Essay about In Great Expectations, Is Miss Havisham crazy...

In Great Expectations, Is Miss Havisham crazy and/or evil? The mad,eccentric and incredibly peculiar Miss Havisham,a wealthy dowager who lives in an old, rotting mansion secluded from the outside world is certainly one of the most memorable creations in the book Great Expectations written by Charles Dickens. From the first introductory scene on encountering Miss Havisham’s character it is immediately clear that she is supposed to leave a lasting impression on the reader. Dickens uses a vast variety of imagery and word choice to describe the appearance of the house in which Miss Havisham lives . Satis house,as it was called, emits an ominous presence with its old brick walled up windows and many iron bars.This gives the†¦show more content†¦Ever since her rejection by fiancà ©e Compeyson, Miss Havisham-in her own world-has effectively stopped time and all that goes with it. Then, with a manic obsessive cruelty Miss Havisham adopts a young girl whom she names Estella and raises her as a weapon to wreak revenge on the all members of opposite sex.She inflicts her own sourness and pain on to Estella and successfully turns her into the cold hearted yet alluring creature which Miss Havisham had so fervently sought her to become,dressing her in diamonds and jewels to draw men into the trap. Resulting in Pip yearning after the love he so longingly wants yet cannot have from Estella. Her malevolent approach towards all men is portrayed throughout the book yet Miss Havisham cannot see that her actions are hurtful towards Pip and Estella.In one example it is possible to distinguish her bitter fixation reaching a climax between Pip and herself, â€Å" Love her,love her,love her. If she tears your heart to pieces love her and as it gets older and stronger it will tear deeper-love her, love her, love her!† The plea in her voice is a clear indication of the sheer desperation that Miss Havisham feels she must enforce upon Estella. However, the more Pip loves her, the more Estella seems to enjoy torturing and manipulating him-he is almost like an equivalent of a toy mannequin for her. However, eventually Miss Havisham isShow MoreRelatedGreat Expectations- Character Analysis Essay10289 Words   |  42 PagesEstella Havisham: Most readers are appalled at the cold-hearted and cruel ways of Estella, but any criticism directed at her is largely undeserved. She was simply raised in a controlled environment where she was, in essence, brainwashed by Miss Havisham. Nonetheless, her demeanor might lead one to suspect that she was a girl with a heart of ice. Estella is scornful from the moment she is introduced, when she remarks on Pips coarse hands and thick boots. However, her beauty soon captivates PipRead MoreEssay about Analysis of Chapters 1 through 8 of Great Expectations6805 Words   |  28 PagesAnalysis of Chapters 1 through 8 of Great Expectations Plot and Setting- The plot starts out with a little boy name Phillip Pirrip. It is a first person narrative about a boy back in the nineteenth century. The first eight chapters deal mostly with Pip’s childhood years. It also deals with who Pip is, and his family. In the beginning of the story Pip introduces himself, and introduces his dead parents. He is in the graveyard, and then a scary looking man comes up. The man threatens himRead MoreCharacter Analysis Of Great Expectations1475 Words   |  6 Pages Great Expectations written by Charles Dickens was about the path of life for one fellow, his name was Pip. Pip grew up in a small rural village but soon his life would pull him into the busy streets of London. Dickens would use this young child with a rocky family background to share hardships, love, sadness, and realization in order to add familiarity to his readers, making him a relatable character. Dickens wrote this book to be able to give insight into the social reforms that were slowly startingRead More The Life of Charles Dickens Reflected in Great Expectations Essay example2661 Words   |  11 PagesThe Life of Charles Dickens Reflected in Great Expectations      Ã‚  Ã‚  Ã‚   I must entreat you to pause for an instant, and go back to what you know of my childish days, and to ask yourself whether it is natural that something of the character formed in me then - Charles Dickens    Charles Dickens is well known for his distinctive writing style. Few authors before or since are as adept at bringing a character to life for the reader as he was. His novels are populated with characters who

Feminist Relationship Issues Of Enid, Rebecca, Maggie And...

Feminist Relationship Issues of Enid, Rebecca, Maggie and Hopey The movie â€Å"Ghost World,† directed by Terry Zwigoff and written by Daniel Clowes and â€Å"Maggie the Mechanic,† written by Jaime Hernandez brings the life of four young girls from two different lifestyles to the graphic novel world. Both stories give the readers realistic and interesting look into the comic book adventures that defied comic book conventions. In â€Å"Ghost World,† with Enid and Rebecca, we catch a glimpse into their view of the world, not entirely invalid, and sometimes childish and superficial. Their activities gave them pleasure, but are not as much fun as they used to be. In contrast to â€Å"Ghost World, † there are Maggie and Hopey in â€Å"Maggie the Mechanic,† whose stories focus on their antics, and the sexual tensions. Hopey, who is a lesbian, is desperately in love with the primarily heterosexual Maggie, and Hopey makes it clear, she will always there for her. This essay will focus on the differences between Maggie an d Hopey, Enid and Rebecca concerning their friendships and romantic relationships, Their departure form each other, and how traditional relationships are defied. In â€Å"Ghost World,† The female characters, Enid and Rebecca, do not have a traditional friendship because their bond is through their mutual hatred of the world around them; they are ghosts, who live in the shadows between a young and mature adult. Although Enid and Rebecca have known each other for a long time, the distance betweenShow MoreRelatedComparison Between Ghost World By Terry Zwigoff Essay1396 Words   |  6 PagesFeminist Relationship Issues of Enide, Rebecca, Maggie and Hopey The comparison and contrast between â€Å"Ghost World,† the movie, directed by Terry Zwigoff and written by Daniel Clowes brings graphic novel characters to life. Both stories give the readers realistic and very interesting examination of two relationships between a variety of teenage girls. In â€Å"Ghost World,† Enid and Rebecca, we catch a glimpse into their view of the world, not entirely invalid, and sometimes certainly childish and superficial

