The Critical Components of Human Resources - 2789 Words

The Critical Components of Human Resources Richard Richison BUS303: Human Resources Management Professor Gallagher May 31, 2010 Human Resource Management (HMR) is built upon many different areas. The way each organization allocates resources for each area is different. Since every organization is different and has different requirements, not every HRM process is going to be the same. The areas this paper will focused on are Equal Employment Opportunity (EEO) and the Commission (EEOC) which governs the EEO regulation, human resource planning, recruitment, and selection, compensation and benefits, safety and health, employee and labor relations, and human resources development. Even though each industry and organization is†¦show more content†¦The big question today is whether or not women and minorities still require special treatment. Many people will argue there is no need for affirmative action as the country has developed significantly over the past twenty five years and decisions should be based on the qualifications rather than the person sex, race, or religion. Below is a cha rt of answers for the question posed by Joe Messerli (Messerli, 2010). |Yes |No | |Affirmative action leads to reverse discrimination. |Diversity is desirable and won t always occur if left to chance. | |Affirmative action lowers standards of accountability needed to |Students starting at a disadvantage need a boost. | |push students or employees to perform better. |Affirmative action draws people to areas of study and work they | |Students admitted on this basis are often ill-equipped to handle |may never consider otherwise. | |the schools to which they ve been admitted. |Some stereotypes may never be broken without affirmative action. | |It would help lead a truly color-blind society. |Affirmative action is needed to compensateShow MoreRelatedThe Human Resources Department Is A Critical Component Of The Health Care Workforce1478 Words   |  6 PagesDisability Discrimination in Health Care The Human Resources Department is a critical component in the health care workforce. 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Describe the methods for establishing component priorities Establishing component priorities is an essential ingredient in determining how effective an organization will be in dealing with critical challenges and the way it adapts to themRead MoreBusiness Impact Analysis1075 Words   |  5 PagesAnalysis This is an essential organization’s business component that composes of a continuance plan for the firm (Hiles, 2002). This plan includes planning components that aid in developing strategies for mitigating risks, and an exploratory component to indicate and identify any vulnerability. 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Assigning human resources to the team includes project managers not only to organize and plan, but also to lead the team. Comprehensive human resource plan helps the project manager to build, lead and organize the team such that projects can be completed on time, within budget and without compromise in the specification. The following componentsRead MoreOutsourcing The Human Resource Function1422 Words   |  6 PagesOutsourcing the human resource function has many advantages and disadvantages for organizations. When companies operate on a global scale, outsourcing that functions adds another layer of complexity. When evaluating various options for this department, research should be performed on (a) the culture of staffing operations on foreign soil (b) the structure of the human resource function in a global organization and (c) recruiting talent for a multinational corporation needs to be performed. 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The main components of the Earth s atmosphere is nitrogen and oxygen, the nine planets in the solar system composition is very special. Composition of the global atmosphere more of the ingredients can be divided into stable and unstable constituent components. The former include nitrogen, oxygen, argon, helium, krypton, methane, hydrogen, xenon, these gases the ratio between the height range from the surface to 90km are stable. Unstable atmospheric components include carbon dioxide

Partnership Act - 17725 Words

IBS Gurgaon A PROJECT REPORT ON The Partnership Act 1932 amp; Its Registration. SUBMITTED ON:- SUBMITTED TO:- 9TH January,2012 PROF. UPDESH SINGH SACHDEVA MONDAY. BY:- ABHISHEK ANAND. 11BSP0010 SECTION- â€Å"A† TABLE OF CONTENTS. TOPIC PAGE NO 1. Acknowledgement †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 3 2. Introduction†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦... 4 3. Defination of Partnership Firm†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 5 4. Features of†¦show more content†¦Partners may have a Partnership agreement, or declaration of partnership and in some jurisdictions such agreements may be registered and available for public inspection. In many countries, a partnership is also considered to be a legal entity, although different legal systems reach different conclusions on this point. FEATURES OF PARTNERSHIP * Two or more Members :- You know that the members of the partnership firm are called partners. But do you know how many persons are required to form a partnership firm? At least two members are required to start a partnership business. But the number of members should not exceed 10 in case of banking business and 20 in case of other business. If the number of members exceeds this maximum limit then that business cannot be termed as partnership business. A new form of business will be formed, the details of which you will learn in your next lesson. * Agreement:- Whenever you think of joining hands with others to start a partnership business, first of all, there must be an agreement between all of you. This agreement contain so the amount of capital contributed by each partner; * profit or loss sharing ratio; * salary or commission payable to the partner, if any; * duration of business, if any ; * name and address of the partners and the firm; * duties and powers of each partn er; * nature and place of business; * any other terms and conditions to run the business. *Show MoreRelatedThe Long History Of Partnership Act934 Words   |  4 PagesPartnerships have been in existence since people could trade or do business. The long history of partnership spans through the Medieval times in Europe and in the Middle East and lasted through the commercial revolution. Partnerships were formed to mutually strengthen the involved parties. They were set up to save time, money and to share knowledge and expertise. This practice of joining forces in reciprocal services became a distinctive feature, and a long-lasting success factor in the businessRead MoreThe Limited Partnership Act 2008 Essay2567 Words   |  11 PagesThe Limited Partnership Act 2008 came into force on 2nd May 2008 enabling registration of limited Partnership and Overseas Limited Partnership. The primary function objective for the introduction of the Limited Partnerships regime is to facilitate sustai nable growth in New Zealand’s venture capital and private equity Industries. This introduction of internationally recognized Limited Partnership opens the gate way for foreign capital investment which helps the company in their initially setup startRead MoreLaws of Malaysia Reprint Act 135 Partnership Act 19613301 Words   |  14 PagesMALAYSIA Act 135 PARTNERSHIP ACT 1961 ARRANGEMENT OF SECTIONS PART I PRELIMINARY Section 1. Short title 2. Interpretation PART II NATURE OF PARTNERSHIP 3. Definition of partnership 4. Certain circumstances not prima facie partnerships 5. Postponement of rights of person lending or selling in consideration of share of profits in case of bankruptcy 6. Meaning of firm and firm name PART III RELATIONS OF PARTNERS TO PERSONS DEALING WITH THEM 7. Power of partner to bind firm 8. Partners bound by acts on behalfRead MorePartnership Act17731 Words   |  71 PagesIBS Gurgaon A PROJECT REPORT ON The Partnership Act 1932 amp; Its Registration. SUBMITTED ON:- SUBMITTED TO:- 9TH January,2012 PROF. UPDESH SINGH SACHDEVA MONDAY. BY:- ABHISHEK ANAND. 11BSP0010 SECTION- â€Å"A† TABLE OF CONTENTS. TOPIC Read MoreThe Civil Partnership Act 19981730 Words   |  7 Pagesin 1998 introducing and incorporating the European Convention on Human Rights into their system, the Human Rights Act 1998 was created. There was a more liberal and equal drift away from the old conservatisms, allowed for homosexuals to rely on the law to protect them from prejudice and discrimination that they still faced despite the change in the law. The Sexual Offences Amendment Act 2000 equalised the age of consent for homosexual sex with that for heterosexual sex: 16 years of age. In the caseRead MoreThe Uk Civil Partnership Act 20041670 Words   |  7 Pagesintroduction of the article involves analysis of various literature and researches on the policies and laws that govern lesbian and gay equality. The mention of the different definitions and arguments pave the way for the introduction of the UK Civil Partnership Act 2004 (Taylor 589). According to the introduction part of the reading, same-sex legal recognition has always revolved around two specific positions that are framing the lesbian law towards equality or view acknowledgment as an accommodation toRead MoreForeign Partnership Act Case Study1269 Words   |  6 PagesAfter a thorough examination of the Foreign Corrupt Practices Act of 1977, as amended, 15 U.S.C  §Ã‚ §78dd-1 (FCPA) and the United Kingdom’s Bribery Act of 2010. It is recommended that The Phon e and Build pay the $1000 expedited service fee to hear the results of the bid before its made public. This determination supersedes the Growastan’s deputy minister of communications other three offers that included paying him $100,000, giving him a Maserati, or donating $100,000 to his son’s political campaignRead MoreThe Gathering Place : A Refuge For Rebuilding Lives1216 Words   |  5 Pagesto choose a different name for her new business. Partnership After spiritually and legally examining Marvin, Kelsey, and Carlos, I would advise Mrs. Jackson to include Marvin in her business as a partner in her LLC. Since Marvin is Mrs. Jackson’s husband the Scriptures and the legal understanding of the fiduciary relationship within partnership affirms this choice. From a biblical standpoint the Scriptures endorse the importance of partnership by stating, â€Å"Two are better than one, because theyRead More1) Dissolution of a Partnership Firm. 2) Forms of Partnership Under Islamic Law.1286 Words   |  6 PagesDissolution of a Partnership Firm. 2) Forms of partnership under Islamic Law. Submitted To: Sir. Usman Arshad Submitted By: Muhammad Hashaam Khalid BBA-12-043 Date: 26 November,2012 Sub-campus (Bhakkar) â€Æ' â€Æ' Dissolution of a partnership Firm: Dissolution of a partnership firm means the ending of contractual relationship b/w all the partners. It means the closing of partnership business. According to partnership act: â€Å" if there is dissolution of partnership among allRead MoreRelationship Between Private And Private Law1644 Words   |  7 Pages Question 1 Partnership agreements are essential when entering into business with another entity. It is a contract between the partners (2 – 20 persons) although, ‘there are no legal formalities’ connected to the formation of a partnership . To ensure all for a fair working environment, private law is enforced outlining the rights a person is able to. The agreement further states legal consequences including mutual liability. All partners therefore are accountable for the actions of the other partners

Will Technology Save the Publishing Industry free essay sample

The internet has affected newspapers and book publishers in various ways. More so in the past, the internet has had more of a negative effect on newspaper and book publishers. In regards to advertising and people actually reading handheld newspapers and books, there has been a recent decline. But in regards to online news sites and people reading with handheld devices such as an iPad or Kindle, it has increased and grown tremendously. According to Michael Porter’s competitive five forces model, a company must perform each step in the model in the most efficient way possible to achieve the most that they can within the company. This is to add value to the company. Some of the main values to get across in this model are the service, marketing, sales, logistics and operations. The internal environment of a company is also vital to achieve success for the overall company. This includes things such as the various departments, like human resources and the technology departments. Since many companies fail at adding these values to their company it results in an overall loss in profit. Subsequently, the value of actions in the value chain fell short of the values that the companies had to offer. Due to the increase in internet users, there has been a great lack in books and newspapers since the value of the internet exceeds the value of newspapers and books. Personally, hardcover books will always be a personal favorite to myself. However, to the general public, they no longer have the want or need for hardcover books or newspaper subscriptions; because overall, they could be found online for a reduced or free price. Generally, no one cares for hard copies of anything anymore. Essentially, there is no competitive edge in publishing companies. Therefore, the publishing companies have not succeeded in preserving their cost advantage against other competitors, such as the internet. In regards to Porter’s model, a successful company uses the five forces in their industry. Threat of new entrants, threat of substitute products or services, bargaining power of customers and suppliers and the intensity of competitive rivalry are the forces in the model. Failure or loss of profit in a company or industry would come about if one of the forces in the model were used incorrectly. So when using this model, one must be sure that they are using it properly. Seeing as how publishing companies and newspapers have had such a decline, it is safe to say that they have failed to correctly use Porter’s model. Overall this leads to hardships within the industry. In regards to the publishing industry, the internet has been the leading the competitor. Since the internet took over, it is used in replace for newspapers and books. Any information seen online is easier to access and more so free than having to subscribe to newspapers, or going into a store to purchase books. The publishing companies have to find new ways to compete to eliminate their revenue decline. Newspapers and publishers are changing their business models to deal with the internet and e-book technology in various ways. Some of the devices that consumers are using are things like smart phones, iPads and tablets; all which replace newspapers and hardcover books. In regards to newspapers, there made it so that consumers can access their products and reports easier and it’s quicker than going out to buy a newspaper. As well as newspapers, book publishers are also going about by turning their work into digital material making it so that their products can be distributed via online. By online I mean the internet, apps, and online books. Some of the major companies for online books are companies such as Amazon, Google, Kindle, Apple (iBooks) and Google. The most popular types of e-books are Kindles and Google versions. Since newspapers and books are more popular by being accessed online, the costs for any distributions and printing are fundamentally gone. Since most people get there information and the likes via internet, it is a way for publishers to raise revenue by having other companies pay them for using their sites to advertise their products. For instance, Pandora at some point was about to go under until they realized that if companies kept paying them to advertise on the Pandora app and website, it would help them generate revenue since Pandora for the most part is free. Advertising is seen as easy when they can find their target markets and modify their advertisements to fit the customer’s wants and needs. Since the costs of printing and distribution are essentially gone, newspapers and book publishers can now generate revenue online with the help of advertisements. Newspapers and book publishers can take better advantage of the internet in numerous ways. A main way is to take advantage of online applications and devices such as e-books. Digital media seems to be less expensive than anything being printed on paper and having to be distributed, so this would bring about profit to publishers. To benefit from e-books, it will take good marketing strategies and innovation. There are numerous things to enhance e-books such as animation, sounds, pictures and videos. If publishers learn to partner with major companies associated with e-books it can also help generate additional revenue. As long as publishers meet the demands of consumers, they can stay ahead of the industry and basically make a new competitive advantage. They just have to make sure that the e-books are easily accessible, not too expensive, and faster. Essentially, as long as the publishers continue with innovation it be easier for them to get ahead and to also take better advantage of the internet. I believe that technology will be able to save the newspaper and book publishing industries. Technology will help bring back newspapers and books by creating a new market which is a digital one. These publishers need to create a new market and target market. They need to make sure it can be accessed by anyone who is willing to go for this type of market. They must simply alter the way they go about business and create new advertising and fundamentally this will generate new revenues and hopefully will get rid of any unwanted prior costs. Although the paper and printing presses may no longer exist, as long as the publishing industries remain inventive, they can continue to grow as technology begins to take over our lives, and in doing so create a new market.

