Effective Pedagogy for Early Childhood Essays

Effective Pedagogy for Early Childhood Essays Effective Pedagogy for Early Childhood Essay Effective Pedagogy for Early Childhood Essay For the intent of this survey an activity has been planned by the writer and introduced within the writers ain work puting. Any learning purposes will be evaluated and consideration given to any learning chances offered to set up the prosperity of execution of the activity. All planning will be developed utilizing the counsel of the Early Years Foundation Stage ( DCFS, 2008 ) , consideration given to the distinction of children`s demands and assortment of pedagogical attacks required. Research will be undertaken to set up the considerations given in be aftering to the Early Years Foundation Stage Principles, subjects and committednesss supported by relevant theory and research findings. Research will be undertaken into different theoreticians and how their findings may act upon current pattern within the workplace. A picture recording will be made to capture all interactions and chances utilised for shared, sustained thought. Opportunities for the development of linguistic communication, and diverseness of acquisition will be evaluated and assessed with the aid and counsel of the scenes director. The Early Old ages Puting The country used for the planned activity is within the chief room of a Foundation Unit which caters for kids who are aged three to five old ages old. The country chosen is within the originative portion of the scene leting entree to all stuffs and equipment available. The country has been prepared for the activity, all resources have been prepared and organised adhering to the wellness and safety counsel of the scene. The purpose of the activity is to set up a child`s ability to manage tools and objects safely and efficaciously, this has been achieved through the proviso of a assortment of equipment and stuffs supported through the interaction of the early old ages practician. Planning has been differentiated leting for kids of lower abilities to be included within the activity, and different schemes implemented in order to provide for single developmental demands. This is in line with the purposes and rules of the EYFS attack to larning. Good planning is of import for effectual pattern in order to give a varied and progressive attack to larning. It enables practicians to construct on their ain personal accomplishments and cognition and enhance development within pattern. The EYFS ( DCSF, 2008 ) recognises the significance of planning and observation as a method to inform practicians, constructing on experiences of kids and sweetening of any learning chances. Activity `Bubble Balloons ( Appendix a ) Planing implemented to develop an activity that would back up the bing subject of work within the puting ` Conveyance ; In the Air , and old week`s observations was developed. Consideration was given to the development of different degrees of acquisition, with the inclusion of a lesson program to back up the original subject. A transcript of the lesson program was so given to the director who will detect the activity and do notes which will measure the success of execution, development of linguistic communication and any other relevant information. This activity was planned for execution within the chief room of the scene. A mixture of six kids aged three to five old ages old were invited to take part. The kids were given aprons to protect their apparels and the activity introduced by the practician. Different techniques, stuffs and procedures were modelled, and encouragement given to do independent picks. The intent of the activity was explained, depicting any learning purposes and relevancy of the activity to the scenes chief subject. An illustration of a finished merchandise was shown to help ocular consciousness of kids present. Opportunities to discourse the activity allowed the kids to set up lucidity of the adult`s outlooks. Following safety guidelines a cup and jug of H2O were placed on top of the tabular array and each kid given a straw. Children were asked to ab initio blow through a straw into a cup of H2O to set up their ability to blow and non suck. Following this appraisal the practician was able to determine which kids required the alternate schemes for the activity. The distinction of be aftering enabled less able kids to entree finger pigments and adorn balloon templets alternatively of bubble picture. It is the duty of early old ages suppliers to concentrate on each child`s separately larning development through the distinction of planning and guaranting positive attitudes to diverseness, as stated in the EYFS Statutory Framework ( DCSF, 2008 ) . The kids were encouraged to experiment by separately blowing through the straws into pots of colored pigments, pressing a clean paper balloon templet onto the pot detecting the assorted forms created. This procedure was so repeated edifice up the denseness of pigment onto the paper. This is an activity that is supported by the EYFS Early Learning ends for Knowledge and Understanding ( DCSF, 2008 ) , which encourage kids to research and look into stuffs utilizing all their senses as appropriate. Opportunities for the practician to detect the kids s reactions to the stimulations and note any `wow minutes