East Timor Solar Project Risk Management †Myassignmenthelp.Com

Question: Discuss About The East Timor Solar Project Risk Management Cycle? Answer: Introduction East Timor, one of the closest neighbour regions of Australia has people living in mountains with poor infrastructure which makes it difficult to connect the houses with electricity grids. An alternate option was to make the provision of electricity through cheap generation of electricity from natural resources like solar energy. ATA has started a solar project in East with an aim to install household solar systems to benefit 12,000 people living in rural areas. Google agreed to fund this project, but needs a risk management plan to be developed. This assignment would assess the case and would explore the process of risk management using Risk Management cycle to suggest how such a plan can be created by ATA. Risk management plan As per the risk management cycle, a risk management process goes through the stages of identification, analysis, prioritization, planning, mitigation and monitoring. For the devleopmet of the risk management plan, the ATA would go through a cycle including the following phases: Risk Identification: In this step, ATA would identify various kinds of risks that can occur in the solar project during its whole life cycle. These risks can be related to project scope, design, technical, stakeholders, executive support, procurement, quality, authority, user acceptance, commercial, project management or commercial. In East Timor Solar projects, risks could be related to scope, design, technological, procurement, and quality. Some of the risks that can be identified in the case of solar project include(APM Group Ltd, 2017): If the solar systems implemented are unable to generate sufficient electricity as needed by the village, it would be a technological risk(Worren, 2012). Language barrier is another risk on the project as the people working on the project may not speak the local language which could difficulties in communicating with communities. Risk Analysis: In this stage, the risks identified would be assessed with respect to the probability of its occurrence and the impact on the solar project. In case of the high impact on project, the risk is considered severe. Based on the level of severity identified here, decisions can be taken on how to manage the risk. For instance, if the project cannot receive the sufficient funds required for sourcing and implementing solar power solutions then it could have a moderate impact on the project as it would not be able to provide supplies to whole village. The risk would then be calculated as likelihood of occurrence X impact = probability of occurrence of risk X financial equivalent of the impact. Risk Probability of Risk Occurrence Impact of Risk on Project Severity Insufficiency of funds Moderate (2) High (3) 6 Inability to produce sufficient electricity for homes High (3) Moderate (2) 6 Breakdown of components or equipments like regulator, batteries, microcontrollers, etc. Moderate (2) High (3) 6 Exchange rate fluctuations escalating sourcing costs Moderate (2) High (3) 6 Low standards of electrical systems High (3) Low(1) 3(La Trobe University, 2017) Risk Prioritization: For risk prioritization, ATA needs to focus on risks that would affect the financial position of sponsor and the risks that would affect the roles and responsibilities of the people on the project as they would have higher severity and thus, can affect the project significantly. The project is likely to face a risk of difficulties in implementation if they are faced with rains. This is a risk that can be avoided and thus, the company could postpone the work shifting it to the time after rains are over. This would help in development of a more rigorous management plan(Rule Works, 2017). Risk Planning: This would involve identification of the response to specific risks which can be risk avoidance, risk transfer, risk retention or risk mitigation. Risk Risk Severity Risk Response Insufficiency of funds 6 Avoid risk by ensuring that budget is approved considering contingencies Inability to produce sufficient electricity for homes 6 Avoid risk by extensive planning that ensures accurate estimation of the voltage and electricity requirement Breakdown of components or equipments like regulator, batteries, microcontrollers, etc. 6 Avoid by using predictive maintenance such that parts are repaired before complete damage or mitigate by procuring a new part when old part is going to be damaged. Exchange rate fluctuations escalating sourcing costs 6 Mitigate by adjusting to price fluctuations to ensure that the project does not exceed approved budget. Low standards of electrical systems 3 The electricity requirements are not very high and thus, low standards would not affect the performance much but in case of issues, mitigation measures can be taken by replacement of specific parts or components. Risk Mitigation: Risks that cannot be avoided, transferred or retained such as inability to produce enough electricity from the solar panels installed, the risk mitigation strategies have to be put in place. Thus, at this stage, the mitigation strategies would be defined that would reduce the severity of the impact of the risk on the project. A risk that could affect the solar project was due to the difference in the government scheme and the practices of ATA. The government scheme is not technologically robust and thus, a risk mitigation measure could be taking a slightly different approach by convincing government of the benefits through close coordination(NCSU, 2017). Risks Mitigation Strategy Differences between government and ATA scheme of technology management Government could be suggested for improving their standards and processes to tailor to the current project Exchange rate fluctuations escalating sourcing costs Keep a close control on the budget to ensure that these fluctuations do not overshoot the budget(La Trobe University, 2017) Breakdown of parts or equipments As the project involves many parts taken from different countries, the mitigation would need an anticipation of the possibility of breakdown such that the part or component can either be repaired or ordered in advance before it breaks down. Thus, a predictive maintenance process would be followed. Monitoring Phase: The risks would be monitored throughout the project life cycle such that in the case of occurrence of any risks, appropriate mitigation plan can be taken. This could be done by establishing monitoring baselines by developing Key Performance Indicators, controlling and monitoring processes. References APM Group Ltd, 2017. DEFINING RISK: THE RISK MANAGEMENT CYCLE. [Online] Available at: https://ppp-certification.com/ppp-certification-guide/52-defining-risk-risk-management-cycle36 [Accessed 14 September 2017]. La Trobe University, 2017. Video 3: Stakeholder Engagement and Management. [Online] Available at: https://lms.latrobe.edu.au/mod/book/view.php?id=2493632chapterid=201713 [Accessed 14 September 2017]. La Trobe University, 2017. Video 4: Project Risks. [Online] Available at: https://lms.latrobe.edu.au/mod/book/view.php?id=2493632chapterid=201714 [Accessed 14 September 2017]. NCSU, 2017. Risk Management. [Online] Available at: https://agile.csc.ncsu.edu/SEMaterials/RiskManagement.pdf [Accessed 14 September 2017]. Rule Works, 2017. The risk management cycle. [Online] Available at: The risk management cycle [Accessed 14 September 2017]. Worren, J., 2012. Assessing the Risks in Solar Project Development. [Online] Available at: https://www.renewableenergyworld.com/articles/2012/02/assessing-the-risks-in-solar-project-development.html [Accessed 14 Sepember 2017]

