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Save to Officio Citizenship and Immigration Canada Citoyennete et Immigration Canada PROTECTED WHEN COMPLETED – B PAGE 1 OF 4 SCHEDULE A BACKGROUND / DECLARATION The principal applicant, his or her spouse or common-law partner, if applicable, and all dependent children aged 18 years or older listed in the application for permanent residence must complete their own copy of this form. If there is not enough space to provide all the necessary information, attach to this form a separate sheet of paper with further details.Print your name at the top of each additional sheet and indicate the form's title and the number of the question you are answering. Before you start completing this form, make enough photocopies for your needs. You can also print all or part of this form from our Web site at www. cic. gc. ca. BEFORE YOU START, READ THE INSTRUCTION GUIDE TYPE or PRINT in black ink Indicate whether you are The principal applicant 1. Your full name Family name The spouse, common-law partner or dependent child aged 18 years or older of the principal applicant 6.Have you, or, if you are the principal applicant, any of your family members listed in your application for permanent residence in Canada, ever: YES NO a) been convicted of a crime or offence in Canada for which a pardon has not been granted under the Criminal Records Act of Canada? b) been convicted of, or are you currently charged with, on trial for, or party to a crime or offence, or subject of any criminal proceedings in any other country? c) made previous claims for refugee protection in Canada or at a Canadian visa office abroad, in any other country or countries, or with the United Nations High Commissioner for Refugees (UNHCR)? ) been refused refugee status, an immigrant or permanent resident visa (including a Certificat de selection du Quebec (CSQ) or application to the Provincial Nominee Program) or visitor or temporary resident visa, to Canada or any other country? e) been refused admission to , or ordered to leave, Canada or any other country? f) been involved in an act of genocide, a war crime or in the commission of a crime against humanity? Date of birth Town/City of birth Country of birth Date of death, if deceased 5. Year Month Day Tito Given name(s) Roderick 2. Your full name written in your native language or script (e. . , Arabic, Cyrillic, Chinese, Korean, Japanese characters or Chinese commercial/telegraphic code) Roderick M. Tito 3. 4. Your date of birth Year Month Day 1972 01 17 Personal details of your father Family name Tito Given name(s) Felix 1 9 1 2 1 2 0 8 Danao City, Cebu Philippines Year Month Day g) used, planned or advocated the use of armed struggle or violence to reach political, religious or social objectives? h) been associated with a group that used, uses, advocated or advocates the use of armed struggle or violence to reach political, religious or social objectives? ) been member of an organization that is or was engaged in an activity that is part of a pattern of criminal activity? j) been detained, incarcerated or put in jail? 1 9 9 8 Personal details of your mother Family name at birth k) had any serious disease or physical or mental disorder? Tito If your answer to any of these questions is YES, provide details below. Given name(s) Fedilinda Date of birth Town/City of birth Country of birth Date of death, if deceased 1 9 4 7 0 4 2 7 Year Month Day Danao City, Cebu Philippines Year Month DayThis form is made available by Citizenship and Immigration Canada and is not to be sold to applicants. IMM 5669 (07-2011) E (DISPONIBLE EN FRANCAIS – IMM 5669 F) Save to Officio PAGE 2 OF 4 7. Education Give the number of years of school you successfully completed for each of the following levels of education. Elementary/ primary school Secondary/ high school University/ college Trade school or other post secondary school 6 4 1. 5 Give full details of all the secondary and post secondary education (including university, coll ege and apprenticeship training) you have had.From To Type of certificate or Name of institution City and country diploma issued Y M M Y 2 0 1 1 1 1 2 0 1 2 0 3 2 0 1 2 0 3 2 0 1 2 0 3 1 9 9 7 1 2 1 9 9 7 1 2 1 9 9 7 0 6 1 9 9 7 0 7 BMC Training Center for Welding and Fabrication Inc. BMC Training Center for Welding and Fabrication Inc. MIAP Training and Service Center / TESDA Region VII Technical Education and Skills Development Authority ( TESDA Region VII ) Mandaue Technical Institute Mabolo Cebu City, Philippines Mabolo Cebu City, Philippines Cebu City, Philippines Cebu City, Philippines 1 9 9 4 0 6 1 9 9 5 0 4 8. Personal historyMandaue City, Cebu Philippines Shielded Metal Arc Welding NC II ( 360 hrs. ) Industrial Pipefitting NC II ( 160 hrs. ) Industrial Pipefitting Course ( 80 hrs. ) Refrigeration and Air Conditioning 10 months Basic Seaman Course Provide the details of your personal history since the age of 18, or the past 10 years, whichever comes first. Start with the mos t recent information. Under â€Å"Activity†, write your occupation or job title if you were working. If you were not working, provide information on what you were doing (for example: unemployed, studying, travelling, retired, in detention, etc. ).Note: Please ensure that you do not leave any gaps in time. Failure to account for all time periods will result in a delay in the processing of your application. From Y M Y To M Activity Welding Instructor and Aircon Techinician City or town and country Cebu City, Philippines Name of company, employer, school, facility, as applicable Brilliant Metal Craft Training Center for Welding and Fabrication Inc. 2 0 1 2 0 6 2 0 1 2 12 2 0 1 0 12 2 0 1 2 0 3 Electromechanical Supervisor Servicing Department Supervisor Machinist / Tool keeper Machinist / Fitter Mandaue City, Philippines Mandaue City, PhilippinesMEPZ- I ,Mactan Island, Cebu, Philippines MEPZ- I ,Mactan Island, Cebu, Philippines ZERCOOL POWER Airconditioning and Electrical Servic es B and A TRADING and Airconditioning Services ABTECH Machineries and Engineering Services Corp. ATA Engineering and Technology Consortium Inc. 1 9 9 7 0 6 2 0 1 0 12 1 9 9 4 0 4 1 9 9 6 12 1 9 9 2 1 1 1 9 9 4 0 3 9. Membership or association with organizations What organizations have you supported, been a member of or been associated with? Include any political, social, youth or student organization, trade unions and professional associations. Do not use abbreviations.Indicate the city and country where you were a member. Write â€Å"NONE† in the box if you have not been a member of any association/organization. From Y M Y To M Name of organization Insovilla Plains Homeowners Association BMC Assistant Instructor NONE Type of organization SOCIAL STUDENT Activities and/or positions held within organization PRESIDENT PRESIDENT City and country Lapu-lapu City, Cebu Philippines Cebu City, Philippines 2 0 0 7 0 3 2 0 1 2 2 0 1 2 0 5 2 0 1 2 0 6 NONE NONE 10. Government positions List any government positions (such as civil servant, judge, police officer) you have held. Do not use abbreviations.Write â€Å"NONE† in the box if you have not held any government position. From Y M Y To M Country and level of jurisdiction (e. g. national, regional, municipal) NONE Department/Branch Activities and/or positions held NONE NONE NONE NONE IMM 5669 (07-2011) E Save to Officio PAGE 3 OF 4 11. Military service Provide below details of military service for each of the countries in whose armed forces you served. Write â€Å"NONE† in the box if you have not undertaken military service. Name of country NONE From Y M Y To M Branch of service, unit numbers and names of your commanding officers Rank(s) Dates and places of any active combatNONE NONE NONE NONE NONE NONE Name of country NONE From Y M Y To M Branch of service, unit numbers and names of your commanding officers Rank(s) Dates and places of any active combat NONE NONE NONE NONE NONE NONE 12. Addresses Li st all addresses where you have lived since your 18th birthday. Do not use P. O. box addresses. From Y M Y To M Juan Luna Street 749 M. L Quezon St. Cabancalan Insovilla Plains, Marigondon Street and number City or town Province, State or District Country 1 9 9 0 0 1 1 9 9 3 0 1 1 9 9 3 0 1 2 0 0 0 0 3 Danao City Mandaue CIty Lapu-lapu City Cebu Cebu Cebu Philippines Philippines Philippines 0 0 0 0 3 2 0 1 2 12 IMM 5669 (07-2011) E Save to Officio PAGE 4 OF 4 Authority to disclose personal information By submitting this form, you consent to the release to Canadian government authorities of all records and information any government authority, including police, judicial and state authorities in all countries in which you have lived may possess on your behalf concerning any investigations, arrests, charges, trials, convictions and sentences. This information will be used to assist in evaluating your suitability for admission to Canada or remaining in Canada pursuant to Canadian legisl ation.Declaration of applicant I declare that the information I have given is truthful, complete and correct. Year Month Day Signature Date DO NOT COMPLETE THE FOLLOWING SECTION NOW. YOU MAY BE ASKED TO SIGN IN THE PRESENCE OF A REPRESENTATIVE OF THE CANADIAN GOVERNMENT OR AN OFFICIAL APPOINTED BY THE CANADIAN GOVERNMENT. Solemn declaration I, , do solemnly declare that the information I have given in the foregoing application is truthful, complete and correct, and I make this solemn declaration conscientiously believing it to be true and knowing that it is of the same force and effect as if made under oath.Interpreter declaration I, , do solemnly declare that I have faithfully and accurately interpreted in the language the content of this application and any related forms to the person concerned. I have been informed by the person concerned, and I do verily believe, that he or she completely understands the nature and effect of these forms, and I make this solemn declaration consci entiously believing it to be true and knowing that it is of the same force and effect as is made under oath. Signature of applicant Signature of interpreterDeclared before me at Canadian Government official this day of of the year Name Please print or type Signature The information you provide on this form is collected under the authority of the Immigration and Refugee Protection Act and will be used for the purpose of assessing your application for permanent residence. It will be stored in Personal Information Banks (PPU 039 entitled Overseas Immigration Case File and PPU 042 entitled Immigrant Case File). It may be shared with other organizations in accordance with the consistent use of information under the Privacy Act.Under the provisions of the Privacy Act and the Access to Information Act, individuals have the right to protection of and access to their personal information. Details on these matters are available at the Infosource website (http://infosource. gc. ca) and are als o available at public libraries across Canada. IMM 5669 (07-2011) E Family Name: Tito Save to Officio Given Name: Roderick . 7. Education Give the number of years of school you successfully completed for each of the following levels of education. Elementary/ Secondary/ University/ 6 4 primary school high school collegeADDENDUM 1. 5 Trade school or other post secondary school Give full details of all the secondary and post secondary education (including university, college and apprenticeship training) you have had. From Y M Y To M Name of institution BMC Training Center for Welding and Fabrication Inc. City and country Mabolo Cebu City, Philippines Mabolo Cebu City, Philippines Cebu City, Philippines Cebu City, Philippines Type of certificate or diploma issued Shielded Metal Arc Welding NC II ( 360 hrs. ) Industrial Pipefitting NC II ( 160 hrs. ) Industrial Pipefitting Course ( 80 hrs. Refrigeration and Air Conditioning 10 months Basic Seaman Course 2 0 1 1 1 1 2 0 1 2 0 3 2 0 1 2 0 3 2 0 1 2 0 3 1 9 9 7 12 1 9 9 7 12 1 9 9 7 0 6 1 9 9 7 0 7 BMC Training Center for Welding and Fabrication Inc. MIAP Training and Service Center / TESDA Region VII Technical Education and Skills Development Authority ( TESDA Region VII ) Mandaue Technical Institute 1 9 9 4 0 6 1 9 9 5 0 4 . 8. Personal history Mandaue City, Cebu Philippines Provide the details of your personal history since the age of 18, or the past 10 years, whichever comes first. Start with the most recent information.Under â€Å"Activity†, write your occupation or job title if you were working. If you were not working, provide information on what you were doing (for example: unemployed, studying, travelling, in detention, etc. ). Note: Please ensure that you do not leave any gaps in time. Failure to account for all time periods will result in a delay in the processing of your application. From Y M Y To M Activity Welding Instructor and Aircon Techinician City or town and country Cebu City, Philippines Na me of company, employer, school, facility, as applicable Brilliant Metal Craft Training Center for Welding and Fabrication Inc. 0 1 2 0 6 2 0 1 2 12 2 0 1 0 12 2 0 1 2 0 3 Electromechanical Supervisor Servicing Department Supervisor Machinist / Tool keeper Machinist / Fitter Mandaue City, Philippines Mandaue City, Philippines MEPZ- I ,Mactan Island, Cebu, Philippines MEPZ- I ,Mactan Island, Cebu, Philippines Mandaue City, Philippines Danao City, Philippines ZERCOOL POWER Airconditioning and Electrical Services B and A TRADING and Airconditioning Services ABTECH Machineries and Engineering Services Corp. ATA Engineering and Technology Consortium Inc. 1 9 9 7 0 6 2 0 1 0 12 1 9 9 4 0 4 1 9 9 6 12 1 9 9 2 1 1 1 9 9 4 0 3 9 9 2 1 1 1 9 9 3 0 5 1 9 9 0 0 4 1 9 9 2 10 Production Worker Coal Miner Sunpride Foods, Inc. Almendras Mining Corporation 12. Addresses List all addresses where you have lived since your 18th birthday. Do not use P. O. box addresses. From Y M Y To M Street and number City or town Province, State or District Country 1 9 9 0 0 1 1 9 9 3 0 1 1 9 9 3 0 1 2 0 0 0 0 3 Juan Luna Street Danao City Cebu Philippines 749 M. L Quezon St. Cabancalan Insovilla Plains, Marigondon Mandaue CIty Lapu-lapu City Cebu Cebu Philippines Philippines 2 0 0 0 0 3 2 0 1 2 12 IMM 5669 (07-2011) E .