enabled grounds to be collected and reflect on the result of the activity. Throughout the activity encouragement was given to speak about alterations of textures, colorss and different techniques used. When finished, kids offered thoughts and suggestions to what they could make next to better or widen the activity. Guidance and support of the practician was offered when required, enabling kids to input their ain thoughts promoting independent thought, assurance and development of cognitive accomplishments. Following this treatment the kids began to independently adorn square pieces of card utilizing a assortment of stuffs of their ain pick. With support from the grownup the kids attached the balloon templet to the `basket with a assortment of methods of their pick. Opportunities at the terminal of the activity were given to discourse as a whole the different methods used, and chances given for the kids to portion their finished `balloon . This allowed the kids to portion in their ain creativeness, ideas, feelings and thoughts with their equal group. This activity was observed, recorded and assessed throughout by the director of the scene. Notes were made of existent interactions for accurate survey. Use of appropriate linguistic communication and enlargement of linguistic communication was recorded and suggestions made to change or back up the pedagogical attacks used. An chance to discourse the findings with the director at a ulterior day of the month allowed a coaction of thoughts to be shared, and any advice given to be built upon and implemented in future pattern. Pedagogical Approachs Throughout the activity consideration was given to the linguistic communication used and chances for kids to interact freely through geographic expedition and experimentation. An debut to the activity giving clear, positive instructions and outlooks helped the kids to follow a clear guideline of the undertaking in front. This` patterning is identified in the Effective Early Learning ( EEL ) Project ( Pascal and Bertram, 2001 ) in the three key parts of grownup interaction which impact straight in a child`s acquisition ; effectual interactions, sensitiveness and freedom to larn and research independently. The debut of a finished merchandise gave the kids a ocular assistance to exemplify what was required. Ocular AIDSs illustrates a different attack that will back up communicating together with the spoken word. Bruner ( 1983 ) describes the relationship between grownup staging, larning and a child`s degree of linguistic communication development. However Trevarthan ( 1998 ) describes that without a child`s ain desire to larn or take part, advancement will be impaired necessitating practicians to develop an consciousness into back uping these demands, giving chances for kids to freely show their single purposes. Ocular AIDSs, organic structure linguistic communication, sharing and communicating all illustrate a holistic attack to acquisition and is encouraged within the chief rules of the EYFS Framework ( DCFS, 2008 ) . This is shown in the differentiating of be aftering for the activity for kids who have identified barriers to larning and whom may necessitate more big support. Through using a assorted and multi-sensory attack to larn, assorted pedagogical attacks have been illustrated. Using ocular, audile and haptic resources allow the kids to to the full take part in the activity in a composure, safe and structured environment. This can be shown through the child`s enthusiasm and involvement illustrated. This procedure is described as `VAK ; Visual, Auditory and Kinaesthetic AIDSs. ( DfES, 2004 ) Evaluation Of Manager ( Appendix B ) As shown in appendix B, the director has bullet pointed many positive facets for competent instruction and an ability to present a clear, precise but enlightening lesson was identified. The bringing of the lesson was highlighted and described as merriment and exciting, with kids eager to larn and take part. The usage of this type of communicating is described as `conversational staging , the importance of the practicians function in back uping and actuating the kids is reinforced through exciting the children`s involvements and empathy shown to their feelings and interactions. A belief illustrated in the Effective Early Learning ( EEL ) undertaking ( 2001 ) . The director was able to place that a deep apprehension into the methods and resources for the activity had been achieved through the debut of the lesson program, resources and ability to present a clear, but enlightening debut to the activity. The usage of different techniques and accomplishments introduced to the kids were identified leting the kids to research freely within their ain creativeness. Language was used to spread out the children`s thoughts and kids given encouragement to experiment at their ain degree of larning through grownup staging, and open- ended inquiries. The marks identified to better pedagogical attacks within pattern were to give the kids more freedom to reply, utilizing their equals to discourse their work and during this treatment to concentrate more on the inquiries given to the kids in order to let more kid led acquisition. Brooding Evaluation Following this activity I was able to stand back and reflect on my professional capablenesss and attack to the