The Shawshank Redemption and its Relation to Greek Mythology Term Paper

The Shawshank Redemption and its Relation to Greek Mythology - Term Paper Example Narrated by an older prisoner named Red, the film gives its viewer information about Andy primarily through the external perspective Red provides, and Red sees in Andy many reasons to pay close attention. Red’s way of telling Andy’s story is one of the first attributes of the film to hint at the possibility that Andy is a larger than life character of potentially mythic—and heroic—proportion. Since the film is set in the 1940s, the viewer instantly recognizes differences in the legal system as well as the treatment of prisoners from how those things are today. This remove from contemporary times serves to emphasize the mythical atmosphere of the film, so the viewer more readily accepts the ideas set forth. We quickly identify Andy as a person of uncommon qualities. Although he comes from a middle class background and has no prior criminal record, he maintains his composure during his transition into prison and his first overnight. As the more experienced inmates make bets about who will cry during their first night in prison, some put their money on Andy. They are disappointed to find that not only is he not the first to cry, but he does not make any sound at all. As soon as Andy arrives at the prison, he is subjected to cruelty, abuse, and even torture. Although he fights against the prisoners who torment him, he is outnumbered by them and can not protect himself. From this early point in the film, one can identify the features of the mythological hero in Andy. According to Campbell, the hero often finds himself in a world that suffers from a â€Å"symbolic deficiency,† and feels compelled to set it right (30). The deficiency can be spiritual, as in a fallen world, or it can be physical, as in a world of ruins (Campbell 30). It is undeniable that the world Andy descends into when he arrives at the prison is deficient. He has to pull a maggot out of his food during one of his first meals, he suffers physical abuse from prisoners and guards alike, and above all else he is serving a prison sentence for a crime he did not commit. Considering this, it seems his prison world’s deficiency is merely an extension of the greater societyâ €™s depravity. Despite the phenomenal abuse, Andy’s mind remains solvent and he maintains his ability to plan and strategize. When he overhears one of the prison guards, Captain Hadley, complaining about the money he is going to lose to taxes, Andy seizes the opportunity. Although it is an immense risk, he presents Hadley with financial advice that eventually results in the exchange of Andy’s financial services for goods provided by Captain Hadley. Andy does not ask Hadley for something for himself, but instead requests cold beers for all his workmates that were with him that day, a seemingly selfless action. This kind of selflessness and largesse is evident also in the actions of the hero figure in mythology. Wright describes mythological heroes as people who â€Å"through extraordinary actions, save the group, change the world,† and commit other meaningful acts (146). For example, Heracles of Greek mythology possessed incredible physical strength that gave him the power to change things in his environment for the better (Grimal 185). He defeated a beast that was causing problems for herders, and killed the Stymphalian birds that were destroying Arcadian crops (Grimal 187). Heracles used his physical abilities to engage in these selfless, world changing actions. Though Andy did not slay beasts in prison, he did devote energy toward significant and world changing activities. Buying beers for his friends was not the limit of Andy’s meaningful acts. Not long after he made the request for