Titrations in the industry free essay sample

Forensic Science Titration definition: A measured amount of solution of unknown concentration Is added to a known volume of a second solution until the reaction between them is complete; the concentration of the unknown solution (the titre) can then be calculated. Acid based titration: determination of the concentration of an unknown acid or base by neutralizing the acid or base with an acid or base of a known substance. Redox titration: type of titration based on a redox reaction between the analyte and titrant which involves the use ofa redox indicator and/or a potentiometer. . Titrations are a common laboratory method and factorial method of chemical analysis that is widely used to determine unknown concentrations of a reactant. Many methods have been developed and adapted to indicate the end point of a reaction, to make it more and more reliable using primarily visual indictors. The titration technique is a simple process and can be experimented using such basic standardised tools within science In a childs science lab to more developed braches of chemistry within a working industry. We will write a custom essay sample on Titrations in the industry or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page The versatility of the titration method means that industries can use these various techniques to develop, learn and understand ore about key chemical compounds. Titrations are required In almost all factors of life; wineries, dairy farms, food courts, cleaning material factories, Juice makers, cosmetic Industry, paint makers etc. s all these made by products rely on a pH that is calculated via a titration. Titrations are used and are dependant by us for safety purposes as it makes sure that the pH of a product being released is suitable for human use/consumption. Alls well for humans, titrations also ensure cleaning products, containing harmful chemicals have the right acidity to work. Examples of itrations used In specific Industries: Medical: The constant development of medication is such a precise scientific procedure and nothing can go wrong. Titration Is therefore an Important part of the pharmaceutical Industry to ensure quality control and that the right levels of concentration are within medication produced. Often specialised equipment more advanced than the simplistic titrations are used on large batches of medication to make the process more efficient. Wineries: The delicate and differentiated taste of every type of fine wine Is often affected by Its level of acidity. This level contributes to how the wine responds with age therefore it can be measured using titration. In regards to the results of the test, manufacturers can suggest (from the results) whether additional Ingredients are necessary to maintain Its future quality over an extensive period of time. Juicing/nutritional needs: the compounds in which make tOf3 be added to oranges to enhance the acidity and this can be determined by a standard titration process. Manufacturers can use this technique to flavour foods/ juices to a specific taste quality to satisfy purchasing customers with those of special utritional needs. Titration used in industrial research labs is dominated by two types: potentiometric and Karl Fischer titrations. Potentiometric titration involves the use of an instrument to measure changes in electrode potential of a solution, which is used specifically for titrations based on redox reactions between an oxidising and reducing agent a procedure which is similar to more widely used basic acid-base titrations (81% off all) whilst the Karl Fischer method dating back to 1935 is a process that uses colourmetric or volumetric titration to determine trace amounts of water in a sample. This is specifically important to the food and fuel industries for example in biodiesel the presence of water reduces the calorific value and increases the corrosion rate of burning fuel therefore by titrating the product first can ensure a more stable and economic fuel. Many different indicators/probes are used, as mentioned before the potentiometric method measures the charge whilst an acid based titration uses the level of pH and so on. Many non-acid based titrations require a constant pH through the duration of the reaction therefore a buffer solution can be added as another form of indicator to maintain the PH. In general, cid-base titrations entirely depend on the neutralization between the acid and tested base when mixed within a solution as discussed previously. The acid based indicator e. g. starch indicates the endpoint of the titration by the changing colour and range of PH. The end and start point differ because the start is determined by the stoichiometry of the reaction whilst the end point is the colour change Just from the indicator. Therefore industries are required to careful select their indicator as a misuse can increase the reliability and/or error of the titration. There are many advantages/disadvantages of titrations. Without them it would be very hard to maintain the safety and chemical reactions of everyday living resources. To actually conduct a titration means its a fast, highly accurate, established and precise technique to be used in laboratories worldwide. Further benefits include the way for sure simpler titrations can be operated by low-skilled/low-trained operators meaning in a sense can be cost effective, there is no real need for highly specialised chemical knowledge as its the measure of an acid or base that needs to be known. Titrations give a known result and therefore offer good results in comparison to more ophisticated and developed techniques as a variety of reagents can be used.

Health Care Response to Domestic Violence Essays

Health Care Response to Domestic Violence Essays Health Care Response to Domestic Violence Paper Health Care Response to Domestic Violence Paper Domestic violence is virtually impossible to measure with absolute precision due to numerous complications including the societal stigma that inhibits victims from disclosing their abuse and the varying definitions of abuse used from study to study. Estimates range from 960,000 incidents of violence against a current or former spouse, boyfriend, or girlfriend per year1 to 3. 9 million women who are physically abused per year. 2 On July 22, 1997, UNICEF released The Progress of Nations, 1997, which found that a quarter to half of women around the world have suffered violence from an intimate partner. 3 Nearly one-third of American women (31 percent) report being physically or sexually abused by a husband or boyfriend at some point in their lives, according to a 1998 Commonwealth Fund survey. 4 Thirty percent of Americans say they know a woman who has been physically abused by her husband or boyfriend in the past year. 5 While women are less likely than men to be victims of violence crimes overall, women are five to eight times more likely than men to be victimized by an intimate partner. 6 Injuries and Other Health Consequences of Domestic Violence: The U. S. Department of Justice reported that 37% of all women who sought care in hospital emergency rooms for violence-related injuries were injured by a current or former spouse, boyfriend or girlfriend. 7 Domestic violence is repetitive in nature: about 1 in 5 women victimized by their spouse or ex-spouse reported that they had been a victim of a series of at least 3 assaults in the last 6 months. 8 The level of injury resulting from domestic violence is severe: of 218 women presenting at a metropolitan emergency department with injuries due to domestic violence, 28% required hospital admission, and 13% required major medical treatment. 40% had previously required medical care for abuse. 9 In 1996, approximately, 1,800 murders were attributed to intimates; nearly three out of four of these had a female victim. 10 Costs of Domestic Violence: From 1987 to 1990, crime costs Americans $450 billion a year. Adult victims of domestic violence incurred 15% of the total cost of crime on victims ($67 billion). 11 A study conducted at Rush Medical Center in Chicago found that the average charge for medical services provided to abused women, children and older people was $1,633 per person per year. This would amount to a national annual cost of $857. 3 million. 12 A study conducted at a large health plan in Minneapolis and St. Paul, Minnesota, in 1994, found that an annual difference of $1775. 00 more was spent on abused women who utilized hospital services than on a random sample of general enrollees. The study concluded that early identification and treatment of victims and potential victims will most likely benefit health care systems in the long run. 13 Identification of Domestic Violence: 92% of women who were physically abused by their partners did not discuss these incidents with their physicians; 57% did not discuss the incidents with anyone. 14 Bibliography ebsco host: ftscp. com