pedagogical methods used. I feel that I had successfully researched informations, implementing my ain acquisition accomplishments and cognition into the lesson program. The EYFS guidelines ( DCFS, 2008 ) were followed during the planning procedure, and developmental counsel taken into the proviso of age related marks for planning. A deep apprehension of any learning purposes was acquired in order to be after consequently for a child`s single developmental demands by following the EYFS model. Through treatment with co-workers the effectivity of the activity was evaluated and different pedagogical attacks discussed in order to develop professionally with the workplace. Throughout the activity an holistic attack to larning ensured that all the kids could freely pass on, believe about their purposes and heighten any physical accomplishments through their ain creativeness. Support and counsel was given when required promoting the children`s ain experimentation. This is a theory supported by Erikson ( 1963 ) whom believed that kids would make their full physical and rational potency leting a balance of larning chances and grownup intercession. Whereas Bruce ( 1991 ) identifies the importance of free drama to enable a kid to be in control without limitations. I feel that through the proviso of grownup support and chances for experimentation, a happy, safe and unafraid medium has been achieved within this activity. The purposes and aims intended for the activity were reached efficaciously, the kids aptly handled all the necessary tools and stuffs safely. A diverseness of acquisition was achieved through the distinction of planning, following with the rules identified in the National Curriculum ( DFEE,1989 ) get the better ofing possible barriers to larning by reacting and be aftering harmonizing to a child`s single acquisition with the inclusion of suited but accomplishable acquisition challenges. I found that the activity was successful, all wellness and safety issues were taken into consideration, kids were separately assessed to determine developmental capablenesss, and distinction in be aftering enabled all kids to take part in the activity harmonizing to single degrees of development. The activity seemed to flux along without any major changes and I was able to react and back up all linguistic communication and accomplishments required. I have established that the procedure of planning, ability to place certain developmental countries in demand of focal point, observation within pattern, group coaction and contemplation vital to my ain professional development. This method of contemplation is described by Schon ( 1983 ) as reflection- in- action. Decision Pedagogical attacks in the Early Old ages are indispensable in the proviso of effectual pattern. In order to advance teaching method, a practician must be able to show a good cognition and understanding into the rules, purposes and content of the EYFS model and successfully implement them within pattern. Planning, observations and appraisals are all influenced through the ability to accommodate purposes harmonizing to the holistic attack encouraged by the EYFS. An ability to understand a child`s single developmental demands and concentrate on appropriate larning aims assistance in the proviso of appropriate pedagogical resources, activities and interaction within the scene. Different theoreticians and authorities statute laws have influenced the bringing of the EYFS ; the Effective Early Learning ( EEL ) Project ( Pascal and Bertram, 2001 ) , National Curriculum ( DCFS, 1989 ) have impacted on the function of an early old ages practitioner through their different attacks to a child`s acquisition and development. A demand for on- traveling development ensures that all early twelvemonth practicians need to be cognizant of current policies and processs that may impact on pattern within the workplace. It has been established that through coaction with co-workers a better apprehension into different schemes would better pattern within the workplace and stairss to better these factors will heighten any farther professional development. Word Count ; 2,200 Mentions Department for Children, Schools and Families ( 2008 ) Practice Guidance for the Early Years Foundation Stage. Nottingham: DCFS Publications. Department for Children, Schools and Families ( 2008 ) Statutory Guidance for the Early Years Foundation Stage. Nottingham: DCFS Publications. Bruner, ( 1983 ) in Pound, L ( 2005 ) How Children Learn. London: Step Forward Publishing Ltd. Department for Education and Employment ( 1989 ) The National Curriculum. London: HMSO. Department for Education and Science ( 2004 ) Primary National Strategy Excellence and Enjoyment: Learning and Teaching in the Primary Old ages: Section 3- Diverse Learning Needs. London: DfES. Erikson, E ( 1963 ) Childhood and Society. Harmondsworth: Penguin. Pascal, C and Bertram, A ( 2001 ) The Effective Early Learning ( EEL ) Undertaking: Accomplishments and Reflections. London: House of Commons. Schon, DA ( 1983 ) The Brooding Practitioner: How Professionals Think In Action. New York: Basic Books. Trevarthan, C. ( 1998 ) The Child`s demand to larn a civilization in, Woodhead, M. , Faulkner, D. And Littleton, K. Cultural Worlds of Early Childhood. London: Routledge/ Open University Press.