Strategic Management Analysis of Starbucks Essay

Strategic Management Analysis of Starbucks - Essay Example The scope of this report has been limited to the exploring the strategic fit of the Starbucks in the International segment and the market selected for the purpose is China. The reason for this is Starbucks being declared a success story in China in contrast to other entrants’ failure (Szabo, 2012). Starbucks’ world revolved around coffee, in fact premium coffee. Broadly, Starbucks’ operations can be categorized in three domains that are: United States (â€Å"US†), International, and Global Consumer Products Group (â€Å"CPG†) (Rein, 2012). Along with premium coffee servings, Starbucks offers tea beverages and fresh food with large variety in their store (Rein, 2012). Operations (under company owned or licensed store) are under their flagship brand of Starbucks with other portfolio components include: Tazo  Ã‚ ®Ã‚  Tea, Seattle’s Best Coffee  Ã‚ ®, and Starbucks VIA  Ã‚ ®Ã‚  Ready Brew (Rein, 2012). Starbucks entered in China in the year 1998 with its first store in Taipei, Taiwan (Starbucks Newsroom, 2012) and currently it holds more than 570 stores in 48 cities (Wang, 2012). Chinese market has been dominated by tea drinking habits and it was an exception considered that Chinese welcome bitter and expensive drink of Starbucks (Szabo, 2012). On contrary to this notion, China has become Starbucks biggest market after US (Szabo, 2012), hence, made scope of the study. EXTERNAL ENVIRONMENT ANALYSIS China has taken driving seat of the world’s economic van. Businesses to achieve the status of being global take China on the checklist of success foremost. Chinese external environment is discussed below: PESTEL ANALYSIS RANKING ( from 1to 5 with 1 rating least and 5 rating best) ENVIRONMENT RANK COMMENT POLITICAL China is politically driven by capital state model but the country has mixed in its recipe the success driving elements of capitalism as well as socialism (The Economists, 2012). The democratic system of Chi na is more flexible than US and has been providing leadership more adaptable to growing challenges of the world (Li, 2011). More importantly, US-China relations are constantly growing vertically as well as horizontally (U. S. Department of State, 2012). It has been rated 4 out of 5 for overall positive conditions China mainly to support the business environment. Moreover, since the country has managed to transform the power war with super power China chances of any further discrepancy in this environmental factor is least expected. ECONOMIC Economically it’s enough to state that China is everywhere in the air. Though growth momentum has declined and expected to further slowdown, still the prospects are most attractive to big giants like Wal-mart, Siemens, Air France KLM, and Daimler etc (China Daily, 2012). Highest GDP average growth rate among BRIC countries (Global Sherpa, n.d.). Controlled CPI to 2.8% after going high to 5.5% in year 2011 (OECD, 2012)

Germany reaction paper Essay Example | Topics and Well Written Essays - 250 words

Germany reaction paper - Essay Example stencies revealed in various published reports and how visitors and guests of Auschwitz are being led to believe erroneous information about the gas chamber. As the truth carefully unfolded, one could not help but feel disappointed and disgusted that a nation such as the Soviet Union could fabricate events and continue to mislead the public into the truth that happened within the labor camp. Suffice it to say, millions died due to diseases and malnutrition, rather than putting the blame on homicidal gassings that never occurred. The interview with Dr. Piper, the Head of Archives at the Auschwitz State Museum validated cover-ups and exposed falsified published information that contributed to the world’s indignation and anger towards the Nazis during Hitler’s regime. The presentation was clearly created and vividly revealed that people continue to mislead others for personal interests and hidden selfish agendas. However, despite the revelation, the truth of the matter per sists that still more than one million Jews died in those trying times when they could have been accorded the same human rights as those of their

EARNING IT Essay Example | Topics and Well Written Essays - 3000 words

EARNING IT - Essay Example It is worthwhile to mention the fact that employment and business outlook aggravated in 2007 – 2008 after collapse of housing sector or property market and ‘bursting of speculative financial sector’ that resulted in financial difficulties and a credit crunch like situation. Indeed, the bankruptcies of various small and large financial institutions followed by closures of manufacturing and services sector organisations led to rapid surge in unemployment and economic contraction. In simple worlds, the aggregate demand and supply reduced that in turn resulted in a decrease in productive activities and new employment opportunities for general public. The weakness in economy, consumer buying power and real incomes also adversely impacted relatively strong sectors such as heavy machinery, engineering, arms, information technology, airline industry, electronics and others etc. because of fall in demand from all consumers. Hence, these strong sectors were unable to sustai n their business volume and cut down their employees thereby contributing in unemployment across UK. (Gregg and Wadsworth, 2010) According to Bell and Blanchlower (2010), the total real output of United Kingdom was decreased by nearly 7% during 2009; however, some improvements recovered Gross Domestic Product (GDP) growth by2% during 2010. In addition, the total job losses from recession during 2008 – 2010 were recorded to be just under 0.6 million, whereas the worst conditions in 1980 – 1983 and 1990 – 1993 left 1.6 million and 1.7 million workers unemployed respectively. Overall, there were 2.5 million workers unemployed in 2010 all across UK out of which 2 million belonged to England alone (remaining were from Scotland and Wales). In this way, it is justified to argue that UK economic structure is based on stronger grounds because relatively fewer job losses were recorded even though the output had expanded 3 times the aggregate