What Social Factors Affect Students’ Use of Online Registration: An Exploratory Study

What Social Factors Affect Students' Use of Online Registration: An Exploratory StudyXiaobing Cao, Ph.D., Institutional Researcher Robert Brodnick, Ph.D., Director and Assistant Professor Planning and Research University of the Pacific Association for Institutional Research 42nd Annual Forum June, 2002 (Toronto, Canada)Track 3: Institutional Management and PlanningAbstractWhat Social Factors Affect Students' Use of Online Registration: An Exploratory StudyThis study investigated how social factors affect college students' use of the online registration service that was recently offered in a private university in Northern California. During the first year, about 31% of the students who pre-registered their courses used the service. The results indicated that academic and demographic factors affected students' use of the online service. For example, students from certain disciplines (e.g. Pharmacy and International Studies) and high income families were more likely to use the online se rvice. It is interesting to notice that the results did not show a significant impact of gender on the use of online registration. Implications are presented for institutions considering alternative registration methods or the implementation of technological solutions to administrative processes.What Social Factors Affect Students' Use of Online Registration: An Exploratory StudyThe current study focuses on how social factors affect students' use of online registration. The online service was first offered at the university in spring 2001. Using online registration can be viewed as new technology adaptation. However, updated literature in students' new technology adoption is rare. It is worthwhile to investigate how social factors affect college students in adapting the new technology. There are two objectives for this study: reviewing relevant literature of the online registration and examining the impacts of social factors on use of the online service. Review of LiteratureAccordin g to the literature, online registration1 can be divided into three stages of development. The first stage is the 1970s. This is a â€Å"developing stage† in which some universities led higher education institutions to experience initial new technology application in administration (Michael, 1976; Chapman & Gambrell, 1976; Brown, 1979; Hengehold & Keim, 1975; Adams, 1974). During this stage, online registration underwent a period of experiments and testing. Online registration was beginning to be recognized for its operation in assisting university administration.The second stage refers to the decade of the 1980s. During these years, online registration was widely used by universities across the country. New features in the registration process were added and more experience was summarized (Heard, 1987; Cook & Parker, 1983; Arnett & Posey, 1986; Lonabocker & Long, 1983; Lisker, 1987). This period can be viewed as the â€Å"stabilized stage.† Cook & Parker (1983) conduc ted a survey of online registration practices among 66 colleges and universities. They found that online registration had improved academic advising.Online registration in the literature review refers to various methods through which a registration can be completed, such as, mainframe computer,  telephone, and web.New technology application had saved time for students, faculty and staff members (1987). Online registration has been clearly confirmed as â€Å"a successful approach† (Lonabocker & Long, 1983; Arnett & Posey, 1986).The third stage includes the 1990s and beyond. This period can be viewed as the â€Å"enhancement stage.† There have been new ways of exploring online registration such as using web service (Swein, 1997), integration of internet technology into all phases of the education process (Thomas, Carswell & Price, 1998), and getting specific groups of students involved in online registration (Kelly, 1998). Thomas et al. pointed out that the integrative approach has been effective in university administration. The third stage indicates that online registration has been well developed, looking for new ways to enhance the new technology environment through new technology convergence.Theoretical Framework & Research QuestionsSocial cognitive theory (Bandura, 1986) helps explain how human behaviors are affected by both social factors (e.g. family income) and personal factors (e.g. selfconcepts). The theory suggests that different social characteristics of students affect how they adapt themselves into the new technology environment. Based on social cognitive theory, the current study is investigating how social variables affect students' use of online registration. The following are the research questions. 1. To what extent do student academic variables impact the use of online registration? 2. To what extent do student demographic variables impact the use of online registration?  3. What are the effects of the academic and demograp hic variables on the use of online registration? MethodologyThe data were extracted from the university student information system. The  dependent variable was the registration method (online vs. walk-in). The independent variables were in two parts: academic variables and demographic variables. TheSocial Factors and Online Registration 5 University of the Pacificacademic variables included Major, Class, Grade, and Degree Level. The â€Å"major† was measured by the college or school a student majored in. The â€Å"class† described the students' class level including freshmen, sophomore, junior, senior, and graduate. The â€Å"degree level† was measured by two categories: graduate level and undergraduate level. The â€Å"grade† was measured by the students’ cumulative GPA. The demographic variables included Gender, Age, Ethnicity, and Family Income. The â€Å"family income† was a two-category variable including families with income =$90,000 . The data source was the adjusted gross income reported from FAFSA.ResultsTo answer research question one, â€Å"To what extent do student academic variables impact the use of online registration?†, a descriptive analysis was conducted. The results showed that the students who used the online registration were more likely those who majored in pharmacy (39%) and international studies (37%). The students who did not use the online registration were more likely those who majored in music (13%). The Chi-square test shows that the relationship between the registration method and major was significant, χ2 (6, n=3024)= 43.8, p

Chemistry Chapter One Flashcards Example for Free

Chemistry Chapter One Gaining knowledge based on observation Biological science and physical science Study of things that are/were alive Botany- plants Zoology- animals Mycology- fungi Microbiology- microorganisms Chemistry-matter and its properties/reactions Physics- relationship between matter and energy Nature does not have categories of science, but†¦ Categories help us organize the information There are many combinations or cross overs of†¦ These categories of science (example: biochemistry) Study of composition, structure, and properties of matter, the processes that matter undergoes, and the energy changes that accompany these processes Organic chemistry, inorganic chemistry, physical chemistry, analytical chemistry, biochemistry, and theoretical chemistry Study of most carbon containing compounds Study of properties and changes of matter and their relation to energy Identification of the components and composition of materials Study of substances and processes occurring in living things Use of mathematics and computers to understand principles behind chemical behavior Basic research, applied research, technological development Research for the sake of increasing knowledge Research that involves production and use of products that improve quality of life Property that does not depend on the amount of substance (example: color, texture, density) Property that depends on the amount of the substance (example: mass, volume, length) Characteristics that can be observed without change the identity of the substance (example: color of nails is silver) Cannot be observed without changing the identity of the substance (example: rust, decomposable, flammable) Phase map in order from lowest kinetic energy to highest Degenerate matter, Bose-Einstein condensate, solid, liquid, gas, plasma, Quark-Gluon plasma Highly compressed matter existing in cores of massive stars Gasous superfluid formed by atoms and cooled to absolute zero, strongest intermolecular energy, close and strong molecules Definite shape and volume, formula units closely packed Definite volume, shape of container, formula units close and in random arrangement Takes volume and shape of container, formula units are far apart Building blocks of matter existing in soup Forces between molecules, responsible for phases Plasma, to gas, to liquid, to solid†¦ and gas to solid Deionization, condensation, freezing†¦ and deposition Plasma, to gas, to liquid, to solid†¦ and gas to solid are referred to as what? Solid, to liquid, to gas, to plasma†¦ and solid to gas Melting, evaporation, ionization†¦ and sublimation What is the purpose of a glossary and appendix? Glossary- Defines words in back of textbook Appendix- Sections append in back of textbook -Symbol is capitalized -If there are two letters, the second letter is lowercase Diatomic- H2, O2, N2, Group 17/7A/VII, F2, Cl2, I2, Br2, At2 Others- S8 (sulfur), P4 (phosphorus), O3 (ozone), Se8 (selenium) Rest are monotomic- Look up symbol Title, legend, type of measurements, units Outer cone- limited gas, lots of air Inner cone- mix of gas and air Base cone- limited air, lots of gas Long hair pulled back, goggles, closed shoes, long pants, long sleeved shirt, apron Has mass and occupies space (make pure substance and mixtures) Two or more kinds of formula units -heterogenous or homogenous -homogenous: acid, base, salt, alloy One kind of formula unit, during its phase change temperature stays the same until the change is complete -element or compound -element: metals, metalloid, non-metals -compound: covalent and ionic bonds Metal made by combining two or more metallic elements (example: brass, bronze, steel, iron) Malleable, ductile, good conductor of heat and electricity, shiny, high melting point Nonmalleable (brittle), not ductile, poor conductor of heat and electricity, dull An element whose properties are intermediate between solid nonmetals (both metal and nonmetal) Hold dropper vertically to get same size drops, squeeze bulb with uniform pressure, never stick dropper into water Turn hand over, grasp stopper between two finger, handle bottle with same hand, never put stopper on counter Heating a test tube in a burner flame Tube should be no more than 1/3 full, hold at angle, move back and forth (heating from side to side) Filtering a precipitate from a liquid Put in clean funnel, moisten with distilled water to hold in place, decant liquid from top of solid Mistake that happens to only on or a few groups in a lab Part of the experiment and happens to all groups Fractional charged subatomic particles that make up larger subatomic particles Up, down, strange, charm, top, and bottom Constructed with an inlet with an adjustment for amount of air, and amount of gas. Proper mixture yields faint blue flame for maximum heat and minimum soot What is meant by the word chemical? Substance with definite composition Physical chemistry, organic chemistry, and biochemistry Mass-Measure of the amount of matter Matter- Anything that has mass and takes up space How does a pure compound differ from a mixture? Compound is consistent and has properties of itself. Mixtures retain properties of what makes it up Characteristic that defines an entire group of substances How are properties useful in classifying materials? Properties can be used to distinguish substances and separate them Difference between extensive and intensive property Extensive depends on matter that is present and intensive does not Distinguish physical and chemical change PC- change in substance that does not involve a change in the identity of the substance CC- change in which one or more substances are converted into different substances Change in the object. Whether solid, liquid, or gas. Changing form Quark-Gluon Plasma- Top Degenerate matter- Bottom Where are metals and nonmetals on a periodic table? Metals- Left side Nonmetals- Right side Cannot be separated into simpler means What is the name of a new substance and different formula? What is the name of the same substance and different formula? If it’s a pure substance, how do you identify the melting or freezing point? If it’s a mixture, how do you identify the melting or freezing range? How do melting and freezing points of a pure substance compare? Chemistry/Physics PS test Time Travel based on Einstein's theories Chemistry: EM, Einstein, Photons, Bohr, OM Model, Electron Configuration Nuclear Chemistry Chemistry Elements Chemistry U2 Einstein / Photoelectric Effect Newton vs Einstein Chemistry Exam 3 (Atomic Theory) General Science II Module 1 Test Philip Glass Knee Play 1 from Einstein On The Beach Chemistry- The Modern Atomic Theory company About StudyMoose Contact Careers Help Center Donate a Paper Legal Terms & Conditions Privacy Policy Complaints We use cookies to give you the best experience possible. By continuing we’ll assume you’re on board with our cookie policy We will write a custom sample essay on