Battle of Empress Augusta Bay in World War II

Battle of Empress Augusta Bay in World War II Battle of Empress Augusta Bay- Conflict Date: The Battle of Empress Augusta Bay was fought November 1-2, 1943, during World War II (1939-1945).    Battle of Empress Augusta Bay - Fleets Commanders: Allies Rear Admiral Aaron Tip MerrillCaptain Arleigh Burke4 light cruisers, 8 destroyers Japan Rear Admiral Sentaro Omori2 heavy cruisers, 2 light cruisers, 6 destroyers Battle of Empress Augusta Bay - Background: In August 1942, having checked Japanese advances at the Battles of the Coral Sea and Midway, Allied forces moved to the offensive and initiated the Battle of Guadalcanal in the Solomon Islands.   Engaged in a protracted struggle for the island, numerous naval actions, such as Savo Island, Eastern Solomons, Santa Cruz, Naval Battle of Guadalcanal, and Tassafaronga were fought as each side sought the upper hand.   Finally achieving victory in February 1943, Allied forces began moving up the Solomons towards the large Japanese base at Rabaul.   Situated on New Britain, Rabaul was the focus of a larger Allied strategy, dubbed Operation Cartwheel, which was designed to isolate and eliminate the threat posed by the base.   As part of Cartwheel, Allied forces landed at Empress Augusta Bay on Bougainville on November 1.   Though the Japanese had a large presence on Bougainville, the landings met little resistance as the garrison was centered elsewhere on the island.   It was the intention of the Allies to establish a beachhead and construct an airfield with which to threaten Rabaul.   Understanding the danger posed by the enemy landings,  Vice Admiral Baron Tomoshige Samejima, commanding the 8th Fleet at Rabaul, with the support of Admiral Mineichi Koga, Commander-in-Chief of the Combined Fleet, ordered Rear Admiral Sentaro Omori to take a force south to attack the transports off Bougainville. Battle of Empress Augusta Bay - The Japanese Sail: Departing Rabaul at 5:00 PM on November 1, Omori possessed the heavy cruisers Myoko and Haguro, the light cruisers Agano and Sendai, and six destroyers.   As part of his mission, he was to rendezvous with and escort five transports carrying reinforcements to Bougainville.   Meeting at 8:30 PM, this combined force then was compelled to evade a submarine before being attacked by single American aircraft.   Believing that the transports were too slow and vulnerable, Omori ordered them back and accelerated with his warships towards Empress Augusta Bay.   To the south,  Rear Admiral Aaron Tip Merrills Task Force 39, consisting of Cruiser Division 12 (light cruisers USS  Montpelier, USS Cleveland, USS Columbia, and USS Denver) as well as Captain Arleigh Burkes Destroyer Divisions 45 (USS  Charles Ausburne, USS Dyson, USS Stanley, and USS Claxton) and 46 (USS Spence, USS Thatcher, USS Converse, and USS Foote) received word of the Japanese approach and departed their anchorage near Vella Lavella.   Reaching Empress Augusta Bay, Merrill found that the transports had already been withdrawn and began patrolling in anticipation of the Japanese attack. Battle of Empress Augusta Bay - Fighting Begins: Approaching from the northwest, Omoris ships moved in cruising formation with the heavy cruisers in the center and the light cruisers and destroyers on the flanks.   At 1:30 AM on November 2, Haguro sustained a bomb hit which reduced its speed.   Forced to slow to accommodate the damaged heavy cruiser, Omori continued his advance.   A short time later, a floatplane from Haguro inaccurately reported spotting one cruiser and three destroyers and then that the transports were still unloading at Empress Augusta Bay.   At 2:27 AM, Omoris ships appeared on Merrills radar and the American commander directed DesDiv 45 to make a torpedo attack.   Advancing, Burkes vessels fired their torpedoes.   At approximately the same time, the destroyer division led by Sendai also launched torpedoes. Battle of Empress Augusta Bay - Melee in the Dark: Maneuvering to avoid DesDiv 45s torpedoes, Sendai and the destroyers Shigure, Samidare, and Shiratsuyu turned towards Omoris heavy cruisers disrupting the Japanese formation.   Around this time, Merrill directed DesDiv 46 to strike.   In advancing, Foote became separated from the rest of the division.   Realizing that the torpedo attacks had failed, Merrill opened fire at 2:46 AM.   These early volleys severely damaged Sendai and caused Samidare and Shiratsuyu to collide.   Pressing the attack, DesDiv 45 moved against the northern end of Omoris force while DesDiv 46 struck the center.   Merrills cruisers spread their fire across the entirety of the enemy formation.   Attempting to steer between the cruisers, the destroyer Hatsukaze was rammed by Myoko and lost its bow.   The collision also caused damage to the cruiser which quickly came under American fire.    Hampered by ineffective radar systems, the Japanese returned fire and mounted additional torpedo attacks.   As Merrills ships maneuvered, Spence and Thatcher bumped but sustained little damage while Foote took a torpedo hit that blew off the destroyers stern.   Around 3:20 AM, having illuminated part of the American force with star shells and flares, Omoris ships began to score hits.   Denver sustained three 8 hits though all of the shells failed to explode.   Recognizing that the Japanese were having some success, Merrill laid a smoke screen which badly limited the enemys visibility.   Meanwhile,   DesDiv 46 focused their efforts on the stricken Sendai.    At 3:37 AM, Omori, wrongly believing that he had sunk an American heavy cruiser but that four more remained, elected to withdraw.   This decision was reinforced by concerns about being caught in daylight by Allied aircraft during the voyage back to Rabaul.   Firing a final salvo of torpedoes at 3:40 AM, his ships turned for home.   Finishing off Sendai, the American destroyers joined the cruisers in pursuing the enemy.   Around 5:10 AM, they engaged and sank the badly damaged Hatsukaze which was straggling behind Omoris force.   Breaking off the pursuit at dawn, Merrill returned to aid the damaged Foote before assuming a position off the landing beaches.    Battle of Empress Augusta Bay - Aftermath: In the fighting at the Battle of Empress Augusta Bay, Omori lost a light cruiser and destroyer as well as had a heavy cruiser, light cruiser, and two destroyers damaged.   Casualties were estimated at 198 to 658 killed.   Merrills TF 39 sustained minor damage to Denver, Spence, and  Thatcher while Foote was crippled.   Later repaired, Foote returned to action in 1944.   American losses totaled 19 killed.   The victory at Empress Augusta Bay secured the landing beaches while a large-scale raid on Rabaul on November 5, which included the air groups from USS Saratoga (CV-3) and USS Princeton (CVL-23), greatly reduced the threat posed by Japanese naval forces.   Later in the month, the focus shifted northeast to the Gilbert Islands where American forces landed Tarawa and Makin. Selected Sources: World War II Database: Battle of Empress Augusta BayBattle of Empress Augusta Bay - Order of BattleHistory of War: Battle of Empress Augusta Bay