This is not a paper just a MIDTERM question Essay - 2

This is not a paper just a MIDTERM question - Essay Example However, it is cumbersome to prepare, offers little information to management, and usually creates parallel accounting systems. It also does not indicate levels of efficiency or address value. Generally, budgeted expenditures are based on a standard cost of inputs multiplied by the number of units of an activity to be provided in that period. It refers to the process of linking costs to activities, then identifying specific outputs to be produced by services or activities. Then setting targets or goals and afterwards preparing budget based on these performance goals set. The new approach to performance budgeting seeks to concentrate on the outcomes rather than the output. This approach has the advantage of offering a means of estimating future expenditures and measurement of activities efficiency. On the other hand, its drawback is that there is a need to distinguish between the fixed and variable costs. Furthermore, it has no benefit in public accounting, as efficiency is not the only measure required. Program budgeting refers to a variety of different budgeting systems that base expenditures primarily on programs of work and secondarily on objects. It involves organization of the business operations into programs with specific goals and missions. After identifying the goals, sub goals and objectives and their input and output are outlined, as budgets are prepared along these programs. They facilitate choice of alternative strategies, evaluation of goals and finally it takes budgeting beyond efficiency compared to performance budgeting approach. However, there is no single methodology to single out alternatives available. In addition, it places heavy demands on officials to achieve their stated goals. Zero-based budgeting operates by justifying budget requests probably of each department or functional unit of operation every budgeting cycle, regardless of prior

The Most Useful (or Important) Scientific Invention Essay Example for Free

The Most Useful (or Important) Scientific Invention Essay The microscope is considered one of the most useful and important scientific inventions known to man. The microscope was invented by Anton van Leeuwenhoek during the seventeenth century. Leeuwenhoek was not a scientist by profession. Initally he made a living selling clothes and buttons, but spent his spare time grinding lenses and constructing microscopes of remarkable quality, such as the light microscope. The light microscope could magnify cells, for instance in plants so you could see a clearer and bigger picture of what they are made of. Over the years, scientists improved on Anton van Leeuwenhoeks microscope by creating microscopes with higher magnifications and far better resolutions, so specimens examined had a sharper image. The latest improvement was the electron microscope, which uses electron beams instead of lamps or mirrors reflecting light like the light microscope. As a result, microscopes have made science today, appear to have more substance, inviting the interest of many young and even old minds. Microscopes also provide the opportunity to identify unknown objects, judging from the various characteristics they may have, so they can be grouped or classed along with others. For instance, microscopes can differentiate between two cells, due to the presence or absence of contents they are supposed to contain. The electron microscope is usually used in such cases as it can magnify the internal structures of a cell where as the light microscope would just give an idea of how the structures are spaced in the cell and not necessarily their characteristics. As simple as this may seem, this differentiation can lead to the diagnosis of a disease that a person may have. This is the main reason why microscopes are so important and useful not only in medical research, but in survival of life as well. The identification of many viruses, fungi, plants, animals and bacteria are owed to the invention of the microscope. Without the microscope, people would not be aware of diseases they may have, which could be life-long, fatal, or contagious, resulting in many deaths and illnesses around the world as there is no way diseases can be cured without being identified. Therefore, the invention of the microscope has proven itself to be very useful from the day of its invention to today, leaving room for even more improvement for years to come.

