Wednesday, November 27, 2019
Narrative Essay Revision and Editing Checklist
Narrative Essay Revision and Editing Checklist After you have completed one or more drafts of your narrative essay, use the following checklist as a revision and editing guide to prepare the final version of your composition. In your introduction, have you clearly identified the experience you are about to relate?In the opening sentences of your essay, have you provided the kinds of details that will evoke your readers interest in the topic?Have you clearly explained who was involved and when and where the incident occurred?Have you organized the sequence of events in chronological order?Have you focused your essay by eliminating unnecessary or repetitious information?Have you used precise descriptive details to make your narrative interesting and convincing?Have you used dialogue to report important conversations?Have you used clear transitions (in particular, time signals) to tie your points together and guide your readers from one point to the next?In your conclusion, have you clearly explained the particular significance of the experience you have related to the essay?Are the sentences throughout your essay clear and direct as well as varied in length and structure? Could any sentences be improved by combining or restructuring them? Are the words in your essay consistently clear and precise? Does the essay maintain a consistent tone?Have you read the essay aloud, proofreading carefully?
Saturday, November 23, 2019
Thurgood Marshall
Thurgood Marshall Overview When Thurgood Marshall retired from the U.S. Supreme Court in October 1991, Paul Gerwitz, a law professor at Yale University wrote a tribute published in The New York Times. In the article, Gerwitz argued that Marshall’s work â€Å"required heroic imagination.†Marshall, who had lived through Jim Crow Era segregation and racism, graduated from law school ready to fight discrimination. For this, Gerwitz added, Marshall â€Å"really changed the world, something few lawyers can say.†Key Achievements First African-American to be appointed to the U.S. Supreme Court.Wins 29 U.S. Supreme Court cases, helping to overturn segregation in public schools and transportation these cases include Brown v. Board of Education as well as Browder v. Gayle. Established the NAACP Legal Defense Fund, serving as first president and counsel-director.Awarded Presidential Medal of Freedom from William H. Clinton. Early Life and Education Born Thoroughgood on July 2, 1908, in Baltimore, Marshall was the son of William, a train porter and Norma, an educator. In the second grade, Marshall changed his name to Thurgood. Marshall attended Lincoln University where he began protesting against segregation by participating in a sit-in at a movie theater. He also became a member of Alpha Phi Alpha fraternity.  In 1929, Marshall graduated with a degree in humanities and began his studies at the Howard University School of Law. Heavily influenced by the school’s dean, Charles Hamilton Houston, Marshall became dedicated to ending discrimination through the use of legal discourse. In 1933, Marshall graduated first in his class from Howard University School of Law.  Career Timeline  1934: Opens a private law practice in Baltimore. Marshall also begins his relationship for the Baltimore Branch of the NAACP by representing the organization in the law school discrimination case Murray v. Pearson. 1935: Wins his first civil rights case, Murray v. Pearson while working with Charles Houston. 1936: Appointed assistant special counsel for the New York chapter of the NAACP. 1940: Wins Chambers v. Florida. This will be Marshall’s first of 29 U.S. Supreme Court victories. 1943:  Schools in Hillburn, NY are integrated after Marshall’s win. 1944: Makes a successful argument in the Smith v. Allwright case, overturning the â€Å"white primary†existing in the South. 1946: Wins an NAACP Spingarn Medal. 1948: The U.S. Supreme Court strikes down racially restrictive covenants when Marshall wins Shelley v. Kraemer. 1950: Two U.S. Supreme Court wins with Sweatt v. Painter and McLaurin v. Oklahoma State Regents. 1951: Investigates racism in the U.S. Armed Forces during a visit to South Korea. As a result of the visit, Marshall argues that â€Å"rigid segregation†exists.  1954: Marshall wins Brown v. Board of Education of Topeka. The landmark case ends legal segregation in public schools. 1956: The Montgomery Bus Boycott ends when Marshall wins Browder v. Gayle. The victory ends segregation on public transportation. 1957: Establishes the NAACP Legal Defense and Educational Fund, Inc. The defense fund is a nonprofit law firm that is independent of the NAACP. 1961: Wins Garner v. Louisiana after defending a group of civil rights demonstrators. 1961: Appointed as a judge on the Second Circuit Courts of Appeal by John F. Kennedy. During Marshall’s four-year tenure, he makes 112 rulings which are not reversed by the U.S. Supreme Court. 1965: Handpicked by Lyndon B. Johnson to serve as U.S. Solicitor General. In a two-year period, Marshall wins 14 out of 19 cases. 1967:  Appointed to the U.S. Supreme Court. Marshall is the first African-American to hold this position and serves for 24 years. 1991: Retires from the U.S. Supreme Court. 1992: Recipient of the U.S. Senator John Heinz Award for Greatest Public Service by an Elected or Appointed Office by the Jefferson Awards. Awarded the Liberty Medal for protecting civil rights. Personal Life In 1929, Marshall married Vivien Burey. Their union lasted for 26 years until Vivien’s death in 1955. That same year, Marshall married Cecilia Suyat. The couple had two sons, Thurgood Jr. who served as a top aide for William H. Clinton and John W. who worked as a Director of the U.S. Marshals Service and Virginia Secretary of Public Safety. Death Marshall died on January 25, 1993.
Thursday, November 21, 2019
Revising a learning space Essay Example | Topics and Well Written Essays - 1000 words
Revising a learning space - Essay Example The facilities found in any room can be used as alternatives to the rapidly improving technology (Gee). For instance, a white board may be placed in a class room and this eliminates the need for PowerPoint presentations and the use of projectors. Chairs may be designed in such a way that there is storage at the bottom of each chair where one may place their belongings. This eliminates the need for cupboards. The use of hairs that can easily be folded and stored to create more space in the room may also be implemented (www.oecd.org). Teaching laboratories are essential in any learning institute. These laboratories must have a computers that belong to the facility as they tend to be interactive rooms. Mobile computer laboratories with network printers and wireless access point are employed here. Open laboratories are also required in cases where there is a one on one support. They are equipped with the same software as teaching laboratories and are usually rum by the student workers. I n all these laboratories, the furniture should be movable so as to support various types of learning activities offered (Gee). Classrooms should be designed according to the number of students at the institute. In rooms with more than fifty students the floors are designed in such a way that they are steeply sloped. This is to enable the students in the back to see over the heads of students in front. It should fitted with comfortable chairs, a white board or a projector to aid during teaching process. They should be designed in such a manner that allows the students to see both the board and the lecturer (Gee). The furniture in the lecture halls should be portable and can be easily reconfigured for various learning activities. Lighting is very essential in any lecture room where a combination of both natural and artificial light may be implemented. The lighting should be such that it does not produce glare or hotspots on the white boards. Blinds can
Tuesday, November 19, 2019
Persuasive text analysis Essay Example | Topics and Well Written Essays - 1000 words
Persuasive text analysis - Essay Example argues that it has been a historical fact that privileged groups give up their freedoms voluntarily. Luther uses the argument to show wisdom and societal discrimination against the fewer fortunate groups (Gossen 2). Moreover, he reflects back to the historical instances of injustice as he takes the reader on some of the important aspects that used to happen in the past. Besides, justification of his campaigns in Birmingham develops from the statement as he points out freedom of speech to the oppressed in the society. According to the analysis of the text, not only does Luther outline ideas on how historical perspectives have oppressed the present generation, but also tries to show the evolution in the present times, which how the society should be treated with dignity today. The reply discloses facts on how various public groups need to be given the freedom of expression without the influence of historical ideologies. He affects civic life by inciting them on their rights and privileges that they need to fight for without any fear or favor. Luther, in the letter, proceeds to say that natives have waited for more than 340 years for their God-given and constitutional rights realization. He shows that time has passed for more than enough time for notification of their rights and freedom for them to live freely and peacefully. Consequently, he justifies that their protest was the right thing to get involved in, after the abuse of their rights over so many years. Luther emphasizes on time as a justification for their protest and time as an essence factor for changes within a society (Bella 2). On public disclosure, Luther tries to show more than enough time already given, to make changes, but they have failed in their duties (The editors 2). It forces the protestors to seek for change, without any further push. Therefore, their protest was more than necessary and relevant for them to fight for denied rights, for so many years. The arguments and
Sunday, November 17, 2019
Instructional Design Essay Example for Free
Instructional Design Essay Organizational success primarily lies upon the quality of the people working with ay concerned organization. Under this concept, soft skills must be essentially established through efficient and effective hiring or recruitment methods and polished through rational and functional training facilities and techniques. In essence, this was strategically applied by American Express by initiating an extensive and all-encompassing training program that would address the technical and attitudinal qualities of its workforce in order to meet its corporate goals and objectives.            Basically, the corporate training department at the American Express sought to train and empower the organization’s distributed servicing network. But targeting this goal is not as easy as formulating corporate policies. There are factors and concerns to consider that is, to address the five Ws and one H in human resource management who may conduct the training, what kind of training program may be executed, where to carry it out, why is it needed, when will it be initiated, and how will it be initiated.            To the leaders of the America Express, training of the organizational workforce is needed in order to prepare its workforce for their corporate function, which is to communicate with and promote the company’s products and services to patrons of all ages, and from any part of the world and socioeconomic background.            This initiative did not come without any purpose or goal at all. The organization, in determining that such workforce training was necessary, conducted extensive study and even perhaps consequence-benefits analysis so to justify the carrying out of said training program. The executives of the training department of the company actually determined a number of years ago that they had to improve the workforce’s skills and capability to communicate and interact with costumers around the world. Upon realizing that â€Å"some representatives continued to struggle to master both content and communication ability,†based on the assessment of Ms Beth Harmon, the acting vice president of operations training, the training department decided to install a simulated environment for new recruits’ preparation and training.            The goal of the training is mainly to successfully prepare the company’s representatives for their organizational functions, which is to efficiently and effectively relay to and communicate the company’s products and services to prospective buyers from around the globe. As a result, new recruits were trained on how to handle time efficiently, how to ensure quality service, how to execute costumer treatment and how to observe availability. The challenge here is to initiate a different â€Å"philosophy†, which is the result of the transformation from an academic to a professional model.            