Realism And Naturalism In 20th Century American Fiction Essays

Realism and Naturalism in 20th Century American Fiction American people and the authors among them were left disillusioned by the effects that World War I had on their society. America needed a literature that would explain what had happened and what was happening to their society. American writers turned to what is now known as modernism. The influence of 19th Century realism and naturalism and their truthful representation of American life and people was evident in post World War I modernism. This paper will try to prove this by presenting the basic ideas and of these literary genres, literary examples of each, and then make connections between the two literary movements. Realism and Modernism not only depicted American society after World War I accurately and unbiasedly, but also tried to find the solutions brought upon by the suffering created by the war (Elliott 705). The realistic movement of the late 19th century saw authors accurately depict life and its problems. Realists attempted to ?give a comprehensive picture of modern life? (Elliott 502) by presenting many walks of life. They did not try to give one view of life but instead attempted to show the different classes, manners, and stratification of life in America. Realists created this picture of America by combining a wide variety of ?details derived from observation and documentation? to ?approach the norm of experience? (Elliot 503). Along with this technique, realists compared the ?objective or absolute existence? in America to that of the ?universal truths, or observed facts of life? (Harvey 12). In other words, realists objectively looked at American society and pointed out the aspects that it had in common with the general truths of existence. This realistic movement evolved as a result of many changes and transitions in American culture. In the late 1800's, the United States was exp eriencing ?swift growth and change? (Bradley114) as a result of a changing economy, society, and culture because of an influx in the number of immigrants into America. Realists such as Henry James and William Dean Howells, two of the most prolific writers of the Nineteenth century, used typical realistic methods to create an accurate depiction of changing American life. William Dean Howells made his ?comic criticisms of society? (Bradley 114) by comparing American culture with those of other countries. In his ?comic? writings, Howells criticized American morality and ethics but still managed to accurately portray life as it happened. He attacked and attempted to resolve ?the moral difficulties of society by this rapid change? (Elliott 505). He believed that novels should ?should present life as it is, not as it might be? (American Literature Compton's). In the process of doing this, Howells demonstrated how life shaped the characters in his novels and their own motives and inspirati ons. By concentrating on these characters' strengths as opposed to creating a strong plot, he thematically wrote of how life was more good than evil and, in return, wanted his literature to inspire more good. On the other hand, Henry James judged the world from a perspective ?offered by society and history? (Bradley 704). He also separated himself from America to create an unbiased view of it as a ?spectator and analyst rather than recorder? (Spiller 169) of the American social structure. He wrote from a perspective that allowed him to contrast American society with that of Europe by contrasting the peoples' ideas. By contrasting social values and personal thought about America's view of America, he presented to the people the differing motivational factors that stimulated the different social classes (Bradley 1143). Overall, these writers managed to very formally portray America as it was while adding their own criticisms about it in an attempt to stimulate change. The naturalist movement slowly developed with most of the same ideals as those of the realists in that it attempted to find life's truths. In contrast, Naturalists, extreme realists, saw the corrupt side of life and how environment ?deprived individuals of responsibility? (Elliott 514). Literary naturalism invited writers to examine human beings objectively, as a ?scientist studies nature? (?Am. Lit.? Compton's). In portraying ugliness and cruelty, the authors refrained from preaching about them; rather they left readers to draw their own conclusions about the life they

Whickham,the forgotten essays

Whickham,the forgotten essays Wickham, the forgotten influence of the story Pride and Prejudice was written by the famous Jane Austen in 1813. It was first called First Impression. The reason for its name was pretty obvious after reading the novel. The main character, Elizabeth, often judged others by the first impression. As the novel proceeded, these characters slowly revealed their true personalities, which were totally contrary to the first impression. There was an obvious misjudgment between many characters especially Elizabeth and Darcy. However, these misjudgment were essential in shaping the outcome of the story. Pride and Prejudice tells the story about five sisters of the Bennet family and their different belief towards life. The five sisters are Jane, Elizabeth, Mary, Kitty, and Lydia. They lived at Longbourn in Hertfordshire. Without any male heir, the family would have to give up their property to their closest male relative, William Collins. He worked as a rector of the Lady Catherine de Bourgh. One day Charles Bingley, a wealthy young man, rented Netherfield, a house near Longbourn. Accompanied him was his two sisters and his friend, Fitzwilliam Darcy. Charles Bingley and Jane soon began to develop a relationship. Darcy was fond of Elizabeth, but her feelings towards him were the exact opposite. She disliked him for his coldness and arrogance. Her hatred mounted when she thought Darcy misjudged George Wickham, young militia officer. Moreover, she learned that Darcy took part in the separation of Bingley and Jane. In the meantime, Mr. Collins came to Longbourn for a visit. Encouraged by Lady Catherine and his concern for the Bennet family, he proposed to Elizabeth. She rejected him. He then proposed to Charlotte Lucas, Elizabeths best friend, which she eagerly accepted. Elizabeth went to visit the newly wed where she again encountered Darcy. On his prior visit, Darcy had expressed hi ...

Writing the Analysis Paper

Writing the Analysis Paper Writing the Analysis Paper Writing the Analysis Paper: Universal Approach Those people who get excellent grades for their analysis papers know the mechanism of writing them, and those, who get low grades, face a what-to-start-with problem and many others. The main problems and solutions to them are discussed in the article. First of all, start with answering the following two questions:Whom are you writing for? What is the purpose of you analysis paper? The answer to the first question will help you to define the language of the analysis paper (formal or informal). After answering both questions you will clarify what type of the analysis paper (an article, a report or a term paper) is adequate for you purpose. Every type of the analysis paper determines its format. And when you answer the second question it will become clear to you what research methods should be applied. Now after you have made up your mind about what language, type of the analysis paper, format and methods of research to use, you have to write the analysis paper itself. Three Tips On How To Write A Flawless Analysis PaperBuilt a logic tree. A typical logic tree consists of the main block with the name of the topic (or a problem) inside and complementary blocks with chapters and paragraphs linked to the main one. Such tree helps to make the structure of your analysis paper evident and diagnose mistakes in logic if any. Concretize the topic. Strange as it may appear, but the analysis paper topics should be concretized after the analysis paper is written. Your topic has to contain the purpose of the analysis paper or a problem that is solved in it and restrictions. Restrictions can be qualitative, quantitative and temporal. For instance, the topic How the profits of LMZ Ltd. will change with the introduction of energy-efficient technologies in 2011 contains all abovementioned restrictions. Take your time. After you have written the analysis paper, put it aside for few days. After wait-and-see approach return back to your analysis paper for revision. This method will help you to take a fresh look on what you wrote and correct mistakes.We Offer Professional Help with Analysis Paper Writing Writing the analysis paper is a skill that can be gained with practice. But with the help of recommendations in this article you will simplify your work on the analysis paper, correct and prevent egregious mistakes and after a while become a master of the analysis papers.

News Analysis Essay Example | Topics and Well Written Essays - 2000 words

News Analysis - Essay Example For the purpose of understanding discourse and its types, a rigorous narrative analysis of news stories retrieved from the newspaper The Globe and Mail and CBC Network’s broadcast are used. The news story itself is related to Pope Benedict’s resignation that was announced on 11th February, 2013. Critical analysis of the story helped in understanding how the dominant discourses construct a story for the audience with structure of roles and point of views being the important factors, and helps them derive meaning out of it,. In the given story, moral, religious and legal discourses are apparent in the language used in the news paper article published in The Globe and Mail. The headline stated, â€Å"Pope Benedict’s sudden resignation reveals an independent mind† followed by a great deal of explanation about his modesty and him being knowledgeable of limits imposed on him by the moral obligations toward Church. The figure speech illustrates how the newspaper has declared Pope to have complete command over his decisions and who cannot be suppressed by external social variables. This is where the speech recognizes his legal right of being independent. Legal discourse is also apparent in the news article due to phrases like reasonably solid reforms, good CEO, holding individuals accountable. Furthermore, it can be observed that where sudden resignation is attempting to add anxiety in the minds of readers, it is equally attempting to portray Pope as a dominant and sovereign figure. Following discussion about his modesty illustrates how moral discourse is being used for the purpose of defining him to be a man of high morality. Where sexual abuse of children by priests has made headlines of news worldwide, stirring major controversy about Church and Pope Benedict himself, this article is developing a persona of a just man who has undertaken his responsibility of avoiding future abuse. On the other hand, exploratory analysis of discourse used in CBC news broadcast regarding Pope’s resignation showed medical, legal and moral discourses. It was observed that a huge part of speech was attempting to define the repercussions of diminishing health conditions on Pope’s ability to pursue as the leader of the Church. His condition has been described as being feeble, weak and tired with frequent absences from the office of Pope. Special emphasis on Pope’s brother’s statement illustrate how the news reader is trying to provide medical justification to Pope’s actions by stressing on specific words that had medical value attached to them. Another major theme emerging is legal discourse when the news reader attempts to describe Pope’s action as an obligation towards church i.e. if he cannot perform well, he should leave, providing legal justification to the resignation. The words used to elaborate the surprised responses of Vatican Cardinal and Christians all around the world however demean th e moral statue of his action. Phrases like â€Å"the Pope took them by surprise† or â€Å"gravity of this gesture† illustrates how the news reader is questioning the morality behind his actions. Discussion about Pope Benedict not being part of new selection process defines that there is a moral and legal discourse visible illustrating that Pope will not add bias to the selection process or conclave. Second part of news coverage uses legal

Picasso's Works at Metropolitan Museum of Art Essay

Picasso's Works at Metropolitan Museum of Art - Essay Example The essay "Picasso's Works at Metropolitan Museum of Art" explores the famous museum and analyze Pablo Picasso's artworks. Spanish-born artist Pablo Picasso is One of the undisputed masters of modern art. His initial Blue Period of 1901-04 is marked by the monochromatic focus on that particular color and subject-matters defined by ‘a particular cast of characters: lonely, suffering, poverty-stricken outcasts from society’. This morphed into the brightened tones of the Rose Period lasting two years, which featured the first appearance of circus performers in his paintings. Yet a transitory revolution was on its way, sparked by his association with Braque, whom he met upon moving to Paris. By 1910, Analytical Cubism was erupting, defined by the pictorial deconstruction of an object to produce a conceptual (as oppose to perceptual) image of an object. After two more years came Synthetic Cubism, with its revolutionary collages. After World War I Picasso broke with Braque and began moving towards Surrealism. The significance of this cannot be underestimated, as ‘the Surrealist movement moved Picasso in a direction including new imagery and vocabulary for emotional expression, and he incorporate violence, psychic fears, and eroticism in his works’. This is the period of the painting hung before me at the Metropolitan Museum of Art, 1934’s Girl Reading at a Table. Color is my first impression—the warmth of the red, orange and yellow against a black background with hints of blue and green. A woman with white skin and hair and an elaborate green garland around her head is reading at a tall and simple table. One feather-esque hand touches her face while the other secures the book that so thoroughly captures her attention. Her fair skin features slight echoes of pink on her cheeks and neck, and her head is at such an angle that her pale hair falls before her eyes. Also on the desk is an amorphic yellow lamp and a tall and curving po tted plant in a brown container rises from the ground. This still thriving plant and the wreath adorning her hair bring a form of nature inside this space. Although the contents of the room are compressed within the frame of the painting, there is no awkwardness in the composition. The straight table legs are wonderfully offset by the gorgeously flowing lines of the red and orange dress as well as the plant and the yellow light flowing from the small lamp that brightens the dark night scene. Yet there is something young about this woman at the oversized reading table, and that is

Example Proposal Essay Example for Free

Example Proposal Essay I have heard that Batangas City Council will be having a Scout Jamboree in the celebration of Scouting Month. In relation to this I would like to bring it to your notice that our Philip’s Sanctuary is an eco-recreation farm, perfect for team building activities, picnics, retreats, company outings, school field trips, parties and more! We have alternative forms of outdoor activities that stimulate the mind, body and spirit amidst a landscape of natural and man-made resources. Activities include team building games, orienteering, wall climbing, mountain trekking, outdoor skills training, outdoor cooking and jungle survival. It is home to nature lovers, and of adventure sports enthusiasts such as mountain bikers, hikers, trekkers, campers, mountaineers, and many more. Phillip’s Sanctuary boasts of obstacle courses that include the high ropes course, low ropes course, zip lines, hanging bridge, mud crawl, wall climbing, tight rope walk, river log balance, tarzan jump and many more. As a background Boy Scout of the Philippines vision of becoming the â€Å"leading provider of progressive outdoor based non-formal education for young Filipino males with the view of developing them to be morally straight, disciplined, concerned, self-reliant citizens in the best tradition of world scouting†, the BSP has set out to instill in Scouts and Scouters love of God, country, and fellowmen, prepare the youth for responsible leadership, and contribute to nation-building, according to the ideals, principles, and programs of Scouting. The BSP has promoted the ability of boys to do things for themselves and others, trained them in Scout craft, and taught them patriotism, courage, self-reliance. Participation in Boy Scouting means enjoying a lot of things together with other scouts. Scouting provides great adventure in outdoor learning. It designs activities that bring about the development of skills that will turn boys into dependable and self-reliant men. Lord Baden Powell, the founder of scouting said that â€Å"a scout is one who thoroughly trains himself in scout craft and places that training at the disposal of the community for public service.† The badges they wear are symbols, which say that they will continue to build and to keep friendship, give happiness to others with their daily good deeds, and live the ideals of the Scout Oath and Law. Scouts grow up to be upright and respectable citizens of the community and of the country. Philip Sanctuary can include facilitator in the package or you may bring your own facilitator. Attached in this letter are the package rates; day rates and the overnight rates. DAY RATES Day Package A: Day Tour no meals – P550.00/pax * Entrance fees and use of all common areas including swimming pool * Use of teambuilding facilities * Use of rafting/boating lagoon * Use of team challenge/low ropes course/obstacle course, hanging bridge * Use of all trails for biking, hiking, trekking * Day activity program * Facilitator’s Fee Day Package B: Day Tour with plated lunch and 2 snacks – P800.00/pax * All of package A inclusions plus plated lunch, AM Snack and PM Snack Day Package C: Day Tour with buffet lunch and 2 snacks – P950.00/pax * All of package A inclusions plus buffet lunch, AM Snack and PM Snack OVERNIGHT RATES Overnight Package A: Overnight Stay only – P800.00/pax * Entrance fees and use of all common areas including swimming pool * Overnight accommodations (dormitory style, no aircon) * Use of teambuilding facilities * Use of rafting/boating lagoon * Use of team challenge/low ropes course/obstacle course, hanging bridge * Use of all trails for biking, hiking, trekking * Day activity program * Facilitator’s Fee Overnight Package B: Overnight Stay with plated meals – P1,300.00/ * All of package A inclusions with plated lunch, dinner and breakfast and 2 snacks Overnight Package C: Overnight Stay with buffet meals – P1,700.00/pax * All of package A inclusions with buffet lunch, dinner and breakfast and 2 snacks In addition to our team building package, you may also be interested in the ff adventure bundles that you can do during your visit. Must be arranged and paid upon booking. Adventure Bundles Bundle A Basic Adventure P100/person -Round Trip Zipline -Use of mud slide Bundle B Advanced Adventure P200/person -Round Trip Zipline -Use of High Ropes Course Bundle C- Extreme Adventure P220/person -Round Trip Zipline -Use of High Ropes Course -Use of Mud Slide We hope that you will merit our proposal. We promise you an experience of learning, fun and adventure you won’t forget!