When To Apply For College Complete Timeline

When To Apply For College Complete Timeline SAT / ACT Prep Online Guides and Tips Manystudents start college in the fall after they graduate high school, but their planning and applying starts yearsbefore. Application deadlines may be in the fall or winter of senior year, and completing each step on the path to college mightstartas early as freshman year. This article is concerned with when to apply for college: when do you complete each step of the process, and when are your college deadlines? After reading this, you'll know exactly when to apply to college and what steps are needed. Let's first consider what the majority of students do. When Do the Majority of Students Apply to College? Most students apply to college in their senior year of high school. They graduate in May or Juneand then start college in Septemberof that same year. There are a few different deadlines, and schools offer variousoptions for when to apply forcollege. These options include one or more of the following: early decision, early action, regular decision, and rolling admissions. Generally speaking, you would apply for early admissions in November of 12th grade. To meet a regular decision deadline, you’d apply a few months later in January or February. Let’s take a look at each deadline in more specific detail, starting with early decision and early action. When Do You Apply for Early Admissions? Early admissions includes two options, early decision and early action. While early decision and early action differ in terms of their conditions, they share similar timelines. Both have a deadline in November and allow you to hear back about your admissions decision in mid-December. Some popular schools with early action deadlines of November 1 are Boston College, CalTech, Georgetown, Harvard, MIT, Princeton, Stanford, University of Virginia, Villanova, and Yale. Popular early decision schools with a November 1 deadline include Boston University, Brown, Columbia, Cornell, Dartmouth, Duke, NYU, University of Pennsylvania, and Vanderbilt. Some schools with early decisionnow also offer an Early Decision II deadline, which is in January. This binding option lets you hear back early from your first choice school, usually in February, about whether or not you got in.Some popular schools with Early DecisionII deadlines of January 1 are Bowdoin, Brandeis, Emory, NYU, Smith, Tufts, and Vanderbilt. Early admissions can be a great option for students who are prepared to apply early and appreciate early notification. If you're planning to apply early, when do you complete each step of the process? Your College Planning Timeline for Early Deadlines Rome wasn't built in a day, and neither should your application be. You need to take time filling out your application, thoughtfully writing about your extracurricular involvement, and proofreading all of the information for errors. Apart from filling out your app, you'll have to take time fulfilling other requirements. Three that demand the most planning and time are your personal essay, recommendation letters and SAT or ACT scores. You should spend a few months thinking about and writing your personal essay. Giving yourself space to brainstorm and mull over ideas is an important part of the writing process that can take weeks. Since your essay is such an important part of your application, you should spend a couple of months drafting, getting feedback, and revising it until it feels precise and authentic, almost like a work of art. To meet an early deadline, you might begin working on it over the summer before senior year. While it's rare that the Common App changes its essay prompts, they have done so in the past. Common App announced these changes in August. Keep this in mind when working on your essay, but don't worry about drastic changes in the questions. Generally speaking, they all ask you tocommunicatesomething important about your identity and show how you make meaning of significant experiences in your life. A second piece of your application that requires your attention early on is your recommendation letters. You should ask your counselor and teachers at least a month before your deadlines, likely by the end of September. You might also ask your junior year teachers at the end of 11th grade. Apart from making the request, you should also spend a week or so thinking about and filling out your "brag sheet," so that your recommenders have some thoughtful material to consult when they begin to write. Finally,you want to leave yourself plenty of time to take the SAT or ACT. You might take the tests two or three times to achieve your target scores. You also would benefit from several months to study and improve. To apply for an early deadline, you'd ideally have your test scores all set by the end of junior year. You might be able to take the tests in September or October of senior year, but these dates should be a last resort, rather than a "make or break" test date. To reiterate, you'll want to work on your essays a few months before your November deadlines, ask for recommendationsin junior year or September of senior year, and start prepping and planning for the SAT or ACT at the end of 10th or beginning of 11th grade. Applying early to college isan increasingly popular option among students, but the majority of students still apply under regular decision. Read on to learn about regular decision deadlines and how they impact your college planning. When Do You Apply Under Regular Decision? The most commonregular decision deadlinesare in January and February. January 1 is a common date, making for a busy winter break! January 15 and January 31 are popular ones, too. Some schoolswith regular decision January 1 deadlines are Boston University, Harvard, NYU, and Yale, among many others. Students who apply under regular decision usually hear back about their admissions decisions in March or April. Since regular decision deadlines are in the winter, how does your college planning schedule differ from that to meet an early deadline? Your College Planning Timeline for RegularDeadlines Does your timeline match the one described above for early deadlines except pushed forward two to three months? Yes and no. You have to consider how busy the fall of senior year is, both for you and for your teachers and counselors. If your schedule is packed with challenging courses and after school involvements, then you still might want to work on your essay over the summer months, when you have more time and focus for it. You also might still ask for your recommendations in September, or at least October. Some teachers set a cap on how many letters they'll write, and they probably don't want to spend their entire winter holiday writing letters. Try to ask early in the fall semester. You might have one more opportunity to take the SAT or ACT, like in December. It's still advisable to take it at least once in junior year, and many students take it twice - in the fall of 11th grade and again in the spring. Again, you want to think about your schedule in the fall and how to best balance putting together a strong college application with all your other assignments, clubs, and/or sports. Finally, some schools don’t have set deadlines at allandare flexible about when applications arrive. This option is called rolling admissions. When Do You Apply for Rolling Admissions? Your timeline for applying rolling admissions depends on a few factors and may vary from student to student. Schools with rolling admissions accept applications throughout a period of time, usually ranging from the fall to the spring. The University of Virginiaopens its application window on September 1, for instance. Since most schools with rolling admissionsaccept applicationson a first come, first served basis - sometimes notifying you of admission only a few weeks after you submit - it’s advisable to apply as early as possible. Sticking to an early deadline of November or regular deadline in January, even though you don’t absolutely have to, is a good guideline to follow. Not only will setting a deadline for yourselfhelp you keep better track of your college planning, but it will help you apply early and thereby impress admissions officers and gaina better chance of admission. Some schools with rolling admission also publicize a priority deadline, meaning students who apply by that deadline have an advantage. UVA’s priority deadline, for instance, is November 30. They’ll still accept applications after, but you’ll have improved chances if you apply by then. So far, this article assumes that you’re applying as a senior to go right into college. Of course, not all students immediately move ontocollege after graduating. Some choose to take a gap year or apply later in life. Others actually get a headstart on college and apply even younger. When do these students apply? When Do You Apply If You're Not a High School Senior? There are other timelines for applying to college besides the typical one that culminates in senior year.Maybe you want to work for a year or two before entering college. Maybe you have the opportunity to volunteer abroad or travel the world. Perhaps you graduated years ago and are now thinking about going back to school for your degree. In these cases, you'll still apply to meet the same early or regular deadlines or rolling admissions time frame. However, you might need to leave yourself extra time to collect all your application materials. Let’s consider each of the above situations individually. "I Want to Take a Gap Year" If this sounds like you, when do you apply for college? Actually, your timeline might still involve applying senior year. Lots of schools allow you to defer your admissions decision for a year. That means you would still apply by an early or regular deadline, or rolling admissions, and then if you got accepted, you'd defer your enrollment for one academic year. You might be thinking that you want to travel and then figure out where to go to college. This could be a good option too, but remember that your deadlines might still be in January. That meansyou’ll still need to have your SAT scores finalized, letters of recommendation gathered, and essays written throughout the fall. Not all that much time will have passed since highschool, so it could be a lot easier to get everything collectedwhile you’re still in the swing of schooland used to being a student. If you’ve been out of school already for a year or two, then that’s a different story. "I'm Going Back to College After a Year or More Off" If you’ve been out of high school for a while, then you’ll probably have to reconnect with your school for teacher and counselor recommendations and official documents, like your transcript. if you haven’t taken the SAT or ACT yet, then you may have to study and take one of those tests as well. Your deadlines will be in November or December, as mentioned above, and you’ll mostly wantto follow similar steps, like asking for recommendationsat least a month before your deadlines and leaving yourself a couple opportunities to prep for and take the SAT or ACT. If you've been out of school for several years, then colleges might not require you take the SAT or ACT as they would a high school student. You'll want to contact the colleges early to find out whether or not you need to prep for and take one of these exams. It’d be advisable to leave yourself extra time so that you can meet with your recommenders and help them write you a letter. Since you’re nota current student, you’ll want to have extra time to set up appointments with faculty and gather all the documents you need. Finally, when do students apply if they want to graduate high school earlierthan senior year? "I'm Graduating High School Early" There are rare advanced students who earn enough credits, perhaps from courses at a local community college or online, to graduate high school early and go straight into college at a young age. These students push their timeline earlier by a year or two, taking the SATor ACTas freshmen or sophomores, and gathering all their documents early. If this sounds like you, you'll probably wantto work closely with your counselors, administrators, and teachers to make sure they agree with your choice. You might take your tests in freshmen and sophomore year, ask your sophomore year teachers for recommendations, and apply in the fall or winter of your junior year. You may also have to take the GED to earn the equivalent of your high school diploma. Make sure you've met all graduation requirements and, of course, have concrete, realistic reasons for graduating high school early and enrolling in college. The aforementioned situations are exceptions rather than the rule, but can be great options if they apply to your situation and needs. In closing, let's review when most students submit their applications to colleges. ToSum Up... We've covered all the important details of when to apply for college. The majority of students apply tocollege in January or February of their senior year to meet regular decision deadlines. They hear back in April and choose a college by the national response date of May 1. Other students might apply in November with early decision or early action, or through a range of time with rolling admissions. To meet deadlines, college planning must start at least a year or two out. This includes prepping for the SATor ACTand writing essays, but it alsoincludesthe time it takes to reflect on your interests, explore new ones, and think deeply about where you'd like to go to college. As you explore and develop in high school, you should be thinking about your goals and what college communities wouldprovide you with the intellectual climate and opportunities to thrive. This journey starts early in high school, and of course continues throughout the rest of your life. What’sNext? Now that you have a sense of when to start applying for college, what aboutspecific deadlines forschools? This guide hasthe full list of early decision deadlines, and this one has the complete list of early action deadlines. Are you a younger student interested in getting more involved in community service?Learn all about community service here, plus check out the 9 best places to volunteer. Want to improve your SAT score by 240 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:

ECE teacher's Reflection on practice Essay Example | Topics and Well Written Essays - 750 words

ECE teacher's Reflection on practice - Essay Example Theorize: The episodes with Ryan reflected the Te Whaariki principle of Relationships. Ryan was indeed responsive and reciprocated my attempts at establishing rapport with him. I also met the goals of the strands of well-being, belonging, communication and exploration. For well being, goal 2 of nurturing his emotional well-being was met as he felt safe with me, enough to go about the routines of the day. This likewise meets goals 2 and 3 of the strand of belonging. For the strand of communication, my interactions with Ryan met the goals of developing verbal communication skills as I urged him to talk about his trip and his volcano as well as the goal of discovering and developing different ways to be creative and expressive as I allowed him to express his own ideas in his sand play. Finally, in the activities, goals 1 and 4 were met. Ryan’s creative play with the sand and the tunnel he was making with the volcano was acknowledged and appreciated that he was encouraged enough t o think of expanding his ideas as he developed working theories for making sense of the natural world. In this case, it was his interest in volcanoes. Muellar Tokunaga (2006) shared that allowing children to indulge in their own imaginative play makes them more engaged in learning. Ryan’s sand play with volcanoes was accompanied by his active imaginative thinking as he came up with other ways to make his play more interesting (creating a tunnel with it). Act: I will be more attentive to Ryan and listen to his ideas. I will refrain from pushing my own ideas unless he asks for my own opinion. That way, I will encourage him to come up with his own original ideas. I will do the same with the other children and be more responsive to their needs. Brewer, J. (2001) Introduction to Early Childhood Education. Allyn & Bacon. Ministry of Education (1996) Te Whariki He Whariki Matauranga mo nga Mokopuna o Aotearoa. NZ: Crown. Muellar Tokunaga, N. (2006). Learning from very young children . The First Years: Nga Tau Tuatahi. New Zealand Journal of Infant and Toddler Education, 8(2), 44-46. REFLECTION 2 Analyse: Everyone was excited about the water play activity since it was sure to relieve the children of the heat. I know how much they loved to play with water and got excited myself of the fun they will have. However, in my zeal to let them enjoy the activity, I mistakenly suggested an activity to Jay that could be possibly dangerous not only for him but for the other children. Telling him to ride the bike with his wet body would be risky because he may slip and fall badly on the ground. Worse, he will also endanger children playing in the water in case he loses control. It was a good thing another teacher had the good sense to stop him from following my suggestion. I felt so guilty for not having thought of his and the other children’s safety even if all I wanted was for them to enjoy. Theorise: Edgington (1999) posits that children learn best in an environmen t that makes them feel secure and confident enough to develop their own ideas with open-ended experiences. They actively engage in learning by partaking of fun, play-based hands-on experiences while adults around them challenge and extend their thinking. In this case, children were allowed to explore water play. This is applying Te Whaariki’s strand of Exploration, specifically goal 4, as the play helps them â€Å"develop working theories for making sense of the natural, social, physical and

