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,

6 Top College Interview Tips How to Prepare Effectively

6 Top College Interview Tips How to Prepare Effectively SAT / ACT Prep Online Guides and Tips Many of the top colleges either recommend or require interviews. To give yourself the best opportunity to make a good impression in your interviews, and to improve your chances of getting accepted to these schools, you should absolutely prepare for your interviews. In this article, I'll explain exactly how prepare for a collegeinterview, and I'll give you detailed college interview tipsthat should make you more comfortable and confident during the interview process. Introduction toCollege Interviews An interview provides the college with an opportunity to give you more information about the school and answer any of your questions about the school and the application process. Additionally, the interview gives the school an opportunity to learn more about you, your interests, and how you’ll be able to contribute to the school. Only a small percentage of colleges recommend or require an interview. Most large public universities don’t offer interviews because theysimply havetoo many applicants. Typically, the colleges that offer interviews are very selective private colleges. Check a college's website or contact the admission office to determine if interviews are offered and how to schedule one. Interviews can be on-campus, usually with an admissions representative, or off-campus near where you live, usually with a graduate of the college. Also, they can be evaluative, meaning that your interview impacts admission decisions, or they can be informational, meaning that they’re just designed to provide you with more information about the school or one of its programs. Two schools thatoffer evaluative interviews are Harvard and Princeton while Cornell and Vassar have informational interviews. Which Colleges Require Interviews? Check outthe complete list of colleges that require interviews to learn about all of the schools that recommend or require interviews. All of the Ivy League schools outside of Cornell either recommend or require interviews. Other colleges that recommend or require interviews include Duke, Emory, Bowdoin, University of Chicago, MIT, and Georgetown. Some colleges that offer optional interviews include Stanford, Tufts, Vanderbilt, and Vassar. Duke recommends interviews, and it has updated the look of its mascot. (Duke University Archives/Flickr) How to Set Up a College Interview Once you decide which schools you’re applying to, find out if they offer interviews. Also, you need to make a note of how and when to set up interviews. For schools that give interviews, you’ll often be contacted after you submit your application with information about setting up an interview. Generally, interviews are conducted in the fall if you're applying early, and they're conducted in the winter if you apply under regular decision.If you're given the option of having an interview, you should interview. Interviewing shows the school that you're genuinely interested in attending, and demonstrating interest can help your chances of gaining admission. Also, the interview gives the school an opportunity to learn more about you outside of what's in your application, and you get to learn more about the school. Why Do You Need to Prepare For an Interview? Most colleges stress that interviews are opportunities for the school to get to know more about you and for you to get to know more about the school. You may assume that because you know about yourself, there’s no real need to prepare. You may think that all you have to do is honestly answer the questions you’re asked. While it's true that you primarily just have to candidly answer questions about yourself, preparation can help youappear more confident and givemore thoughtful answers. Also, if you prepare, you'll be able to ask questions that demonstrate your interest in the school and show that you've done substantial research. Some additional preparation can help separate you from the thousands of students who are interviewing for these selective schools. If you prepare, you can be as confident as this guy. How to Prepare for a CollegeInterview Your preparation for your interviews consists ofthree major components: research, practicing answers to questions, and preparing questions to ask the interviewer. I’ll explain how to do all three and how they’ll benefit you during your interview. Step 1: Research the School Well before your interview, you should research as much about the school as possible. Focus your research on why the school would be a good fit for you and your needs. Because you should have done extensive research before you decided to apply, this should be mostly review and shouldn’t be too time-consuming. Consider how the school will be able to meet your needs and what you're looking for in a college. You can research anything of interest to you, whether it's related to academics, campus life, extracurriculars, study abroad programs, or athletics. If you want to pursue a specific major, you can learn about its course requirements, professors, and any special programs for students in that major. Use the school's website, college finders, search websites, and guidebooks to help you learn about the school. Your research will help you prepare for questions you may be asked, and it will help you come up with questions for your interviewer. Step 2: Prepare for Your InterviewAnswer Check out this article for a specific guide on the questions you should prepare for. Some common ones include: Why are you interested in this college? What are your academic strengths? What do you plan to be doing ten years from now? The questions you'll be asked pertain to your personality, character, goals, and why you think the school would be a good fit for you. To prepare, you should jot down some notes and practice your responses to the most common interview questions. Remember that the school wants to learn about what makes you unique. So, if you're asked about your greatest strength, don't just say that you're hardworking. That's a response that could be given by thousands of students. If you think you're especially diligent, you can reveal an anecdote that demonstrates your exceptional work ethic. Being able to give specific examples will make your answers