Fluoride Essay Example | Topics and Well Written Essays - 1500 words

Fluoride - Essay Example Since calcium bonds correspondingly robustly with the fluoride ion, the fluoride ions are much less available than in the synthetically created fluoride. The synthetic composites are more noxious since they are more soluble in water and the fluoride dislocates from the composite (Davidson, 2003). The maximum quantity of fluoride is suggested to around 1 ppm (parts per million). For instance, at 1ppm an individual would drink 1 mg of fluoride in 1 liter of water. However, the differences take local situations, which affect the quantity of water one drinks, into account. Nevertheless, fluoride can be taken in several means or sources. Processed foods and beverages manufactures in fluoridated areas contain high amounts. Vegetation consumes concentrating more in their exterior parts with leafy vegetations containing the most. Pesticides sprayed on plants also contain fluoride. Tea has 160-660 ppm optimizing at 1 mg per 6 cups. A lot of activities which take raw materials from the earthâ €™s core and focus them to high temperatures release fluorides,. Fluorine composites are associated with the creation of aluminum, uranium, bricks, cement, and steel, amid others. The aluminum industry produces the highly toxic by-product fluo-spar from aluminum slag. In the nuclear industry, hydrogen fluoride and elemental fluorine are utilized in uranium production. For a lot of these industries fluorides present the largest disposal challenge. Steel and aluminum industries emitting fluoride air pollution have been castigated for devastating plants and laming cattle, oxidization of steel bridges and cause of death smogs. In Dona, Pennsylvania, 1948 a fluoride rich fog from the city’s zinc mill murdered 20 people (Masters & Coplan, 1999). Phosphate fertilizer plants have also caused fluoride damage to animal and vegetation life in their locality. The appliance of phosphate fertilizers t soil severely rises fluorides in the soil which amount to consumption by plants we la ter eat and infectivity of drinking water through run off. Research studies project that the people of Aichi in Japan were taking up as much as 11 mg of fluoride a day from meals they were consuming. What these illustrations suggest is that we are already exposed to high amounts of fluoride. By fluoridating our water, we still raise the baggage, dislocating fluoride further through the environment where it gathers and established its way back into our meal products. Fluoride toothpaste alone were toting up 116 00o pounds of fluoride to the environment in the 70s. The occurrence of fluoride in high fronts and its connected challenges of drinking water existing in many parts of the world has been well documented. Fluoride present in drinking water is acknowledged for both its merits and harmful impacts on health. Many decisive solutions to these problems have thus far been given. Fluoride from water can be removed in numerous means. It can be removed either by an adsorption process of by a coagulation, precipitation process. The mode appropriate for an offered circumstance required to bee shrewdly chosen with regard to numerous factors (Urbansky & Schock, 2000). According to Urbansky & Schock (2000), water is one of the primary elements fundamental for maintenance of all types of life and is accessible in adequacy in nature occupying just about three fourths of the surface of the

Global Warming and Temperature Increase Essay Example | Topics and Well Written Essays - 1000 words

Global Warming and Temperature Increase - Essay Example Situation Average global temperature is the widely applied measure for global warming and time series data has been used to demonstrate the state of global warming and its reality as a threat to the world. Temperature measures, traced by different reliable and independent institutions suggest a significant and consistent increase in global temperatures, at least in the past five decades. Even though temperature variations had previously been reported, the past half-century has reported an anomaly that raises concerns. With the temperatures between the years 1961 and 1990 as the basis, relative temperature changes before the year 1950 were negative as compared to changes in the post-1950 era. Relative change averaged between -0.20c and -0.40c with a notable exemption towards the year 1879 in which the relative anomaly went above 00c. The temperature change had however been gradual, with average oscillations along the increasing pattern, and decreased thereafter for two decades. Though the change in relative anomaly later increased, the increase was not as significant as the current state. By the year 1950, the average anomaly was reported bellow 00c and has since risen, with a consistent trend, to about 0.60c. The constant pattern in the increment in the past six decades establishes the significance of global warming and even though historical trends suggest a cyclical pattern, a climax and time for such a climax have not been predicted and the general temperature rise is expected to continue. The temperature changes have also been realized in the arctic regions that are known for their extremely cold temperatures (American Institute of Physics 2013, p. 1). Empirical studies on causes of global warming suggest human activities, as opposed to natural changes, as causes of global warming. In a time series data on temperature anomaly by cause, whether caused by human activities or non-human activities, the two activities reported averagely similar degrees of contri bution to temperature anomaly before the second half of the 20th century. Effects of the two categories of phenomena had equivalent magnitudes until the year 1950 when the effects of human activities dominated effects of non-human activities in influencing positive temperature change. While the effects of non-human sources of temperature anomaly have remained constant, over the past century, being fairly bellow 00c, effects of human activities have gained significance and constantly increased to explain about 0.60c temperature anomaly. This accounts for almost 100 percent of total anomaly and suggests that human activities into the emission of greenhouse gases could be the significant cause of the global warming that has become significant in the past half-century (Lindsey 2010, p. 1). Problem Climate change due to global warming has induced diversified impact on the environment and adverse secondary effects on people’s lives. Melting of polar ice caps is one of the significa nt consequences of global warming and means mass conversion of ice into water and a consequent down flow of the water towards adverse consequences of floods and destruction of properties in the affected regions.