Taxation, Pensions, and the Issues Associated the Social Security Research Paper

Taxation, Pensions, and the Issues Associated the Social Security Trust Fund - Research Paper Example The fact of the matter is that the Social Security Trust Fund is comprised of two separate funds. The first of these is of course the OASI Trust Fund (Old Age and Survivors Insurance Fund); whereas the second is that of the DI Fund (Disability Fund) (Shelton, 2008). Whereas the first fund is the one that is of course the largest and is most referenced within the media and concerns over budgeting etc, the second one is lesser known and is primarily responsible for providing payments to those individuals who had been working at one point but due to injury or illness are no longer capable of performing work. Combined, both programs owe the American people approximately 2.93 trillion dollars as of the end of 2011 (Papps, 2012). The number in and of itself is but a snapshot of current obligations and as such cannot be viewed as a means of seeking to understand the level to which the program will be able to handle changes in economics or the retirement of subsequent generations. The unfortunate fact of the situation is that the social security program itself is suffering from what many have called an eventual and sustained death. Due to the fact that the government has mismanaged the situation with Social Security for such a longer period of time, short-sightedly borrowing from it at every available instance, the level to which the program can sustain itself and continue to cover the liabilities that it necessarily engenders is not projected to take place long after the year 2030 (Quirk, 2003).

Life Cycle Essay Example for Free

Life Cycle Essay In this paper I will be writing about the life cycle and the understanding of what impacts an individual. I will be explaining three major concepts such as how self-determination impacts an individual’s ability to successfully negotiate challenges in each life cycle. Also how autonomy impacts an individual’s ability to successfully negotiate challenges in each life cycle and how policies and legislation could impact the family during each life cycle. When it comes to the life cycle there are stages individuals will pass through in their entire life cycle. When it comes to self-determination it starts from birth to about 18months old. During these first 18 months the child is developing optimism, trust, confidence, and security by their mother and father if they are properly cared for by them. If by change there is no trust from the parents to the child they could grow into insecurity, unimportance, and most likely be wary of trust in themselves and in the world. Later in life if the individuals were properly cared for he or she will be able to make things happen in their lives for themselves. This all comes with feeling confidence and being able to trust and make their own decision in their lives. Individuals learn how to be self-determination in early elementary by learning how to make their own choices, promote early problem solving skills by thinking aloud as they address simple problems. This stage is called autonomy vs. shame this is from 18 months to about 5years old. This is when individuals will have the chance to assemble self-esteem and autonomy as they learn new skills and right from wrong. If the individual is cared for the correct way they will learn how to carry them self with pride rather than shame and very sure of themselves. This is about the time individuals will start to wonder and explore the word why and start to experiment of what to believe to be an adult. Playing with Barbie’s and ken’s, also toys such has cars plays a role with wanting to know things and why. If you don’t have involvement with your child in this stage they ca n resolve problems such as struggles through social role identification. With this it can bring an individual frustrated over goals in life and also  may feel guilt. Industry vs. inferiority stage is during age 6 to 12 years old. This is when learning new skills and understanding with developing sense of industry. This is too a stage of social development that you learn plus need throughout the stage of everybody’s life cycle. If an individual experience unanswered thoughts of failure and weakness amongst their peers, they are known to have very serious troubles in conditions of capability and self-esteem during their entire life cycle. As individuals will expand their relationship with school and neighbors during this time of their life cycle parents are still important in their life. In the stage of 12 to 18 years old self-determination and autonomy plays a role in an individual’s life cycle. This is where development is found of what has been done with that person. At this point it has to do with the primarily upon what a person dose with their life. If this means an individual’s has to struggle to be able to discover and find out who they are when having to be deal with negotiating and struggling with social interaction this will bring in their sense of morality and right from wrong skills they have learned. From some reason or another there is a delay in adulthood this can cause a person to become very withdrawn from having responsibilities in life to more in the right direction. Policies and legislation has enter into people life cycle from stage one from learning right from wrong. It really kicks in about the time 18 to 65 years old with dealing with finding love in your life and some are ready before other to settle down and to start a family. If a person does not find them self in at least finding some companies with one another that individual could come to be isolated and that is not good for a person. During this time phrase people are also getting their career in order along with their family this is to be called taking control of all responsibilities in life. When it comes to the stage of 65 to death with an individual this is when it involves reflection. This could be feeling of integrity, contentment feeling you have led a meaningful life. If for some reason a person can not feel like they have lived a happy meaningful life they could be feeling the fear of death. When feeling this way they are struggling to find out what the purpose of their own live was about here in the world. Having the thoughts going through their mind of was everything worth it, what was the point of life this is when they will have start to feel failure and it be a stressful and happy time with individuals life  cycle. In this paper this explains the three major concepts in the family life cycle. Self-determination how it impacts the ability to successfully negotiates challenges in the life cycle. How autonomy impacts individuals ability to successfully negotiate in the life cycle and also the policies and legislation ability could impact an individual’s life cycle. The life cycle is something everyone has to go through and to know it starts from birth to death. Reference The Expanded Family Life Cycle: Individual, Family, and Social Perspectives, Fourth Edition. Chapter 2: Self in context: Human Development and Individual Life Cycle in Systemic Perspective. Monica McGoldrick, Betty Carter, Nydia Garcia Preto (2011).

Patient Report Essay -- Medical Report

A treadmill stress test for atypical chest pain demonstrated inferior wall ischemia. Cardiac catheter demonstrated patent graphs and left ventricular ejection fraction of 68%. Treadmill stress test felt to be false positive; however, patient did have 5 beats of ventricular tachycardia. Holter demonstrated 3 beats of multifocal ventricular tachycardia. The patient was placed on Cardizem and atypical chest pain resolved. The patient complained of periods of "difficulty breathing", especially when he awakened at night to urinate. Cardizem was increased and pulmonary function tests were normal with no evidence of respiratory failure. The patient also reported flu 3 weeks prior to ___ [DATE]. Patient also seen about 2 weeks ago by ____ [NAME] and is on Coumadin for episode of atrial fibrillation. Holter to determine if Coumadin could be stopped. The patient came to clinic on day of admission to be seen, noting severe shortness of breath, now almost constant as if he could not ge t enough air. The patient had to deep breathe. The patient also complains of nausea, poor sleep, cou...