much stronger and more believable. While it's not a bad idea to practice answering common questions, you don't want to try to memorize your answers or write them out word for word. You should appear conversational in the interview, and you don't want to have to stress about remembering the exact words of your prepared answers. Incorporate information from your research into your answer about why the school would be a good fit for you. Try to include information that's not too superficial or obvious. Don't just say you want to be a doctor and the school has a good pre-med program. Go into more depth. What about the pre-med program makes it a good program for you? What resources or classes that the school offers appeal to you? You can do a mock interview with a teacher, counselor, parent, or friend. Have somebody ask you common interview questions and practice responding as if you were in the interview. Step 3: Prepare Questions for Your Interviewer Remember that the interview is not only an opportunity for the interviewer to learn about you; it’s also an opportunity for you to learn more about the school. Asking questions shows you’re engaged and that you’re taking the college selection process seriously. Refer to this post for good questions to ask in an interview. I recommend preparing at least 2-3 questions. Here are a couple of examples of good questions: What advice would you have for me as an incoming freshman? I heard about (insert name of on-campus event). Have you participated? What's it like? Your questions should either be related to your research about the school, personal questions for the interviewer (but not inappropriately personal), or related to something the interviewer said or revealed during the interview. When you prepare questions, don't come up with questions that can be easily answered through basic research. Don't ask where the school is located or if it has a certain major. You should know the answers to those questions before the interview. Just like your answers to interview questions, your questions for the interviewer should be deeper and demonstrate thought. 3 College Interview Tips for the Day Of By the day of your collegeinterview, you should be extremely knowledgeable about the school, prepared to answer common interview questions, and have a few questions prepared for your interviewer. Here are some college interview tips to follow the day you interview. By this point, your hard work is mostly done, and now you get a chance to learn more about the school and show what a superstar you are. Tip 1: Dress Well When it comes to college interview attire, it’s better to err on the side of looking too formal than too casual. You want to appear like you’re taking the interview seriously, and you want to present yourself in a professional manner. Tip 2: Be Punctual I assume this goes without saying, but make sure you’re on time. Nothing gives a worse first impression than showing up late to a meeting. If something out of your control happens and you’re running late, contact the interviewer to let him/her know. Tip 3: Relax If you’ve made basic preparations and you’re polite to your interviewer, most likely, your interview will only be able to help your chances of admission. Also, so you don't stress too much, remember that the interview is only a minor factor in determining whether or not you're accepted to a school. Try your best to just be yourself. These colleges want to learn about you, so don't be overly worried about giving the "right" answers to questions. Give genuine answers and feel free to show your personality. What's Next? As you continue to research colleges and the college application process, make sure you know the complete application timeline and how many colleges to apply to. If you're striving to get into the most prestigious colleges, learn helpful tips from a Harvard graduate. Want to improve your SAT score by 160 points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Top 101 Best Persuasive Essay Topics in 2017

Top 101 Best Persuasive Essay Topics in 2017 Dont know how to jumpstart writing a persuasive essay? Use the list of top topics below as a source of inspiration for your project. Explore 101 ideas and find the perfect one you have been looking for. Alternatively, remember you can always get an essay written for a small fee from our expert writers. Lets get started! What is a persuasive essay? A persuasive essay is a type of written assignment that attempts to convince the reader or opponent that the argument, presented in work, is correct. The main objective of a persuasive speech is to let the students master the art of persuasion. This type of essay is a typical assignment at high-school and early college years, so senior high school students and junior college students can benefit from it the most. A persuasive essay outline is as follows: an introduction, body paragraphs, and a conclusion. Find Exciting Ideas for Your Persuasive Essay The 101 topics listed below are a great source of inspiration and material for thorough and exciting research. Among them, you will find an ideal theme to use in your further investigation. On the other hand, dont forget that you can also get your essay written by our professional writers in a matter of hours. Our service provides high-quality exclusive essay writing services. We have the necessary expertise and years of successful experience in custom academic writing. Our authors can come up with top-notch quality writing that will meet all of your requirements and help you get the grade you want. Persuasive essays, in many ways, resemble argumentative essays. The major difference is that the argumentative essay should demonstrate a discussion as opposed to a single opinion. When working on a persuasive essay topic, one should remember that aiming to persuade the reader, make sure first that your statement or argument is 100% correct. Write down your topic as a firm statement in the form of a sentence and avoid using questions instead. Easy Persuasive Speech and Essay Topics In modern classrooms, exams do not match students’ abilities. Schools should have nothing to do with ads. Soda shouldn’t be sold to kids in restaurants. French fries shouldn’t be served in public school cafeterias. There should be different classes for boys and girls. Breastfeeding should be allowed in public places. Parents