Steve Wozniak Essay -- essays research papers

Steve Wozniak's childhood had a big effect on his revolutionary developments in the computer world. Wozniak grew up in Sunnyvale California. His family lived in a development built for Lockheed engineers like his father. (Rose, 26) As a teenager he w During his high school years, Wozniak was a prankster and was once suspended for placing a metronome disguised as a bomb in a friends locker. (Brodhagen, 1) The more serious side of Wozniak loved electronics and spent one day a week working at Sylvania Electronics, where Wozniak's love for computers grew. Wozniak was working with electronics from an early age. In 1962 Wozniak built a calculator using a few electronic components and entered it in a local science fair. (Brodhagen, 1) It won him a prize. In 1971 Wozniak and his friend Bill Fernandez built a computer in FernandezÕs garage. (Rose,25-26) They called it t Wozniak decided to go the University of California at Berkeley after he returned from C! olorado State. While he was there, his mother sent him an article about a mysterious person who called himself ÒCaptain Crunch.Ó (Rose, 27) Crunch would build electronic boxes, known as blue boxes, that mimicked the tones governing telephone company switching equipment. This allowed him to make free long distance phone calls. Apparently Crunch was the leader of an underground group who called themselves the Òphone phreaks.Ó They would use technology to get what they wanted, but they wope by staying one step ahead of the police. Wozniak was extremely interested and called his friend from high school, Steven Jobs. (Rose, 27) They decided to go into business selling them. Wozniak managed to make one which only used forty dollars worth of parts, instead of the 1,500 dollars it cost Captain Crunch. Wozniak and Jobs then went to college campuses and sold them to dorms for 150 dollars and up. Wozniak became obsessed with ÒphreakingÓ and almost forgot about school. This is! the first example of WozniakÕs In 1975 personal computers became a reality. The Altair 8800 was released. (Rose, 31) It was a computer kit. It came with all the pieces that were needed to build it, and it was then assembled by the consumer who bought it. It was really designed for computer hobbyists, who loved the fact that they were able to build it. It had its down side though. Once it was assembled, there wasnÕt much that it could do. The... ...nd something that the consumer would buy. Wozniak changed the computer industry because once he made his computer and Steve WozniakÕs prankster nature changed the world for ever. Since he tended not to listen to what people say, he didnÕt get discouraged when people told him he was wrong or that he would fail. He just kept on working. The result of all his work was that the personal computer became a reality. He is one of the greatest men alive. His work effects tens-of-millions of people every In researching this paper I looked in a recent MacMall (a mail order catalog that specializes in selling Apple products) and there were twelve different computers made by Apple. Ranging in price from 499.99 dollars to 4,199 dollars and from ! one that will fit in your pocket to one that will cover your whole desk. Apple also had a wide range of printers, scanners, drives and monitors. In my phone interview with Jim Harper he summed it up this way: ÒSince 1984 Apple has sold twenty-six million Macintoshes. The Macintosh in your home is more powerful and faster than the computer that put the man on the moon. It all started back in 1976 with Steve WozniakÕs Apple I.Ó Performa User $Ú &

Efficient use if paper rule Essay

Every page must be consecutively numbered. Sec. 5. Copies to be Filed. Unless otherwise directed by the court, the number of court†bound papers that a party is required or desires to file shall be as follows: In the Supreme Court, one original (properly marked) and our copies, unless the case is referred to the Court En Bane, in which event, the parties shall file ten additional copies. For the En Bane, the parties need to submit only two sets of annexes, one attached to the original and an extra copy. For the Division, the parties need to submit also two sets of annexes, one attached to the original and an extra copy. All members of the Court shall share the extra copies of annexes in the interest of economy of paper. Parties to cases before the Supreme Court are further required, on voluntary basis or the first six months following the effectivity of this Rule and compulsorily afterwards unless the period is extended, to submit, simultaneously with their court- bound papers, soft copies of the same and their annexes (the latter in PDF format) either by email to the Court’s e-mail address or by compact disc (CD). This requirement is in preparation for the eventual establishment of an e-flling paperless system in the Judiciary. b. In the Court of Appeals and the Sandiganbayan, one original (properly marked) and two copies with their annexes; In the Court of Tax Appeals, one original (properly marked) and two copies with annexes. On appeal to the En Bane, one original (properly marked) and eight copies with annexes; and d. In other courts, one original (properly marked) with the stated annexes attached to it. Sec. 6. Annexes Served on Adverse Party. – A party required by the rules to serve a copy of his court-bound paper on the adverse party need not enclose copies of those annexes that based on the record of the court such party already has in his possession .

Environment: Global Warming and Current Carbon Dioxide Essay

Ansel Adams, a photographer and environmentalist, once said, â€Å"Once destroyed, nature’s beauty cannot be repurchased at any price. † Mother Earth is known as the one of the most beautiful planets and is the only planet that can support life. Unfortunately, Mother Earth is suffering due to many environmental problems that may affect humans and the ecosystem. These problems can result in major consequences for everyone’s daily life. The major environmental problems that are facing the world today are global warming, deforestation and air pollution. First of all, one of the greatest environmental concerns we have today is global warming. Global warming refers to the gradual increase in the earth’s average surface temperature. Global warming has resulted in several consequences. The rise of water temperature is related to global warming. The increase of water temperature is responsible in killing the ecosystem in the water as they could not tolerate the heat. For instance, coral reefs are highly sensitive to small changes in water temperature. Scientists say if current carbon dioxide emission trends continue on, the world coral reefs could be virtually destroyed by 2050. Global warming is indeed very worrying as it poses a great danger for our survivor. The sun’s scorching heat comes to Earth directly and hence the earth’s surface becomes seriously heated. Sea level is increasing rapidly as glaciers are melting with steady pace engulfing the islands having low land level. Research has been done that Maldives will sink by the end of the century due to rise of sea level as most of the land on the islands is just a metre above sea level. Furthermore, sea levels have risen between 4-8 inches worldwide during the last century, and experts predict they could rise as much 2 feet in the next 100 years. Next, deforestation is one of the major determinants of the world’s environmental problem. Deforestation refers to the cutting down and removal of all or most of the trees in a forested area. Deforestation has resulted in numerous adverse effects. Deforestation can cause biodiversity to decline. When forest is cleared, wildlife is deprived of habitat and becomes more vulnerable to hunting. In addition, 80% of the world’s documented species can be found in tropical rainforests and deforestation puts at risk a majority of the Earth’s biodiversity. Moreover, deforestation has caused soil erosion because when the soil is exposed to sun, it became very dry and eventually, infertile and could not be cultivated. When there is rainfall, it washes away the soil to the river then to the sea. Take the case of China, from the Yellow River, over 1. 6 billion tons of sediment flows into the ocean each year. The sediment comes mainly from soil erosion in the Loess Plateau in the northwest of the country. Finally, one of the most concern environmental problems today is air pollution. Air pollution generally means the contamination of air by smoke and other poisonous gases. Air pollution has resulted in several problems. Air pollution affects the health of people adversely such as heart disease and damage to the brain, nerves, liver, or kidneys. According to the World Health Organization (WHO), about 2 million premature deaths are caused each year due to air pollution in cities across the world. Furthermore, air pollution can result in acid rain which can cause paint to peel, corrosion of steel structures such as bridges, and erosion of stone statues. Also, air pollutantssuch as carbon dioxide can cause ocean acidification which harm fish and other aquatic life. Air pollution has affected human’s everyday life, for instance, air pollution in Beijing has gone literally off the charts: the levels are so bad that they go well beyond the worst possible rating on the official air quality index. Mother Earth is our home and we have done so much harm to her. We should be responsible for the environmental problems we have caused. In order to prevent further destruction to Mother Earth, we have start now before it is too late. Firstly, though there is no known solution to global warming yet, there are solutions that will aid to prevent it from growing even further. For instance, planting a tree as a nation because during photosynthesis, trees absorb carbon dioxide and release oxygen and the cycle carry on when there is light available. A single tree can absorb approximately one ton of carbon dioxide during its lifetime. Also, through recycling half of the household waste, we can save 2,400 pounds of carbon dioxide annually. Secondly, there are no direct solutions to deforestation but many countries in the world have started reforestation and forestry, and East Asian nations are leading in this regard. Many East Asian countries, including China, have successfully managed to reverse deforestation. Likewise, by making suitable changes in the law, so that cutting trees in a forest area becomes a major crime. Through this, deforestation can be control. Last but not least, to solve air pollution, flue-gas desulfurisation can be use to remove sulfur dioxide from exhaust flue gases of fossil fuels power plants.  In order to reduce air pollution, cars are manufactured with catalytic converters which will convert harmful pollutants such as carbon monoxide to harmless substances such as carbon dioxide. In conclusion, we, the human race are the cause of all these environmental problems. We should work together and help preserve and protect Mother Earth. If we don’t act now, the magnificent world will vanish and soon, all living things would suffer. It is our duty to help carry out actions that will help cease the threats that our environment is facing now.

Twenty Thousand Leagues Under the Sea, Twenty Thousand Years Later Essays

Twenty Thousand Leagues Under the Sea, Twenty Thousand Years Later Essays Twenty Thousand Leagues Under the Sea, Twenty Thousand Years Later Essay Twenty Thousand Leagues Under the Sea, Twenty Thousand Years Later Essay Twenty Thousand leagues Under the Sea, Twenty Thousand Years Later â€Å"The year 1866 was signalized by a remarkable incident, a mysterious and inexplicable phenomenon, which doubtless no one has yet forgotten† (1). This is the opening sentence in Jules Verne’s Twenty Thousand Leagues Under the Sea and as it draws you into this essay, it does so for his timeless novel right from the first line. He is believed to be one of the most skilled scientific and adventure writers of his time, and ours. Jules Verne’s novel has been around for years and years, but how has it been able to last through so many different eras? In this essay, proof will be brought to light as to how this book passed the tests of time. With amazing characterization, excitement and anticipation for any age group and his futuristic ideas, Twenty Thousand Leagues Under the Sea easily lasted for centuries, and will for many more to come. Jules Verne’s skill of dynamic characterization keeps everyone interested in his books, and especially in Twenty Thousand Leagues Under the Sea. His main characters of Captain Nemo, Professor Aronnax and Ned Land, each with their own personality, make for a remarkable book. Captain Nemo is the mysterious antagonist in the novel. We are first introduced to him after he has locked up Aronnax, Ned Land and Conseil in their room once aboard the Nautilus. Captain Nemo did finally reveal himself to them, but there were still many mysteries surrounding him, such as being gone for months on end with no one ever seeing him, or â€Å"Where did the captain gather this gold from? And what was he going to do with it? † (56). Not knowing where he is or what he is doing gets you to constantly turn the pages to find out more. Captain Nemo is not the only character that gets people of all sorts interested, Professor Aronnax does this as well. He is an intelligent man and readers enjoy hearing the story through his point of view â€Å"†¦I knew by the perpendicularity of the sun’s rays, which were no longer refracted. The magical colours disappeared by degrees, and the shades of emerald and sapphire were effaced. †(69). Pierre is captivated by the great submarine they have found themselves on and his character is able to describe how the ship works in great detail. Readers are able to enjoy this character because they too are fascinated by the happenings onboard the Nautilus. Ned Land is then considered a mix of Pierre and Nemo; he is also mysterious and yet is a very smart man. Ned is honest and true and although he also finds the submarine remarkable he verbally speaks of how he hates living here and plans on escaping. â€Å"We are in Europe; and before Captain Nemo’s caprices drag us once more to the bottom of the Polar Seas, or lead us into Oceania, I ask to leave the Nautilus†(145). Having all these characteristics combined on to one ship it makes for an amazing story with heads clashing, suspense and tensions running high. As mentioned, the character Ned Land is persistently attempting to break out. This makes for a great adventure and fast paced action that is not too gruesome for younger readers but is heart racing and exhilarating for older adult readers. When the captain finally lets his captives out to hunt out the island, Ned is thrilled. He thought it could be his chance to escape but the day ends with hooligans chasing them off the island. It is a classic ‘grab your stuff and go scene’ as everybody runs back to the submarine. â€Å"‘To the boat! I said, hurrying to the sea†¦We had not gone two cables’ lengths, when a hundred savages howling and gesticulating, entered the water up to their wastes. †(96). Just this one sentence of action gets your heart racing. It is no wonder this book has been read for the past century without being forgotten. That is not even the only point of action as it might be is some books. A second point of action occurs when the Na utilus gets stuck in the ice. Once again Ned wishes to take this chance to escape, but is unsuccessful as his only way to live would be to help the Nautilus be freed from the ice. The Nautilus was really imprisoned in a perfect tunnel of ice more than twenty yards in breadth, filled, with quiet water. ’ (201). In this section of the novel the anticipation of what will happen next is thrilling, and never gets old. The highest point of action occurs when Ned Land and the others actually do escape, but what keeps things interesting is that no one knows what happened to the submarine. ‘But what has become of the NUTILUS? Did it resist the pressure of the maelstrom? Does Captain Nemo still live? (244) Finally, this book was able to last through generations of people, because as the world grew up, so did this book. The ideas in it went from being far-fetched to in the realm of possibility to instruments we actually use today. Jules Verne was extravagantly ahead of his time al lowing the book to not seem ‘out of date’. Our first realization of how well thought out his writings are is when Professor Aronnax is on top of the submarine. Ships were still made of wood yet this SUBMARINE was a light and indestructible metal. â€Å"†¦Ã¢â‚¬â„¢Professor, that beast is made of sheet iron. ’†(30). Jules Verne was able to make it so believable to the people of his time that this submarine and how it worked was quite possible. Comparing captain Nemo’s inventions on the submarine to the inventions of the time Jules Verne was writing in is astonishing. To begin with, something as simple as the sewing machine was only invented in 1845 yet Jules Verne was writing about submarines and all the instruments associated with that. â€Å"‘There is a powerful agent, obedient, rapid, easy which conforms to every use and reigns supreme on board my vessel. Everything is done by means of it. It lights it, warms it, and is the soul of my mechanical apparatus. This agent is electricity. ’ ‘Electricity? ’ I cried in surprise. † (49). Jules makes his characters astonished by the fact that electricity is used, but the feeling is mutual with his readers. In this twenty first century it would make sense for everything to be run using electricity or battery power, but Verne was writing in the nineteenth century and was still able think it all possible. The usage of electricity and its realistic features is also seen with the ‘luminescence’ that is pointed out at the beginning of the novel. It wasn’t until 1878 that a practical and longer-lasting eclectic light bulb was invented. In Verne’s novel, â€Å"‘Never did pholades or shape produce such a powerful light. ’†(21). The Nautilus had lights in front of it so that it could see for miles ahead of itself. It is incredible that Verne’s knew that the study of electricity would develop enough that when we read his books it all seems true and realistic. It is said, in fact, that some things where invented based on, and using theories from this novel. This novel, amazingly written, will doubtless last many more years to come. It started out as a simple French novel written years ago and it became famous again after being translated to English so that more people would enjoy the read. It is interesting, although, that it is as remarkable in English, because when it was translated it lost some of its descriptive detail and idealist explanations. Imagine reading Twenty Thousand Leagues under the Sea in its original context, you would never set the book down, which you can barely do in this language. Verne, Jules. Twenty Thousand Leagues Under the Sea.