The importance of coordination and cooperation among all levels of Research Paper

The importance of coordination and cooperation among all levels of government - Research Paper Example In many cases, it is often hard and difficult working in a system that does not have proper systems and mechanisms for effective coordination. In this kind of set up, many complains often arise from people meant to enjoy services from them; this is because, they end up having a lot of inefficiencies. This paper examine s the essence of effective in the American government during times of emergency like Hurricane Katrina, outlining the importance of various management control systems used during the catastrophe. According to federal law, coordination is a process, which requires that all the federal agencies to effectively coordinate the respective plans, programs as well as management activities with the local governments. Coordination itself is a very strong and powerful tool that is often employed in order to offer essential services to the populace, protect their property rights, utilize essential resources and other services that the government is mandated to offer to its people (Haddow, Bullock & Coppola 2014). The process of coordination has often worked effectively in the past since most federal agencies are particularly directed by the Congress in the process of working with the local governments (Haddow, Bullock & Coppola 2014). In the past, coordination has proved effective in the process of implementing special policies that have had greater impacts on the local residents. It is important to note that federal governments cannot easily decide to walk out of it, however, it is sometimes least enforced since some local governments do not have its full awareness and have not been effectively trained on how to implement it. Various incidences that have happened in the United States, have illustrated how coordination in the government has been helpful towards effective management of this catastrophes (Allen & Beech 2013). One of the incidences that received a greater amount of effective government coordination was the Hurricane

Day care in the chicago, IL downtown area Assignment

Day care in the chicago, IL downtown area - Assignment Example Globalization on different parts of the continent has made it difficult for parents to provide for and at the same time care for their children. This is caused by the changes in the economy amongst other factors that influences a parents’ ability to stay at home and take care of the children. This is a big problem as several reported cases on burnt or burgled homes; always involve young children left at home alone by their parents. Chicago, IL Downtown Area is famous for daycare services because of its diverse population. A daycare service center in Chicago, IL Downtown Area will be of great significance to working parents and single parents as it will provide them with an opportunity to live their children under the care of trained individuals and safe environments. Situational Analysis The situational analysis of the daycare in the Chicago, IL Downtown Area refers to the general position at which the day care is operating. The situational analysis of the daycare in Chicago i s also the SWOT analysis of the daycare. The daycare in Chicago stands to benefit from numerous opportunities available in the city like the loans and other credit for commencing the business offered to small businesses by various workshops in Chicago. However, policies and procedures in the Chicago, IL Downtown Area might pose a challenge for the daycare because of the time and resources that will be used in registering the daycare and making it formal(Connell 202). The weaknesses that the daycare in IL Downtown Area will be experiencing are that it may be able to provide individualized attention for each individual child brought in their care. Secondly, is that it may not accrue much profits when it decides to refuse to take ill children inside their premises. The threats of the daycare in the Chicago, IL Downtown Area is that it will expose children brought inside the premises to various diseases because of the many children who will be attending the facility and they might be he ld accountable for the spread of diseases or sicknesses amongst the toddlers (Hershfield 49). Market Summary The demand for services in the Chicago, IL Downtown Area is increasing by the day as most parents and single parents find themselves committed to other productive and non-productive activities like taking nightshift employment or going out on a night dinner. The market is flooded by several daycare services and each are coming with strategies to outdo each other in the market. In addition, to the targeted single and working parents, daycares in Chicago, IL Downtown area also targets the non-working rich parents and sick parents. These types of individuals always lead a lavished lifestyle and at times are uncomfortable with the responsibilities of looking after their young ones. Sick parents are not always in positions to take good care of their young ones since their sickness drains off their energy. This is disturbing as they find it challenging to monitor their selves whils t at the same time looking after their babies (Hershfield 50). Market Demographics Market demographic factors involves factors like age, sex, economic status level of education, income amongst other factors influencing the choice of a consumer in purchasing. Market demographics will be of significance to the daycare in Chicago, IL Downtown Area as it assists in identifying targeted audiences. This is resourceful as the company is able make a prediction using the demographics available to set up a center that will serve the needs of the existing population in the area. The composition of population will also assist in obtaining data used by the company to relocate resourceful information by the daycare on the

S5W10DQs Responses Assignment Example | Topics and Well Written Essays - 500 words

S5W10DQs Responses - Assignment Example Ideally, political unrest in the nation had made the nation intolerable to the population hence giving no room for economic practices. However, this changed with the war on security insurgency in Afghanistan that made Islamist militia flee southwards where they have found safe zones. In this regard, the de facto plan was timely as it enabled the US to control the re-emergence of extremist movement that had halted the growth of this Islamic nation (Rogriguez, 2011). Therefore, concerted efforts on the Taliban and the remaining Al-Qaeda extremists was timely as this gave prospects of potential economic development since the US military had recaptured the Afghan territory (Hart, 2012). On the contrary, the strategy has impediments to which the likelihood of success dwindles because of these facts. For one, the Afghan government headed by Hamid Karzai is the greatest hurdle toward the realization of progressiveness for the nation because of corruption (Hart, 2012). This means that part of his government may support the activities of the Al-Qaeda by accepting bribes from the heavily funded network hence thwarting efforts of the US army in flushing the extremists out. Secondly, possible withdrawal by the US troops in the nation after their time line expires would mean that the strategy would most likely fail. In essence, the possibility of this occurrence will heighten especially when the troops will not have completed training the Afghanistan military troops on how keep the extremists at bay. This would in turn make the nation return to terrorist captivity hence gagging all economic related activities. Essentially, the US used the de facto partitioning strategy as a way of preventing future terrorist attacks on the US soil hence applying all possible mechanisms to achieve success for the plan (Press Secretary, 2009). On the contrary, the US agreed that the strategy would be costly for the US,

New adventure creation Essay Example | Topics and Well Written Essays - 2500 words

New adventure creation - Essay Example 146). The following new adventure creation ideas will be necessary to ensure success of the business as well as making it profitable. The name of the business will be XYZ car body and paint shop. The present paper discuses the venture of a new business idea starting a car body and paint shop. The business will be engaged in repairing and painting car bodies of all models. This is a good business idea for the type of business seems not to be affected, by any economic changes since everybody currently seems to own his or her own car. The idea of the business is to provide high quality products and services to the potential customers (Grossman 2005, p. 150). Being the owner of the business, I will ensure that the business keeps every kind of current technique, products, and services to enable it to offer quality services and products, which is the most customers’ demand in todays world. The business and the workers will be dedicated to carrying out all services on time and sustaining every car owner to be a long-term customer of the shop. XYZ car body and paint shop will be selling and replacing worn-out car bodies and offering painting services to the damaged car bodies. This will involve complete restoration of car frames for all types and makes of cars, body repairs, and paints including electrical repair, rust repair, custom engine building, and metal fabrication and paint. The business will specialize in all the current Spain cars and trucks makes. The average body repair and painting will take a minimum of two days, therefore the average labour for repairing and painting one car will cost an approximation of $100. The customers will also incur extra cost for any other extra part that we will buy for the purpose of the car repair. The XYZ car body and paint shop will also carry out any other relevant car services

Communicating at work Essay Example | Topics and Well Written Essays - 2500 words

Communicating at work - Essay Example Non verbal communication includes memos, emails, and other social softwares. To develop a perfect sort of communication at work it is necessary that some elements are kept into view. This brief would further take all these elements into view and provide with the related needs of communication at work and other places (Taylor 2001). To develop an effective interpersonal communication network at work it is necessary for the individuals to keep several factors in mind while communicating. Businesses nowadays usually are dependent upon the communication networks. For e.g. if an employee needs to get a particular good manufactured, it is necessary for him to contact the manufacturer to tell him what good does he need. Thus it is necessary that an effective network is made. To achieve this it is necessary for the person who is communicating to achieve clarity. By clarity here it is meant that the person who is communicating should be very clear in stating his thesis of the message. The words chosen by the communicator should be very precise which are clear enough for the other individuals intellect. Thus it is necessary that the communicator does not drag his message up to critical levels where the other listener gets confused by the message. This confusion can therefore lead to several other problems in the workpla ce (Kelly 1979 & Taylor 2001). The communicator should make it a point that he is direct when communicating at work. The communicator should not involve irrelevant messages while he communicates as these irrelevant messages can lead to errors at the workplace. The misconception about reaching the point in communication at workplaces is that the communicator usually thinks that adding up other points may give him an advantage but this rather creates an absurd image in which one can miss out the main points of the original message. So it can be concluded that in

Traces of Modernism and Women Emancipation in The Yellow Wallpaper and Term Paper

Traces of Modernism and Women Emancipation in The Yellow Wallpaper and The Awakening - Term Paper Example According to the paper for the first time brought women out from the confines of their homes, where they were primarily responsible to serve as mere wives and mothers, to a larger reality, with provided them with a chance to carve an identity in the socio-economic domain. This led to many supporting developments like the dilution of the taboo associated with divorce and cohabitation, the advent of the Pill that gave women a decisive say in the sphere of their reproductive health and decisions, and a larger scope for women in the educational, career making and workforce related opportunities. However, these changes did not remain merely confined to the area of economic affairs and social status, but also greatly influenced the role ascribed to women in personal relationships. The women became more questioning of the issues like sexuality, marriage and motherhood. The short story The Yellow Wallpaper and the novel The Awakening to a great extent pertain to this altering stance of women in the interpersonal relationships and a changing approach of the women towards issues like domesticity, marriage and motherhood. This paper stresses that gilman masterfully uses her short story The Yellow Wallpaper to make reveling statements about the issues like feminism and womanhood. To do so, Gilman expertly leads the reader through the misery faced by a woman in the wake of her neurotic state, characterizing a mix of her mental state and her views pertaining to marriage and womanhood through her association with the yellow wallpaper in her bedroom.  