Development Using Different Methods Children And Young People Essay

Development Using Different Methods Children And Young People Essay When children and young peoples development is monitored and assessed, it enables practitioners and professionals to notice when children and young people are not progressing as expected. Therefore, if necessary checks can be made to see why children are not developing as expected may be due to impairment. When practitioners and professionals intervene in early years of the children, they will able to get appropriate support they need and their development and their welfare is promoted. Children and young peoples overall outcomes will be promoted significantly when professionals carry out early intervention. There are several methods of monitoring childrens development explained below:- Assessments frameworks Practitioners are required to carry out on going assessments through observations on a diary basis as its integral part of development and learning. Any learning and development needs of children and young people must be addressed by the practitioners with the parent/ carer and relevant professionals. Parents/ carers should be updated regularly with their childrens progress and development. Progress check at two: Practitioners should carry out a progress check when the child is aged between two and three. It should be carried out in the setting where the children spend more time and discuss how the summary of development can be used to support their learning at home. It is a written summary of the childs development in the prime areas. The practitioner must discuss with the parents and / carers how the summary of development can be used to support learning at home. It must reflect on going, regular observation of childrens development. The progress check at two enables practitioners and any other professionals to identify development needs early on in the childs life in order he/she gets the additional support needed. Assessment at the end of the EYFS the Early Years Foundation Stage Profile (EYFSP). EYFSP must be completed for each child in the final term when he/she turns five years old and should be before the 30th of June in that term. School must share the results of the profile with the parents / carers and relevant professionals. The profile provides details of the childs knowledge, understanding and abilities, their progress against expected levels and how ready they are for year 1. Observations. In settings, practitioners watch children play and watch how they are behaving. Some observations do not need the practitioner to interact with the children while in others it may be more appropriate for the practitioner to be involved in order to support learning and development. Observations play a very important part in assessing the childrens development. When practitioners carry out observations, they are able to get information about the childs development, interests and their interactions with friends and adults as well their level of concentrations. Standard measurements Different professionals use various standardized measurements to monitor and assess the childrens development. Growth / healthy assessments. These are used to measure and assess the childrens height, weight and head circumference. Auditory assessments. These assessments are used to monitor and assess the childrens levels of response. Reasoning assessments. These assessments are used to monitor and assess the childrens reasoning and they are carried out by educational psychologists. Cognitive aptitude assessments. These assessments are used to monitor and assess the childrens intelligence and they are widely carried out in schools. All the above tests help professionals to see how a child is performing compared to the large group/ population of other children in the same age group. Information from parents/ carers, colleagues and others. Practitioners should collect as much information as possible from parents/ carers when monitoring and assessing childrens development as the parents/ carers spend more time and are more attune with their children. They see the child in a variety of different situations hence have a lot to contribute and they are aware of their learning and behaviour outside the setting. They always have a different perspective. It is very important to also involve the child whenever possible. Key workers generally take lead role in monitoring and assessing their key children but colleagues who also work with the child should also be consulted as they may have different perceptions. (Walker 2011. p.117). CYP 3.1: 3.2 EXPLAIN THE REASONS WHY CHILDREN AND YOUNG PEOPLES DEVELOPMENT MAY NOT FOLLOW THE EXPECTED PATTERN. Children encounter issues in their lives that have a positive or negative influence on their lives and hinder them from following the expected pattern of development. As practitioners, we have the duty of care towards the children and young people to ensure that we improve their life chance by following the Every Child Matter outcomes, which are be healthy, stay safe, enjoy and achieve, make a positive contribution and achieve economic well-being. Physical factors The childrens/ young peoples genetics affects their development, which includes their physical growth and physical strength. Occasionally a reason for a child not attaining the usual pattern of development cannot be identified, even after professionals have investigated the influences on development thoroughly. One possibility is that its in the childs genetic makeup to have a slow start to their learning (Walker 2011 p.119). The social, economic and cultural factors. Personal choice Families may decide to live in a different way example travelling families. The children/ young peoples education may be affected if their families travel a lot and they may not settle in. This may stop children from following their expected development pattern. Some families bring up their children differently and some bring up boys differently from girls and this can affect the childrens development. Poverty Families live in poverty mostly due to unemployment and low income. Due to lack of money, families may fail to provide enough food to eat, clothes to wears, educational resources outside school and heat for winter for their children, which may affect their health and that of the parent. This might hinder the children/ young people to reach their full potential Housing and Community Children and young peoples development is greatly affected negatively if they live in poor housing conditions like living in a damp condition may cause health problems to the children that may affect their learning. Children and young people living in neighbourhood with anti-social behaviour may be affected negatively as they may be isolated or they may decide to join in and their