What Do Tutors Actually Do During SAT

What Do Tutors Actually Do During SAT/ACT Tutoring SAT / ACT Prep Online Guides and Tips You’ve heard of this strange, mysterious thing called â€Å"SAT/ACT Tutoring.† Okay, maybe it's not all that mysterious to you, but it was a cipher to me when I was in high school. Was SAT tutoring like homework, but with supervision? Why should I waste my precious free time with a tutor when I could just do everything myself? What actually happens during SAT/ACT tutoring? In this article, I'm going to talk about what we at PrepScholar believe the best tutors do during the course of SAT/ACT tutoring. These are the best practices that we employ to get our industry-leading results. This is in no way a guarantee that every tutor will follow every one of these guidelines, of course, but it gives you an idea of what to look for. We will answer all the questions I had as a confused high schooler†¦and more! As a bonus feature, I’ve included things that good tutors should absolutely NOT do during ACT/SAT tutoring sessions, so that if you encounter them, you can run in the other direction.

Workplace Training Essay Example | Topics and Well Written Essays - 1750 words

Workplace Training - Essay Example The ever-changing and dynamic business environment demands that there be effective work place training. Training is a critical prerequisite for occupational competence and excellence at the business environment. Conduct of the training requires input from relevant professionals and or senior members of the business who may work as trainers. It involves providing technical and practical inputs necessary for staffs and other stakeholders to a business. Planned and executed by and for different actors, business or workplace training takes different dimensions and perspectives. However, whatever dimension adapted to deliver the required inputs, training has a sole objective must be ultimately achieved. In an attempt to implement the training process, businesses face multi-dimensional constraints or threats, opportunities, weaknesses and strength associated with the intervention. In essence, workplace training in a business environment is vulnerable to both negative and positive constrain ts with different dimensions. In the contemporary business sphere, training is a necessary input that any business must adhere to maintain business and marketing competence. Rationale for Training Work place training has varied significance to any business. Training enables business stakeholders to acquire relevant skills and competence necessary for engaging in business in a dynamic environment. The global business sphere continues to exhibit complexities and uncertainties thanks to stiff competition made worse by frequent recessions.

Technical Paper Essay Example | Topics and Well Written Essays - 750 words

Technical Paper - Essay Example This is especially handy for developing graphical user interfaces. Create one (1) original example of a class with at least one (1) attribute and one (1) method. Class Person { Private String name ; Public Person (String name){ this.name = name; } Public String getName() { return this.name; } } (Hegner, 2000) The class represents a person. The attribute stored is the name of the person. The purpose of the related method is to retrieve the name of the person. The constructor stores the name of the person when you create an instance of the class person. In object oriented programming, the program can be seen as a group of interacting objects, in contrast to the conventional model where a program is essentially a list of tasks. In OOP, every object can receive messages, process data, and send messages to other objects. An object can be viewed as an independent entity with a distinctive role or responsibility (ECOOP 2010 & D'Hondt, 2010). Methods on these objects are directly related to the object. For instance, data structures in OOP tend to bear their own operators or inherit them from a related class or object except in cases where serialization is required. On the other hand, Visual Logic programs can be one extended list of commands, and more complicated programs often assemble smaller parts of these statements into subroutines or functions. Each function can perform a specific task. These kinds of designs commonly make some of the data for the program to be universal, i.e., the data can be accessed from any section of the program (ECOOP 2010 & D'Hondt, 2010). The programs allow any function to change any piece of data as they grow in size, meaning that bugs in the code can have extensive effects. Event driven programming is a technique of programming used to create responsive programs. The software created does not perform any action until the event occurs. One advantage of this method over purely procedural programming is that no concurrent data access by di fferent execution threads is required. This prevents the need for leveraging shared data with the complex procedure required for such, thus preventing a lot of bugs (Samek, 2009). The technique also makes computer applications more user friendly, meaning that they can be operated by most people without the need for expert information on computer programming languages like OOP. References ECOOP 2010, & D'Hondt, T. (2010). ECOOP 2010 -- object-oriented programming: 24th European Conference, Maribor, Slovenia, June 21-25, 2010 : proceedings. Berlin: Springer. Hegner, S. J. (2000). Intelligent help systems for UNIX. Dordrecht [u.a.: Kluwer Acad. Publ. Samek, M. (2009). Practical UML statecharts in C/C++: Event-driven programming for sembedded systems. Amsterdam:

Orthomyxovirus (influenza) Research Paper Example | Topics and Well Written Essays - 750 words

Orthomyxovirus (influenza) - Research Paper Example Severe, hospitalizations as well as death normally occur when such pandemic occurs. Though, the pandemic is less serious, it causes extensive morbidity when it occurs. Wilson and von Itzstein points out that two attributes of the virus occurring during replication and its evolution are the ones that makes this virus to be successful in its epidemiological (165). These attributes are its ability to circulate freely in the avian water reservoirs, and emerge without being predicted and spread easily in people. The second attribute is its comparatively quick and unpredictable antigenic transformation that is associated with its evolution the moment they infect the human population. This short paper details some aspects of the influenza virus. Discuss the virus morphology Influence virus is highly pleomorphic; this implies that the envelope of the virus can appear in spherical or filamentous shapes. However, as Jin and Leser (98) explain, the virus’s has a spherical morphology with 50 to 120 nm particles in diameter. The virus also has a filamentous virions measuring 20 nm in diameter, while the measure 200 to 300 nm long. At the same time, the virus has some 500 distinctive spear-like surface protrusions that emerge on the envelope each protruding about 10 nm. Other types of the virus fro example hemagglutinin esterase (HEP) are thickly dispersed on surface, while others like hemagglutinin (HA) spaced sparsely apart. Various strains of this virus differ in the way they form their filaments. Genome: Ito and Gorman (66) explains that influenza A and B viruses have six to eight fragments of linear single stranded RNA, each of this RNA has one or more protein, but type C has got seven fragments. Accordingly, the whole length of genome measures abo ut 10000 nucleotides long. However, the length of genome varies extensively among these three groups of viruses, the difference sometimes occurs even in the same type among the various strains (Jin, and Leser, 99). Structure: the influence has an orthomyxovirus comprising of an envelope, layer of protein, polymerase complex and a nucleocapsid, and has a capsid envelop. Replication There have been extensive studies done on replication of influenza viruses mainly on type A strains, thus replication discussed in this section will mainly be linked to this strain. Ito and Gorman points out that the influenza virus is able to infect a cell by binding it’s HA or HEF protein a cell’s protein receptor (67). The virus then goes through the process of endocytosis, during this process the low PH observed in the late phase of endocytosis results in conformational transformation in the cleavage –activated HA. This leads to a joining (fusion) of the viral and vesicular film. T he fusion of the viral and vesicular discharges its contents of the viruses into the cell’s cytoplasm. Before the fusion takes place, M2 protein from type B viruses produces protons in the within of virion. Transmission The influenza viruses spread its disease via airborne. Accordingly, Hilleman (144) explains that the viruses are deposited in the lower part of the respiratory tract, however, they main part that they infect is the tracheobronchial mucosa. According to Hilleman the virus takes about six hours to replicate and the end of the process it kills the cell (145). The virus then attaches itself to the permissive cell through the hemaggulitinin; this is attached to the cell membrane that has glycolipids that have N-acetylneuraminic acid that has a receptor, where the virus is attached. After this the virus is then surrounded by the pinocytosis and moves to the endosomes. The endosomes have acid and this makes the virus envelope to merge with the plasma layer of the end osome, the virus then

