constant nurturing and as a teacher this is a in a constant state of change. Whilst the sociocultural perspective it discreet it is the nurturing of all perspectives that results in preparing students for adult life and academic success (Carrington, 2011). Preparing youth for the future extends beyond classroom practice, it requires dedication of further study and being aware of change and adaptable that will see students through the middle years of schooling. REFERENCES Barry, K. and King, L. (2006). Beginning teaching and beyond. Victoria, Australia: Cengage Learning Australia. Casey, B. J. , Jones, R. M. and Somerville, L. H. (2011). Braking and accelerating of the adoloscent brain. Journal of research on adolescence, 21 (1), Pages 21-33. Retrieved from Weill Cornell Medical College http://www. med. cornell. edu/ Carrington, V. (2011). Key themes and the future: Reflections on the middle years of schooling. The University of Queensland. Retrieved from World Education Reform Australia http://www. wef. org. au Carrington, V. (2002). 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