Cross-content Lessons Essay Example for Free

Cross-content Lessons Essay Instructional design is very important towards the success or failure of children to understand the lessons that are thought by teachers. This essay will look at the instructional design of lessons for children ages 5 to 7, who have difficulty reading and studying mathematics. Designing a lesson has to do with a number of target related issues such as the level of the children, target practices and novel ways of ensuring that learning is top priority. Teachers have to be skilled enough to deal with children that bring to the classroom different learning habits and backgrounds; two factors that might impinge on their learning paces and study habits. READING LESSON: Standards – The standards set for the understanding of reading has to do with the importance of it. Mainly, the lesson should help to ensure that children by age 7 years can read fluently even in front of audiences. Their articulation habits and ways of pronunciation should be consistent with a child who has learnt how to read properly. Objectives By the end of this lesson, students should be able to: a) Pronounce words and read fluently. b) Learn how to spell words. c) Notice punctuation and learn how to use it. d) Make reading on of their pastimes. Lesson Plan and Practice – One hour of reading time is recommended after lunch or first session in the morning when children have been settled. Session 1: Learning about vowel sounds and other sounds. Intended to use the IBG Phonics tapes and voice over for children. For example, simple words like apple. Children need to understand that words are broken up into syllables. Rhyming sounds and simple sentence reading. Interestingly approaches to making out words and pronouncing them. Session 3: Spelling and recognition of words. Encouraging them to read out loudly, practice with parents or even do choral speaking sessions. Assessment – Allow children the opportunity to opportunity to engage in reading efforts and Spelling Bee competitions. a) Give the children a story to write and ask them to read it aloud in class. b) For written exams, test them on breaking words into syllables and spelling. Reflection – There are advantages and disadvantages of productive integrated instructional design. One major advantage is that the lesson structure is easy to follow and that one step leads to the other. There is supposed to be a natural progression even in the student’s mind. A disadvantage of this form of design is that sometimes the assessments are not a true indication of whether the student has learnt the art of reading. MATHEMATICS LESSON: Standards – Students should be able to do simple mathematical practices. It is important that they understand that mathematics is about knowing the principle behind formulas and practicing. Objectives – By the end of the lessons the students should be able to: a) Realize the different mathematical signs b) Understand the principle behind each of them and begin to practice working out sums. Lesson Plan and Practice – Children should at least spend quality time with the practice of mathematics. Following the lesson plan is important, but more interestingly is encouraging the student to practice the sums on their own. Session 1: Understanding the power of sums. Teaching simple adding and subtracting practices for example: If you have 10 marbles and John takes 3 marbles but puts back one marbles, how many marbles are you left with? Session 2: Understanding tables and learning them. Starting with the two times tables. Session 3: Division is tricky, so the student needs to know their tables properly first. Objects can be used to ensure that children can actually visualize the equation. Assessment Simple sums, for an end of term examination. For take home assignments, practicing sessions with parents. Reflection – This lesson design is easy to use and to follow. I believe that the best and most successful approach to learning is that the teacher spends time with each student or attempt to work in groups, so that the children can voice their challenges in grasping the formulas. A disadvantage to it is that a teacher must have a keen eye to know that the student does not understand the sum of the principle behind it. Reference Butt, Graham. 2006. Lesson Planning. Great Britain, Continuum International Publishing.

Graduation Speech -- Graduation Speech, Commencement Address

For some of you graduates, this will be the last ceremony you might ever sit through. Most of us, though, and I regret that I am in this group, will sit through many more ceremonies -- ceremonies longer and more tedious that this or anything else you can imagine. If you think this is bad, try a college graduation. Think, that is, attend a wedding. And, if just for a moment you think that that is bad, just be thankful you have never attended or will attend a Bar Mitzvah. The only ceremony I think anybody would truly enjoy attending is a funeral. But, only if you are lucky enough, or unlucky enough, to be the guest of honor, because, really, that will be the only time you will be able to be honored at a ceremony and not have to make chit chat with a bunch of strangers afterwards. I hate chit chat. Mindless talk, with really no subject to talk about. People love to chit chat after ceremonies, especially after graduations. Be prepared fellow students. Be prepared. Look around at the people in the stands. They are eyeing you, picking you out. They are going to find you, and they are going to chit chat. I think it is these costumes we are wearing. Something about us all dressing alike that makes people tend to think we're all the same person. They look at one of us in cap and gown, and figure they might as well talk to us like we're all the same relative they came to see. Note to guests: Just because you are Uncle Lenny, does not make you my Uncle Lenny. My Uncle Lenny could not attend tonight. He is the guest of honor at a funeral. Well now I am a minute or so into my speech and all I have done is rant and I have said anything of importance, so let me do that, now. Usually people like to choose a quote to use in speeches like the... ... from there my sultry suburbanite. I know what some of you are thinking right now, though. You right there, you are saying, "Hey guy, while I'm over here thinking about how purty I am and how not-so-purty my neighbor is, my neighbor is thinking the same thing about me. It don't work. Your hypothesis is unfeasible." Well, let me tell you this right now, and it is just between me and you. You are the real good-looking one. Let that beastly person next to you think whatever they want, both me and you know who is hot, and who is not. You will all find this helpful in your lives. Just remember that cardinal rule. When two people are next to each other, one of them has to be better looking than the other, and it might as well be you. Unless, of course you're sitting next to me you infectious flap-mouthed scut, you. Thank you all, for your sweetly faked attention.

Establishing Business in Brazil Essay

In establishing business in Brazil, Under Armour has to study the country’s customs, traditions, language and cultural differences in order to start right. Learning these things will also help the company in its hiring and employing of local workers. Human Resource — one of the most important aspects of business is the workforce. To effectively deal with Brazilian employees, UA management should understand cultural differences that include: (customs/traditions) 1. business is a social event 2. Brazilians don’t buy on impulse 3. Brazilians are very conscious of rank and position 4. being late is socially acceptable Another important consideration that UA has to make is the hiring of local junior executives who could assist the company in the hiring and training of employees. Local executives would be very helpful and bridging the cultural gap between management and native workers. As an example, Chevron Corp., an American oil company has a successful operation in Brazil. It’s workforce is comprised of both foreign and local workers. Foreign workers come from the United States and other neighboring countries. Communication Communication is very important in any organization or corporation. More so when the natives of the country of operation speaks Portuguese. This language is used by all of the people in Brazil, and is considered a unifying factor. In order for Under Armour to handle local workers, it is necessary for the non-Brazilian managers to take up language classes. In the same manner, it is beneficial for the local workers to be enrolled in English classes. By being equipped with the right language skills, both managers and employees will be able to communicate effectively and lessen the chances of having conflicts because of miscommunication.