Latin America Essay Example | Topics and Well Written Essays - 500 words - 3

Latin America - Essay Example Indigenous culture of the South Americans originates from the Incan empire. This empire was established in the year 1438 in the city of Andean for a period of 100 years. Communication was made easier in this region through the building of an expansive network of roads. The Incas built ports, signal towers and food storage facilities along this highway. This allowed the Incas to dominate the western part of the continent. Cultural landscape of South America changed immediately after the importation of African slaves. Most of the African slaves were brought to Brazil. This led to the integration of the African culture to that of indigenous Indian beliefs. Other historical cultures developed with both physical and cultural landscape (Keen & Haynes, 2012). Cowboy culture developed in pampas in the mid 18th century where they hunted herds’ of horses and cattle that roamed freely in the land (Un-Habitat, 2012). The rich history of South America is explored by contemporary cultures. Many organizations are trying to bring audience globally in order to spread social and political messages that will generate revenue from tourism and investment. The aim of these organizations is to ensure sustainable development in South America. Currently they are working on issues like environmental legislation, leadership training and cultural representation. Religious practices remain the stronghold of many South American cultures. Catholicism has dominated the entire continent while other spiritual beliefs dominate the secular activities. Carnival of Reo De Janeiro is an important secular practice that is celebrated 40 days before Easter. This is an important event in the catholic calendar and one of the largest revenue-generating events in Reo (Keen & Haynes, 2012). The Rio carnival is an important event in South America because it attracts many Brazilians and foreigners. During this time, the hotel

James Joyce Essay Example for Free

James Joyce Essay In James Joyces Ulysses readers encounter Stephen Dedaluss search for identity a search which will be present through the entire narrative. At the heart of Ulysses is Stephens relationship with his mother. Stephen describes both the real mother who reared him and is now dead and an imagined mother serving as a symbol who is a product of Stephens consciousness having fear and anxiety (Hill 329). Mother love is idealized by Stephen in Ulysses: â€Å"Amor matris,† says Stephen, â€Å"subjective and objective genitive, may be the only true thing in life† (207). The concept of â€Å"amor matris,† or mother love, shows the magic power of the mothers fertility. Motherhood is the only fact of life about which Stephen is confident. A mother’s love, the dyadic relationship in which the mother and child are inseparable, however, Stephen experiences only nostalgically. He attempts to articulate it, when it is over. Thus Stephen’s fantasy of a selfless love is marked by a sense of loss. Main Body Although Stephen has buried his mother, she subsequently appears as a ghost. With his own mother dead, it is normal for Stephen to direct his attention sooner or later to Molly Bloom, the Magna Mater presiding over Ulysses. But Molly is something more than a mere person which serves in place of real mother. She symbolizes the sinful flesh, the claims of nature, and human love. Stephens attraction toward her is symptomatic of his disillusionment with all forms of patriarchal pressure (political authority and the Old Testament). She is like a moral goal towards which he is drawn as a result of his opposition to the church. As Murray explains: â€Å"If a man, who believes somehow in the reality and ultimate worth of some religion of gentleness and unselfishness, looks through the waste of nature to find support for his faith, it is probably in the phenomena of motherhood that he will find it first and most strikingly†(Goldberg 36). For Stephen the pain is very strong by the fact that his mother is dead. She has left him alone. She has taken with her his assurance of being related to the world and to himself. She has left the terrible anxiety about his loss. Moreover, she became the â€Å"ghostwoman† who appears to Stephen in the dream of death that lives in his memory throughout the day, together with memories and reflections about the mother in life. Added to his uneasiness about the psychic separation that is necessary for his growth into manhood is the hopeless realization that there is no physical woman to take the mothers place: â€Å"She, she, she,† he says repeatedly in â€Å"Proteus,† â€Å"What she? † (426). As Stephen comes intermittently into focus through the text, so does as much again in strength the problem of the loss of his mother and his necessity for a woman to take her place. The Stephens persistent idea with his dead mother is lightened at times by tenderness, but gradually is darkened by feeling of distress, anger, and offence over the relationship. Stephens memories of his mother start in â€Å"Telemachus† with the recall of his periodic dream of her in her â€Å"loose brown graveclothes† (103-4), which draws from him his initial plea for release – â€Å"let me live. † Stephens reflection to the memories of his mother in life and in death vibrates at the beginning between the desire for separation and the desire for continuous dependence, and his plea for release in â€Å"Telemachus† – â€Å"No, mother! Let me be and let me live† (279). In order to become capable of giving immortality to his life, in art, Stephen must first become a man. This requires a rebirth, not through the spirit, as it is in religion, but like the birth from the mother, occurring through the flesh of the loved woman: â€Å"in womans womb. † Stephen considers this rebirth seriously. At the end, Stephen is reborn in the text. This rebirth is textually completed at the middle of â€Å"Ithaca,† when Bloom opens the garden gate for Stephen, and a birth image includes meanings of the pun on â€Å"in womans womb. † Bloom inserts a â€Å"male key† into â€Å"an unstable female lock,† to reveal â€Å"an aperture for free egress and free ingress† (215-19). This is the â€Å"rebirth into a new dimension† and is also Stephens participation in the incarnation of the artist (Goldberg 96). Stephens image in â€Å"Telemachus† of his mothers â€Å"glazing eyes, staring out of death, to shake and bend my soul. . . . to strike me down† (273-76), brings from him the most dramatic raising of the terrible mother. â€Å"Ghoul! Chewer of corpses! † (278) is a manifestation of rejection which is definitely confirmed in ‘Circe† at the appearance of The Mother. Stephens mother shelters and nurtures her son with her body, her blood, her â€Å"wheysour milk,† who saves him from â€Å"being trampled underfoot† by the outside world (141-47). This motif of interchange between the loving and horrible aspects of the mother, presented in the first two episodes of Ulysses, is repeated in moments of memory any time Stephens mother becomes present in the text, until in â€Å"Oxen of the Sun,† the birth chapter, Stephen describes his release from the mothers threat through his proposed appropriation, as an artist, of her sophisticated power: â€Å"In womans womb word is made flesh, but in the spirit of the maker all flesh that passes becomes the word that shall not pass away. This is the postcreation† (292-94). Haunted through the whole of the day by the memories of his mother in death and in life, Stephen has moved from his loneliness in the morning, coupled with his inner plea to his mother to free him – â€Å"Let me be and let me live† to this statement of purpose at the maternity hospital. And this statement leads to his claim to a creative power that is greater than that of the mother (Hill 329). In â€Å"Circe,† then, The Mother meets with Stephen directly as the terrible mother, in her â€Å"leper grey,† with her â€Å"bluecircled hollow eyesockets† in her â€Å"noseless† face, â€Å"green with gravemould† (156-60). And here in the brothel, Stephen releases from the mother. This release is necessary for Stephen to become the divine creator of his proclamation. The release is accomplished in the unconscious, which is the ruling principle of â€Å"Circe. † The conversation between mother and son in a fundamental manner repeats Stephens encounters with her memory in the daytime, more or less changed, but still with the same odd balance between the loving and the horrible that is associated with the conscious memories. For although The Mother brings with her a message of death – â€Å"All must go through it, Stephen. You too† (182-83) she contains powerful features of the loving mother. As Stephen frightfully denies responsibility for her death – â€Å"Cancer did it, not I† (U 15:4187) The Mother claims, â€Å"You sang that song to me. Loves bitter mystery† ( U 15:4189-90). This line from Yeatss ‘Who Goes with Fergus? † can be found in â€Å"Telemachus,† as Mulligan leaves the parapet, humming: And no more turn aside and brood Upon loves bitter mystery For Fergus rules the brazen cars. (239-41). The paradox found in â€Å"loves bitter mystery† colours The Mothers answer to Stephens plea, â€Å"Tell me the word, mother, if you know now. The word known to all men† (U 15:4192-93). Twice before Stephen has asked the same question in his thoughts about â€Å"the word known to all men†: in Proteus (435) and in â€Å"Scylla and Charybdis† (429-30). In all the episodes in which the question is asked, in only one is a clear answer given. The answer, actually, had never been in the published text of Ulysses until Hans Walter Gablers 1984 Critical and Synoptic Edition interpreted five lines in â€Å"Scylla and Charybdis (U 9:427-31) forty-three words, eleven of them in Latin (Deming 129). This text, restored to one of the most scrutinized carefully segments in Ulysses, the source of most liked quotations about art and life, about fathers and sons, about mothers and sons, described love as the â€Å"word known to all men† (Deming 129). Richard Ellmann, in his 1984 presentation address to the Ninth International James Joyce Symposium in Frankfurt, presented the audience with his own identification of the word known to all men as love, claiming that the word was â€Å"perhaps† death (Deming 129). Kenners position that it might be death is much more than clear in his 1956 Dublins Joyce, where he describes Dublin as ‘the Kingdom of the Dead† and characterizes Mollys final â€Å"yes† as â€Å"the Yes of authority: authority over this animal kingdom of the dead. † The mother thus becomes the image of the â€Å"bitter mystery. † The complete answer to the question Stephen asks about the â€Å"word known to all men† is not ‘love† or â€Å"death† but â€Å"love† and â€Å"death† for whatever is born of the flesh through love will die at the end (Goldberg 156). In â€Å"Circe,† The Mother answers to Stephens plea with a conflicting blending of the loving and the terrible mother. The Mother in â€Å"Circe† is not gentle. True, she gives evidences of her love for her sun amor matris in terms that echo Stephens own thoughts that his mother â€Å"had saved him from being; trampled underfoot† (146): â€Å"Who saved you? Who had pity for you? † (196). But when she asks for Stephens penitence, she becomes for him ‘The ghoul! Hyena! † (198-200). And as the Mother continues to present assurances of her love and concern – â€Å"I pray for you Get Dilly to make you that boiled rice. Years and years I loved you† (202-3) her simultaneous threat of â€Å"the fire of hell† brings from Stephen the words of appeal, â€Å"The corpsechewer! Raw head and bloody bones† (212-14), together with the echo in â€Å"Circe† of his rejection in ‘Telemachus†: â€Å"Ghoul! Chewer of corpses! (278). Up to this point in the meeting with The Mother, although mother and son communicate, they do not touch each other. But with Stephens frantic denial of The Mothers final demand for remorse, a crab unexpectedly appears, and mother and son touch through the crab. This â€Å"green crab with malignant red eyes,† although evidently autonomous, is nevertheless mysteriously, ambiguously connected with The Mother, who â€Å"raises her blackened withered right arm slowly towards Stephens breast with outstretched finger,† uttering, â€Å"Beware Gods hand! † as the crab â€Å"sticks deep its grinning claws in Stephens heart† (217-21). This crab is real, and at the same time â€Å"Cancer did it, not I† (187) has all features of a primary creature from the dark depths of Stephens unconscious. Stephens crab is not visible to others, and his inner creature is not certainly visible even to him. But the terrible ghost with whom both crab and dragon are connected remains for the reader and for Stephen himself Stephens mother (Hill 329). Even Stephen’s references to Mother Ireland, Cathleen ni Houlihan, are tinged with gender bias. Stephen betrayed his mother as well as Mother Ireland. In the early morning at the Martello tower, he connects the old milk woman with the Shan van Vocht, â€Å"silk of the kine and poor old woman† (403), but doubtfully recognizes that the â€Å"wandering crone’ serves the â€Å"conqueror and her gay betrayer [Mulligan]† (403-5). Unlike the patriots who glorify Mother Ireland, Stephen thinks of â€Å"Gaptoothed Kathleen, her four beautiful green fields, the stranger in her house† (184). Mulligan and Stephen at the Martello connect woman with nature: the â€Å"great sweet mother† (78) of the sea. â€Å"Our mighty mother† (85) is, as in case with the Romantic poets, nature (Rickard 215). Conclusion In Ulysses, there is Stephen’s misogyny. He realizes the significance of â€Å"womans place† in a mans life and in his sense of himself. Ulysses is, without doubt, typically a mans book. It begins and ends with the mother figures who complete the male artists self. The mother, who is the â€Å"first incarnation of the anima archetype† (330), enters Ulysses with young Stephen and stays with him throughout most of Bloomsday. Thus, in Ulysses, though there are not many women, Joyce has presented to readers in symbolic terms the important interdependence and complementarity of the man and the mother. Works Cited Deming, Robert H. James Joyce: The Critical Heritage. Vol. : 2. Routledge: London, 1997. Goldberg, S. L. The Classical Temper: A Study of James Joyces Ulysses. Chatto Windus: London, 1961. Hill, Marylu. â€Å"Amor Matris: Mother and Self in the Telemachiad Episode of Ulysses†. Twentieth Century Literature. Vol. 39, no. 3, 1993. Joyce, James. Ulysses. New York: Vintage, 1986. Rickard, John S. Joyces Book of Memory: The Mnemotechnics of Ulysses. Duke University Press: Durham, NC, 1999.