The goal of the training is basically to ensure and achieve quality performance on the part of the company’s representatives and productivity and profitability on the part of the company. But it does not just end there. In may be inferred then based on the corporate acts that the company’s executives wanted to provide for its costumers of any age and socioeconomic background that American Express does not just mean business in that it cares for and considers the costumers’ interests, satisfaction, and contentment.                        Some of the special attributes of the training situation lies on the fact that every aspect of the costumers’ satisfaction and even standpoint is taken into account. The integration of information technology makes it effective and reliable in ensuring that the following goals may be achieved simulations, role play, speech recognition, and close instruction and coaching support. The employment of the simulated call environment SIMON (Simulated Online Network) made the training program more effective.            The training was developed by way of involving a â€Å"holistic solution†that infuses or enmeshes an assortment of IT-based technologies into the training system, which includes those goals already mentioned above such as simulations, role play and so on.            E-learning or virtual learning is part of the solution mainly because the tool by which the representatives communicate with and relay the company’s products and services to costumers is essentially virtualized. As what Harmon said, technology is just the means or instrument to get to the issues of the costumers.            The training was implemented by starting with a pilot program, a way of considering the performance metrics. A two-day training was conducted and it was observed that two weeks hence, results were positive as there was substantial increase in Easy to Understand, Listening, Courtesy, which had 55 percent, 13 percent, and 8 percent ratings, respectively.            The intended result of the training is to brace the representatives for these increasing functions of relaying to and communicating the company’s products and services to its target market. But one of its purposes, particularly in the aspect of e-learning, is to know the issues of the costumers and the way to get it is through virtual learning. There is only one goal of this training to further establish American Express in the globalized market, thereby ensuring productivity and profitability.            In measuring the effectiveness of the program, the company conducted a pre-assessment and post-assessment method in order to know whether the training resulted in positive changes. It then leveraged the training efforts and expanded the effects of learning in both globalization and work purpose.            Overall, my impression of the organization’s solution is that it fits well for the organizational goals and objectives, as well as the nature of its business. For being a company engaged in selling, it has to hone and improve the selling and communication capabilities and skills of its representatives. This training initiative only means that global competition is getting stiffer and stiffer and corporate organizations, in order to survive, must not only need to brace their strategies and acquire new technologies, but must prepare and train their representatives as well.
Thursday, November 14, 2019
Analyses of Short Stories Essay -- Nathaniel Hawthorne Kate Chopin Ess
Analyses of Short Stories Nathaniel Hawthorne, â€Å"Young Goodman Brown†Goodman Brown was not asleep in this short story. As I read, I believed that Goodman did indeed meet the devil in the forest. If he had indeed dreamt about the trip he was sent on and meeting the devil, I think his nervousness would have been described in more detail then it was. Concentrating more on the anxiety he was feeling would have led the reader to believe that the events were not real. I also saw this story as an allegory. I saw the allegory after reading the story two times. I think it is centered on Goodman Brown having a bumpy past and that he wants to go beyond his past and reach heaven. The characters names also show the religious allegory in the story. The names Goodman and Faith are used and the characters are then soon faced with terrifying evil. I think that Goodman Brown and his wife, Faith’s names symbolize that they are good, religious people and that Goodman is making up everyone being evil in his head. I found an essay by Alexa Carlson that described the symbolism in light vs. dark, forest vs. town, nature vs. human, and fantasy vs. reality. In her paper, Essay #1: Young Goodman Brown, she states that â€Å"†¦fantasy vs. reality are employed to reinforce the idea that good and evil have been set up as strict categories into which no one, not even the religious figures of the community, fit neatly.†As she later writes, if Hawthorne was apprehensive about â€Å"what he considers right and wrong in terms of human behavior, I think he would have spend more time building up his tragic end.†â€Å"Young Goodman Brown†was a pretty sad story because he was happy with all the locals and his faith until the trip came into Goodman Brown’s life. Goodman is pure going into the forest, but in a sense comes out of the forest somewhat evil. He comes back thinking he is better than everyone else and ends up isolating himself to lead a very lonely life. Source: Carlson, Alexa. Essay #1: Young Goodman Brown. www.crwl.utexas.edu Nathaniel Hawthorne, â€Å"My Kinsman, Major Molineaux†I read some information about Nathaniel Hawthorne’s life and then thinking back to this story, I see his life somewhat reflected in the main character. I saw him relating himself to Robin and parallel the emotions and similarities to that of his own life. I remember reading that Ha... ...d have smothered him to death. Sure that may be hard to believe but that was the only reasonable explanation I could come up with. I saw foreshadowing in the story that brought me to believe that she smothered him. Miles was banished from school because of things he said. I assumed it was dirty language and he passed those words onto other children, including his own sister. Flora probably did not learn the appalling language from the ghost of Miss Jessel but most likely from her own brother. In the article from www.gradesaver.com, they talk about the governess’ reaction to Miles and his confession. The governess was given adequate information about why Miles was expelled from school. They also talk about how â€Å"the governess’s behavior is having a dangerous effect on the boy. The sweating, hard breathing, and weakness she describes begin even before she tells the boy that Quint is present.†The governess seems to get even more upset and then begins s haking the boy. I liked this book more than I thought that I would. I was not expecting it to a ghost story at all and was really quite surprised by the ending. Source: www.gradesaver.com/ClassicNote/screw/about.html
Tuesday, November 12, 2019
Uses and abuse of drugs
â€Å"Last year alone, 37,000 people died from drug related overdoses.†Many people do not understand why or how other people become addicted to drugs. Substance abuse is a growing problem that not only affects the person who is abusing alcohol or drugs but also affects the lives of those who are close to the abuser. Substance abuse is the abuse of any substance.A drug is a substance that modifies one or more of the body’s functions when it is consumed. It is often mistakenly assumed that drug abusers lack moral principles or willpower and that they could stop using drugs simply by choosing to change their behavior. In reality, drug addiction is a disease and quitting takes a lot more than just changing your behavior. Drug Abuse is generally defined as the use of a drug with such frequency that the user has a physical or mental harm or it impairs social abilities. The substances that are discussed in this report are called psychoactive drugs; those drugs that influence or alter the workings of the mind, affect moods, emotions, feelings, and thinking processes.Substances drugs affect the brain, heart, liver, lungs and also the people around you. When drugs get into the bloodstream they are carried to all parts of the body and some reach the brain. In fact, drugs change the brain in ways that foster compulsive drug abuse, quitting is more difficult than it appears. The quicker the drug reaches the brain, the more intense the effects. The quickest way to get a drug into the brain, and also the most dangerous way of using any drug is to injecting into the vein. Injecting into the vein is almost as quick as smoking a drug, followed by sniffing or snorting and then by mouth. Eating or drinking a drug is the slowest route, because the drug has to pass through the stomach first.Drugs are generally categorized into two groups, stimulants and depressants. Stimulants are drugs that speed up signals through the nervous system. They produce alertness, arousal and excitability. They also inhibit fatigue and sleep. Everything from over-the-counter pain medication, prescriptions drugs such as, Oxycontin, alcohol, cocaine, heroin, and even coffee can abused in one way or another. The two main substances being abused in our nation are nicotine and alcohol.How does nicotine addiction work? Basically, when you smoke your first cigarettes, when you aren’t addicted yet, you get a head-rush which is caused by the nicotine. In your brain there are nicotine receptors which aren’t used to the nicotine in a cigarette. Over time, the nicotine receptors get used to the amount of nicotine so they can cope with the nicotine. So when this nicotine stops being given to the receptors (when you give up smoking) they panic and cause you to feel unhappy and angry. When you smoke, the nicotine receptors send out messages to other parts of the brain which release a drug called dopamine which makes you feel happy, satisfied, relaxed.When you try t o quit, or when you ‘fancy a cigarette’ your dopamine levels are going down and you start to feel unhappy, aggressive, unsatisfied. Most smokers don’t know that they are addicted to nicotine until they try to stop smoking completely they just think that they like smoking. The answer to your question is that you will have a moderate nicotine addiction, and quitting won’t be that hard. The signs of a severe nicotine addiction are needing to smoke a cigarette every 2 hours, having one as soon as you wake in the morning (or in even more extreme cases, waking up to smoke in the middle of the night).Nicotine increases the levels of the neurotransmitter dopamine in the brain, activating the pleasure pathways in the same way other addictive drugs do. After the effects (calmness, sense of well-being) disappear, the smoker craves more. Why is alcohol addictive? Basically because alcohol, like nicotine and heroin and other substances stimulates the reward response in your brain. You have a drink, the brain rewards itself with a surge of chemicals and hormones that it really likes, and therefore the more you stimulate it, the more it wants.Some people are more susceptible than others in that their reward responses are stronger which is why some people will get addicted to things more easily than other people will. If you add to that a troubled background of some sort, then when the brain offers its reward response though making that person feels calmer and happier or more in control, they are more likely than someone who is pretty happy.Alcohol is made of ethanol, it is a depressant, your body becomes addictive to the depressant effects and you eventually need it to stop the shakes (delirium tremors) and the withdrawals of the depressant effects on the brain and body. For example, caffeine is a stimulant, and people become addicted to that and when having caffeine withdrawals one has headaches and other neurological effects. However, alcohol is a lot more dangerous because if you are a hardcore not only can you die from drinking, if you stop cold turkey you can have convulsions and die from withdrawals. The â€Å"addictive substance†is ethanol.When you are pregnant, it is important that you watch what you put into your body. Consumption of illegal drugs is not safe for the unborn baby or for the mother. Studies have shown that consumption of illegal drugs during pregnancy can result in miscarriage, low birth weight, premature labor, placental abruption, fetal death, and even maternal death. If its suspected that woman whose pregnant is using drugs they will test the baby to see if its born addicted, yes it is possible to see if the baby is addicted even before he/she is born.