Responding to the Ethical Challenges faced by Nike Essay

1.The company (Nike) lacked the ability to monitor the working conditions of their suppliers’ factories. Due to the fact that competitor companies were buying in on their suppliers they didn’t have an advantage or edge to monitor the poor working conditions in these factories. They were disparaged upon by the UN and NGO’s for having their products manufactured in countries where working conditions were poor and there was no monitoring of proper treatment of employees and enforcement of Human Rights. The Korean suppliers, who represented Nike, were accused by labor activist and NGO’s of  being abusive to workers. This by itself was against â€Å"The Nike Code of Conduct.† 2.The Nike Corporation also faced issued with NGO’s and labor activists about paying workers low wages in Indonesia. Their Korean suppliers didn’t not pay workers the minimum wage and tried to cheat the Indonesian government by pleading economic hardship, so that they wouldn’t have to pay the workers a mere $ 1.00 US equivalent pay. When accused of what was occurring, a general manager didn’t think that it was the company’s function to monitor labor violations. However in a major turnaround and I am sure after that manager being reprimanded for that statement and disregard for the company’s ethics, they instructed the Indonesian suppliers to increase the workers pay. 3.They faced problems with Child Labor in Pakistan. In June of 1996, Life Magazine put Nike in the midst of misery, which caused an array of accusations about child labor. They published a photo of a 12 year old boy, stitching a soccer ball. Sialkot a city in Pakistan produces soccer balls for Nike and their competitors. However, due to the uproar by NGO’s, trade unions and consumer groups they prompted to impose sanctions against the purchasing of this product by the company. The company in turn, took a big hit and learned a lesson in globalization, human rights, international labor laws and their corporate responsibility. 4.Their operations in Vietnam posed some environmental, health and safety issues. One of their Korean contractors (again) operating in Vietnam was faced in a dilemma where and NGO help spur an audit by Ernst and Young which found high levels of Toulene, which is very hazardous chemical that causes damage to the CNS, liver, kidney and causes eye and skin irritations. The chemical was released in the plant which posed a threat to the health of workers. Employees were not given proper PPE. This was in direct violation of OSHA standards and also again, â€Å"The Nike Code of Conduct.† 5.Nike’s negative outlook to their stakeholders about their suppliers posed a serious threat to the organization. Even though their suppliers were the ones that were involved in these ethical issues, it still reflected on the company. Consumers are concerned only with a brand and not a supplier behind the brand. Also, Nike was responsible for their suppliers’ actions due to them not monitoring their working standards, payroll, human rights etc. Due to all the negative media, NGO and consumer attention, it caused Nike to loose some contracts with various universities supply them with uniforms, equipment and footwear etc. In response to my friend’s questions about the validity of the claims that are against Nike, I would first have to tell him that I value the integrity of my employer. But since this question asks me what I would say privately, and we are close friends, I would be somewhat try honest to him, and tell him how I felt, only because the information that was stated in these claims were made public due to avid media coverage and the audit conducted by Ernst and Young. Being that the claims are valid I would tell him about my feelings based only on the information available to the public. I would initially ask him to tell me how much he knows and then based on that make an analysis of the situation, and think about ethically what I am privy to say or talk about, being that I am still employed with the organization and the terms of which we uphold or code of conduct. I would address each argument specifically based on the allegations that we are faced with to the best of my knowledge and maintain a clear and concise goal of keeping in mind my reliability to my employer. Being that we are being blamed for infractions carried out by a supplier I would let my friend know that, we were not aware of the situation at hand at the moment but we are looking into it because we support Human Rights, Child Labor laws, Unionization and fair wage system. Our corporate code of conduct, â€Å"The Nike Code of Conduct† is available to anyone who wishes to know about it, so I would tell my friend that this is what our company stands by and since my employment with the company I have known that they are in effect and enforced. Being that we were not able to physically be present in Indonesia, Pakistan and the other countries of which this accused supplier has  committed these Human Rights violations on employees, and stress again that we were unaware of th e situation, how can we be blamed. I will also be sure to reinforce to him the fact that he should know that when the media gets a hint of information that could lead to the allegations of a multi-billion dollar organization how they could make an â€Å"ant look like an elephant.† Also, upon learning of such violations and treatment of these workers, my organization stepped in and not only reprimanded this supplier for trying to cheat the government of Indonesia out of paying minimum wage, but also to the workers. Based on our coalition with NGO’s and our commitment to corporate responsibility I would be sure to inform him that we have created teams such as an action team to monitor environmental, health and safety issues. We also developed teams to monitor the labor rules and working conditions of the workers of our suppliers in these third world countries. Hence, if we fell short on our monitoring tactics, our involvement with labor activists, NGO’s and the UN will make sure that we manage our mistakes that were made due to these allegations. Being that this is my close friend, I have to keep in mind that I am an employee first to this company and while I am employed there. If I say the wrong thing, or he perceives it in the wrong way I could stand to loose my job or possibly be deemed a whistleblower to the organization. Regardless of the fact, Nike was blamed indirectly for these violations but they still took the responsibility to try and correct their mistakes that the organization should have been aware of. I am sure that if my friend is a â€Å"good friend† they would or should understand that I cannot violate my principles. Other than that based on the support of the allegations made to the company I am sure he would be more educated now that I gave him my insight on the claims. The triple bottom strategy that I would suggest that Nike employ would be being more conscientious to environmental, health and safety issues, ethical issues with regards to their stakeholders and share holders (internal and external) and Human Rights. Although their corporate code of conduct addresses this, they need to reinforce their standards to avoid the type of situations that was discussed in this case study. In reference to IKEA approach to their ethical practice, had Nike been more  observant about the issues with the supplier after the first incident occurred the others could have probably been avoided. When IKEA learned of what was occurring with the supplier towards the working conditions, environmental issues and the Human Rights Violations regarding Child labor, they stepped in to rectify the situation immediately. Nike only did so after labor activists, NGO’s and trade unions etc got involved. From my analysis of things, they should have been more proactive rather than reactive. Starbucks approach to things was somewhat similar to IKEA, but Starbucks stressed their commitment to social responsibility by way of thinking about their stakeholders. Nike on the other hand, seemed to be more dedicated to their shareholders the production of merchandise. They did accomplish being a multi-billion dollar company in a short space of time, but at what expense? It came with huge repercussions of Human Rights violations in the form of child labor and underpaid workers. They didn’t address these issues in the right manner, something that Starbucks did and overcame the allegations against them. Nike needs to delegate these issues in their organization accordingly to enforce labor laws and environmental laws to their suppliers. In this case study, the supplier was based in Korea, but had operations in Indonesia, Pakistan and other third world countries. They went into these countries, tried to manipulate the government by way of cheating them into allowing workers to get below minimum wage. Also, standards in the workplace were not enforced in the proper manner. The organization needs to supply workers with the proper Personal Protective Equipment (PPE), which is mandated by Occupational Health and Safety Administration (OSHA). The company also needs to maintain a proper relationship with the different NGO’s, labor commissions, trade unions and consumer activists in these countries. This can aid them in the monitoring processes of these suppliers to ensure that issues are being handled in the right way. It can also help save costs that the company pays to monitors, for example contractors. Nike can implement the money they save into a program that handles the ethical issues of workers, because I am sure they don’t have a human resources  department and an ethics commission to contact with their matters of concern. I am sure that this could increase their productivity employee. Hopefully the company learns from their past mistakes that they should not only be concerned with their shareholders but about the stakeholders as well. I believe that external and internal customers make up a business or organization and each has a vital role to play in it success or downfall. In this case, lack of attention to the working conditions and wages of the workers (shareholders could probably led to the ultimate downfall of the company. Nike has many competitors that can slowly overtake them in the consumer market. Human rights play a major role in consumer decisions in the 21st century. Evidence of this was found in the study whereby when the consumer activists learned about what was going on they boycotted purchasing the soccer balls due to child labor. References Locke M. Richard et al. (2002). The Promise and Perils of Globalization: The Case of Nike. Retrieved from http://www.caseplace.org/cases/cases_show.htm?doc_id=274259 Bartlett A. Christopher et al. (2006). IKEA’s Global Sourcing Challenge: Indian Rugs and Child Labor (A). Retrieved from MGT 213 Ethics and the Market Place – Northeastern University (Course Material) Argenti A. Paul. (2004). Collaborating with Activists: HOW STARBUCKS WORKS WITH NGOs. Retrieved from MGT 213 Ethics and the Market Place – Northeastern University (Course Material)