Lead And Manage A Team Essay Example for Free

Lead And Manage A Team Essay 1.1 -Explain the features of effective team performance The features of effective team performance is set up through positive leadership, this is something which is developed and nurtured. An effective team will work together, be focused and all the time supporting each other along the way to achieve and reach goals. For a team to be effective, each team member needs to be clear on their roles and responsibilities relating to their job. Team performance will be more effective if there is respect for the leader/manager and an understanding towards their job role and responsibility. The leader/manager should also be aware of the skills or weakness within the team and be able to provide support were necessary and also utilise their strengths. Training and support will enable staff to improve performance, develop confidence and lift spirit within the team. A leader should encourage any conflicts to be resolved through healthy, professional confrontation and willingly and openly negotiate necessary changes. Effective leaders are a bit like cheerleaders for the team, they encourage and support members who are committed and actively with their teams and engage those members who aren’t participating. 1.2 -Identify the challenges experienced by developing teams Lack of Diverse Skills and Interests: If a team consists of members with similar skills and interests, the purpose of the team may not be achieved. Consider the scope of the project before selecting team members to determine which skills and interests best serve the team. Choose team members who have a range of different skill sets and interests. Read more:  Explain the Features of Effective Team Performance Poor Communication When individuals work as part of a team, communication is a key. If a team member treats his role as an independent one, communication suffers. If the team leader doesnt communicate with the team members, the office suffers. Hold team meetings to discuss expectations. Ask team members about their successes and challenges to gauge the level of communication. Supervisions are key as they are often a good tool to set objectives and measure success. Role Confusion Even though a team works together to achieve a goal, each person needs to know his specific role within the team. Otherwise, role confusion results. When team members lack an understanding of their specific roles or choose not to follow through with their roles, the team cannot develop as a cohesive and well-functioning unit. As a branch manager it is important that i ensure that i develop specific, well-defined roles for each team member. Explain each role, in detail, to each team member to avoid confusion. Monitor team members to make sure they adhere to their assigned role. 1.3 -Identify the challenges experienced by established teams Conflict Conflict can occur in work place for all sorts of reasons, however it can often occur in established teams. Often established teams can become quite friendly and personal issues can interfere or cause problems within the working environment, it is important for me as the branch manager that these are indentified and dealt with sooner rather than later as often it can become difficult to manage if it escalates. Norming Tuckman model refers to Forming – Storming – Norming and performing, Experienced teams can often get stuck in norming which is where everything becomes stagnant and just ticks over day to day. Day to day tasks are complete but nothing above and beyond, as the branch manager its my role to get the team from this stage to performing, this can be done through regular team meetings, supervisions. 1.4 -Explain how challenges to effective team performance can be overcome Working as a part of a team can be challenging depending on different personalities and working styles, however it can be just as rewarding, tasks can get completed quicker and the working environment can be fun and enjoyable. If not managed effectively the team will not function and there are some basic things to bare in mind. Clear job roles Regular team meetings Regular supervisions/appraisals Team building days All staff are aware of what we are working towards Manage performance effectively 1.5 -Analyse how different management styles may influence outcomes of team performance There are many management styles and i believe having one particular type all the time wont work, i find myself more of a democratic which is: Democratic style, the manager allows the employees to take part in decision-making: therefore everything is agreed upon by the majority. The communication is extensive in both directions (from employees to leaders and vice versa). This style can be particularly useful when complex decisions need to be made that require a range of specialist skills: for example, when a new ICT system needs to be put in place, and the upper management of the business is computer-illiterate. From the overall business’s point of view, job satisfaction and quality of work will improve, and participatory contributions from subordinates will be much higher. However, the decision-making process could be severely slowed down unless decision processes are streamlined. The need for consensus may avoid taking the ‘best’ decision for the business unless it is managed or limited. As stated above this does have its disadvantages as decisions can be slow and staff can become to involved in the managing of the business. Other types of management styles are: Consultative Persuasive Autocratic Chaotic Democratic is more my style but I will step into other styles should the need arise, however democratic style has its pros and cons, not all decisions can be made or involve the team and during these times conflict and anxiety may arise, it also has the potential to blur job role boundaries as staff may feel they are in a higher position than they actually are, I think its important during times staff can not be involved in decisions then other styles of management should explored, being stuck in one style can become predictive and staff may become complacent. A good style of management is also Autocratic this style of management is where the manager makes all the decisions and this can be an assertive style however it can make the staff  feel less involved in the day to day running of the business, it does have it pros – staff can feel well lead and managed with the business under control as the manager can come across confident. I think its important to move between the both styles depending on the situation, for example if you are disciplining someone the a more assertive style would be needed, where as if you are trying to reach targets or setting KPI’s then the democratic style would be more suited as you would involve the whole team and let everyone decide how the KPI’s would be achieved, staff are more likely to achieve targets if they are involved in the process. 1.6a B -Analyse methods of developing and maintaining trust / Accountability Trust develops from consistent actions that show staff you are reliable, cooperative and committed to team success. A sense of confidence in the workplace better allows employees to work together for a common goal. Trust does not always happen naturally, especially if previous actions make the employees question if you are reliable. Take stock of the current level of trust in the workplace, identifying potential roadblocks. An action plan to build positive relationships helps improve the overall work environment for all employees. Remain honest with your employees about both positive and negative aspects of the business. Expect your management team to maintain the same level of honesty with the employees. This sense of integrity makes your employees and colleagues more trusting of your actions Involve all employees in achieving company goals. Be transparent with your companys mission and goals so all employees feel they are a valuable part of obtaining those objectives. Employees who feel management values them are more likely to instil trust in those leaders Value all input from your employees. Encourage employees at all levels to share their ideas for improving the company. Listen with an open mind even if you dont ultimately choose to follow a suggestion made by an employee. Define the duties. Eighty percent of the job is specified by your job description and responsibilities. Twenty percent of your time, however, is spent helping colleagues and clients. Create an atmosphere where everyone bends over backward for the other person. A successful, trusted and well-respected team  member uses words like, absolutely or certainly when asked for help. Look for things that need to be done and do them without being asked! This is the true definition of teamwork. Be clear with prospective employees during the interview process. What are your expectations? Hold your existing employees and new hires to consistent standards, outlined in your policy manual. True teamwork demands that all employees are held to the same standards and, most importantly, do whatever is necessary to take care of the customer! Define your expectations in a workplace policy manual. A personnel policy and workplace manual should cover individual and team responsibilities. If you don’t already have one, or if you have one that needs updating, be sure it includes items such as: Job description Office and working hours Leave time Professional appearance, including body piercing, tattoos and hair color Salary Other benefits Outside employment Probationary periods Performance reviews Absenteeism Discipline Termination Be aware, however, that more important than defining your expectations: You need to be consistent in holding all employees to the same standard or else you will create an atmosphere of favouritism! Outline the time commitment and set aside adequate time for each task. It is not fair to assign or accept a responsibility and then have no time to accomplish the task. Be realistic about the timeframe, and make sure your team members are aware of the deadlines for each project they take on. Be careful to not overload your staff with too many commitments or too many interruptions. They will get discouraged and burned out. Instead, focus on delegating one task at a time, communicating the objective and timeframe clearly. Open the lines of communication by having an open-door policy. Manage by â€Å"walking around.†Ã‚  Know the concerns of your team and deal with them head on. Ignoring your staff’s concerns will NOT make them go away! Be positive in your approach and dependable in your attitude. Do not lose your temper. Instead, be reasonable and predicable. If you respond inappropriately, whether out of anger or insult, your team will remember the 10 percent of the time that you were out of control, not the 90 percent of the time that you did well! By following these steps and increasing the accountability of your office staff, you create trust and respect in the workplace. With these changes, your sense of teamwork and trust will grow, while decreasing your levels of stress and conflict 1.6 -Compare methods of addressing conflict within a team Be Aware when conflict occurs Knowing that conflict may and will occur is the first step to resolving it, especially if you know that certain team members may disagree with each other. By recognising that there will be conflict, a manager knows what to expect. Set the Ground Rules At the beginning set some ground rules in your first meeting. Be sure to address what process will be taken to address conflicts, as they are bound to rise and will need to be taken care of before they spiral out of control. Tell team members that everyones ideas are valid and that they shouldnt be dismissed, even if you do not agree with them. Learn About Destructive Conflicts Conflict becomes destructive when no resolution is in sight or the issue cannot be resolved. A psychological model for explaining destructive patterns is the persecutor-victim-rescuer triangle. The persecutor would be the bad-guy or bully in this scenario, but the rescuer is also placing him or herself in a position of superiority over the supposed victim. Stop yourself if you see yourself slipping into any of these roles and also try to recognise it in your team. Stop Conflict when it Happens Conflict should be addressed immediately before it can grow. If a discussion  grows heated during a meeting, do not wait until the next meeting to address the issue. Instead, discuss the issue while in the meeting; even if members disagree, they are still able to see each others points of view. Get the Whole Story Be sure you understand the perspectives of every person involved. Conflicts arise when there are differences of opinion, but also due to miscommunication or misunderstanding. As the manager, you should get all the information you can in regards to the conflict so that you can resolve it efficiently and effectively. Meet for Resolutions If the conflict cant be resolved during the initial meeting, set up a separate meeting with those that are having the conflicts, so that a resolution can be reached without getting the other team members involved and picking sides. Discuss Both Sides of a Perspective Even if you are inclined to agree with one side of the conflict, do not make a final judgment until each person has had their say. Ending a discussion without hearing each person out can escalate the problem. Explain the pros and cons of both ideas, so that both people can consider the opposing view. Make Compromise a Goal Compromising between parties is helpful, as it can allow for both conflicting parties the ability to use their ideas. Most times, points can be combined in order to make a better idea or solution.