Organisations

Organisations Today organizations especially large ones are very complicated, because they are in a continuously changing business and economic environment. Moreover consumers demand is high, constantly changes and all that force organisations to be in an intensive competition and to increase the standards of performance. Companies have established Human resource departments or senior managers to perform human resource management functions and use practices in order to try to improve and sustain a better organisational performance. Every company has to know their employees, their capabilities to actually get best of them because it is believed to be the most valuable capital and main source of competitive advantage. In 2001, Calkin claimed, that more than 30 studies in the US and UK leave no room for doubt; how organizations mange and develop people has a powerful-perhaps the most powerful-effect on overall performance, including the bottom line. The main ones have been done in the past starts in 1990s by Arthur in 1992, 1994; MacDuffie in 1995; Martell and Carroll in 1995b; Huselid in 1995; Delaney and Huselid in 1996; Wood in 1996; Guest in 2001 which claim to prove statistically the bond between both HRM practises and organizational performance because of increased productivity. The results of their studies are that the HRM activities such as decentralisation of authority will result in lower degree of turnover (Arthur, 1994) or Bundles of internally consistent HRM practices are associated with higher productivity and quality ( McDuffie, 1995) are to support the hypothesis that there is a link between HRM and the HRM outcomes on performance. Also looking through studies established in the UK call centres, US firms, Australia and New Zealand manufactures, Norway, those cases do identify a relevance in favour that there is a relationship between human resource management and organisational performance. However there is a strong criticism about them, especially how the resea rch was performed, evaluation methods used and the data interpreted. Before linking HRM and performance it is important to understand what it is. First of all human resource management in many textbooks is simply explained as getting things done through the people. A more objective definition would be proposed by Storey (1998) where he states that HRM is a distinctive approach to employment management which seeks to achieve competitive advantage through the strategic deployment of a highly committed and capable workforce, using an integrated array of cultural, structural and personnel techniques. Additionally it useful to mention that is the strategic perspective of HR, which actually presents the importance of human resource practices for organisational performance Companies try to achieve significant superior performance by using HRM and different practices. The US academic Jeffrey Pfeffer (1998) identified seven main HR practices in the successful organisations. According Pfeffer human resource practices for performance improvement are: employment security, selective hiring, self-managed work teams, high pay contingent on company performance, extensive training, reduction of status differences, sharing information. Later European researchers Den Hartog and Verbug (2004) complemented Pfeffers job by distinguishing eight key practices which help to understand the association between HR and organizational performance. They are: employment skills, autonomy, pay-for-performance, profit-sharing, performance appraisal, team performance, information-sharing, job evaluation. Thus there is different ways to recognise how HR policies and practices actually contribute, because only certain ones might always result in high performance. This approach is called universalistic approach. The contingency approach proposes that that variety of practices needed to make a difference also taking into account environment and business strategy. Another view is that we have to realise that every organisation has its own culture, unique employees and because of that the set of HR practices and polices which will be the best will also be unique to that company. This approach is call as resource-based view (D.Torrington, L.Hall, S.Taylor, 2008 p.256). Every organisation has different outcomes and according Brattson and Gold this organisational performance can be measured from two sides (2007 4thed:527). The first measure is operating performance what includes reduced unit costs, improved product/service quality, labour productivity, innovation of products and processes all those are employee related indicators. Another measure of a performance is by financial performance such as profit, market share, and return on investment. Because companies can quite easily copy one anothers technology, but not human resource capabilities if an organisation has well working HR practices that is a big advantage to achieve sustainable competitive advantage. (Toby D. Wall and Stephen J. Wood, 2005) For instance not a long time ago Stephen Wood, David Holman and Christopher Stride (2006) did a research on HRM and performance in UK call centres. They have use data from a sample of 145 UK call centres and the research has found direct relationships between human resource practices and performance. However the represented response rate was only 20per cent. It is very low response rate, but it allowed for the authors to make conclusions from what was detected that firstly, that performance appraisal was negatively associated with unauthorised absence. Secondly, systematic selection tests, longer initial training and higher levels of internal recruitment were positively associated with achieving target times and suggestion making. Also there was significant links between relationship-building and both work discretion and teamworking, task discretion is associated with both training and improvement teams as well as internal recruitment seems to improve performance and innovation, cust omers satisfaction.(p:117-120) This example identifies relevance that practices and their implementation are vital ingredient in linking employees especially management to overall organisational performance. In addition there is a reason given to believe in a linkage because of Peters H. van der Meer and Kristens Ringdals research which was conducted in Norway (2003) findings were positive after organisation introduced job rotation which appeared to reduce labour costs per unit produced by having lower wage cost. Also the productivity increased more than in the organisations without job rotations. However the critique here would be that like in other similar works that there is n obvious limitation in data collection, because results could be affected by selectivity and response of respondents, also there is not enough of the evidence to prove. Graeme Salaman, John Storey and Jon Billsberry state that it is very important to identify the best HRM practices, those whose adoption generally leads to valued firm-level outcomes (2005:p122) Authors have extinguished that as extensive recruitment, selection, and training policies; formal information sharing, attitude assessment, job design, grievance procedures, and labour management participation programs; performance appraisals, promotion, and incentive compensation systems that recognise and reward employees practices. Than the research was given which was held in the US 3,452 firms participating. There were thirteen High performance practices to analyse the independent contribution of each practice to firm performance. The results showed that before the research there was a strong support for the hypotheses predicting that High performance work Practices will affect firm performance and important employment outcomes, the results justified it and that also significant effects o f High performance practices found are also financially meaningful as Graeme Salaman, John Storey and Jon Billsberry state.(2005: p140) Although all those studies propose that there is a synergy among increasing productivity and HRM especially strategic HRM, what is the overall combination of HR philosophy, processes, policies, programmes and practices creating the human performance desired and it is doing so at a reasonable cost (Gordan 2001). However not all of the studies finds only positive results. For instance it was thought because of the previous studies that one of the main HR practices are training and team working, from the example of NHS. Thus the research does identify a link; it can not be taken for granted that HR really helps to reduce mortality rates. Yes training helps to develop skills, and company expects them to be transferred into work floor, but does it happen straight after employees have been trained. Moreover according the D. Challis, D.Salmon and B.Lawson research done in the Australia and New Zeland 1024 manufacturing sites indicates that organizational and human resource practices are sig nificant additional variance in both employee and manufacturing performance. The results have showed that both training and teams are important in weak manufacturing environments, but are not significant in strong manufacturing environments. Moreover although training helps develop worker skills, it may not be enough to guarantee that skills employee got will actually be transferred to the factory floor.'(2005 vol. 43(1) p.103) So it is very difficult to prove and there are some disadvantages of the processed studies and the results. First of all because of the evaluation of a study is very subjective. There are different available methods used in evaluating results. People have their own interpretation, opinions, such as about the turnover, in one case it can be assumed to be a good thing because constantly changing employees bring new ideas into the organisation. And on the other hand if employees today do not have job satisfaction, do not have their career developing, do not get higher wages or better working conditions they leave. Some peoples answers depend upon the way questioned employees feel that day, or because after the notice of research taking place makes them feel suspicious maybe and work harder. Also it depends on the bundles of practices used in the research and put together. Sometimes it can be forgotten that practices used or implemented can bring benefits after long term. The author Phillips (1991) in his book states that external factors can influence and change the performance, government regulation, labour market conditions, and union strength. For instance the economic recession determines workers to work hard and not to l ose jobs in the case of reduction of staff. A very relevant critique was found in an article called The romance of human resource management and business performance, and the case for big science written by Toby D. Wall and Stephen J. Wood(2005), they argue that the studies done before have created wrong expectations of the effect of HRM practices on performance. Their critique upon the studies done, what they call as a romance is containing errors; Wall and Wood identify that the reliability is often tolerant although the sizes of effects are typically small in prior research. Also in some cases measures of performance chosen might not be appropriate; they have to look at the environment of a business. Authors judge the studies because they are not done properly, and say that in the future it should be used better research methods and design, and also should be large-size long-term research when you can look what it was like before and what is after implementation and use of HRM. O therwise it is like a failure of to see the certified link between HRM and performance. In the conclusion nowadays business world is changing very rapidly and both people and organisations which vary in size, aims, functions, construction, the nature of their product or service are complicated and because of that to be the best in the industry firms have to have a well established human resource management according main studies. Organizations have to have their HRM working at a strategic level because then practices are focused on a short or better on a long term results when the improved performance could have an added-value and benefits. However the discussion about the link between the HRM and performance is under investigation for about more than 20 years and nobody is sure about it. Yes it is known that HRM management is working and do have the impact on employees and might make organisation successful but which particular practice or bundle to use universally is not known, because one thing combines with another, one organisation is different than another. Howeve r to apply studies and believe in all the results of practices or practice make a different would be violent interpretation. Because in studies done to prove the link of HRM and organizational performance there are limitations and it is very important to understand bias as well as that how the research been conducted and interpreted. References: Arthur, J. B. (1994) Effects of human resource systems on manufacturing performance and turnover. Academy of Management Journal, 37: 670-87 Bratton and Gold (2007) Human resource management: Theory and Practice 4th ed.; Palgrave Macmillan, New York D. Challis, D.Salmon and B.Lawson (2005) Impact of technological, organizational and human resource investments on employee and manufacturing performance: Australian and New Zealand evidence International Journal of Production Research, 43(1): 81-107 Derek Torrington., Laura Hall, Stephen Taylor (2008) Human Resource Management; 7th ed. London, Pearson education, p.256 Godard, J., (2001) High Performance and the Transformation of Work: The Implications of Alternative Work Practices for the Experience and Outcomes of Work Industrial and Labor Relations Review 54 (4): 776-805 Graeme Salaman, John Storey and Jon Billsberry (2005) Strategic Human resource Management: Theory and Practice; 2nd ed. Sage publications, London Lahteenmaki, S., J. Storey and S. Vanhala (1998) HRM and Company Performance: the Use of Measurement and the Influence of Economic Cycles, Human Resource Management Journal, 8(2): 51-65. MacDuffie , J.P. (1995) Human resource bundles and manufacturing performance: organizational logic and flexible production systems in the world auto industry. Industrial and Labor Relations Review, vol.48: 197-221 Michael Armstrong and Duncan Brown (2009) Strategic Reward Implementing more effective reward management; Kogan Page, London and Philadelphia Pfeffer, J. (1998) The Human Equation: Building Profits by Putting people first. Boston: Harward Business School Press. Toby D. Wall and Stephen J. Wood (2005) The romance of human resource management and business performance, and the case for big science Vol.58(4): 429-462 West A., Carol Borrill, Jeremy Dawson, Judy Scully, Matthew Carter, Stephen Anelay, Malcolm Patterson and Justin Waring (2002) The link between the management if employees and patient mortality in acute hospitals Int. J. of Human Resource Management 13(8): 1299-1310 West, M. et al. (2002) The Link between the Management of Employees and Patient Mortality in Acute Hospitals, International Journal of Human Resource Management, 13(8): 1299-1310. Wood S. (2006) Human resource management and performance in the UK call centres British Journal of Industrial Relations 44(1):99-124

Matrimony and Recompense in Measure for Measure :: Shakespeare Measure Essays

Matrimony and Recompense in Measure for Measure (A version of this essay appeared in Shakespeare Quarterly 46 (Winter, 1995), 454-464.) Since 1970, when the Isabella of John Barton's RSC production of Measure for Measure first shocked audiences by silently refusing to acquiesce to the Duke's offer of marriage at the end of the play, Isabella's response (or lack thereof) to the Duke's proposal has become one of the most prevalent subjects for Shakespearean performance criticism.See, for example, Jane Williamson, "The Duke and Isabella on the Modern Stage," The Triple Bond: Plays, Mainly Shakespearean, in Performance, ed. Joseph G. Price (University Park: Penn State UP, 1975), pp. 149-69; Ralph Berry, "Measure for Measure on the Contemporary Stage," Humanities Association Review 28 (1977), 241-47; Philip C. McGuire, Speechless Dialect: Shakespeare's Open Silences (Berkeley: U of California P, 1985); and Graham Nicholls, Measure for Measure: Text and Performance (London: Macmillan Education, 1986). However, attention to this issue has tended to overshadow another ambiguous aspect of the same stage sequence: the question of why the Duke asks Isabella to marry him in the first place. It is generally agreed that the text provides no evidence to suggest a romantic attachment to Isabella on the Duke's part until the moment of his proposal, but the play's stage history reveals a pattern of attempts to supply what the text lacks, either through stage business or interpolated declarations of love. Hal Gelb notes, "Critics and directors have so keenly felt a sense of the marriage as a tacked-on after-thought that they have sought ways to prepare it earlier in the play" ("Duke Vincentio and the Illusion of Comedy or All's Not Well that Ends Well," SQ, 22 [1971], 31). These attempts, based on a culturally specific conception of matrimony as prompted by erotic desire, disregard other textually prominent motivations for marriage grounded in Renaissance moral, social, and financial concerns. Ann Jennalie Cook, comparing contemporary notions of marriage to those of the sixteenth and seventeenth centuries, writes , "Despite the romantic ideas expressed in plays and poetry, most marriages were contracted on the basis of interest rather than affect. Society demanded a legitimate male heir to preserve the family name and properties. Moreover, the financial arrangements of a marriage settlement were essential to insure that both parties could live securely until death. Marriage was also viewed as the safest outlet for the healthful discharge of sexual appetites.

Opening Statement State V Micahel Miller

Ladies and Gentleman of the jury, here we have a malicious crime towards humanity. Here we have the Shirley Thompson accusing Michael Miller of aggravated sexual assault, also holding her at knife point. Shirley Thompson was walking home on the early morning of January 9th. As she is on her way home from a tiring day from work she is viscously attacked by this molester also known as Michael Miller. Thompson works a 7pm-3am shift and on this shift she is the only waitress working. From working this shift she felt sick and asked permission to end her shift at 11 pm. She decided not to contact he husband to tell him she was on her way home because Thompson only lives a six block distance from the tasty good restaurant where she is employed. My client has only worked there for 5 months she meets people that come in and out of that place every day. THAT MAN right their Michael Miller attacked my client on that night of Jan 9th, He will tell you that they had met in times before. Miller and Thompson had an agreement to meet each other. In actuality she had never seen this man before in her life. Mr Miller is employed at Eddie’s service station. Mr. Miller has been through the legal system in times before he has been charged with burglary and pleaded guilty and was let go on 5 yrs probation. We have all the evidence needed to prove that Miller is indeed guilty of this crime towards this hard working lady. Not only do we Ms Thompsons Chilling description of the crime and question: we also have the reporting officers testimony stating the fact in which he found Ms. Thompson after her encounter with this molester. Also in our hands are the physicians medical report that reveals that presence of sperm inside of my client. The Thompson family have been deeply scared by this heinous act. This man should be charged with Rape in the 1st degree, criminal possession of a weapon in the 4th degree and kidnapping in the 4th degree. He should kept out of society it’s obvious he can’t socialize without attack. He has shown attendance for crime in his past, that same criminal instinct has rise once again