Sunday, November 10, 2019
Advanced Marketing course (MBA)
Question I: Explain the concepts of product line width, length, depth, and consistency. Use examples to support your answer. A product mix is a collection of a large variety of product lines. A product line is a group of items or products closely related and lie within a product class as the functions performed by them are similar, have the same group of customers, range within the given price or are advertised and marketed through the same channels or outlets. Every company’s product mix encompasses certain width, depth, consistency and length. Product width: Refers to the number of different product lines carried by the company. For e. g. Unilever deals with food brands, home care and personal care products therefore it offers a product mix width of 3 lines. Product length: The total number of different items or products in a single product line refers to the product length for e. g. if we take food brands of Unilever then Best foods, Knorr, Birds Eye, Lipton and Ben & Jerry’s makes the product length of the specific product line of food brands. Product depth: The variants of each product in a product line refers to the product depth for e. . if we take Lipton, it comes in two formulations loose powder tea and tea bags as well as it also comes in different types such black tea, green tea and herbal tea, so this would mean that Lipton has a depth of 5, as it branches out in 5 different variants. Product consistency: How closely the different product lines are related to each other in use, requirements, production , c hannels and distribution or some other possible way for e. g. If we take Unilever then their goods are consistent in a way that all of their goods are consumer durable and are distributed through the same channel. Similarly they are less consistent as each of their goods serves different buyers and also perform different functions for them. Question II: In planning its market offering, the marketer must address the five product levels of the customer value hierarchy. Describe the â€Å"customer value hierarchy†and identify the five levels of product contained within. Customer value hierarchy is an approach of viewing customer value. It is in a hierarchical representation telling us about how the customer relates and views a product. The customer value hierarchy is pyramid shaped with its base comprising of the basic customer value followed by the expected, unanticipated and desired levels. The five levels of product contained within it are as follows: Core benefit: This is the basic level. It actually refers to the benefit or the service the customer wants to have out the product he buys. Benefit providers, is how a marketer must see himself. Basic product: This is the next important level where the core benefit is converted into a basic product by the marketer. Expected product: The third important level where an expected product is created by the marketer. By expected product we mean a set of conditions or attributes expected by the buyer when he purchases the product. Augmented product: In this level such a product is created by the marketer which is far beyond the expectations of the customer and is referred as an augmented product. Brand positioning and competitions usually starts from this level in developed countries where as in developing countries like India competition starts from expected product level. Potential product: This level comprises of all the possible changing or augmentations the product gets to face in future. New ways of satisfying customers and distinguishing the product and its offering starts from this level. Question III: Explain the concept of a hybrid channel distribution system. When would this system be best utilized? When would this system not be beneficial? Hybrid channel distribution is when a marketer utilizes more than one or a multi channel distribution design. It is one of the most widely used and important channel distribution systems among the vertical marketing network. A single firm can easily cater multiple marketing segments by setting up two or as many marketing channels using hybrid channel distribution system. Firms mostly establish a hybrid system as multiple targets and segments can be approached. If we take the example of star bucks we’ll notice that it follows many distribution designs as they use direct retail system by selling to the stores owned by the company, selling through grocery stores following a single party selling system and also via direct mail following the direct marketing system. Also other distribution systems are utilized by the company. Hybrid channel distribution system works the best when a company serves a wider market and also the marketer knows what system suits the best to its customer way of doing the business. The Hybrid channel communication system carries a lot of potential for channel conflict, therefore in the case of conflicts; this multi channel system does prove to be that beneficial as it may result in improper channel utilization and blocking probabilities. Question IV: In designing a marketing channel system, the marketer must understand the service output levels desired by target customers. Channels provide five service outputs. List and briefly describe each of these outputs. In developing marketing channel systems, needs of the customers are analyzed, objectives of the channel are established and major channel alternatives are evaluated. The five service outputs produced by the channels are: Lot size: The quantity of items possible for the channel to make available to a customer on one occasion. For e. g. a wholesaler will always prefer a channel that can supply him a large lot size of units. Waiting and delivery time: The time taken by the channel to deliver goods to the customers. A customer normally does not like waiting a lot for receiving the goods and prefer a faster system. Spatial convenience: The extent to which the channel makes it convenient for its customers to receive the product. For e. g. if we consider TCS then we’ll notice that it has more offices situated in every area nearby and customers save a lot on transportation as compared to OCS which has less offices and dealers, therefore TCS offers more spatial convenience as compared to OCS. Product variety: The variety or the assortment breadth of the product that the channel offers to its customers. More variety is preferred by the customers as it increases their chance of finding what they are looking for or even better than that. Service backup: Any add on services that the channel provides to its customers such as delivery, installation, repair facilities etc. How good the service backup is, determines how good the channel performs. An increase in the channel cost also takes place for the customers in the case of greater service backup. Question V: The extraordinary growth of direct marketing can be attributed to many factors with both consumers and business are benefiting. List some of the factors that are contributing to the growth of direct marketing. Many factors are involved in the growth of direct marketing. The few most prominent ones are: Changing lifestyles is one of the most important factors that have made the customers accepted direct marketing. In these few years the number of women entering the workforce has increased tremendously. This trend contributed a lot to the growth of direct marketing as it became very inconvenient for working women to take time out and go for shopping. They could simply sit at home and select the merchandise of their choice and convenience through mail-order shopping and receive all kinds of merchandise at their home only via commercial television, mail, interactive television or via home shopping networks. The second most important factor that has increased the growth of direct marketing was the increase that has taken place in the cost of personal sales calls which has risen tremendously in the past few years making personal sale calls very expensive. Direct marketing methods have now made personal selling more cost effective. Another factor that has contributed a lot to the growth of direct marketing is technological growth such as computer based technologies. These technologies have enabled the marketers to be more accurate in the analysis of results, in creating advanced and better customer and prospect databases, better targeting of messages regarding complex demographics and psychographics and even in faster and better execution of packages by direct-mail. Another important factor that has made direct marketing more attractive than mass marketing is the quantity of available product and services has grown as through direct marketing a greater variety and number of products and services can be offered to a smaller group of prospects. Due to an increase in the use of telephones as a means to order has also helped direct marketing to grow and prosper as placing an order through a telephone results in faster order fulfillment and also makes the customer get rid of any delays connected with the mail order system. Question VI: Most companies set annual quotas. Quotas can be on dollar sales, unit volume, and margin, selling effort or activity and product type. Compensation is often tied to the degree of quota attainment. What problems does the setting of quotas present to both the company and to the sales representative? Sales quotas are set by a lot of companies to encourage and provide incentives to the sales representatives in order to meet their daily challenges and also to motivate them to work more effectively bringing out good results for the company. First a sales forecast is created by the company which becomes the basis of planning production, financial requirements and workforce size but the sales quotas create a lot of problems for the sales representatives and the company. Problems cause the company or the sale representative to suffer a lot for e. g. when the company underestimates and the sale representative is already pain then the company has over paid them. Similarly when the company overestimates the potential of the sales, it gets very hard for the sales representatives to match up to their quotas and eventually they get frustrated leading them to even quit at times. Another disadvantage is that often quotas ignore the service side of the business as it usually enables the sales representatives to get a lot of business. Another problem is that only short term results are gained by the company though providing customer satisfaction for a very long term. Due to all these problems faced by the company and the sale representatives most companies have dropped quotas and are adopting other systematic and proper means of attracting sales representatives to work at their best. Question VII: The new product development process starts with the search for ideas. New-product ideas can come from interacting with various groups and using creativity-generating techniques. List these techniques. New innovative product ideas can be created either by interacting with other people such as your own customers and getting their ideas or also by using creativity generating techniques for developing and enhancing creativity in individuals working for the company. These techniques are as follows: Attribute listing: In this technique each attribute of a product is listed and then modification is done to it. For e. g. f we take milk box, we can modify it by replacing the paper box by a glass bottle then it is painted differently and the cap is replaced by a cork etc. Forced relationships: Several ideas are listed then each idea is considered in relation to other ideas. For e. g. in designing a bed