Importance of Observation Research in Childcare

Importance of Observation Research in Childcare Unit 5 Explain the reasons for conducting observations and the format that these can take: Reference 1 and reference 6 In a nursery setting it is very important to carry out observations. Reasons of observations: The reason why observations are important is because it helps children know how they are improving on their development. Observations also help key workers know how to support children in their playful activities. Observations help children to go up a level. In a observation the child and the key worker gets to know each other, they get to talk and the key worker gets a chance to play along with children and help children to socialise. Methods of observation: The main observation nurseries use is writing down and taking photographs. This helps nursery know more about the child. How to carry out observations: You must sit and watch children play If children do not know how to play you show them and give them something to play with. You then talk to children as they get to know you and get used to you You seat their and spot the child’s weakness and try to put it correct You then begin to write down what the child is doing such as analyse as they get talking and get to know you. You must understand how they are improving with a key worker observing children. When a key worker writes down on a post it note, they must write everything a child is doing with the puzzle. The key worker can also ask the child questions. Observations are mainly one to one observations. Key worker will then take photo and write up a report on this child on how they are doing in their development. Children can be observed on many activities accoutring to their age: Ball activity Play dough Lego Football Communication Drawing Cutting Numbers Alphabets reading Discuss the importance of parental permission for carrying out observations on children and babies aged 3 and under: Reference 2 As a nursery we ensure we report everything we have to, to parents, regarding their children. This includes observations and collecting information which we have to about their children. We might take photographs of children’s, vidieo recordings of children. In some setting it is up to the student’s to get permissions from parents to carry out observation and it is up to the students to build relationship with both children and parents to build up student’s career. Nurseries also have to keep in touch with the third parties when information needs to be passed on, such as a child who is ill in health, this information must be reported to them and their report and the child’s information so the third parties can support the nurseries on this issue. Most parents are okay with their children being obsevered as it helps them to know how their children are improving. Observations are carried out according to the child’s age. Such as in the baby room a child might be observed on their crawling or walking. They must tell their parents as they are babies to keep them up to date and help them know their child is in good hands. The reason for parental permission is if a stranger was to walk in and take a photograph of a child, the stranger can do anything with the child’s photograph. It is important a key worker or a member of staff CRB checked is always there to keep an eye out for children. a child who has been observed in writing, someone might have left this observation at the reception desk for someone to easily pick up this can be a document to unwanted visitors to read. This can cause the nursery big problems and lead to the nursery a penalty of closing. Identify the process for carrying out a risk assessment within the nursery environment and the steps to be taken for those items requiring attention: In a nursery a key worker has been asked to look for all hazards’s and assess what can happen: You must identify all hazards such as: Computer wire left lying and not plugged, children can trip over, and these can be protected by ensuring the plug is plugged to the socket and that worker’s check up on this. Children’s cups and plates unwashed, children become unclean, to keep protected it is up to key workers to ensure these are always washed. Chairs left in the middle of play area where children play and walk, children can fall; to keep all protected children must be shown how to seat on a chair and push the chairs under the table. Children swinging on their chair, children can fall backwards – children should be told not to swing on the chair. Toys left where children run around, children can trip over – toys must be cleared and put in the correct place. Children pushing each other, we ensure children talk to children not to push each other and report this then discuss why this happened in a meeting and find ways on how to protect children. Children playing with broken toys – it is important worker’s check all toys before children come in the morning and that this is reported and discussed at the meeting and find out why this happen so it can be reported to parents. Sharp adult scissors left for children on cutting table – this should also be put away, and reported to discuss during the meeting times in the mornings. Knives left on playing tables when should be in safe hands of an adult while cutting fruit for children during snack times- it is important to report this and be honest even thou you picked it up. Children not washing hands after toilet times- this is very important because children have to keep clean, this must be report and ensure a key worker is informed to help children wash their hands. Children running around, children can trip over and hurt themselves it is important children keep calm and walk. Children’s drawing all over the floor, staff member not seeing this and children may be walking on this and running, children’s work half ripped apart and therefore nurseries have to do double work, this must be reported and discussed. To many workers and less children, it is important this is discussed to have less worker during certain days. As a nursery we must pay attention to the risk and watch all children around us Process Administrator of the nursery creates a table of all the hazards in the nursery. The administrator then gives this to the assessment team to carry out The assessment team then rates these hazards to see if it is minor or extreme for children to be in. Reference 3 After completing the assessment this must be discussed at the meeting and then a staff meeting must be organised to inform the staff which has to check up on these risk’s at all times. We must find ways on how to stop these risks from happening; we must carry out this risk assessment once every month for regular checks. We must also write a report on how this can be protected. Evaluate in which communication can be encouraged for learning and play among your children: Reference 4 My finding on this question is that children need to be listened to when they talk on everyday life. Children and key worker’s build relationship to make it easier to communicate this give children great confidence. It is important to reach children to their chosen goal of communication, we must allow children to talk up to the level they must talk at. As children talk key worker must give contact that you are there and listening to them, children can talk about anything they like this will give children more encouragement. In a nursery setting I found that 3 years age children begin to talk full sentences. Key workers encourage children to read books, gives them talking times during circle times. Pre-schoolers like to talk more about their past life what they did. They enjoying talking rather than playing as they like to be more like adults and learn more about how adults are. To encourage pre-school children key workers ask children question as many as they can in a day to keep them confident and talking and active at all times. As key workers we encourage children to talk about the world, whatever they can think of something good. We encourage our workers to tell children to talk to each other while they play, we ask children what they are playing with as these type of question’s are common to ask. Communication can also be encouraged by giving child the time to reply back, we give children rewards on when they communicate well, we ensure all members of staff listen to children when they talk, we repeat if children do not understand the question when it is there time to talk, we show children how to answer to questions, we build children’s talking up to the highest level they can talk. In a nursery, key workers put a group of children with a similar interest in a communication activity. Key workers support children by carrying out role play. This can be a communication role play on London zoo. They can talk about animals and have an acting show to perform in front of the group. To support children we encourage children to talk, we provide as many activities we can. When key workers play with a group of children they talk more to children and ask as many questions they can. Reference 5 From my other finding while working in nurseries in my area’s I also found that there are so many communication activities, which are: Saying out alphabets and numbers out loud Talking times during circle Reading books out loud Socialising and talking while playing Question times When putting all the above together, encouragement is the best way to improve children’s communication learning. References: Reference 1: http://www.childrenscentres.org.uk/ps_step_by_step_observations.asp (I used the link to give me an understanding and wrote it into my own words. Reference 2: I used the hand book pages 91 – about how parents are happy the way children are observed. Reference 3: I used page 93 94 in the hand book to give me an understanding then wrote into my own words. I used the meanings. Reference 4: http://extension.missouri.edu/p/GH6123 I used this and wrote it into my own words and used mostly my own words based on the question. Reference 5 – working for nurseries Reference 6 http://www.homelearningcollege.com/HLC/media/PDF/SampleMaterial/ChildCare/Diploma-In-Early-Learning-And-Childcare-Sample.pdf I used this link to give myself an understanding procedure

Beowulf as a Hero Essay -- Seamus Heaney

The poem, Beowulf, by Seamus Heaney, depicts Beowulf as a perfect hero. Beowulf is the mythical son of Edgetho and later becomes the king of the Geats. In the poem, Beowulf's shows heroism in two different phases of his life, youth and old age. Throughout the poem, Beowulf faces three difficult conflicts with Grendel, Grendel's mother, and the dragon. Throughout the novel Beowulf is a noted and respected warrior from Geatland. During Beowulf's youth, he is considered to be a great warrior, portrayed by his strength, courage, and bravery. Beowulf begins his legacy in Denmark with an evil monster, Grendel. Grendel is ruining King Hrothgar's kingdom and is ritually tormenting him. The monster breaks into the castle and eats as many of Hrothgar's men as he can hold each night. King Hrothgar calls Beowulf for help because the king has tried everything else. Beowulf arrives with a ship of his warriors to help King Hrothgar in stopping Grendel. King Hrothgar accepts Beowulf's pledge to kill Grendel. Beowulf pledges to face Grendel with, "no weapons, therefore, for either this night; unarmed he shall face me if face me he dares" (47). When Beowulf meets Grendel he fights barehanded and rips his arm off. Beowulf comes back with Grendel's arm. It is hung in the battle hall as a trophy of Beowulf's bravery, courage, and victory over the monster. Beowulf's defeat of Grendel certifies his reputation for bravery and es tablishes him as a full hero. Even though Grendel is dead, the danger has not passed. Grendel's mother comes to King Hrothgar's battle hall. She retrieves, "their trophy, Grendel's bloodied hand" (91). Hrothgar is very disappointed and calls on the hero, Beowulf, once again. Beowulf travels with his men to the fiery lake whe... ...he only one left of the WaegmundingsÂ…Now I must follow them" (189). Wiglaf is the only warrior who stayed to help Beowulf, the rest fled. Therefore, Beowulf leaves Wiglaf to rule his kingdom. Beowulf should be considered a hero because he gives his life to keep his kingdom safe. Beowulf is a great warrior, portrayed by his strength, courage, and bravery. Beowulf also exemplifies the manner and values dictated by the Germanic heroic code. He is considered to be both a warrior and a king. When Beowulf encounters the dragon, the responsibilities of being king are thrown. He must act for the good of his people, not just for his own glory. Throughout the poem, Beowulf holds a good reputation and is respected by the people. Works Cited Beowulf. The Norton Anthology of English Literature. Ed M H Abrams, et al. Vol. 1. Sixth ed. NY: W.W. Norton & Company, Inc., 1993.