should go to jail if their kids do something illegal. People under 21 should be allowed to drink alcohol with parental consent. Parents must be responsible for providing a healthy diet. Parents should regularly check children’s belongings for drugs. The Internet was invented to change our lives. Medium Difficulty Persuasive Topics for a Speech or an Essay Is the ACLU a scam that is no good for America? Commercial testing on animals should be banned. Alternative energy is cheap enough to replace fossil fuels. Churches should pay taxes. The United States should maintain the Cuba embargo. College football should replace the Bowl Championship Series (BCS) with a playoff system. Decrease of the federal corporate income tax rate creates more jobs. The age for legal alcohol drinking should be more than 21. The felons who have completed their sentence should be allowed to vote. Difficult Persuasive Speech and Essay Topics Sex orientation is determined in childhood. Capital punishment is a crime. The humans are the leading cause of global climate change. Euthanasia should be allowed. Adults must be allowed to carry the electroshock device. The U.S. Supreme Court should ban same-sex marriages. The ways to solve the Israeli-Palestinian conflict exist. Defending yourself should be a constitutional right under the Second Amendment. Illegal immigrants shouldn’t be put to prison and forced to work to pay for their upkeep. College Level Topics for Persuasive Essays and Speeches Is there an equal representation of genders in politics. Cell phone use and texting make it difficult to concentrate. Textbooks are obsolete and should be replaced by iPads. Students should be careful when posting on social media. A border fence will solve the dilemma of immigration. Cyber-attacks are a vital intelligence tool for all countries. More recycling measures need to be forced by law. College network should use special filters to block inappropriate materials. The social network should be prohibited at school property. Should girls have equal representation on co-ed wrestling and football teams? Domestic terrorism is not an overwhelming issue in America. Identity theft is a huge problem for older adults. Bachelor’s Level Persuasive Speech and Essay Topics Fast food restaurants should prominently display calories. The current tax system overburdens the middle-class. Chronic mental patients live in â€Å"halfway houses† in the community. Billboards should be prohibited on highways. Psychiatrists should testify in court when a defendant enters a non-guilty-by-reason-of-insanity plea. The U.S. Constitution should require a National Health Insurance Program. Child molesters should be sentenced to death. Prospective parents should be required to take parenting classes. Getting married in high school should be encouraged for teen moms. The United Nations should be disbanded? Prisons should use music and art to calm prisoners. Educated people must volunteer as literacy tutors. Constructing Olympic venues near UNESCO protected sites is deplorable. Master’s Level Persuasive Speech and Essay Topics Society should shun prescribed codes of ethics. There is no such thing as the good and the evil. Does sexual desire define human behavior? Selfishness is an innate human behavior and should be encouraged. Intelligence should be genetically engineered. Genetics determines human behavior. Happiness comes from helping others, and this is why selfish people are always unhappy. Gods not dead. There is much evil in the world, and we should turn to God. Ethics are the unselfish means humans derive from their parenting instincts. The truth is universal. Creation of wealth comes from taking advantage of other people’s hard work. Funny Topics for Persuasive Essays What would happen if donkeys took over the world? Where do all the mismatched run away to? Why I hate country music (an exclusive tell-all biography). The worst song in the world. People love to watch shark attack shows, and they are cheering for the shark. Why do we have tanning booths at the beach? Your video game skills can get you a good job. Why people love email spam more than real email letters. Why wearing braces makes it easier to scare strangers. Playing with Barbie will change your life. Why Mickey Mouse frightens children. How to fake it as a non-sporty girlfriend. How to look busy at work without doing any actual work. Being a living Barbie doll has destroyed my life. Controversial Topics for a Persuasive Essay Bailing out financial institutions should not be allowed to use federal tax money. Surveillance makes U.S. society. Polygamy should be banned. Lesbian mothers create deviant daughters. No warrant should be needed for search and seizures. We should abolish the jury system and give sole power to judges. Biological weapons should not be allowed. Torture should be illegal. Contraception should be banned for children. To have children, both parents should be certified. Genetically modified organisms have benefits. The world would be better off without educated women. Harvesting sperm from dead male relatives should be considered abusive and illegal. Bonus Topics Parents should pay children for home chores. The USA should populate the moon and establish a military outpost there. Grades should be outlawed as counterproductive and degrading. A survival plan should become a must-have for every family in case of natural disasters. Parents should talk to their children about drugs at a young age. Cats make better pets than turtles. Religion freedom doesn’t really exist for most people all over the world. There must be an implant contraception for men too. If you are looking for persuasive essay examples, take a look at these below FREE PERSUASIVE ESSAY EXAMPLE What Is the Point of Writing Persuasive Essays? Persuasive writing allows us to look critically at ideas and topics that we might not pay enough attention to outside the classroom. Writing persuasive essays and speeches stretches your imagination and, sometimes, it can provide life-defining introspection. We would encourage all our visitors to use these essay topics as basic ideas to develop your own themes. Don’t forget proper referencing – use our APA referencing tool or hire a qualified expert to help you with your written project. Place an order and get your professionally written essay on time and with firm guarantees.