room, you consider a bed and a sofa as separate ideas. Then you think of getting a sofa bed that can serve both the purposes. Morphological analysis: It refers to listing every possible combination for creating many innovative solutions. For e. g. we take a problem like â€Å"getting something cooked†. First think of the dimensions such as how well cooked like half cooked, full cooked or baked. Then think of the possible mediums such as stove, on fire or oven and the power source such as electric oven, gas over or electric stove. Reverse assumption analysis: This is done by noting down all the assumptions and the possibilities about an entity and then reversing them. For e. g. let’s take a cinema that plays a movie of the audience choice, charges for the movie and provide snacks. Now if we apply the reverse assumption analysis we will reverse every assumption. The cinema will now show any movie that the owner gets charges not for the movie but for sitting as long in the cinema and instead of snacks offers fast food. New contexts: Consider a familiar process and re-design it into a new context. For e. g. replacing people-helping services with animals such as cats and dogs. Mind mapping: Start with a thought such as food, note it down. Then note down the next thought that comes into your mind such as pizza. Then link both the thoughts that are food and pizza and think of the next association that will be Italy. Associate a new thought with every other word that comes up. Doing this might lead to a whole new idea. Question VIII: Explain the product or brand management organization and list its advantages and disadvantages. Only a company that produces different variety of products or the production capacity is beyond the ability or control of the functional organization establishes a product management organization. It however has another form of management but doesn’t replace the functional organization. A product category manager is under the supervision of a product manager. A product category manager manages and supervises specific brand and product managers. Product and brand management is sometime referred to as hub and spoke system with the brand manager in the center and managing various departments. The brand managers develop competitive strategies for the product, think of an annual marketing plan and predict sales, initiates improvements in the product to meet the changing needs of the market and also continuously work with advertising agencies for the promotion of their product. Advantages of product or brand management: A product manager always develops a cost-effective marketing mix A product manager always ends up reacting quickly to new and innovative products. Smaller brands produced by the company get a product advocate. Disadvantages of product or brand management: Lack of authority to product and brand managers in carrying out their responsibilities. Lack of functional expertise as they are only experts in their own product areas. High costs associated with the system as every major product or brand requires an individual to manage it. Even minor products and brands are catered by different individuals. Brands are usually managed by the brand managers for a short time which leads to short term planning and fails in developing long term strengths. It’s harder for the management to develop a national strategy due to the fragmentation of the markets. Product and brand managers are more focused towards gaining the market share for the company rather than developing healthy customer relationships.
Thursday, November 7, 2019
Classroom Observation Tool For Toddlers Children And Young People Essay Essays
Classroom Observation Tool For Toddlers Children And Young People Essay Essays Classroom Observation Tool For Toddlers Children And Young People Essay Essay Classroom Observation Tool For Toddlers Children And Young People Essay Essay Instruction manuals: Spend some clip merely detecting the schoolroom before entering. Use the checkboxes to observe when you observe specific indexs. Focus on the experiences of single kids, non merely a general sense of the schoolroom overall. Note grounds as to whether the standard is being met or non. All indexs must be checked for a standard to be to the full met. Supply remarks if you circle Yes but. If you observe all indexs in the standard, look into Yes. Count the figure of Yes boxes for each subject country and criterion. Number NAEYC Accreditation Criterion 1.B.01 Teaching staff surrogate kids s emotional wellbeing by showing regard for kids and making a positive emotional clime as reflected in behaviours such as frequent societal conversations, joint laughter, and fondness. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: It was clear that even the youngest instructors were already used to pull the leg of. There was largely ( 95 % + ) THE INDICATED BEHAVIORS. 1.B.02 Teaching staff express heat through behaviours such as physical fondness, oculus contact, tone of voice, and smilings. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: Most of the instructors were really sort and responsive. One was a small rough but that was over the fenced country at the Pre-K s. 1.B.03 Teaching staff are consistent and predictable in their i‚ physical and i‚ emotional attention of all kids. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: Again, there were evidently some kids who were destitute changeless weeping. I assumed nil was truly incorrect with them. They merely wanted attending, but it did look two or three of these cryers were left entirely for excessively long ( 5 6 proceedingss ) , with no grownup near by. 1.B.04 Teaching staff encourage and acknowledge kids s work and achievements. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: I observed several schoolrooms ( 5 ) and the teachers praised the kids frequently with smilings and sort words. 1.B.05 Teaching staff map as secure bases for kids. They respond quickly in developmentally appropriate ways to kids s i‚ positive inductions, i‚ negative emotions, and i‚ feelings of injury and fright i‚ by supplying comfort, support, and aid. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: I observed that the teachers responded more to positive than negative. One instructor was really changeless in using physical attending to one of the more hard kids, but the face / wrods were non every bit sort as the gestures. 1.B.06 Teaching staff encourage kids s appropriate look of emotions, both positive ( e.g. , joy, pleasance, exhilaration ) and negative ( e.g. , choler, defeat, unhappiness ) . Fully met? ( circle ) : Yes Yes, but No Evidence/comments: I observed no kids moving truly severely for their age. The teachers were non restricitive leting the kids to be kids. 1.B.07 Teaching staff evaluate and alter their responses based on single demands. Teachers vary their interactions to be sensitive and antiphonal to i‚ differing abilities, i‚ dispositions, i‚ activity degrees, and i‚ cognitive and i‚ societal development. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: The instructors and the pupils and admin staff, of class, all have their ain personalities and it ranges throughout the twenty-four hours. No 1 I know is perfvectly consistent and that is non expected. 1.B.08 Teaching staff support kids s competent and autonomous geographic expedition and usage of schoolroom stuffs. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: I saw the teachers allow the yearlings to roll wherever they wanted with small to no intercession. 1.B.09 Teaching staff neer use physical penalty such as agitating or hitting and make non prosecute in psychological maltreatment or coercion. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: I saw no cases of maltreatment. 1.B.10 Teaching staff neer usage menaces or derogatory comments, and do non keep back nor endanger to keep back nutrient as a signifier of subject. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: I saw no cases of maltreatment. 1.B.13 Teaching staff adjust their interactions to babies and toddlers/twos assorted provinces and degrees of rousing. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: 1.B.14 Teaching staff rapidly respond to babies and toddlers/twos calls or other marks of hurt by i‚ supplying physical comfort and i‚ needed attention. i‚ Teaching staff are sensitive to babies and toddlers/twos signals and larn to read their single calls. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: I observed that the job kids were by and large left entirely longer than the compliant, well behaved kids. 1.B.15 Teaching staff talk often with kids and listen to kids with attending and regard. They respond to kids s inquiries and petitions. usage schemes to pass on efficaciously and construct relationships with every kid. prosecute on a regular basis in meaningful and drawn-out conversations with each kid. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: I observe that in rare cases during my visits, the communications between the teachers and the kids was respectful and consistent. 1.C.02 Teaching staff support kids s development of friendly relationships and supply chances for kids to play with and larn from each other. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: The yearlings had rather a spot of interaction with each other. Again, distinguishable personalities already. Some kids really gregarious, others preferred play clip entirely. 1.C.03 Teaching staff support kids as they pattern societal accomplishments and construct friendly relationships by assisting them i‚ enter into, i‚ sustain, and i‚ enhance drama. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: I sam several cases where the instructors were promoting the kids to group together for common drama such as on the slides in the resort area, and assisting put the nutrient out at tiffin. 1.C.04 Teaching staff assist kids in deciding struggles by assisting them i‚ identify feelings, i‚ describe jobs, and i‚ try alternate solutions. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: The struggles were all really minor, except one where one kid I think accidently bopped another on the caput in the gym. It was resolved in under a minute, though. 1.C.05 Teaching staff guide kids who bully, isolate, or ache other kids to larn and follow the regulations of the schoolroom. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: I saw no grounds of the above issues. 1.C.06 Teaching staff facilitate positive equal interaction for kids who are i‚ socially reserved or withdrawn and for i‚ those who are bullied or excluded. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: I saw no grounds of the above issues. 1.D.01 Teaching staff counter possible prejudice and favoritism by handling all kids with equal regard and consideration originating activities and treatments that build positive self-identity and learn the valuing of differences. step ining when kids tease or reject others. supplying theoretical accounts and ocular images of grownup functions, differing abilities, and cultural or cultural backgrounds that counter stereotyped restrictions. avoiding stereotypes in linguistic communication mentions. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: I saw no grounds of the above issues. 1.D.02 Teachers provide kids chances to develop the schoolroom community through engagement in determination doing about schoolroom i‚ regulations, i‚ plans, and i‚ activities. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: I observed that at this age, there was limited ability of the kids to actively understand and take part, though there was more on the activity side and none on the regulations side. There are extended regulations posted everyplace. 