A Wellness Nursing Essay

A wellness nursing diagnoses focuses on the patient’s progress or potential progress towards healthier behaviors†¦Ã¢â‚¬ ¦ rather than on a problem. They were created to change a situation in which only negative issues were addressed†¦Ã¢â‚¬ ¦..leaving out diagnoses for patients in a healthy setting. A wellness diagnosis indicates a readiness to advance from the current level of health to a higher level. There are two prerequisites for a wellness diagnosis—a desire to advance and an ability to do so. 1) Emotional Readiness: The first requirement for a wellness diagnosis is a desire to attain a higher level of well-being. The patient must express emotional readiness to engage in interventions that will help him reach that next level. 2) Status and Function: The second prerequisite for a wellness diagnosis is the presence of status or function required to perform tasks related to the diagnosis. 3) Assessment: Assessing a patient’s readiness to respond to a wellness diagnosis involves patient interviews and interaction. 4) Writing the Diagnosis: While most nursing diagnoses require at least two parts, the diagnosis and the â€Å"related to† factors, wellness diagnoses are written a little different. They are started with the word â€Å"readiness† followed by the action or health-seeking behavior that will be enhanced. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. Examples : â€Å"Readiness for enhanced management of therapeutic regimen† describes a patient who is willing and able to participate in her own treatment by following recommendations and helping set new goals for herself. A patient who has expressed a desire to come to terms with his illness and requests help with this is displaying â€Å"readiness for enhanced coping.† â€Å"Readiness for enhanced religiosity† can be applied to a patient who previously stated she no longer believed in her religion but later states that she wants to get back in touch with her spiritual side.

Police Brutality Essays (2503 words) - Los Angeles Police Department

Police Brutality Essays (2503 words) - Los Angeles Police Department Police Brutality Description: It was April 29, 1992 and it was my twelve birthday. My mom gave me a little chocolate cake with a plastic surfer riding a wave on top of it. We were watching television while I was getting ready to blow out my candles. There was a disturbance in South Central Los Angeles that the news helicopters were covering on every channel. There were crowds of people flooding the intersection of Florence and Normandy acting rowdy and getting aggressive toward passing cars. They stopped cars and pulled people out of them. The news cameras were right on top of it all of the way. Reginald Deny was taken out of his semi-truck and severely beaten. You could see people enthused about beating this defenseless man. One man grabbed a brick and threw it at Denys head then began to dance with enthusiasm. The majority of the crowd were black and they were harassing any other race that happened to go through their neighborhood. The crowd got out of control setting fire to cars and the violence was quickly s preading to other blocks around the neighborhood. I continued to eat my cake as I watched the news broadcasting the surging violence. The crowd was reacting to the acquittal, just hours earlier, of the four police officers in the beating of Rodney King2 . People couldnt believe the outcome. The beating of Rodney King was videotaped and shown over and over to the public. People believed that finally there was going to be justice. They believed that there was clear-cut evidence showing what has been complained about for years. Finally people who had never believed the accounts of police brutality existed witnessed it for themselves. Finally the public as a whole could react and try to control the officers that abuse their power. But instead, the officers were acquitted, and the Ngo 2 public felt betrayed. Especially the black community who was fed up with their complaints falling on deaf ears. They were fed up and they resorted to rioting. For five days the violence persisted and spread further and further out of the ghetto reaching across the borders of the black communities of South Central and into adjacent neighborhoods. The subject of police brutality was thrown into the eyes of the public. People could no longer ignore the problem and the city of Los Angeles was made the example of citizens frustrations in clouds of smoke and looted communities . Police brutality is defined as the unauthorized exercise of police discretion where the policeman acts without the formal capacity to impose legal sanctions (Rucheelman 133). The officers are given the power to use their best judgment in all situations. The main complaint is that the police often use force that is unnecessary. The police argue that they use force in order to protect themselves. The Law Enforcement Code of Ethics (International Association of Chiefs of Police) begins as follows: As a Law Enforcement Officer, my fundamental duty is to serve mankind; to safeguard lives and property; to protect the innocent against deception, the weak against oppression or intimidation, and the peaceful against violence and disorder; and to respect the Constitutional rights of all men to liberty, equality, and justice (Ruchelman 17). It later addresses prejudices and violence stating: I will never act officiously or permit personal feelings, prejudices, animosities or friendships to infl uence my decisionsI will enforce the law courteously Ngo 3 and appropriately without fear or favor, malice or ill will, never employing unnecessary force or violence and never accepting gratuities (Ruchelman 17). The line between police brutality and the proper force used in any situation is not always clearly drawn. Police officers are in constant danger and need to control people in order to handle certain situations. Police officers need to calculate the amount of force needed as their situations develop. Their are two kinds of police brutality. One occurs when emotions run high for example, during mass demonstrations or riots. The other kind is carried out systematically and regularly in the line of duty and is often times fueled by stress, frustration, racial intolerance or for intimidation. The second type of misconduct is deliberate and calculating and is potentially more disturbing to