How To Bulk Up And Gain Weight Essay

A lot of people will reach a stage when they want to bulk up and gain some muscle mass and the process of bulking up can be a frustrating one for many. The process of bulking up is pretty simple on paper but very hard to do in practice. With our expert advice, we will show you how to bulk up properly and safely. Always remember that although some people find it harder to bulk up than others, anyone can gain muscle weight with proper exercise and nutrition. You need to get to know your body type and this can only be done with some trial and error in the gym and the kitchen. Some people can just look at a weight and grow muscle while many people refer to themselves as hard gainers. In truth hard gainers will just have to eat more food to bulk up than non hard gainers which can be either a blessing or a curse depending on how you look at it. Hard gainers may find it harder to gain muscle but on the plus side they will stay leaner than most. Whatever body type you have the rules of bulking up are the same for everyone. You simply need to eat more calories than your body needs and you also need to perform heavy compound exercises. When you put it like this the whole process of bulking up and gaining muscle doesn’t sound so scary. The first, and probably the most important, rule of bulking up is that you must eat more calories than your body needs. Many people take this is a great excuse for gorging on junk food and eating whatever they feel like but I can tell you from experience that this will just make you fat. Unless you are using some kind of anabolic, you need to make sure the food you are eating is of a very high quality. This generally means cutting out all junk or processed food and eating lots of lean meat, complex carbohydrates, vegetables and good fats. The cleaner your diet is when bulking up the less fat you will gain and the better you will look at the end of it. It is impossible to lose fat and build muscle at the same time so you need to decide on your goal. If you really want to bulk up significantly you will have to accept the fact that along with some quality muscle you will probably gain a small amount of extra body fat. Notice I said small amount of body fat and this does not mean using t his as an excuse to eat junk food. Don’t freak out about this because when you gain muscle your body will look naturally leaner anyway and your metabolism will be increased meaning it is fairly easy to cut down your body fat. Most bodybuilders have bulking and cutting phases which athletes might refer to as an on season and an off season. You can bulk up for a couple of months and then diet down for another few months. Most people who go on to gain substantial muscle mass do several bulking and cutting cycles a year. Athletes involved in sports can use time during the off season to bulk up and cut down in time for the on season. Always remember that bulking up and building muscle takes time and you should not expect miracle results after a few weeks. The key to successfully gaining weight is to eat well, train smart and be persistent. Bulking Up Tips Lift more weight This one sounds obvious but if you are looking to gain size you need to train with fairly heavy weights. Ideally you should try and increase the amount of weight you lift each week. If you are getting stronger then that is a very good sign that you will soon get bigger. As a rule of thumb, if your strength goes up then you should find yourself getting bigger. Compound exercises When it comes to exercise choice you should always make sure you focus your workouts around the big three exercises, the squat, bench press and deadlift. These compound exercises will tax all of the muscles in your body and help you bulk up faster than any other exercises. If you do not include the big three moves in your exercise regime then you are seriously short changing yourself when it comes to bulking up. In terms of bulking up, squats and deadlifts are your best friend as they tax all the muscles in your body and release more growth hormone and testosterone than single joint exercises. Reps If you want to bulk up and gain weight then aim to perform around 8- 12 reps for most exercises. There is always debate over the number of reps you need to perform to gain muscle but to keep it simple you should use 8-12 reps for gaining muscle, 1-6 reps for getting stronger and 15-20 reps for muscular endurance. Avoid Cardio Cardiovascular exercise is great for your health but it will be your worst enemy when you are trying to gain weight, especially if you are a natural hard gainer. The problem with cardiovascular exercise when you are bulking up is that cardio burns off valuable calories needed for gaining weight. There is nothing wrong with one or two light cardio sessions if you are bulking up but most trainers would advise you to keep it to an absolute minimum if you are serious about bulking up. Eat More Food Food is the key to bulking up properly and you need to make sure you are eating regular and often. This sounds simple but can actually be a real chore when bulking up. You should aim to eat a protein rich meal with plenty of complex carbohydrate every three hours. This kind of constant eating can be fun at first but quickly gets tiring after a month or so. Whole foods are more important than protein shakes when it comes to bulking up so never ignore a good diet. The more consistent you are with your eating, the faster you will bulk up and see results. Aim to eat three or four solid meals a day and drink two to three protein shakes in between meals. I find it hard to stick to strict calorie counting and find that getting to know your body well though experience is the best way to determine how much you should be eating. Eat More Protein You need more protein than an average person if you want to build muscle. When it comes to bulking up, getting enough protein is essential. Some good protein choices when bulking up are steak, eggs, whey protein and chicken breast. Get More Rest In order to grow muscle and bulk up you will actually need to rest more than usual. Your body grows stronger and repairs itself when you are sleeping, not in the gym. Try and aim for about 9 hours sleep a night to improve your results. Don’t Over Train It is tempting to follow the 6 days a week training regimes that most muscle magazines try to sell you but unless you are taking steroids then these will quickly cause you to become over trained and will actually start to make you smaller and weaker. A natural bodybuilder shouldn’t generally train with weights for more than three or maybe four days a week at the most. What To Eat To Bulk up Nutrition can be a pretty confusing topic for someone who wants to bulk up and gain muscle but it needn’t be because the basics of bulking up nutrition are pretty simple. A good diet is one of the most important variables when it comes to bulking up and it’s something that you should think carefully about. In order to bulk up and gain muscle you should eat lean meats, dairy, vegetables, complex carbs and healthy fats. I have written out a list of the most important foods you should eat if you want to bulk up. Ideally you want about 30% of your calories to come from protein, 50% from complex carbohydrate and 20% of your calories from healthy fats.