development will be affected. Poor parental supervision/ neglect Children need guidance to learn how to behave well. If they do not get the guidance from their parent, they will misbehave at school because they do not understand the boundaries. Lack of boundaries may result in the children and young people being involved in crime and anti-social behaviour. Educational Environment If the setting does not reach the statutory requirement, this will affect the children and young peoples development and they will not achieve their full potential therefore they might be un able to follow the expected development pattern. Health status and Disability Children and young people with existing health condition or with disability may find it hard to fit in and if they are discriminated against, this will have a negative impact on their lives. Learning needs. Children and young people with learning difficulties and those with specific learning needs may not follow the expected development pattern as they may need a range of additional support with their learning and development, for example with writing , reading or maths. Children with Dyslexia they need support with their learning and development. Bereavement and loss Losing a loved one or pet can have a great impact on emotional and physical health. Children/ young people may find it hard to cope with the grief and this may affect their well-being. Religious beliefs and customs Children may be excluded from setting to attend specific settings due to their religious beliefs and customs therefore the children may miss out on some activities and this might have a negative impact on their live. Ethnic beliefs Children might feel isolated and discriminated against due to their ethnic belief and this will have a negative impact on their lives. Communication skills. Children and young people who have trouble with their communication, their learning and development will be impacted on and this leads to the children not following their expected development pattern. Communication development is linked closely to social, emotional and behaviour and intellectual/cognitive development. 3.3 EXPLANATION OF HOW DISABILITY MAY AFFECT DEVELOPMENT Practitioner should have a good knowledge of particular impairments and understand that the same impairment can affect each child differently. Therefore, practitioners must understand the children they are working with, how the impairment is affecting them in order to meet their needs appropriately. Practitioners should look for ways of increasing learning and development opportunities for children with disabilities. Social model of disability When society is not set up to meet the needs of people experiencing impairment, this implies that impairments give rise to disability. The society disables them, rather than enabling them (Walker 2011 p.285). National Occupational standards states that the social model considers that it is society that needs to change and that disabled people have rights and choices. Children with learning difficulties and impairment that affect their social and emotional development may find it had to interact with others and they will be unable to make friends and positive relationships. Society should change to give the children with disability an opportunity to participate in society and ensure that it meets the children and young peoples needs so as to achieve positive outcome. Medical model of disability In this model of disability people without a disability, they see the impairment of disabled people as a problem that needs solved or cured whereas some impairments have no cure. Medical model limits the opportunities for children and young people and this impact negatively on their learning and development. The children with long term medical conditions or physical disabilities may not achieve their full potential as they may miss educational opportunities due to their health, having to stay in hospitals and attending medical appointments. Low expectations When people/ societies have low expectations for children and young people with disability, they will be denied the opportunities they need to achieve their full potential. If children and young people with disability have low expectation of themselves they may not want to get involved and they will feel isolated and unable to fit in. Stereotyping. Children with disabilities may develop low self-confidence and self-esteem due to the stereotyping, discrimination and if the family members see them as a burden or have negative attitudes due to their lack of ability to cope with their disability. Cultural differences Children and young people may miss out on the chance to learn, play and work due to discrimination because of their disability as well as their background, hence unable to achieve a positive outcome. People from different cultures should be more understanding, accepting and encouraging to children and young people with disabilities. Due to lack of funds and resources, can hinder the children with disability having opportunities to experiences activities and achieve their full potential as meeting the needs of a child with disability can be very expensive and funded services vary from one local area to another. The benefits of positive attitudes to disability. Positive attitudes to disability helps the children with disability develop a positive attitude towards themselves and they will have high expectations for their life. The children and young people will have increased self-esteem and self-confidence, gain their independence and have a purpose in life. They will be able to achieve a positive outcome with their learning and development. Positivity can also help children and young people to develop resilience to counteract some of the negative attitudes that they will no doubt experience from others during their lives stereotyping and discrimination are prime examples. (Walker 2011 p.287). 