Everybody is a Native Speaker, Nobody is a Native Writer

Everybody is a Native Speaker, Nobody is a Native Writer Everybody is a Native Speaker, Nobody is a Native Writer Everybody is a Native Speaker, Nobody is a Native Writer By Michael Does writing English cause you pain? Maybe thats because youre not a native writer of English. But then, none of us is a native writer of anything. We all learned to talk before we could write. Linguists say that, in a real sense, written English is a different language than spoken English. Thats true of every language. Writing down your words changes what youre saying. For one thing, your tone of voice disappears. Written letters and characters may not correspond directly to the sounds of speech (especially true of English, unfortunately). Readers are less tolerant of missing or added words than listeners. A speech may make sense to the original audience members and even move their hearts, but the initial transcript may seem shockingly illiterate and even incomprehensible: And the reason you know not that I would recommend no, Im serious When students have trouble learning a foreign language, its often because their teachers treat the written language as primary, when actually the spoken language is primary. Chinese was considered a forbidding language for Westerners (all those characters!) until people such as Henry C. Fenn and Gardner M. Tewksbury at Yales Institute of Far Eastern Languages had the brilliant idea of teaching their students to speak Chinese before teaching them to write it. From personal experience, I can testify that they were right. To me, Chinese is simpler and more sensible than many other languages, especially I never had to learn to write it. (I still have problems with pronouncing tones, which change the meaning. But all Westerners do.) What prompted my thinking about writing vs. speaking was a question from a reader named Linda, who read my article The Yiddish Handbook: 40 Words You Should Know, and asked, If a Jewish person was singing, what language would they sing in: Hebrew or Yiddish? I sort of thought that Hebrew was the written language, but Yiddish was the spoken language of the Jewish people but I dont really know. Thank you! I answered: They usually sing in their native language most Jews arent fluent in either Hebrew or Yiddish. But Hebrew is the official language of the state of Israel, and Yiddish is the common language of the haredi, commonly called the ultra-Orthodox. So there are popular Jewish songs in both languages. Of course, Hebrew is the language of religion, and was often considered fancier or more formal than Yiddish, so it might be used for certificates and so on. Chants and prayers during worship are in Hebrew, and Yiddish is written in the Hebrew alphabet, but Eastern European Jewish folk songs and klezmer songs usually have Yiddish titles or lyrics. Hebrew is an example of a religious language that is read more than it is spoken. In my experience, many young Jewish people learn Hebrew only well enough to read it (often shakily) for their bar mitzvah ceremony. In Eastern Europe churches, Slavic Orthodox worshippers use the Church Slavonic language, but they dont speak it outside church. Language acquisition expert Tom Brewster told me that conservative Protestant Christians are able to understand the 1611 King James Bible only because theyve become partially bilingual in Elizabethan English. Im told that citizens of Greece can understand the first century Greek Bible about as well. Just as Muslims pray in Arabic without necessarily speaking it, for centuries Roman Catholics prayed in Latin. At first the language of the church service was simply a formal version of the Vulgar Latin (sermo vulgaris, folk speech) spoken in Europe. But over the centuries, as Vulgar Latin evolved into languages such as Spanish, Italian, French, Portuguese, Romanian, Catalan and Romansh, Catholic worshippers understood less and less of what the priest was saying. In the 1960s the Vatican began to allow the Mass to be said in local languages. Writing coaches often urge their students, Write the way you talk, and thats good advice. Your writing can be friendly and conversational, just as your speaking is. Aim to be understood, not to impress, in both your writing and speaking. But understand that written English and spoken English are two slightly different languages. When you write them down, your words can become even more expressive and precise than if you spoke them. 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 Writing Basics category, check our popular posts, or choose a related post below:15 Terms for Those Who Tell the Future"Certified" and "Certificated"List of 50 Compliments and Nice Things to Say!

Participate in a Research Study Essay Example | Topics and Well Written Essays - 250 words

Participate in a Research Study - Essay Example Many of the questions were asking about current situations as well as one that the participant remembered from their past. The strengths of this study were that it only took about 15 minutes and it was done online. This way, the study could be random and they could take as many participants as possible. Because it was online, they were able to take people from all over the world. They also provided links to therapists that could help if the participants had any challenges with their feelings after the study as well as the email of one of the researchers. The only weakness of the study I felt was that the sections were too long in some situations. There were several times that I felt like I just wanted to stop instead of going all the way through to the end. In the initial page of the study, the researchers gave information about any ethical considerations. The study had been approved by their ethical committee and they said participants could leave a study blank if it made them feel uncomfortable. They also gave links to counselors because they said that it could be that one would feel some anxiety or distress in answering some of the questions. They said that the survey was voluntary and that the participant had the right to withdraw participation at any time.