Classroom Observation Tool For Toddlers Children And Young People Essay Essays

Classroom Observation Tool For Toddlers Children And Young People Essay Essays Classroom Observation Tool For Toddlers Children And Young People Essay Essay Classroom Observation Tool For Toddlers Children And Young People Essay Essay Instruction manuals: Spend some clip merely detecting the schoolroom before entering. Use the checkboxes to observe when you observe specific indexs. Focus on the experiences of single kids, non merely a general sense of the schoolroom overall. Note grounds as to whether the standard is being met or non. All indexs must be checked for a standard to be to the full met. Supply remarks if you circle Yes but. If you observe all indexs in the standard, look into Yes. Count the figure of Yes boxes for each subject country and criterion. Number NAEYC Accreditation Criterion 1.B.01 Teaching staff surrogate kids s emotional wellbeing by showing regard for kids and making a positive emotional clime as reflected in behaviours such as frequent societal conversations, joint laughter, and fondness. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: It was clear that even the youngest instructors were already used to pull the leg of. There was largely ( 95 % + ) THE INDICATED BEHAVIORS. 1.B.02 Teaching staff express heat through behaviours such as physical fondness, oculus contact, tone of voice, and smilings. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: Most of the instructors were really sort and responsive. One was a small rough but that was over the fenced country at the Pre-K s. 1.B.03 Teaching staff are consistent and predictable in their i‚ physical and i‚ emotional attention of all kids. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: Again, there were evidently some kids who were destitute changeless weeping. I assumed nil was truly incorrect with them. They merely wanted attending, but it did look two or three of these cryers were left entirely for excessively long ( 5 6 proceedingss ) , with no grownup near by. 1.B.04 Teaching staff encourage and acknowledge kids s work and achievements. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: I observed several schoolrooms ( 5 ) and the teachers praised the kids frequently with smilings and sort words. 1.B.05 Teaching staff map as secure bases for kids. They respond quickly in developmentally appropriate ways to kids s i‚ positive inductions, i‚ negative emotions, and i‚ feelings of injury and fright i‚ by supplying comfort, support, and aid. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: I observed that the teachers responded more to positive than negative. One instructor was really changeless in using physical attending to one of the more hard kids, but the face / wrods were non every bit sort as the gestures. 1.B.06 Teaching staff encourage kids s appropriate look of emotions, both positive ( e.g. , joy, pleasance, exhilaration ) and negative ( e.g. , choler, defeat, unhappiness ) . Fully met? ( circle ) : Yes Yes, but No Evidence/comments: I observed no kids moving truly severely for their age. The teachers were non restricitive leting the kids to be kids. 1.B.07 Teaching staff evaluate and alter their responses based on single demands. Teachers vary their interactions to be sensitive and antiphonal to i‚ differing abilities, i‚ dispositions, i‚ activity degrees, and i‚ cognitive and i‚ societal development. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: The instructors and the pupils and admin staff, of class, all have their ain personalities and it ranges throughout the twenty-four hours. No 1 I know is perfvectly consistent and that is non expected. 1.B.08 Teaching staff support kids s competent and autonomous geographic expedition and usage of schoolroom stuffs. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: I saw the teachers allow the yearlings to roll wherever they wanted with small to no intercession. 1.B.09 Teaching staff neer use physical penalty such as agitating or hitting and make non prosecute in psychological maltreatment or coercion. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: I saw no cases of maltreatment. 1.B.10 Teaching staff neer usage menaces or derogatory comments, and do non keep back nor endanger to keep back nutrient as a signifier of subject. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: I saw no cases of maltreatment. 1.B.13 Teaching staff adjust their interactions to babies and toddlers/twos assorted provinces and degrees of rousing. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: 1.B.14 Teaching staff rapidly respond to babies and toddlers/twos calls or other marks of hurt by i‚ supplying physical comfort and i‚ needed attention. i‚ Teaching staff are sensitive to babies and toddlers/twos signals and larn to read their single calls. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: I observed that the job kids were by and large left entirely longer than the compliant, well behaved kids. 1.B.15 Teaching staff talk often with kids and listen to kids with attending and regard. They respond to kids s inquiries and petitions. usage schemes to pass on efficaciously and construct relationships with every kid. prosecute on a regular basis in meaningful and drawn-out conversations with each kid. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: I observe that in rare cases during my visits, the communications between the teachers and the kids was respectful and consistent. 1.C.02 Teaching staff support kids s development of friendly relationships and supply chances for kids to play with and larn from each other. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: The yearlings had rather a spot of interaction with each other. Again, distinguishable personalities already. Some kids really gregarious, others preferred play clip entirely. 1.C.03 Teaching staff support kids as they pattern societal accomplishments and construct friendly relationships by assisting them i‚ enter into, i‚ sustain, and i‚ enhance drama. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: I sam several cases where the instructors were promoting the kids to group together for common drama such as on the slides in the resort area, and assisting put the nutrient out at tiffin. 1.C.04 Teaching staff assist kids in deciding struggles by assisting them i‚ identify feelings, i‚ describe jobs, and i‚ try alternate solutions. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: The struggles were all really minor, except one where one kid I think accidently bopped another on the caput in the gym. It was resolved in under a minute, though. 1.C.05 Teaching staff guide kids who bully, isolate, or ache other kids to larn and follow the regulations of the schoolroom. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: I saw no grounds of the above issues. 1.C.06 Teaching staff facilitate positive equal interaction for kids who are i‚ socially reserved or withdrawn and for i‚ those who are bullied or excluded. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: I saw no grounds of the above issues. 1.D.01 Teaching staff counter possible prejudice and favoritism by handling all kids with equal regard and consideration originating activities and treatments that build positive self-identity and learn the valuing of differences. step ining when kids tease or reject others. supplying theoretical accounts and ocular images of grownup functions, differing abilities, and cultural or cultural backgrounds that counter stereotyped restrictions. avoiding stereotypes in linguistic communication mentions. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: I saw no grounds of the above issues. 1.D.02 Teachers provide kids chances to develop the schoolroom community through engagement in determination doing about schoolroom i‚ regulations, i‚ plans, and i‚ activities. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: I observed that at this age, there was limited ability of the kids to actively understand and take part, though there was more on the activity side and none on the regulations side. There are extended regulations posted everyplace. 1.D.03 Teaching staff anticipate and take stairss to forestall possible behaviour jobs. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: 1.D.04 Teaching staff aid kids speak about i‚ their ain and i‚ others emotions. They provide chances for kids to i‚ research a broad scope of feelings and the different ways that those feelings can be expressed. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: Again, limited because of the developmental age of yearlings. 1.D.05 Teaching staff advance pro-social behaviour by interacting in a respectful mode with all staff and kids. They theoretical account bend taking and sharing every bit good as caring behaviours. aid kids negotiate their interactions with one another and with shared stuffs. engage kids in the attention of their schoolroom. guarantee that each kid has an chance to lend to the group. encourage kids to listen to one another. encourage and assist kids to supply comfort when others are sad or distressed. usage narrative and description of ongoing interactions to place pro-social behaviours. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: Again, limited because of the developmental age of yearlings. There is a 1:5 ratio and by and large when in a group which is all the clip, all of the above is at least sculptural or encouraged. 1.E Addressing Challenging Behaviors 1.E.03 Rather than concentrate entirely on cut downing the disputing behaviour, instructors focus on learning the kid societal, communicating, and emotional ordinance accomplishments and utilizing environmental alterations, activity alterations, grownup or peer support, and other learning schemes to back up the kid s appropriate behaviour. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: Most of this was being taught from a mold ( by the teachers ) . Not excessively much intellectualizingaˆÂ ¦again, seems age dependant. 1.E.04 Teaching staff respond to a kid s ambitious behaviour, including physical aggression, in a mode that provides for the safety of the kid. provides for the safety of others in the schoolroom. is unagitated. is respectful to the kid. provides the kid with information on acceptable behaviour. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: I observed no yearling aggression, and merely three kids who had some ambitious behaviour ( all three were cryers ) . However, in the schoolroom, instructors were extremely positive reinforcing stimuluss of positive behaviours and largely ignored the bad behaviours. 1.F.01 Teaching staff actively teach kids i‚ societal, i‚ communicating, and i‚ emotional ordinance accomplishments. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: Proverb this invariably from staff A ; teachers throughout installation. 1.F.02 Teaching staff aid kids manage their behaviour by steering and back uping kids to persist when frustrated. drama hand in glove with other kids. usage linguistic communication to pass on demands. learn bend taking. addition control of physical urges. express negative emotions in ways that do non harm others or themselves. use problem-solving techniques. learn about ego and others. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: Again, largely saw positives yearlings seeable soaking up and apprehension are limited. 2.A.04 The course of study can be implemented in a mode that reflects reactivity to i‚ household place values, beliefs, experiences, and i‚ linguistic communication. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: At this age, kids s developmental accomplishments in linguistic communication are so limited, that course of study does non straight reference. 2.A.07 The course of study guides the development of a day-to-day agenda that is predictable yet flexible and antiphonal to single demands of the kids. The agenda provides clip and support for passages. includes both indoor and out-of-door experiences. is antiphonal to a kid s demand to rest or be active. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: Same as above. Saw grounds in the older: pre-K, though. 2.A.08 Materials and equipment used to implement the course of study reflect the lives of the kids and households every bit good as the diverseness found in society, including i‚ gender, i‚ age, i‚ linguistic communication, and i‚ abilities. Materials and equipment provide for kids s safety while being suitably disputing. encourage geographic expedition, experimentation, and find. promote action and interaction. are organized to back up independent usage. are rotated to reflect altering course of study and to suit new involvements and accomplishment degrees. are rich in assortment. accommodate kids s particular demands. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: Same as above: limited formal course of study. 2.A.10 The course of study guides instructors to integrate content, constructs, and activities that Foster i‚ societal, i‚ emotional, i‚ physical, i‚ linguistic communication, and i‚ cognitive development and i‚ that integrate cardinal countries of content including literacy, mathematics, scientific discipline, engineering, originative look and the humanistic disciplines, wellness and safety, and societal surveies. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: Same as above: limited formal course of study. 2.A.11 The agenda i‚ provides kids larning chances, experiences, and undertakings that extend over the class of several yearss and it incorporates clip for: i‚ drama, i‚ self-initiated acquisition, i‚ originative look, i‚ large-group, i‚ small-group, and i‚ child-initiated activity. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: Yes. Each teacher ( which there is three assigned per category on norm ) has all of these posted and the instructors refer to the agenda on a regular basis. 2.A.12 The course of study guides instructors to be after for kids s battle in drama ( including dramatic drama and blocks ) that is integrated into schoolroom subjects of survey. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: Yes. Each teacher ( which there is three assigned per category on norm ) has all of these posted and the instructors refer to the agenda on a regular basis. 2.B.01 Childs have varied chances to prosecute throughout the twenty-four hours with learning staff who are attentive and antiphonal to them. ease their societal competency. ease their ability to larn through interacting with others. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: All the teachers were invariably engaged. Even the 1:5 ratio meant the teachers were invariably interacting with their charges. 2.B.02 Childs have varied chances to acknowledge and call i‚ their ain and i‚ others feelings. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: Limited vocabulary and I saw small negative moving out between the kids. 2.B.03 Childs have varied chances to larn the accomplishments needed to modulate their emotions, behaviour, and attending. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: 2.B.04 Childs have varied chances to develop a sense of competency and positive attitudes toward larning, such as continuity, battle, wonder, and command. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: The teachers and staff were really attentive, but non surrounding even in the baby suites. 2.B.05 Childs have varied chances to develop accomplishments for come ining into societal groups, developing friendly relationships, larning to assist, and other pro-social behaviour. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: Same as above. 2.B.06 Childs have varied chances to interact positively, respectfully, and hand in glove with others. learn from and with one another. resoluteness struggles in constructive ways. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: Same as above, but I saw about no struggles. 2.B.07 Childs have varied chances to larn to understand, sympathize with, and take into history other people s positions. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: Limited development of yearlings agencies this is non to the full utilised yet. 2.C. Areas of Development: Physical Development 2.C.03 Childs are provided varied chances and stuffs that support fine-motor development. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: Pulling centres, etc. all available inside room and out in drama country. Though I did non see any kids take advantage of these activities except a few in the schoolrooms. The kids seemed more into gross motor development. 2.D.01 Childs are provided with chances for linguistic communication acquisition that align with the plan doctrine. see household positions. see community positions. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: Again, yearling restrictions, but within plan posted guidelines. 2.D.02 Childs are provided chances to see unwritten and written communicating in a linguistic communication their household uses or understands. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: As above. 2.D.03 Childs have varied chances to develop competency in verbal and gestural communicating by reacting to inquiries. pass oning demands, ideas, and experiences. depicting things and events. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: As above, but teachers decidedly non restricting kids s efforts and largely promoting their apprehension. 2.D.04 Childs have varied chances to develop vocabulary through i‚ conversations, i‚ experiences, i‚ field trips, and i‚ books. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: Conversations and experiences, yes. Not yet in the book phase though there was a reading clip assigned. 2.D.05 Childs who are gestural are provided alternate communicating schemes. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: All the kids were diversely verbal. 2.E.02 Toddlers/twos have varied chances to see books, vocals, rimes, and everyday games through individualized drama that includes simple rimes, vocals, and sequences of gestures ( e.g. , finger dramas, bopeep, patty-cake, this small piglet ) . day-to-day chances to hear and react to assorted types of books including image books, wordless books, and books with rimes. entree to durable books that enable independent geographic expedition. experiences that help them understand that images represent existent things in their environment. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: Time is set aside mundane for these activities as age appropriate to yearlings. The concentration was in the first country mentioned: simple points. 2.E.03 Childs have chances to go familiar with print. They are actively involved in doing sense of print, and they have chances to go familiar with, acknowledge, and utilize print that is accessible throughout the schoolroom: Items belonging to a kid are labeled with his or her name. Materials are labeled. Print is used to depict some regulations and modus operandis. Teaching staff aid kids acknowledge print and link it to talk words. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: No yet developing in this age group. 2.F.01 Babies and toddlers/twos are provided varied chances and stuffs to usage linguistic communication, gestures, and stuffs to convey mathematical constructs such as more and less and large and little. see and touch different forms, sizes, colourss, and forms. build figure consciousness, utilizing objects in the environment. read books that include numbering and forms. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: Children encouraged and a broad scope of these points available through the installation. 2.F.02 Childs are provided varied chances and stuffs to construct apprehension of Numberss, figure names, and their relationship to object measures and to symbols. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: Available but kids non yet demoing existent involvement. 2.F.03 Childs are provided varied chances and stuffs to categorise by one or two properties such as form, size, and colour. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: Lapp 2.F.04 Childs are provided varied chances and stuffs that encourage them to incorporate mathematical footings into mundane conversation. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: Lapp 2.G.01 Babies and toddlers/twos are provided varied chances and stuffs to utilize their senses to larn about objects in the environment. discover that they can do things go on and work out simple jobs. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: Yes, throughout the installation 2.H.01 The usage of inactive media such as telecasting, movie, videotapes, and audiotapes is limited to developmentally appropriate scheduling. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: I saw there was AV equipment, but saw none in usage for this age group. 2.J.01 Childs are provided varied chances to derive an grasp of i‚ art, i‚ music, i‚ play, and i‚ dance in ways that reflect cultural diverseness. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: I saw more of this in the pre-K, non yearling, but the postings etc showed a broad assortment of people of colour, gender and frock. 2.J.02 Babies and toddlers/twos are provided varied chances to research and pull strings age-appropriate art stuffs. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: This was good constructed with big chalk, crayons, trade paper, etc. 2.J.03 Babies and toddlers/twos have varied chances to show themselves creatively by i‚ freely traveling to music and i‚ engaging in make-believe or inventive drama. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: 2.J.04 Childs are provided varied chances to larn new constructs and vocabulary related to i‚ art, i‚ music, i‚ play, and i‚ dance. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: As contained in the agendas but still limited for the yearlings. 2.J.05 Childs are provided varied chances to develop and widen their repertory of accomplishments that support artistic look ( e.g. , cutting, pasting, and caring for tools ) . Fully met? ( circle ) : Yes Yes, but No Evidence/comments: Truly non allowed yet in this age group. 2.K.01 Childs are provided varied chances and stuffs that encourage good wellness patterns, such as functioning and feeding themselves, rest, good nutrition, exercising, manus lavation, and brushing dentitions. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: Very good documented plan and I observed the teachers assisting the kids with these activities and promoting some self-suffiency. 2.K.02 Childs are provided varied chances and stuffs to assist them larn about nutrition, including i‚ identifying beginnings of nutrient and i‚ recognizing, i‚ preparing, i‚ feeding, and i‚ valuing healthy nutrients. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: Again, plentifulness of signage for this, but age limited. 2.K.03 Childs are provided varied chances and stuffs that increase their consciousness of safety regulations in their i‚ schoolroom, i‚ place, and i‚ community. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: Ditto mark 2.K.04 Childs have chances to pattern safety processs. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: Ditto. Was glad to see kids either assisting to open doors or avoiding shutting doors. 2.L.01 Childs are provided varied acquisition chances that foster positive individuality and an emerging sense of i‚ ego and i‚ others. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: The teacher were great about allowing the kids be free to make so. 2.L.02 Childs are offered chances to go a portion of the schoolroom community so each kid feels accepted, and additions a sense of belonging. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: 2.L.03 Childs are provided varied chances and stuffs to construct their apprehension of diverseness in i‚ civilization, i‚ household construction, i‚ ability, i‚ linguistic communication, i‚ age, i‚ gender in non-stereotypical ways. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: Yes, but same as general remarks: kids non yet old plenty for these constructs, straight. 2.L.04 Childs are provided chances and stuffs to research societal functions in the household and workplace through drama. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: Sodium 2.L.05 Childs are provided varied chances and stuffs to larn about the community in which they live. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: NA some really limited church related community confabs. 3.A.01 Teaching staff, plan staff, or both work as a squad to implement day-to-day instruction and acquisition activities, including Individualized Family Service Plans ( IFSPs ) , Individualized Education Programs ( IEPs ) , and other single programs as needed. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: A batch of interaction between staff and teachers. Each kid has a booklet at their category with a program and day-to-day, hebdomadal, etc. prosodies and studies. 3.A.02 Teachers design an environment that protects kids s wellness and safety at all times. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: There were a twosome of little concerns, such as mercantile establishments in the gym non blocked with childproof screens, and some metal overseas telegrams and steel pieces to available to play with. Playground gates did non all meet federal criterions. 3.A.03 Teaching staff support kids s demands for i‚ physical motion, i‚ centripetal stimulation, i‚ fresh air, i‚ remainder, and i‚ nutriment. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: 3.A.04 Teachers organize infinite and choice stuffs in all content and developmental countries to excite i‚ geographic expedition, experimentation, find and i‚ conceptual acquisition. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: Dedicated acquisition centres in and out of schoolrooms. 3.A.05 Teachers work to forestall challenging or riotous behaviours through environmental design. agendas that meet the demands and abilities of kids. effectual passages. prosecuting activities. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: Largely 3rd and 4th points for this age group. 3.A.06 Teachers create schoolroom shows that help kids reflect on and widen their acquisition. Teachers guarantee that kids s recent plants predominate in schoolroom shows ( e.g. , art, emergent authorship, in writing representation, and 3-dimensional creative activities ) . Some shows are at kids s oculus degree. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: Tonss of the kids ; s work displayed, though some manner above childs oculus degree. Not truly a mistake. Parents want to see, excessively. 3.A.07 Teaching staff and kids work together to set up schoolroom stuffs in predictable ways so kids know where to happen things and where to set them off. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: The schoolrooms are by and large organized in a unvarying mode. 3.B.01 Teaching staff s day-to-day interactions demonstrate their cognition of the kids they teach. the kids s households. the societal, lingual, and cultural context in which the kids live. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: The instructors seem to make about 100 % of age appropriate interaction with their pupils. 3.B.02 Teaching staff create and keep a scene in which kids of differing abilities can come on, with counsel, toward increasing degrees of: i‚ liberty, i‚ duty, and i‚ empathy. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: I did non see any grounds of favouritism or keeping back / forcing favourites frontward. It was really much self-paced. 3.B.03 Teaching staff develop single relationships with kids by supplying attention that is i‚ antiphonal, i‚ attentive, i‚ consistent, i‚ comforting, i‚ supportive, and i‚ culturally sensitive. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: Clearly, some of the cryers were good known: could non be consoled, so left entirely until they worked themselves out of whatever was straitening them. 3.B.04 Teaching staff are active in placing and countering any instruction patterns, course of study attacks, or stuffs that are degrading toward gender, sexual orientation, age, linguistic communication, ability, race, faith, household construction, background, or civilization. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: No grounds of Title VII issues. 3.B.05 Teachers help single kids learn socially appropriate behaviour by supplying counsel that is consistent with the kid s degree of development. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: Teachers were positively reenforcing appropriate behaviour particularly at drama clip and repasts. 3.B.06 Teachers i‚ manage behaviour and i‚ implement schoolroom regulations and outlooks in a mode that is consistent and predictable. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: Yes. 3.B.07 Teachers responses to disputing, unpredictable, or unusual behaviour are informed by their cognition of kids s i‚ place and i‚ schoolroom life. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: Not surer of the place life facets, but most of the kids had arrived as babies, so good known by the staff. 3.B.08 Teachers notice forms in kids s disputing behaviours to supply thoughtful, consistent, and individualised responses. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: No adequate challenging behaviours that this appeared as an overarching job. Teachers and admin were consistent with what I read and observed. 3.B.10 Teaching staff individualise everyday attention ( e.g. , larning to utilize the lavatory and to feed oneself ) by integrating household patterns whenever possible and by esteeming the place civilization and the household s preferable linguistic communication. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: Staff promote these general criterions. I observed no particular cultural patterns. All kids treated the same. 3.B.11 Teaching staff make a clime of common regard for kids by being interested in their i‚ thoughts, i‚ experiences, and i‚ merchandises. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: Limited in this age group due to linguistic communication development. 3.B.12 Teachers address disputing behaviour by measuring the map of the kid s behaviour. convening households and professionals to develop individualised programs to turn to behaviour. utilizing positive behavior support schemes. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: No so much of figure one at this age. I did non detect any of figure two. Number three most apparent in pattern. 3.C.01 Teaching staff supervise by positioning themselves to see as many kids as possible. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: Yes, peculiarly making caput counts traveling from one location to another. 3.C.02 Teaching staff supervise babies and toddlers/twos by sight and sound at all times. ( This is a needed standard. ) Fully met? ( circle ) : Yes Yes, but No Evidence/comments: 3.C.03 When babies and toddlers/twos are kiping, mirrors, picture, or sound proctors may be used to augment supervising in kiping countries, but such proctors may non be relied on in stead of direct ocular and audile supervising. Sides of cots are checked to guarantee they are up and locked. Teachers, helper instructors, or teacher Plutos are cognizant of, and positioned so they can hear and see, any dormant kids for whom they are responsible, particularly when they are actively engaged with kids who are awake. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: There was a 1:2 ratio in the infant room and 1:5 in the yearling suites. Staff stayed in the room to personally supervise kids. No trust on electronic monitoring. 3.D.01 Teachers provide clip day-to-day for i‚ indoor activities i‚ out-of-door activities ( except when conditions pose a wellness hazard as defined by local wellness functionaries ) . Fully met? ( circle ) : Yes Yes, but No Evidence/comments: Approximately 30 % of entire clip allowed for out-of-door drama ; 20 % for gym drama. Balance in category. 3.D.02 Teaching staff usage modus operandi attention to ease kids s i‚ self-awareness, i‚ linguistic communication, and i‚ societal interaction. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: One and three, decidedly. Language bucked up, but limited formal direction. 3.D.03 Teachers provide clip and stuffs daily for kids to choose their ain activities. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: Constantly and systematically 3.D.04 Teaching staff offer kids chances to interact with kids of assorted ages. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: The kids were segregated by age: 0 to 11 months ( baby ; 1 to 2 old ages ( yearling ) ; 3 to 5. Separate drama countries. 3.D.05 Teachers plan for kids to revisit experiences and stuffs over periods of i‚ yearss, i‚ hebdomads, and i‚ months. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: Each kid has a development program and booklet with periodic studies included. 3.D.07 At bite times, learning staff i‚ sit and eat with kids and i‚ prosecute them in conversation. When provided, repasts are i‚ served household manner, and learning staff i‚ sit and eat with kids and i‚ prosecute them in conversation. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: All kids parents bring their kids s nutrient. There are kitchen installations, but I observed each kid had their ain snuggery with jammed nutrient, including the babies who had household supplied expression. 3.D.08 Teaching staff manager and support kids as they learn to take part in day-to-day killing and care of the schoolroom. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: Limited to kids ; s personal hygiene at this age. 3.D.09 Teaching staff aid kids follow a predictable but flexible day-to-day modus operandi by supplying i‚ clip and i‚ support for passages. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: Wholly. Plenty of forbearance shown during room passages particularly in the Bye Bye Buggies. 3.D.10 Teachers organize clip and infinite on a day-to-day footing to let kids to work or play i‚ separately and i‚ in braces, i‚ to come together in little groups, and i‚ to prosecute as a whole group. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: Teachers allowed kids to group and ungroup as the kid felt. 3.D.11 Teachers create chances for kids to prosecute in group undertakings and learn from one another. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: Not truly so much undertakings as free signifier / find acitivites. 3.E.01 Teaching staff reorganise the environment when necessary to assist kids research new constructs and subjects, sustain their activities, and extend their acquisition. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: Yes. Age appropriate harmonizing to what I have reas. 3.E.02 Teachers scaffold kids s acquisition by modifying the agenda, deliberately set uping the equipment, and doing themselves available to kids. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: The agenda is reasonably stiff, and the equipment is surely arranged. The staff is ever available with such a low ratio. 3.E.03 Teachers use kids s involvement in and wonder about the universe to prosecute them with new content and developmental accomplishments. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: Yes. Age dependant. 3.E.04 Teachers use their cognition of single kids to modify schemes and stuffs to heighten kids s acquisition. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: 3.E.05 Teachers use the demands and involvements of babies to act upon agendas, modus operandis, and larning experiences. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: Of class, really individualised, though I saw that their eating times and nap times were extremely correlated. 3.E.06 Babies who show involvement or pleasance in an activity are encouraged and supported in protracting that activity. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: Yes. One male child was really much into researching the soft edifice blocks. Did this for over 30 proceedingss and seemed really happy in making so ever looking around to see who was detecting his drama. 3.E.07 Teaching staff actively seek to understand babies demands and desires by i‚ recognizing and reacting to their gestural cues and by i‚ utilizing simple linguistic communication. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: Tonss of snuggling babies. Any chirp or cheep got at least a expression of involvement by the staff. 3.F.04 Teaching staff aid kids understand spoken linguistic communication, ( peculiarly when kids are larning a new linguistic communication ) , by utilizing i‚ images, i‚ familiar objects, i‚ organic structure linguistic communication, and i‚ physical cues. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: NA but saw some starting in preK 3.F.05 Teaching staff back up the development and care of kids s place linguistic communication whenever possible. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: NA. Ditto 3.F.06 Teachers offer kids chances to prosecute in schoolroom experiences with members of their households. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: Sodium on my yearss, but I am told this can go on if the household wants to. 3.G.01 Teachers have and use a assortment of learning schemes that include a wide scope of attacks and responses. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: Teaching schemes are limited at this age. 3.G.02 Teachers use multiple beginnings ( including consequences of informal and formal appraisals, every bit good as kids s inductions, inquiries, involvements, and misinterpretations ) to place what kids have learned. adapt course of study and learning to run into kids s demands and involvements. surrogate kids s wonder. extend kids s battle. support self-initiated acquisition. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: As supra, really limited in yearlings. 3.G.03 As kids learn and get new accomplishments, instructors i‚ use cognition of kids s abilities to polish their instruction support. i‚ Teachers adjust challenges as kids gain competency and apprehension. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: Ditto mark 3.G.04 Teaching staff aid kids i‚ enter into and i‚ sustain drama. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: Yes. Changeless encouragement even for those yearlings who appeared to necessitate more alone clip. 3.G.05 Teachers support and challenge kids s larning during interactions or activities that are i‚ instructor initiated and i‚ kid initiated. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: Same as above 4.D.05 Teachers talk and interact with babies to measure and promote usage of linguistic communication ( e.g. , smilings, sounds, oculus contact, and cooing ) . Fully met? ( circle ) : Yes Yes, but No Evidence/comments: Yes. Fairly consistent and changeless, particularly during feeding when singing / humming were ever in grounds. 4.D.06 Teachers talk and interact with single kids and promote their usage of linguistic communication to inform appraisal of kids s strengths, involvements, and demands. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: Limited at this phase. 5.A.09 The plan follows these patterns sing manus lavation: Staff members and those kids who are developmentally able to larn personal hygiene are taught hand-washing processs and are sporadically monitored. Hand lavation is required by all staff, voluntaries, and kids when manus rinsing would cut down the hazard of transmittal of infective diseases to themselves and to others. Staff assist kids with manus rinsing every bit needed to successfully finish the undertaking. Children wash either independently or with staff aid. Children and grownups wash their custodies on reaching for the twenty-four hours ; after diapering or utilizing the lavatory ( usage of wet rubs is acceptable for babies ) ; after managing organic structure fluids ( e.g. , blowing or pass overing a nose, coughing on a manus, or touching any mucous secretion, blood or puke ) ; before repasts and bites, fixing or functioning nutrient, or after managing any natural nutrient that requires cooking ( e.g. , meat, eggs, domestic fowl ) ; after playing in H2O that is shared by two or more people ; after managing pets and other animate beings or any stuffs such as sand, soil, or surfaces that might be contaminated by contact with animate beings ; and when traveling from one group to another ( e.g. , sing ) that involves contact with babies and toddlers/twos. Adults besides wash their custodies before and after feeding a kid ; before and after administrating medicine ; after helping a kid with toileting ; and after managing refuse or cleansing. Proper hand-washing processs are followed by grownups and kids and include utilizing liquid soap and running H2O ; rubbing custodies smartly for at least 10 seconds, including dorsum of custodies, carpuss, between fingers, under and around any jewellery, and under fingernails ; rinsing good ; drying custodies with a paper towel, a single-use towel, or a drier ; and avoiding touching the spigot with just-washed custodies ( e.g. , by utilizing a paper towel to turn off H2O. ) Except when managing blood or organic structure fluids that might incorporate blood ( when have oning baseball mitts is required ) , have oning baseball mitts is an optional addendum, but non a replacement, for manus rinsing in any needed hand-washing state of affairs listed above. Staff wear baseball mitts when taint with blood may happen. Staff do non utilize hand-washing sinks for bathing kids or taking smeared faecal stuff. In state of affairss where sinks are used for both nutrient readying and other intents, staff clean and sanitise the sinks before utilizing them to fix nutrient. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: Very evidently followed: signage, staff assisting the kids, a twosome of yearlings seeking to assist other yearlings. Very nice and complete. 5.A.10 Precautions are taken to guarantee that communal H2O drama does non distribute infective disease. No child drinks the H2O. Children with sores on their custodies are non permitted to take part in communal H2O drama. Fresh drinkable H2O is used, and the H2O is changed before a new group of kids comes to take part in the H2O drama activity. When the activity period is completed with each group of kids, the H2O is drained. Alternately, fresh drinkable H2O flows freely through the H2O drama tabular array and out through a drain in the tabular array. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: No issues. There were no H2O play tabular arraies or other direct H2O activities. 5.B.02 Staff take stairss to guarantee the safety of nutrient brought from place: They work with households to guarantee that nutrients brought from place meet the USDA s CACFP nutrient guidelines. All nutrients and drinks brought from place are labeled with the kid s name and the day of the month. Staff make sure that nutrient necessitating infrigidation corsets cold until served. Food is provided to supplement nutrient brought from place if necessary. Food that comes from place for sharing among the kids must be either whole fruits or commercially prepared packaged nutrients in factory-sealed containers. ( This index merely is an Emerging Practice. ) Fully met? ( circle ) : Yes Yes, but No Evidence/comments: All of the above done. There is a full commercial kitchen due to the size of the church and all that needed infrigidation was given it, and all the kids s nutrients were suitably segregated until meal times. 5.C.02 Procedures for standard safeguards are used and include the followers: Surfaces that may come in contact with potentially infective organic structure fluids must be disposable or made of a stuff that can be sanitized. Staff usage barriers and techniques that minimize contact of mucose membranes or of gaps in tegument with potentially infective organic structure fluids and that cut down the spread of infective disease. When spills of organic structure fluids occur, staff clean them up instantly with detergent followed by H2O rinse. After cleansing, staff sanitize nonporous surfaces by utilizing the process for sanitising designated altering surfaces described in the Cleaning and Sanitation Frequency Table. Staff clean carpets and rug by blotting, topographic point cleansing with a detergent-disinfectant, and shampooing or steam cleansing. Staff dispose of contaminated stuffs and nappies in a fictile bag with a secure tie that is placed in a closed container. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: Every room, including the gym and out-of-doorss had clearly marked bottles of assorted cleaning merchandises suitably stored off from the kids. Staff used throughout the twenty-four hours. 5.C.03 A plaything that a kid has placed in his or her oral cavity or that is otherwise contaminated by organic structure secernment or elimination is either to be ( a ) washed by manus utilizing H2O and detergent, so rinsed, sanitized, and air dried or ( B ) washed and dried in a mechanical dish washer before it can be used by another kid. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: Not 100 % certain about this. I saw a UV autoclave cab in usage. Some of the yearlings still had conciliators. 5.C.O5 Classroom pets or sing animate beings appear to be in good wellness. Pets or sing animate beings have certification from a veterinary or an carnal shelter to demo that the animate beings are to the full immunized ( if the animate being should be so protected ) and that the animate being is suited for contact with kids. Teaching staff closely supervise all interactions between kids and animate beings and instruct kids on safe behaviour when in near propinquity to animate beings. Program staff make sure that any kid who is allergic to a type of animate being is non exposed to that animate being. Reptiles are non allowed as schoolroom pets because of the hazard for salmonella infection. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: NA. I saw no animals in any of the categories. 9.A.08 Materials and equipment are available to ease focused single drama or drama with equals. in sufficient measures to busy every kid in activities that meet his or her involvements. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: No extra remarks. Plenty of equipment for all. 9.A.09 Program staff arrange the environment to be welcoming and accessible. A welcoming and accessible environment contains elements such as multicultural stuffs that promote grasp for diverseness while being respectful of the cultural traditions, values, and beliefs of households being served ; clearly defined topographic points where households can garner information sing the day-to-day agenda and approaching events ; clearly defined topographic points where households mark in, mark out, and gather information about their kid s twenty-four hours ; topographic points for exposing kids s work ; and characteristics that moderate ocular and audile stimulation. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: All really good thought out. Al ot of wall shows promoting a positive ambiance. Staff warm and friendly. 9.A.12 Indoor infinite is designed and arranged to accommodate kids separately, in little groups, and in a big group. divide infinite into countries that are supplied with stuffs organized in a mode to back up kids s drama and acquisition. supply semiprivate countries where kids can play or work entirely or with a friend. supply kids with disablements full entree ( with versions as necessary ) to the course of study and activities in the indoor infinite. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: Yes. This is a big installation within a big established church that has been in the country over 150 old ages. The community is evidently good in melody with its kids s demands and wants. really impressive. 9.A.13 Staff select and usage stuffs, equipment, and trappingss to support the course of study, meet plan ends, and foster the accomplishment of coveted results for kids. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: Same as above. Very professionally developed including a dedicated concern director / comptroller. 9.B.01 Outdoor drama countries, designed with equipment that is age and developmentally appropriate and that is located in clearly defined infinites with semiprivate countries where kids can play entirely or with a friend, suit motor experiences, such as running, mounting, equilibrating, siting, jumping, creeping, darting or singing. activities such as dramatic drama, block edifice, manipulative drama, or art activities. geographic expedition of the natural environment, including a assortment of natural and manufactured surfaces and countries with natural stuffs such as non-poisonous workss, bushs, and trees. The plan makes versions so kids with disablements can to the full take part in the outdoor course of study and activities. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: Yes. As stated, the three age scopes are physically separated ( though seeable to each other ) and with the exclusion of the fencings, as noted, a really safe non-threatening environment. 9.C.06 The everyday frequence of cleansing and sanitation in the installation is carried out as indicated in the Cleaning and Sanitation Frequency Table. Staff clean and sanitize lavatory seats, lavatory grips, lavatory bowls, doorhandle, or cell grips and floors either day-to-day or instantly if visibly soiled. Staff clean and sanitise enamored chairs, if in usage, after each kid s usage. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: Yes, as stated elsewhere in this papers. A batch of consistent cleaning including 2 dedicated cleaning support staff ( full clip ) . 9.C.07 The edifice is good maintained: Walls, floors, trappingss, the out-of-door drama country, and equipment are kept in good fix and are safe, with no crisp borders, matchwoods, stick outing or rusty nails, or losing parts. All countries, both indoors and out-of-doorss, are free from glass, rubbish, crisp or risky points, and seeable dirt, and are in a clean status. Staff observe all countries of the installation, both indoors and out-of-doorss, and take stairss to rectify or avoid insecure conditions. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: Spotless, though bathrooms showed grounds of the kids losing the grade. To be expected! 9.C.12 Any organic structure of H2O, including swimming pools, constitutional wading pools, pools, and irrigation ditches, is enclosed by a fencing at least four pess in tallness, with any Gatess childproofed to forestall entry by unattended kids. To forestall submerging accidents, staff supervise all kids by sight and sound in all countries with entree to H2O in bath, buckets, and H2O tabular arraies. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: Sodium TECA 1311 CLASSROOM OBSERVATION OUTLINE ( my work follows this rubric ) Include the undermentioned demographic informations for each schoolroom visited Date of Observation: 9/10. 9/12 2012 for 2012FA-CDEC-1311-2001 Chris Shelby Name of School or Child attention centre: First United Methodist Church,