3.4 AN EXPLANATION OF HOW DIFFERENT TYPES OF INTERVENATIONS CAN PROMOTE POSITIVE OUTCOMES FOR CHILDREN AND YOUNG PEOPLE WHERE DEVELOPMENT IS NOT FOLLOWING THE EXPECTED PATTERN. A number of professional agencies may become involved when children are identified as not following the expected developmental pattern. The professionals will all work together to support children and their families to ensure that children and younger people achieve their full potential. Children and young peoples outcomes can be improved when multi-agency approach is involved and this includes the children and young peoples development. Below are the professionals involved in the interventions with children. Professional/Agency Main area of responsibility Impact Types of intervention Behavioural Support Service (BEST) They work in partnership with provisions within the framework to include everyone. They promote good behaviour and provide support to children and young people, parents and settings. Behaviour impact the childrens and young people achievements. When children have positive behaviour they achieve at school. Recognising and managing their emotions and learn about relations. Improved educational outcome. Training of staff Advice on how to develop and review behaviour policies. Speech and language therapists. They are employed by the local Primary Health Trust. They assess and treat speech, language and communication problem to allow children to communicate to the best of their ability. Children being able to communicate with others. Meeting their individual development needs. Improved language skills. Settling better in settings and will to learn. Improved education outcome. They are referred from the GP or concern from the setting. Therapy Educating parents and staff. Promoting speech and language development through songs and rhymes involving children and parents. Physiotherapists. They help children who have problems as a result of injuries to rehabilitate and increase their movement and coordination, illness or for medical reasons. When the children and young people are rehabilitated. Improved movement. Treatment Range of motion exercise Electrical stimulation Strengthening exercise Soft tissue movement. Psychologists They help and support children with social, emotional problem or learning difficulties. They offer advice and giving counseling to children and parents. Being able to enhance the childs learning and enabling practitioners to be more aware of the social factors affecting childrens learning. Improved education outcome. Counselling Training Health Visitors. They are health professionals who help, support and educate parents on the way of preventing diseases through immunizations, good child nutrition, minor illness and behavior issues. They advice parents on health and child development. They do home visits and sometimes, they can be found in the local medical centre at least once a week. They support parents to ensure that children are protected from illness and they achieve their developmental milestones. Improve education and life outcome for children and young people. Identifying mothers suffering from depression. Reduced post-natal depression. Medical advice Training Home visits Parental training Social workers They are employed by social services. They provide assistance and advice to children, young people and families with health need, housing issues, and poverty. They support young people living care and those facing difficulties of any kind. Keep families together by giving them support. Children from care fulfil their full potential. Families getting the help they need. Crisis intervention Anger management Stress management Relaxation training Mid wives They offer health support to parents expecting a child/ children. Parent has a successful pregnancy and birth. Reduce the number of women smoking during pregnancy. Increased breast feeding. Increased parental confidence. Training Antenatal care. Pre- and post natal care. Birth plans Training Breast feeding training. Play specialist They are employed by the local Primary Health Trust. They make observations and assessments through play with children in hospitals to identify their needs and fears while in hospital. The children get full recover and play freely without any problems. Assessments Introduction of play Voluntary agencies and services These include local and national services like NSPCC. They support and give advice to children, young people and their families experiencing threatening situations. The families feel safe, secure and protected. They have a peace of mind knowing that they can get support and advice if they experience ant threatening behaviour. Training Support and advice Special Educational Needs Coordinator (SENCO). Works in the setting They have the responsibility to organise identification and support for children with special education needs Being able identify that a child has special education needs and the child being able to get the help they need early on in time. Referrals to respective professionals Support Psychiatrist They are doctors trained medically. They specialise in mental health. They diagnose and support children and young people with mental health problems. When the child and young person get all the support and treatment the y need. When they are able to lead a normal life afterwards. Counselling Training Awareness Nurse specialist They give advice and support to children, young people and their families on how to manage chronic conditions. They also measure and assess childrens development. When families are able to handle and manage chronic conditions. When families are able to get help in time if there are any underlining problems with their childrens development. Training Raising awareness Measurements and assessment of children development. Young justice teams. They work with children and young people with anti social behaviour in the community. They work hand in hand with the social workers. When the children and young people get the support they need to be model citizens. Recognising and managing their emotions and learn about relationships. Improved social and emotional skills, attitudes, behaviour and academic performance. Target offending behaviour Thorough assessments of children and young peoples individual needs. Offer structured programmes. Offer programmes that can work that meet the families needs. Additional learning support teams They help children with specific educational needs within early years provisions, schools and out of school. Children get the support and education to achieve their development goals. Improved learning outcomes. Training Awareness Support Assistive technology Children and young peoples development can be supported by using a range of technology. A voice activated computer programme will assist children and young people with delayed fine motor skills with writing. Children and young people with difficulties walking may use the latest wheelchairs so as they are able to achieve their development goal and be more independent. Physiotherapists, speech and language therapists and sensory impairment support professionals have the responsibility to choose the right type of assistive technology for children and young people. http://www.ehow.co.uk/socialworkers (16.02.2013) http://www.physiotherapy.notes.com (16.02.2013) http;//www.surreycc.gov.uk/social-careand health (17.02.2013) http://www.nfer.ac.uk/nfer/publications (17.02.2013). Tassoni, P., Beith, K., Bulman, K., Griffin, S. (2010) Children and Young Peoples Workforce. Early Learning and childcare. Level 3 Diploma. Essex: Heinemann. Walker, M. (2011) Children and Young Peoples Workforce. Early Learning and Childcare. Level 3 Diploma. Cheltenham: Nelson Thornes.