1.D.03 Teaching staff anticipate and take stairss to forestall possible behaviour jobs. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: 1.D.04 Teaching staff aid kids speak about i‚ their ain and i‚ others emotions. They provide chances for kids to i‚ research a broad scope of feelings and the different ways that those feelings can be expressed. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: Again, limited because of the developmental age of yearlings. 1.D.05 Teaching staff advance pro-social behaviour by interacting in a respectful mode with all staff and kids. They theoretical account bend taking and sharing every bit good as caring behaviours. aid kids negotiate their interactions with one another and with shared stuffs. engage kids in the attention of their schoolroom. guarantee that each kid has an chance to lend to the group. encourage kids to listen to one another. encourage and assist kids to supply comfort when others are sad or distressed. usage narrative and description of ongoing interactions to place pro-social behaviours. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: Again, limited because of the developmental age of yearlings. There is a 1:5 ratio and by and large when in a group which is all the clip, all of the above is at least sculptural or encouraged. 1.E Addressing Challenging Behaviors 1.E.03 Rather than concentrate entirely on cut downing the disputing behaviour, instructors focus on learning the kid societal, communicating, and emotional ordinance accomplishments and utilizing environmental alterations, activity alterations, grownup or peer support, and other learning schemes to back up the kid s appropriate behaviour. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: Most of this was being taught from a mold ( by the teachers ) . Not excessively much intellectualizingaˆÂ ¦again, seems age dependant. 1.E.04 Teaching staff respond to a kid s ambitious behaviour, including physical aggression, in a mode that provides for the safety of the kid. provides for the safety of others in the schoolroom. is unagitated. is respectful to the kid. provides the kid with information on acceptable behaviour. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: I observed no yearling aggression, and merely three kids who had some ambitious behaviour ( all three were cryers ) . However, in the schoolroom, instructors were extremely positive reinforcing stimuluss of positive behaviours and largely ignored the bad behaviours. 1.F.01 Teaching staff actively teach kids i‚ societal, i‚ communicating, and i‚ emotional ordinance accomplishments. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: Proverb this invariably from staff A ; teachers throughout installation. 1.F.02 Teaching staff aid kids manage their behaviour by steering and back uping kids to persist when frustrated. drama hand in glove with other kids. usage linguistic communication to pass on demands. learn bend taking. addition control of physical urges. express negative emotions in ways that do non harm others or themselves. use problem-solving techniques. learn about ego and others. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: Again, largely saw positives yearlings seeable soaking up and apprehension are limited. 2.A.04 The course of study can be implemented in a mode that reflects reactivity to i‚ household place values, beliefs, experiences, and i‚ linguistic communication. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: At this age, kids s developmental accomplishments in linguistic communication are so limited, that course of study does non straight reference. 2.A.07 The course of study guides the development of a day-to-day agenda that is predictable yet flexible and antiphonal to single demands of the kids. The agenda provides clip and support for passages. includes both indoor and out-of-door experiences. is antiphonal to a kid s demand to rest or be active. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: Same as above. Saw grounds in the older: pre-K, though. 2.A.08 Materials and equipment used to implement the course of study reflect the lives of the kids and households every bit good as the diverseness found in society, including i‚ gender, i‚ age, i‚ linguistic communication, and i‚ abilities. Materials and equipment provide for kids s safety while being suitably disputing. encourage geographic expedition, experimentation, and find. promote action and interaction. are organized to back up independent usage. are rotated to reflect altering course of study and to suit new involvements and accomplishment degrees. are rich in assortment. accommodate kids s particular demands. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: Same as above: limited formal course of study. 2.A.10 The course of study guides instructors to integrate content, constructs, and activities that Foster i‚ societal, i‚ emotional, i‚ physical, i‚ linguistic communication, and i‚ cognitive development and i‚ that integrate cardinal countries of content including literacy, mathematics, scientific discipline, engineering, originative look and the humanistic disciplines, wellness and safety, and societal surveies. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: Same as above: limited formal course of study. 2.A.11 The agenda i‚ provides kids larning chances, experiences, and undertakings that extend over the class of several yearss and it incorporates clip for: i‚ drama, i‚ self-initiated acquisition, i‚ originative look, i‚ large-group, i‚ small-group, and i‚ child-initiated activity. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: Yes. Each teacher ( which there is three assigned per category on norm ) has all of these posted and the instructors refer to the agenda on a regular basis. 2.A.12 The course of study guides instructors to be after for kids s battle in drama ( including dramatic drama and blocks ) that is integrated into schoolroom subjects of survey. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: Yes. Each teacher ( which there is three assigned per category on norm ) has all of these posted and the instructors refer to the agenda on a regular basis. 2.B.01 Childs have varied chances to prosecute throughout the twenty-four hours with learning staff who are attentive and antiphonal to them. ease their societal competency. ease their ability to larn through interacting with others. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: All the teachers were invariably engaged. Even the 1:5 ratio meant the teachers were invariably interacting with their charges. 2.B.02 Childs have varied chances to acknowledge and call i‚ their ain and i‚ others feelings. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: Limited vocabulary and I saw small negative moving out between the kids. 2.B.03 Childs have varied chances to larn the accomplishments needed to modulate their emotions, behaviour, and attending. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: 2.B.04 Childs have varied chances to develop a sense of competency and positive attitudes toward larning, such as continuity, battle, wonder, and command. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: The teachers and staff were really attentive, but non surrounding even in the baby suites. 2.B.05 Childs have varied chances to develop accomplishments for come ining into societal groups, developing friendly relationships, larning to assist, and other pro-social behaviour. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: Same as above. 2.B.06 Childs have varied chances to interact positively, respectfully, and hand in glove with others. learn from and with one another. resoluteness struggles in constructive ways. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: Same as above, but I saw about no struggles. 2.B.07 Childs have varied chances to larn to understand, sympathize with, and take into history other people s positions. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: Limited development of yearlings agencies this is non to the full utilised yet. 2.C. Areas of Development: Physical Development 2.C.03 Childs are provided varied chances and stuffs that support fine-motor development. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: Pulling centres, etc. all available inside room and out in drama country. Though I did non see any kids take advantage of these activities except a few in the schoolrooms. The kids seemed more into gross motor development. 2.D.01 Childs are provided with chances for linguistic communication acquisition that align with the plan doctrine. see household positions. see community positions. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: Again, yearling restrictions, but within plan posted guidelines. 2.D.02 Childs are provided chances to see unwritten and written communicating in a linguistic communication their household uses or understands. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: As above. 2.D.03 Childs have varied chances to develop competency in verbal and gestural communicating by reacting to inquiries. pass oning demands, ideas, and experiences. depicting things and events. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: As above, but teachers decidedly non restricting kids s efforts and largely promoting their apprehension. 2.D.04 Childs have varied chances to develop vocabulary through i‚ conversations, i‚ experiences, i‚ field trips, and i‚ books. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: Conversations and experiences, yes. Not yet in the book phase though there was a reading clip assigned. 2.D.05 Childs who are gestural are provided alternate communicating schemes. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: All the kids were diversely verbal. 2.E.02 Toddlers/twos have varied chances to see books, vocals, rimes, and everyday games through individualized drama that includes simple rimes, vocals, and sequences of gestures ( e.g. , finger dramas, bopeep, patty-cake, this small piglet ) . day-to-day chances to hear and react to assorted types of books including image books, wordless books, and books with rimes. entree to durable books that enable independent geographic expedition. experiences that help them understand that images represent existent things in their environment. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: Time is set aside mundane for these activities as age appropriate to yearlings. The concentration was in the first country mentioned: simple points. 2.E.03 Childs have chances to go familiar with print. They are actively involved in doing sense of print, and they have chances to go familiar with, acknowledge, and utilize print that is accessible throughout the schoolroom: Items belonging to a kid are labeled with his or her name. Materials are labeled. Print is used to depict some regulations and modus operandis. Teaching staff aid kids acknowledge print and link it to talk words. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: No yet developing in this age group. 2.F.01 Babies and toddlers/twos are provided varied chances and stuffs to usage linguistic communication, gestures, and stuffs to convey mathematical constructs such as more and less and large and little. see and touch different forms, sizes, colourss, and forms. build figure consciousness, utilizing objects in the environment. read books that include numbering and forms. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: Children encouraged and a broad scope of these points available through the installation. 2.F.02 Childs are provided varied chances and stuffs to construct apprehension of Numberss, figure names, and their relationship to object measures and to symbols. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: Available but kids non yet demoing existent involvement. 2.F.03 Childs are provided varied chances and stuffs to categorise by one or two properties such as form, size, and colour. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: Lapp 2.F.04 Childs are provided varied chances and stuffs that encourage them to incorporate mathematical footings into mundane conversation. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: Lapp 2.G.01 Babies and toddlers/twos are provided varied chances and stuffs to utilize their senses to larn about objects in the environment. discover that they can do things go on and work out simple jobs. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: Yes, throughout the installation 2.H.01 The usage of inactive media such as telecasting, movie, videotapes, and audiotapes is limited to developmentally appropriate scheduling. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: I saw there was AV equipment, but saw none in usage for this age group. 2.J.01 Childs are provided varied chances to derive an grasp of i‚ art, i‚ music, i‚ play, and i‚ dance in ways that reflect cultural diverseness. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: I saw more of this in the pre-K, non yearling, but the postings etc showed a broad assortment of people of colour, gender and frock. 2.J.02 Babies and toddlers/twos are provided varied chances to research and pull strings age-appropriate art stuffs. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: This was good constructed with big chalk, crayons, trade paper, etc. 2.J.03 Babies and toddlers/twos have varied chances to show themselves creatively by i‚ freely traveling to music and i‚ engaging in make-believe or inventive drama. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: 2.J.04 Childs are provided varied chances to larn new constructs and vocabulary related to i‚ art, i‚ music, i‚ play, and i‚ dance. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: As contained in the agendas but still limited for the yearlings. 2.J.05 Childs are provided varied chances to develop and widen their repertory of accomplishments that support artistic look ( e.g. , cutting, pasting, and caring for tools ) . Fully met? ( circle ) : Yes Yes, but No Evidence/comments: Truly non allowed yet in this age group. 2.K.01 Childs are provided varied chances and stuffs that encourage good wellness patterns, such as functioning and feeding themselves, rest, good nutrition, exercising, manus lavation, and brushing dentitions. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: Very good documented plan and I observed the teachers assisting the kids with these activities and promoting some self-suffiency. 2.K.02 Childs are provided varied chances and stuffs to assist them larn about nutrition, including i‚ identifying beginnings of nutrient and i‚ recognizing, i‚ preparing, i‚ feeding, and i‚ valuing healthy nutrients. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: Again, plentifulness of signage for this, but age limited. 2.K.03 Childs are provided varied chances and stuffs that increase their consciousness of safety regulations in their i‚ schoolroom, i‚ place, and i‚ community. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: Ditto mark 2.K.04 Childs have chances to pattern safety processs. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: Ditto. Was glad to see kids either assisting to open doors or avoiding shutting doors. 2.L.01 Childs are provided varied acquisition chances that foster positive individuality and an emerging sense of i‚ ego and i‚ others. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: The teacher were great about allowing the kids be free to make so. 2.L.02 Childs are offered chances to go a portion of the schoolroom community so each kid feels accepted, and additions a sense of belonging. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: 2.L.03 Childs are provided varied chances and stuffs to construct their apprehension of diverseness in i‚ civilization, i‚ household construction, i‚ ability, i‚ linguistic communication, i‚ age, i‚ gender in non-stereotypical ways. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: Yes, but same as general remarks: kids non yet old plenty for these constructs, straight. 2.L.04 Childs are provided chances and stuffs to research societal functions in the household and workplace through drama. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: Sodium 2.L.05 Childs are provided varied chances and stuffs to larn about the community in which they live. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: NA some really limited church related community confabs. 3.A.01 Teaching staff, plan staff, or both work as a squad to implement day-to-day instruction and acquisition activities, including Individualized Family Service Plans ( IFSPs ) , Individualized Education Programs ( IEPs ) , and other single programs as needed. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: A batch of interaction between staff and teachers. Each kid has a booklet at their category with a program and day-to-day, hebdomadal, etc. prosodies and studies. 3.A.02 Teachers design an environment that protects kids s wellness and safety at all times. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: There were a twosome of little concerns, such as mercantile establishments in the gym non blocked with childproof screens, and some metal overseas telegrams and steel pieces to available to play with. Playground gates did non all meet federal criterions. 3.A.03 Teaching staff support kids s demands for i‚ physical motion, i‚ centripetal stimulation, i‚ fresh air, i‚ remainder, and i‚ nutriment. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: 3.A.04 Teachers organize infinite and choice stuffs in all content and developmental countries to excite i‚ geographic expedition, experimentation, find and i‚ conceptual acquisition. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: Dedicated acquisition centres in and out of schoolrooms. 3.A.05 Teachers work to forestall challenging or riotous behaviours through environmental design. agendas that meet the demands and abilities of kids. effectual passages. prosecuting activities. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: Largely 3rd and 4th points for this age group. 3.A.06 Teachers create schoolroom shows that help kids reflect on and widen their acquisition. Teachers guarantee that kids s recent plants predominate in schoolroom shows ( e.g. , art, emergent authorship, in writing representation, and 3-dimensional creative activities ) . Some shows are at kids s oculus degree. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: Tonss of the kids ; s work displayed, though some manner above childs oculus degree. Not truly a mistake. Parents want to see, excessively. 3.A.07 Teaching staff and kids work together to set up schoolroom stuffs in predictable ways so kids know where to happen things and where to set them off. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: The schoolrooms are by and large organized in a unvarying mode. 3.B.01 Teaching staff s day-to-day interactions demonstrate their cognition of the kids they teach. the kids s households. the societal, lingual, and cultural context in which the kids live. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: The instructors seem to make about 100 % of age appropriate interaction with their pupils. 3.B.02 Teaching staff create and keep a scene in which kids of differing abilities can come on, with counsel, toward increasing degrees of: i‚ liberty, i‚ duty, and i‚ empathy. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: I did non see any grounds of favouritism or keeping back / forcing favourites frontward. It was really much self-paced. 3.B.03 Teaching staff develop single relationships with kids by supplying attention that is i‚ antiphonal, i‚ attentive, i‚ consistent, i‚ comforting, i‚ supportive, and i‚ culturally sensitive. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: Clearly, some of the cryers were good known: could non be consoled, so left entirely until they worked themselves out of whatever was straitening them. 3.B.04 Teaching staff are active in placing and countering any instruction patterns, course of study attacks, or stuffs that are degrading toward gender, sexual orientation, age, linguistic communication, ability, race, faith, household construction, background, or civilization. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: No grounds of Title VII issues. 3.B.05 Teachers help single kids learn socially appropriate behaviour by supplying counsel that is consistent with the kid s degree of development. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: Teachers were positively reenforcing appropriate behaviour particularly at drama clip and repasts. 3.B.06 Teachers i‚ manage behaviour and i‚ implement schoolroom regulations and outlooks in a mode that is consistent and predictable. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: Yes. 3.B.07 Teachers responses to disputing, unpredictable, or unusual behaviour are informed by their cognition of kids s i‚ place and i‚ schoolroom life. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: Not surer of the place life facets, but most of the kids had arrived as babies, so good known by the staff. 3.B.08 Teachers notice forms in kids s disputing behaviours to supply thoughtful, consistent, and individualised responses. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: No adequate challenging behaviours that this appeared as an overarching job. Teachers and admin were consistent with what I read and observed. 3.B.10 Teaching staff individualise everyday attention ( e.g. , larning to utilize the lavatory and to feed oneself ) by integrating household patterns whenever possible and by esteeming the place civilization and the household s preferable linguistic communication. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: Staff promote these general criterions. I observed no particular cultural patterns. All kids treated the same. 3.B.11 Teaching staff make a clime of common regard for kids by being interested in their i‚ thoughts, i‚ experiences, and i‚ merchandises. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: Limited in this age group due to linguistic communication development. 3.B.12 Teachers address disputing behaviour by measuring the map of the kid s behaviour. convening households and professionals to develop individualised programs to turn to behaviour. utilizing positive behavior support schemes. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: No so much of figure one at this age. I did non detect any of figure two. Number three most apparent in pattern. 3.C.01 Teaching staff supervise by positioning themselves to see as many kids as possible. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: Yes, peculiarly making caput counts traveling from one location to another. 3.C.02 Teaching staff supervise babies and toddlers/twos by sight and sound at all times. ( This is a needed standard. ) Fully met? ( circle ) : Yes Yes, but No Evidence/comments: 3.C.03 When babies and toddlers/twos are kiping, mirrors, picture, or sound proctors may be used to augment supervising in kiping countries, but such proctors may non be relied on in stead of direct ocular and audile supervising. Sides of cots are checked to guarantee they are up and locked. Teachers, helper instructors, or teacher Plutos are cognizant of, and positioned so they can hear and see, any dormant kids for whom they are responsible, particularly when they are actively engaged with kids who are awake. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: There was a 1:2 ratio in the infant room and 1:5 in the yearling suites. Staff stayed in the room to personally supervise kids. No trust on electronic monitoring. 3.D.01 Teachers provide clip day-to-day for i‚ indoor activities i‚ out-of-door activities ( except when conditions pose a wellness hazard as defined by local wellness functionaries ) . Fully met? ( circle ) : Yes Yes, but No Evidence/comments: Approximately 30 % of entire clip allowed for out-of-door drama ; 20 % for gym drama. Balance in category. 3.D.02 Teaching staff usage modus operandi attention to ease kids s i‚ self-awareness, i‚ linguistic communication, and i‚ societal interaction. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: One and three, decidedly. Language bucked up, but limited formal direction. 3.D.03 Teachers provide clip and stuffs daily for kids to choose their ain activities. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: Constantly and systematically 3.D.04 Teaching staff offer kids chances to interact with kids of assorted ages. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: The kids were segregated by age: 0 to 11 months ( baby ; 1 to 2 old ages ( yearling ) ; 3 to 5. Separate drama countries. 3.D.05 Teachers plan for kids to revisit experiences and stuffs over periods of i‚ yearss, i‚ hebdomads, and i‚ months. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: Each kid has a development program and booklet with periodic studies included. 3.D.07 At bite times, learning staff i‚ sit and eat with kids and i‚ prosecute them in conversation. When provided, repasts are i‚ served household manner, and learning staff i‚ sit and eat with kids and i‚ prosecute them in conversation. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: All kids parents bring their kids s nutrient. There are kitchen installations, but I observed each kid had their ain snuggery with jammed nutrient, including the babies who had household supplied expression. 3.D.08 Teaching staff manager and support kids as they learn to take part in day-to-day killing and care of the schoolroom. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: Limited to kids ; s personal hygiene at this age. 3.D.09 Teaching staff aid kids follow a predictable but flexible day-to-day modus operandi by supplying i‚ clip and i‚ support for passages. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: Wholly. Plenty of forbearance shown during room passages particularly in the Bye Bye Buggies. 3.D.10 Teachers organize clip and infinite on a day-to-day footing to let kids to work or play i‚ separately and i‚ in braces, i‚ to come together in little groups, and i‚ to prosecute as a whole group. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: Teachers allowed kids to group and ungroup as the kid felt. 3.D.11 Teachers create chances for kids to prosecute in group undertakings and learn from one another. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: Not truly so much undertakings as free signifier / find acitivites. 3.E.01 Teaching staff reorganise the environment when necessary to assist kids research new constructs and subjects, sustain their activities, and extend their acquisition. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: Yes. Age appropriate harmonizing to what I have reas. 3.E.02 Teachers scaffold kids s acquisition by modifying the agenda, deliberately set uping the equipment, and doing themselves available to kids. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: The agenda is reasonably stiff, and the equipment is surely arranged. The staff is ever available with such a low ratio. 3.E.03 Teachers use kids s involvement in and wonder about the universe to prosecute them with new content and developmental accomplishments. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: Yes. Age dependant. 3.E.04 Teachers use their cognition of single kids to modify schemes and stuffs to heighten kids s acquisition. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: 3.E.05 Teachers use the demands and involvements of babies to act upon agendas, modus operandis, and larning experiences. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: Of class, really individualised, though I saw that their eating times and nap times were extremely correlated. 3.E.06 Babies who show involvement or pleasance in an activity are encouraged and supported in protracting that activity. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: Yes. One male child was really much into researching the soft edifice blocks. Did this for over 30 proceedingss and seemed really happy in making so ever looking around to see who was detecting his drama. 3.E.07 Teaching staff actively seek to understand babies demands and desires by i‚ recognizing and reacting to their gestural cues and by i‚ utilizing simple linguistic communication. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: Tonss of snuggling babies. Any chirp or cheep got at least a expression of involvement by the staff. 3.F.04 Teaching staff aid kids understand spoken linguistic communication, ( peculiarly when kids are larning a new linguistic communication ) , by utilizing i‚ images, i‚ familiar objects, i‚ organic structure linguistic communication, and i‚ physical cues. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: NA but saw some starting in preK 3.F.05 Teaching staff back up the development and care of kids s place linguistic communication whenever possible. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: NA. Ditto 3.F.06 Teachers offer kids chances to prosecute in schoolroom experiences with members of their households. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: Sodium on my yearss, but I am told this can go on if the household wants to. 3.G.01 Teachers have and use a assortment of learning schemes that include a wide scope of attacks and responses. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: Teaching schemes are limited at this age. 3.G.02 Teachers use multiple beginnings ( including consequences of informal and formal appraisals, every bit good as kids s inductions, inquiries, involvements, and misinterpretations ) to place what kids have learned. adapt course of study and learning to run into kids s demands and involvements. surrogate kids s wonder. extend kids s battle. support self-initiated acquisition. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: As supra, really limited in yearlings. 3.G.03 As kids learn and get new accomplishments, instructors i‚ use cognition of kids s abilities to polish their instruction support. i‚ Teachers adjust challenges as kids gain competency and apprehension. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: Ditto mark 3.G.04 Teaching staff aid kids i‚ enter into and i‚ sustain drama. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: Yes. Changeless encouragement even for those yearlings who appeared to necessitate more alone clip. 3.G.05 Teachers support and challenge kids s larning during interactions or activities that are i‚ instructor initiated and i‚ kid initiated. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: Same as above 4.D.05 Teachers talk and interact with babies to measure and promote usage of linguistic communication ( e.g. , smilings, sounds, oculus contact, and cooing ) . Fully met? ( circle ) : Yes Yes, but No Evidence/comments: Yes. Fairly consistent and changeless, particularly during feeding when singing / humming were ever in grounds. 4.D.06 Teachers talk and interact with single kids and promote their usage of linguistic communication to inform appraisal of kids s strengths, involvements, and demands. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: Limited at this phase. 5.A.09 The plan follows these patterns sing manus lavation: Staff members and those kids who are developmentally able to larn personal hygiene are taught hand-washing processs and are sporadically monitored. Hand lavation is required by all staff, voluntaries, and kids when manus rinsing would cut down the hazard of transmittal of infective diseases to themselves and to others. Staff assist kids with manus rinsing every bit needed to successfully finish the undertaking. Children wash either independently or with staff aid. Children and grownups wash their custodies on reaching for the twenty-four hours ; after diapering or utilizing the lavatory ( usage of wet rubs is acceptable for babies ) ; after managing organic structure fluids ( e.g. , blowing or pass overing a nose, coughing on a manus, or touching any mucous secretion, blood or puke ) ; before repasts and bites, fixing or functioning nutrient, or after managing any natural nutrient that requires cooking ( e.g. , meat, eggs, domestic fowl ) ; after playing in H2O that is shared by two or more people ; after managing pets and other animate beings or any stuffs such as sand, soil, or surfaces that might be contaminated by contact with animate beings ; and when traveling from one group to another ( e.g. , sing ) that involves contact with babies and toddlers/twos. Adults besides wash their custodies before and after feeding a kid ; before and after administrating medicine ; after helping a kid with toileting ; and after managing refuse or cleansing. Proper hand-washing processs are followed by grownups and kids and include utilizing liquid soap and running H2O ; rubbing custodies smartly for at least 10 seconds, including dorsum of custodies, carpuss, between fingers, under and around any jewellery, and under fingernails ; rinsing good ; drying custodies with a paper towel, a single-use towel, or a drier ; and avoiding touching the spigot with just-washed custodies ( e.g. , by utilizing a paper towel to turn off H2O. ) Except when managing blood or organic structure fluids that might incorporate blood ( when have oning baseball mitts is required ) , have oning baseball mitts is an optional addendum, but non a replacement, for manus rinsing in any needed hand-washing state of affairs listed above. Staff wear baseball mitts when taint with blood may happen. Staff do non utilize hand-washing sinks for bathing kids or taking smeared faecal stuff. In state of affairss where sinks are used for both nutrient readying and other intents, staff clean and sanitise the sinks before utilizing them to fix nutrient. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: Very evidently followed: signage, staff assisting the kids, a twosome of yearlings seeking to assist other yearlings. Very nice and complete. 5.A.10 Precautions are taken to guarantee that communal H2O drama does non distribute infective disease. No child drinks the H2O. Children with sores on their custodies are non permitted to take part in communal H2O drama. Fresh drinkable H2O is used, and the H2O is changed before a new group of kids comes to take part in the H2O drama activity. When the activity period is completed with each group of kids, the H2O is drained. Alternately, fresh drinkable H2O flows freely through the H2O drama tabular array and out through a drain in the tabular array. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: No issues. There were no H2O play tabular arraies or other direct H2O activities. 5.B.02 Staff take stairss to guarantee the safety of nutrient brought from place: They work with households to guarantee that nutrients brought from place meet the USDA s CACFP nutrient guidelines. All nutrients and drinks brought from place are labeled with the kid s name and the day of the month. Staff make sure that nutrient necessitating infrigidation corsets cold until served. Food is provided to supplement nutrient brought from place if necessary. Food that comes from place for sharing among the kids must be either whole fruits or commercially prepared packaged nutrients in factory-sealed containers. ( This index merely is an Emerging Practice. ) Fully met? ( circle ) : Yes Yes, but No Evidence/comments: All of the above done. There is a full commercial kitchen due to the size of the church and all that needed infrigidation was given it, and all the kids s nutrients were suitably segregated until meal times. 