2.1 Introduction Some of you will know children who live in settings that are not their original family home. You may have lived away from your family of origin yourself. It is remarkably common in children's fiction to find characters who have become separated from their parents and families, for example, Harry Potter, the children in the Narnia Chronicles, Tracy Beaker and many more. The fictional Tracy Beaker tells us a lot about what it feels like to be separated from family and familiar places. She
1 The circumstances of separation In this first section, we want you to think about the circumstances of children separated from their parents, why such separations might occur and the different places in which children can live. Learning outcomes By the end of this unit you should be able to: Knowledge outline a range of different reasons – social, personal, health, economic, family-based – that cause children to be separated from their families of origin and to live in different settings; Skills demonstrate the development of key transferable study skills including the ability to summarise arguments, learn from personal experience, and apply theory to issues and dile Acknowledgements Except for third party materials and otherwise stated (see terms and conditions), this content is made available under a Creative Commons Attribution-NonCommercial-ShareAlike 2.0 Licence The following material appears in Understanding youth: perspectives, identities and practices, (edited by Mary Jane Kehily) pu 3.3 The mental health of young black men According to the Health Development Agency, ‘Young black men are over-represented in the mental health statistics’ (Health Development Agency, 2001, p. 36), particularly in terms of diagnosis for schizophrenia, which is generally three times higher for the African-Caribbean population than for the UK white population (Nazroo, 1997). Young black men are over-represented in hospital admissions for mental health problems, contact with psychiatry via the police, courts and prison, and at the 2.2 Defining wellbeing Wellbeing has become popular among policy makers as a generic term that embraces physical, mental and emotional health. Is this simply a matter of changing fashions in terminology or does it reflect particular assumptions about what it means to be healthy? Moreover, does the term have particular meanings when used in relation to young people? In this section we will analyse current ideas about what constitutes wellbeing for young people, and work towards producing a critical framework for und 2.1 Introduction In the unit overview we explored some of the images and discourses about young people's health currently in circulation. But what assumptions are being made in these stories about what it means for a young person to be healthy, whether physically or mentally? What kind of model of wellbeing is being used in these discourses, and are there alternative approaches? 1 Unit overview The focus of this unit is young people's health and wellbeing, a topic that has received much attention from commentators and policy makers in recent years. Specifically, the unit will set out to answer the following core questions: How has young people's health been constructed in public and policy discourse in recent years, and what are the implications for young people and those who work with them? What might an alternative, 3 Are there any problems with adopting brain-based approaches to education? It is apparent that there is a great deal of overlap between what is termed BBE (brain-based education) and what has been considered ‘good’ early years practice (e.g. contextualised learning). But are there any problems with the way in which research into brain development and function has been used by educationalists to develop the distinctive approach labelled ‘brain-based education’? As could be anticipated with any new idea, BBE has both its advocates and others who ur 1 Play, Learning and the Brain ‘Teaching and learning are an odyssey into the neural architecture of the human brain.’ ‘A baby is born with over 100 billion brain cells. At birth only 25% of the brain is developed. By age three 90% of the brain is developed.’ (Catherwood, 2000) ‘Brain-based learning’ (BBL) is receiving increasing attention in the popular and professional fields. But what exactly is it? Befo Acknowledgements Except for third party materials and otherwise stated (see terms and conditions), this content is made available under a Creative Commons Attribution-NonCommercial-ShareAlike 2.0 Licence Grateful acknowledgement is made to the following: Maynard, T. ‘Encounters with Forest School and Foucault: A Risky Business 4 Play The activity in this section considers the importance of play as an expression of children's agency and as a contributory factor to children's wellbeing. You will be encouraged to reflect on how children's play intersects with your own role and relationships with children, and the level of opportunities children have for play beyond the gaze and influence of adults. You will critically analyse the extent to which some children are denied opportunities for play, and how play space itself is so 1 Using a learning journal Keeping a reflective journal (or learning journal) can help you while studying the material in this – or in fact any OpenLearn – unit. A journal is a tool for self discovery, an aid to concentration, a mirror for the soul, a place to generate and capture ideas, a safety valve for the emotions, a training ground for the writer, and a good friend and confidant. 3.4 Evaluating social learning theory Bandura's work shows that learning can occur without the sorts of reinforcement that behaviourists see as essential, and that children are active in their learning. The sort of learning that Bandura highlighted goes further than simple mimicry. It implies that children extract general principles from what they observe. However, it does not tell us about the nature of the children's thinking or give us an insight into the processes of cognitive change occurring within the child. Moreover, it s References Chancellor’s Bowl Message 2012 Topic 4: Optimal Taxation Part 3 | Economics 2450A: Public Economics Fog Chamber Electroscope Make a "Mummy"
Activity 1: Learning about children who live apart from their parents
Chancellor Nicholas S. Zeppos asks you to spend New Year’s Eve at the Franklin American Mortgage Music City Bowl. Go Dores!
Raj Chetty
Fall 2012
In this weather-related activity, learners make a portable cloud in a bottle. Learners discover that clouds form when invisible water vapor in the air is cooled enough to form tiny droplets of liquid water. You an accomplish the same cooling effect by rapidly expanding air in a jar using a wide-mouth jar, rubber glove, matches, and tap water. This activity can be conducted as a demonstration or by learners with adult supervision.
In this activity about electricity, learners suspend pieces of tape from a straw to construct an electroscope, a device that detects an electrical charge. Then, learners use a plastic comb to identify whether the pieces of tape are positively or negatively charged.
The Ancient Egyptians used a naturally-occurring salt from the banks of the Nile River, called natron, to mummify their dead. Natron is made up primarily of sodium carbonate (a very efficient, but relatively expensive, dehydrating material), with about 17% sodium bicarbonate (baking soda). This activity explains how to create your own fish mummy using common baking soda!