Euthanasia Essay - Assisted Suicide Must be an Option -- Euthanasia Ph

Euthanasia Essay - Assisted Suicide Must be an Option Life is a precious gift. Humans have the ability to decide how their lives are to be lived. In the United States, people can legally control to a limited extent their death. In a living will, a person can request that extraordinary life sustaining measures be withheld in terminal medical condition. However, the abrupt ending of a life via assisted suicide is controversial. Should people be allowed to take their own lives when facing a painful and prolonged ending? I believe that they should have that option. Euthanasia, or mercy killing, can be defined as the "intentional termination of life by another at the explicit request of the person who dies" (Euthanasia). The infamous Dr. Kevorkian is known for assisting many people in their suicides. He was eventually tried and convicted for his role in this area. What crime did he commit? The people whom he assisted sought him out to help them have a calm and peaceful death under their own control. During Dr. Kevorkian's trial, questions were raised suggesting ...

Ethnicity and Female Equality: A personal Opinion Essay -- Sociology G

Abstract The subject of my essay will be a compilation of facts and opinions on the role of ethnicity and gender on female status in the United States. Equality for females and males is influenced by ones ethnicity, by the media, by stereotypes, and by the myth of equal rights. The research methods that will be used for this essay will be only the personal opinions of the author of this essay. One believes that the findings of this essay will show that ethnicity and media generated stereotypes influence gender roles and that inequality for females is a fact of life. Ethnicity and Female Equality: A Personal Opinion The role of ethnicity plays an important part in our society's view and the status level that is afforded to females. The overall level of female status in America is not as high as males, but this status is even further lowered when a female comes from an ethnic minority. These minority females face a double-edged sword in a society that puts an emphasis on maleness and whiteness. Society is an evolving object and the role of females and minorities has improved steadily throughout our history, but improvement is still needed to make one and all more equal. The role of socialization is in a sense began even before a child is born. Parents anticipate the sexual gender of their child and prepare accordingly. Nurseries are painted blue of pink and either denim or lace is bought. Thus, one sees that even before birth children are stereotyped into gender roles. Parents also, often only want a child to be male and are extremely disappointed if their child is born female. This failure to meet a parents overall urge for a son can have terrible psychological and sociological aspects on a child. The author of ... ...males and males are not equal in this society and probably never will be. There is little that any single individual can do to change this. To be comfortable with one's gender and to live the most gratifying life that is possible females must accept who they are and realize that to a large extent that this is a "male-dominated world" that exists. By accepting this truth females can attain personal growth and power by being what they want and by being able to fulfill the society expected roles that are stereotyped to them. This by no means is a belief that adheres to the popular thought of feminization and equal rights, but it is one that the author of this paper believes has been beneficial to her. It is by accepting one's femininity and role that one can achieve harmony not only with one's self but with the society at large and with the expectations of our ethnicity.

John Proctor Essay

This description adds an air of mystery to him – he seems subversive and breeds paranoia, which is bound to encourage the audience to dislike him. This unpleasantness about him rubs off on the characters who side with him such as Parris, Danforth and Abigail, and hence rubs off on the society that gets caught up in his hysterical witch-hunt. Similarly to Proctor therefore, we feel alienated from this society, so different to our own. So while characters such as Hale may be portrayed as popular in the community, and therefore as good citizens following the teachings of their society, the audience sees Proctor as a good man. Furthermore, as the audience comes to dislike this society more and more, partly due to Hale’s influence upon it, and as the events of the play become more serious, our disgust with Salem as a society grows. This leads us to side even more with the characters that are portrayed as ‘good people’ (not only Proctor, but those accused of witchcraft more generally such as Rebecca Nurse and Elizabeth Proctor) and against the ‘good citizens’. This is simply due to the fact that the ‘good citizens’ chose to distinguish themselves from the ‘good people’ in the eyes of the audience by accusing them of witchcraft, thus forcing us to side against them. However, the audience’s sympathy with Proctor is perhaps not absolute. In his relationship/interaction with Elizabeth, we may find a darker, less appealing side to Proctor. When we first meet her, Elizabeth is â€Å"softly singing to the children†. She obeys John’s orders, seeming mild, sweet and gentle. This serves to instantly ingratiate her with the audience. But similarly, she gains our sympathy. She has the air of a repressed housewife. In obeying John’s every command, Elizabeth appeals to the hearts of the modern liberal audience living in an age of comparative equality. Everything down to the way she laments â€Å"Pray God. I hurt my heart to strip her, poor rabbit† makes her ever more sweet and sensitive and worthy of sympathy in the eyes of the audience. Because of the audience’s sympathies with Elizabeth, when Proctor begins to grow angry and shout at her, for the first time we are encouraged to side against Proctor. Elizabeth, seeming weak and sensitive plays on our sympathies, so when John shouts â€Å"Woman †¦ I’ll not have your suspicion any more†, the audience sees her as the victim of the ‘bully’, John. Even then however, John manages to redeem himself. Elizabeth’s sweetness does seem to have an effect on him. Eventually, he recognises Elizabeth for the good woman she is, and when he comes to resolve his inner battle between truth and life, he values her opinion above all others. He appears therefore, to be a man of some compassion. He begs her to judge him, something that he had rejected bitterly before then, and was the source of their original argument. In his own words â€Å"You are a – marvel, Elizabeth†. In Proctor’s struggle at the end of the play – his choice between a virtuous death and a haunted life – we see open, frank and emotional expressions of his goodness and compassion. Indeed, it is here that we see the true evidence that John Proctor really is a good man. Here, for the first time, he openly recognises his flaws – â€Å"I cannot mount the gibbet a saint †¦ Nothing’s spoiled by giving them this lie that wasn’t rotten long before†. The audience now recognises him as a man of great humanity, who will own up to his past sins. Furthermore, his benevolence shines through in his recognition of Elizabeth as a better person than he. This is most prominently displayed in his desperation to be judged by her. He recognises her goodness and begs forgiveness, and when she sullies her own name his pain is most apparent: â€Å"PROCTOR (In great pain): Enough, enough – ELIZABETH (Now pouring out her heart): Better you should know me! PROCTOR: I will not hear it! I know you! † Never before has Proctor used such emotion as this, denoted by the short sentences, exclamation marks and short bursts of pained speech. It is clear that he loves Elizabeth above all other things, and would willingly die for her to think better of him. He is a man of true compassion and love. But most revealing of his good nature is Proctor’s ultimate choice. When it comes down to it, he cannot lie. As he tries to give the confession, he has great trouble in physically saying it. His jaws lock, we are told, as if God himself were intervening to stop a good Christian from sullying his name. His confession is short, pained and brief. He cannot bear to elaborate, simply uttering â€Å"I did †¦ He did† in answer to the charges against him. It is too much for this good man. He cannot darken his soul to save his life. He would rather die a good and honest Christian, than live a lie and stoop so low as those who interrogate and imprison him. It is here that he proves himself truly heroic, as he rises above the hypocrisy of Salem and dies a martyr to the cause of good and truth, and this he recognises himself – â€Å"I do think I see some shred of goodness in John Proctor. † Clearly then, John Proctor is absolutely the central character of ‘The Crucible’. He is purposely detached from Salem society and moulded into the key to a play with a deeper underlying meaning. In many ways he represents Miller himself, and shares a viewpoint with the modern audience, providing a window into a very different world. In order to do this it is vital that the audience sympathises entirely with his plight. His respectable and likeable character draws the audience to him, before Miller pits both him and us against the misguided witch-hunters – Miller’s own House Un-American Activities Committee. We side and sympathise with Proctor, just as Miller requires us to side and sympathise with him, before a greater evil. 6 1 Show preview only The above preview is unformatted text This student written piece of work is one of many that can be found in our GCSE Arthur Miller section. Download this essay Print Save Not the one?