5.C.02 Procedures for standard safeguards are used and include the followers: Surfaces that may come in contact with potentially infective organic structure fluids must be disposable or made of a stuff that can be sanitized. Staff usage barriers and techniques that minimize contact of mucose membranes or of gaps in tegument with potentially infective organic structure fluids and that cut down the spread of infective disease. When spills of organic structure fluids occur, staff clean them up instantly with detergent followed by H2O rinse. After cleansing, staff sanitize nonporous surfaces by utilizing the process for sanitising designated altering surfaces described in the Cleaning and Sanitation Frequency Table. Staff clean carpets and rug by blotting, topographic point cleansing with a detergent-disinfectant, and shampooing or steam cleansing. Staff dispose of contaminated stuffs and nappies in a fictile bag with a secure tie that is placed in a closed container. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: Every room, including the gym and out-of-doorss had clearly marked bottles of assorted cleaning merchandises suitably stored off from the kids. Staff used throughout the twenty-four hours. 5.C.03 A plaything that a kid has placed in his or her oral cavity or that is otherwise contaminated by organic structure secernment or elimination is either to be ( a ) washed by manus utilizing H2O and detergent, so rinsed, sanitized, and air dried or ( B ) washed and dried in a mechanical dish washer before it can be used by another kid. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: Not 100 % certain about this. I saw a UV autoclave cab in usage. Some of the yearlings still had conciliators. 5.C.O5 Classroom pets or sing animate beings appear to be in good wellness. Pets or sing animate beings have certification from a veterinary or an carnal shelter to demo that the animate beings are to the full immunized ( if the animate being should be so protected ) and that the animate being is suited for contact with kids. Teaching staff closely supervise all interactions between kids and animate beings and instruct kids on safe behaviour when in near propinquity to animate beings. Program staff make sure that any kid who is allergic to a type of animate being is non exposed to that animate being. Reptiles are non allowed as schoolroom pets because of the hazard for salmonella infection. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: NA. I saw no animals in any of the categories. 9.A.08 Materials and equipment are available to ease focused single drama or drama with equals. in sufficient measures to busy every kid in activities that meet his or her involvements. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: No extra remarks. Plenty of equipment for all. 9.A.09 Program staff arrange the environment to be welcoming and accessible. A welcoming and accessible environment contains elements such as multicultural stuffs that promote grasp for diverseness while being respectful of the cultural traditions, values, and beliefs of households being served ; clearly defined topographic points where households can garner information sing the day-to-day agenda and approaching events ; clearly defined topographic points where households mark in, mark out, and gather information about their kid s twenty-four hours ; topographic points for exposing kids s work ; and characteristics that moderate ocular and audile stimulation. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: All really good thought out. Al ot of wall shows promoting a positive ambiance. Staff warm and friendly. 9.A.12 Indoor infinite is designed and arranged to accommodate kids separately, in little groups, and in a big group. divide infinite into countries that are supplied with stuffs organized in a mode to back up kids s drama and acquisition. supply semiprivate countries where kids can play or work entirely or with a friend. supply kids with disablements full entree ( with versions as necessary ) to the course of study and activities in the indoor infinite. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: Yes. This is a big installation within a big established church that has been in the country over 150 old ages. The community is evidently good in melody with its kids s demands and wants. really impressive. 9.A.13 Staff select and usage stuffs, equipment, and trappingss to support the course of study, meet plan ends, and foster the accomplishment of coveted results for kids. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: Same as above. Very professionally developed including a dedicated concern director / comptroller. 9.B.01 Outdoor drama countries, designed with equipment that is age and developmentally appropriate and that is located in clearly defined infinites with semiprivate countries where kids can play entirely or with a friend, suit motor experiences, such as running, mounting, equilibrating, siting, jumping, creeping, darting or singing. activities such as dramatic drama, block edifice, manipulative drama, or art activities. geographic expedition of the natural environment, including a assortment of natural and manufactured surfaces and countries with natural stuffs such as non-poisonous workss, bushs, and trees. The plan makes versions so kids with disablements can to the full take part in the outdoor course of study and activities. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: Yes. As stated, the three age scopes are physically separated ( though seeable to each other ) and with the exclusion of the fencings, as noted, a really safe non-threatening environment. 9.C.06 The everyday frequence of cleansing and sanitation in the installation is carried out as indicated in the Cleaning and Sanitation Frequency Table. Staff clean and sanitize lavatory seats, lavatory grips, lavatory bowls, doorhandle, or cell grips and floors either day-to-day or instantly if visibly soiled. Staff clean and sanitise enamored chairs, if in usage, after each kid s usage. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: Yes, as stated elsewhere in this papers. A batch of consistent cleaning including 2 dedicated cleaning support staff ( full clip ) . 9.C.07 The edifice is good maintained: Walls, floors, trappingss, the out-of-door drama country, and equipment are kept in good fix and are safe, with no crisp borders, matchwoods, stick outing or rusty nails, or losing parts. All countries, both indoors and out-of-doorss, are free from glass, rubbish, crisp or risky points, and seeable dirt, and are in a clean status. Staff observe all countries of the installation, both indoors and out-of-doorss, and take stairss to rectify or avoid insecure conditions. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: Spotless, though bathrooms showed grounds of the kids losing the grade. To be expected! 9.C.12 Any organic structure of H2O, including swimming pools, constitutional wading pools, pools, and irrigation ditches, is enclosed by a fencing at least four pess in tallness, with any Gatess childproofed to forestall entry by unattended kids. To forestall submerging accidents, staff supervise all kids by sight and sound in all countries with entree to H2O in bath, buckets, and H2O tabular arraies. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: Sodium TECA 1311 CLASSROOM OBSERVATION OUTLINE ( my work follows this rubric ) Include the undermentioned demographic informations for each schoolroom visited Date of Observation: 9/10. 9/12 2012 for 2012FA-CDEC-1311-2001 Chris Shelby Name of School or Child attention centre: First United Methodist Church,
Tuesday, November 5, 2019
Definite vs. Definitive
Definite vs. Definitive Definite vs. Definitive Definite vs. Definitive By Maeve Maddox A reader asks, Would you please explain what is the difference between definite and definitive. Definite is the adjective to use in the sense of clear, certain, unambiguous. For example: Think carefully before choosing 24-bit and 96kHz, unless you have a definite reason for wanting these options. One sets out into the forest for a definite reason and with a definite goal in mind. I asked my boyfriend to give me a definite answer about our future. Use definitive when the sense is decisive, complete, authoritative, final, determinate. Edward Van Halen: A Definitive Biography Five Reasons the 1978 Superman Remains Definitive The Definitive Guide to Cancer, 3rd Edition The first comprehensive psychiatry textbook to integrate the new DSM-5 ® criteria, this acclaimed gold standard is the definitive guide for a new era in psychiatric education and practice. Here are examples of definitive used in contexts that call for plain old definite: Just want a definitive answer can my 2 year old use the kids club facilities My girlfriend broke up with me, but she never gave a definitive reason as to why. He can’t actually give me a definitive reason as to why he doesn’t like cats. Both words connote the setting of limits, but definitive goes further than definite to mean â€Å"most complete, most authoritative.†A definitive reason, answer, or decision is one that satisfies a specific body of criteria. Studies, textbooks, and decisions by such authorities as the Supreme Court may be said to be definitive. If all you mean is unambiguous, use definite. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Misused Words category, check our popular posts, or choose a related post below:Possessive of Proper Names Ending in SWhat's a Male Mistress?Especially vs. Specially
Sunday, November 3, 2019
A Rhetorical Analysis of James Ladsen and Joseph Epstein Essay
A Rhetorical Analysis of James Ladsen and Joseph Epstein - Essay Example The essay "A Rhetorical Analysis of James Ladsen and Joseph Epstein" talks about the hubris that can be defined as tempting to face, or otherwise thumbing one’s nose at that which is already predetermined. This ancient Greek term for insolence and arrogance to fate plays a powerful role with respect to the way how current culture is defined and practiced. Essentially, the culture that exists within the United States, and to a large part around the globe as a result of globalization, can be understood as one that places a fundamental level of importance on maintaining youth and vitality; even at ages in which these are all but an unrealistic hope. Accordingly, the following analysis will seek to engage the reader with a rhetorical response to Ladsen’s â€Å"The Natural Order†as it relates to the idea of hubris. Likewise, this rhetorical response will be compared and contrasted with Joseph Epstein’s essay â€Å"Perpetual Adolescence†. Through such a level of analysis, it is the hope of this author that the reader will come to gain a more valuable and nuanced interpretation of why our current culture is so fixated on the idea of perpetual youthfulness; and whether or not this is a positive or negative attribute. Firstly, in terms of Ladsen’s story, entitled â€Å"The Natural Order†, the author represents the internal and external dialogue that is taking place between a middle-aged married man and one of his longtime best friends. The middle-aged married man is indicative of what might be termed as a â€Å"conservative†.
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