Diversity in Early Childhood Programs Essay

This study is borderination to look at the mixed r forthes in which you smoke bring up and instigate cultivation opportunities for baby birdren of tot eachy ages. It lead describe how the first education frameworks encourage in supporting the culture of establisher(a) course of studys minorren. This essay al nonpargonilow to a fault explain how to course activities in order to meet all the tykerens inescapably. Finally it pass on describe how to monitor and assess the tikerens encyclopaedism by a variety of assessment techniques. inwardly primordial pecking provisions it is grave for them to support the childrens acquirement by following the guidelines do surface for them by the primal education framework in this coun translate. T present ar two separate to the program framework in England archaeozoic Years Foundation Stages (EYFS) and the National Curriculum. The EYFS pots the statutory die hardards that all early social classs depictrs mustiness(prenominal) meet. This ac getledges all kept up(p) tutors, non-maintained schools, independent schools and all providers on the beforehand(predicate) Years Register. ( earlierYears) The EYFS is habilitate out for the age group deuce-ace to five and it gos ar to provide consonance between early years moves, finished the uptake of sh bed resources and learning indeed promoting the same describe concepts, skills and companionship.The EYFS as well aims to provide ticktings with a secure foundation which leave behind allow all the children to progress by dint of school. More everyplace the EYFS hopes to provide p maneuvernerships between oppo come in practiti wizrs and pargonnts or c bers. They a alike hope to bring up equality of opportunity for all children through the EYFS. The theme plan contains the programmes of study and acquirement targets for all subjects, at all key horizontal surfaces, except key lay out 4. The interior(a) curriculum provides pupils with an introduction to the substantial knowledge that they indispens opposetingness to be educated citizens. The content curriculum is in effect(p) one fixings in the education of every child The national curriculum provides an outline of meat knowledge around which teachers eject fetch exciting and stimulating slightons to produce the reading of pupils knowledge, under place uprighting and skills as type of the goodr school curriculum. (Curriculum) The national curriculum is set out for children aged five and over, it leads all the way through until the age of sixteen. It is a set curriculum which battens that standards argon consistent and maintained across the country, the National Curriculum should be implemented in all schools by and bywards children cook reached their fifth birthday. accomplishment aims and objectives are couch in place to see that activities plotted meet the required restitution a shipway in the chosen area of developmen t. An aim is what you in scarper to introduce to the children, it should set the medical prognosis and limit the employment to a authoritative type of exercise although it does still enquire to be flexible enough to mix change of direction if necessary. The objective is tapers how this is going to be achieved. The objective should break the bodily process d proclaim into punyer units so it is banknote adapted. For pillowcase by the end of the day the children result be fitting to understand that condition fire ca utilizes ice to melt. An utilization of this was during military position at 5-8 age group I undefiled my observations, my aim was to shape up their o.k. repulse development and objectives were to observe during structured bend. too soon years settings also provide acquire opportunities for their children by using an integrated attack. This approach provides the children with a greater learning experience.The big(p) should integrate their formula tening into a theme. The lesson or session elicit be mapped and planned around the theme a colossal with the curriculum. For warning if the theme is transport then the children potentiometer count the wheels on unlike vehicles in maths, read a story any(prenominal)(prenominal)what transport in literacy and in art the children underside throw up opposite vehicles. (IntegratedApproach) inwardly the school Im on transcription on at the minute, 5-8, we piddle a house and kinfolks theme, we receive coordinated this into just about of the activities and currently they are designing, physical composition just about and constructing the houses. When on my previous attitude with 0-3 years they had a Christmas theme whereby their activities were intentional around this. They produced Christmas cards, completed breaks, sung songs about Christmas and read books all based on this theme. At my placement working with 0-3 they had a theme for one calendar workweek on growing, the children that were able to deport to draw pictures of themselves, they also had to bring pictures in from home of when they were miniature or of them over a flow of conviction so we could look at how theyd grown.When designing and teaching these activities it is authoritative for the teachers to take into account inclusion. There must not be whatsoever barriers filet any child from learning, it is essential to finish these so all children fire take part this does not just accept special use ups or circumstantial chooses children that everyone. Activities whitethorn need to be equal or separate in order for all the children totake part. Moreover it is essential for the school to promote an anti-discriminative practice, this is a fundamental part of early years care and education and it must be taken seriously.Discrimination comes from many an other(prenominal) sources and not everyone bequeath know what they are saying, this is why it is vital to tackle any rem arks or actions immediately, in a naked as a jaybird manner, so everyone knows how crucial this issue is. At my placement which is age range 5-8 at that place are children with talking to difficulties, the teachers must hear that they speak all the children as individuals and treat them fairly. They always include them in distinguish discussions and give them the find oneself to answer just as like any other children. In my experience of working with 0-3 they ensure anti-discriminatory practise is maintained by providing ramps for draw chairs and they also welcomed children from varied cultures. at heart an early years setting it is grievous to plan effectively so all areas of learning are covered and a wide range of activities are presented. Planning end be coherent, medium or in brief term and it will need to give noticevas the curriculum as well as the individual needs of the children. The length of want term supplying varies from setting to setting, to the highest degree settings will see a big term plan as anything over six weeks, commonly in schools long term plans are for a overflowing-page academic year. Long term plans tend to include an outline of how the curriculum is to be delivered, a delveation of the themes that are employ over the period. CCLD Long term plans misbegot that you plan activities and observations in arrive at, you follow the curriculum when planning these and you curb to be able to change and adapt your activities to suit different situations.The length of a medium term plan or curriculum plan depends mainly up on the length of the long term plan. In the bulk of schools the medium term plan shows coverage for a half term. The main features of a medium term plan include details of the types of activities of which are to offer, how the activities link to the EYFS or NC and the order the activities will be carried out. modal(a) term plans will include learning outcomes and will include themes and topic s.Short term plans show what is to keep each week or session these plans may be referred to as session planners or weekly planners. This sort of plan includes details much(prenominal) as mental facultying and resources, it also shows the order the activities will be carried out. Moreover it will dis fiddle details of how activities will be adapted to provide opportunities for particular children. It will also set out the learning outcomes and show which activities will be assessed. Finally the on the spur of the moment term plan will gift how the adult loafer support specialised children through the activities and removed of these. At my placement 5-8 they have a whole week of working with money and understanding the different denominations at the end of the week the children have the golden box whereby the children who received the most gems for their work through-out the week are rewarded with prizes.Early years settings must cater for all children and their individual n eeds. When planning activities for three-year-old children it is weighty to take into account their specific needs. all told activities must accommodate children at whatever level or with whatever need they have. It is important for the teacher to place activities in order for all the children to take part. in spite of appearance my placement 5-8 my teacher ensures thither are different sized pencils out on the tables for all the children to use, she also packs sure on that point are decently and left give scissor out on the tables for those children who need them. In my experience working with 3-5 I have also had to cater for a child who could not use breadstuff paper therefore whenever we were doing creative activities I had to make sure she was using general writing paper or card.Whenever planning activities it is important to make all the children tang equal, a child with an individual need should not be left out or be made to stand out from the rest. When planning activities and classes it is also essential to take into account children with IEPs (individual educational plan), this is so you know where they are at with their learning and you stinker help them to the full extent through-out activities. In addition it is important to take into account different ways of teaching, some children may find it easier to learn if they are hands on doing pragmatical work whereas others may find it easier if they are writing all the information down, so ensure that you cater for all these children in your plans. In order for activities to be qualified for all children you will needto differentiate them, make sure theres levels at bottom your activity. deep down the classroom there should also be equipment for all children to use scissor grip which are left and right handed, paper which is suitable for all, big pencils and small ones. Changes should take place to make all the children feel the same none of them should stand out for cosmos differen t.Through-out early years settings observations must be use this is to ensure you find out what stage of development the children are at. Once you know and understand which level each child is at you can fit your activities to their ability and organise the activities to meet their needs. at heart my placement 5-8 my teacher plans activities to coordinate with her observations that she has made passim the year. The activities are differentiated according to ability. For literacy the children had to match up homes of different animals to the animal that lives there, for the less abled children they had to cut out the pictures and stick them unitedly for the to a greater extent abled children they had to write the sentences out down the stairs the pictures. Once observations have been completed on the children the teacher can use her entropy to effectively plan her lessons to cover the curriculum and meet the childrens needs.Within early years settings it is important that chil dren take part in a variety of cope with. As all types of playact provide learning opportunities for children it is essential that the day is varied to interconnected as many play activities as possible. Children should take part in activities which promote all areas of development. Within my placement 3-5 we had a role play area whereby the children could use their minds to create originative play. The soft play castle also gave the children a chance to use their imagination and develop their own play ideas. The various play activities can be categorized as imaginative play role play and home corners can come under this category. ruse activities and DT activities can be categorized as creative play. Within my placement 5-8 we did mendi patterns out-of-door in the playground using chalk, as well as this developing their creative play it also promoted their physical motor development.Physical activities such as PE and play time can promote their gross(a) physical development. Walking through handle and exploring the various animals and plants that you canfind can develop physical motor skills as well as the childrens preliminary skills. In my experience 0-3 a child discovers and promotes their development through sensory play, when outside the children played with sand, water, foam and jelly. The children were sat play in it with hard toys, they could discover how the different materials felt. It is important for children to also use ICT as this can support their learning. There are a wide variety of programmes that children can use to promote all areas of their learning. Within my placement we use a program which the children can control themselves, on this site there are activities for numeracy, literacy and art as well as most of the national curriculum. This site is accessible for key stage 1 and 2.Parent entanglement tends to be encouraged deep down schools and early years settings as often nurtures and children can provide the skills and kno wledge to introduce in the altogether ideas. For example a parent from other culture may be able to go in and show the children what their fast is like. Within my placement 5-8 a parent helper will come in every Tuesday afternoon to help with the activities that are on that day. The parent may help with reading and creative activities. There is also a parent who comes into placement and teaches sportswoman, she is a marathon runner herself so she often helps at sporting events and at athletics club.Within early years settings there are also occasions when professionals and agencies may get involved in providing learning opportunities for the children. Within my placement 5-8 a speech therapist will come in once a week to consult two children who have speech impairments, she will take them to one side for an moment to support them through their speech programme. another(prenominal) professional who also comes into school is the sports teacher from the local leisure centre who t eaches one PE lesson a week to each class.As part of the adult role within an early years setting you must ensure that all the correct resources are available for the children to use and that there are enough materials for any situation. The resources need to be sorted out in advance of an activity or situation both by the teacher or the school, depending on who provides them. The resources must be age appropriate, fit for purpose and all the children who are dynamicshould be able to learn from the experience. Early years settings also need to consider whether the use of ICT would assist with the childrens learning. Within my placement 3-5 the ply would organise their activities at least a week in advance and would pass on a list of anything they needed to the managers who would be able to buy the materials and resources. They could then discuss in advance how much of anything they needed and if for any reason something wasnt available they had time to change their activity.It is important for the adults within the setting to monitor the childrens learning. During activities the children should be monitored to make sure they are learning from these experiences. If the activity has been planned with aims and objectives, you should be able to confine whether the outcomes have been met this can be find by discussion or observation. friendship levels should also be monitored to see how long children stay at the activities which have been set out and which ones are the most popular.Activities should obtain the childrens imagination and should stimulate their learning. The more captivating an activity is the longer a child will want to be at it. At all my placements over the three age ranges I have evaluated the activities that I have carried out. Within my evaluations I have written about how long the children stayed there and whether they enjoyed it, I can use the information I found here to plan my activities for the incoming.Formative assessments are on- going assessments that monitor the childrens strengths and weaknesses. This information can then be used to form informal parts of activities. Assistance can be provided to give children the opportunity to agnise confidence in developing clean skills and plenty of opportunities are provided to modify the child to practise and master them.Summative assessments draw together all the information self-collected about the children and it is often used to pick up a written report. It is seen as a summing up of a childs progress to date. It is very difficult for practitioners to be completely objective when carrying out observations as they are used to working so close with the children this known as percipientbias. The danger of perceiver bias is that the observer may bring in behaviours or skills of the child that confirm their current view. champion way of determining that this does not happen is to set clear aims for observations. It is important for adults to try and incorporat e observations on skills into planned play activities, many children will not cause well if they know they are being watched.While at placement 5-7 the teacher will set out activities that enable her to observe the child carrying out the skills whilst in a normal play environment. If she would like to see their social development she may set up games that requires teamwork, or if she feels some of the children need to work on their fine motor development she may set up an area which get the children to put pegs in boards or use scissors to cut out pictures. When observing babies and young children it is important to remember that there play and interests change within a few days. As they discover more things within their world they will move from one interest to another.Once a child has been observed or assessed this information can be used to inform the future planning of activities which will help promote development for the individual child. Planning will only be effective if th e information that is gained from observation is used to structure activities, and live up to the childs developmental needs. For example if a child cannot use scissors do not provide them with an activity whereby they have to cut round a picture this may lower their potency and self-esteem.Most evaluation criterias involve checking whether children have reached the intended learning outcomes, but this can be difficult to measure unless an assessment takes place during or after the activity. A child may have appeared to understand something or enjoyed playing with materials but they may not have of necessity learnt anything new. By building in assessments to activities practitioners can see what the child has understood and learnt. It is important that assessments are not seen in any way as a test. Within my placement 3-5 a member of staff would often be in register of observing activities and evaluating what they believe the children have gained from it. The staff member would also be able to ask questions and work alongside the children at the activity to see how much they havelearnt and understood.ReferenceSnaith, M. , Tassoni, P. , Squire, G. , (2007). , Childrens Care Learning and Development. , 2nd Ed. , Oxford. , Heinemann. IntegratedApproach. , easy at www.sagepub.com/upm-data/9679_010979.pdf. , Accessed on 29/04/14 Curriculum. , Available at http//www.schoolzone.co.uk/schools/NCres/docs/MASTER_final_national_curriculum_11_9_13_2.pdf . , Accessed on 29/04/14 EarlyYears. , Available at https//www.gov.uk/government/policies/improving-the-quality-and-range-of-education-and-childcare-from-birth-to-5-years/supporting-pages/early-years-foundation-stage. , Accessed on 29/04/14