A Study of Spirituality in the Workplace

What is your definition of spirituality in the workplace? Spirituality in the workplace means that employees find nourishment for both the vertical and horizontal dimensions of their spirituality at work. Spirituality in the Workplace is about individuals and organizations seeing work as a spiritual path, as an opportunity to grow and to contribute to society in a meaningful way. It is about care, compassion and support of others; about integrity and people being true to them and others. It means individuals and organizations attempting to live their values more fully in the work they do.The author says that's expression of spirituality in the workplace can be both humanistic and orientated toward performance. Do you agree why or why I want not? I believe that the expression of spirituality in the workplace is both humanistic and orientated toward performance because personal stability, centeredness, and self-actualization can be spiritually based ways to adapt to an often chaoticall y changing work environment. These spiritual expressions provide the realization that stability, centeredness, and self-actualization are sourced from our inner selves, particularly since individual organizational members often perceive that they have little control of their workplace environment or the people in it.The author describes a number of â€Å"expressions as very spirituality† in the workplace. What are the additional expressions of spirituality do you believe are significant in the workplace? Such expressions may involve dedicating time for meditation, introspection, enjoying nature, journaling, or sharing with a trusted friend. Additionally, studying scripture, prayer groups, prayer before meetings and spiritual work retreats.In addition to the establishment on the Ecumenical Council, what are other ways to help create an integrated approach to spirituality in the workplace? Here are some other ways to integrate spirituality: Frequency and types of daily prayers in the workplace. Dress code inclusive of cultural and religious attire. Ecumenical meditation room(s). Religious prayer room(s). Policy on proselytizing in the workplace. Ways to foster equitable inclusion of atheists, agnostics, spiritualists, and religious personnel. Ways to foster greater integrative performance, productivity, and employee well-being through religious and philosophical (i.e., Taoism and Buddhism) differences.What responsibility does the employer have to accommodate employee’s religious/spiritual beliefs? Managers should identify policies pertaining to spiritual expression at the workplace. For example, an organization should be clear about its policies about religious proselytizing. Such activities should not interfere with work nor offend other workers who may not be interested. Managers also should engage in discussions with employees about how an equitable religious holiday policy might be defined, including those people who are not religious.Finally, managers should discuss ways to accommodate spiritually guided preferences about clothing, religious symbols, and food (Page 212). What responsible he does the employee have in his/her attempt to be proactive in this accommodation? For example, employees should request an accommodation for religious activities or holidays as soon as possible; they should explain what accommodation is needed, and suggest ways in which the accommodation might be accomplished while still meeting workplace responsibilities and obligations (Pg,211).When, do you believe, does bracing one religious and/or spiritual beliefs in the workplace go to far? In other words, when does expressing one’s religion become exclusive rather than inclusive? I believe that when specific religion and/or belief system does not allow anyone to join and share their same beliefs this religion/and or belief system excludes people from joining their group and belief system.

What Is High School Honors Societies and Classes

What Is High School Honors Societies and Classes SAT / ACT Prep Online Guides and Tips High school honors can mean a lot of different things. Sometimes it refers to honors courses in your school. Other times it refers to specific honors societies that you can join, like the National Honor Society. Most high schools offer classes at three different levels: standard, honors, and AP. Standard will set you up with the basics, and AP is clearly connected to the AP exam – but what exactly does it mean when a class is honors level? And are honors classes connected to the various academic honors societies? If you are having trouble figuring out which is the right fit for you, or deciding which one would do more for your college application, or trying to make sense of the many honors organizations out there, read on for our explanation. What's the Difference Between Standard, Honors, and AP Classes? Before getting a sense of whether honors is right for you, it's a good idea to understand the differences between the levels of classes offered in high school. Of coursethe details vary by school. Some schools don’t even have honors classes, or only have honors classes in the subjects where they do not have AP classes. But here is the typical set up. (Please note that since IB diploma classes are very similar to AP classes in terms of level, for the sake of simplicity we are just going to talk about AP here). Before you dive off the highest board, make sure you can swim. Standard (or college prep) classes give you a solid foundation in a particular subject. In other words,you will learn the basics of what you need to know to continue studying that subject in high school and eventually, college. Honors classes move faster, and are harder, more in-depth, and have more complex assignments than standard classes. That means that you will learn a broader, more contextualized, more richly detailed version of the subject, and be much more ready to study it at a college level. Doing well in an honors class may improve your GPA more than a regular class, especially when your school calculates your weighted GPA. (Confused by what we mean? Let us explainthe differences between a weighted and unweighted GPA.) AP classes are meant to prepare students to take the AP exam for that subject.Theyare also harder and more rigorous than the standard level, but their focus may be slightly different in order to accommodate everything that is on the AP test. Onebig difference between honors and AP classes is the question of prerequisites. Honors classes may or may not have a prerequisite for getting in – ask your school counselor for the details. In contrast, anystudent is by policy supposed to be allowed to take any AP class if that's what he or she wants. To get the full scoop on the differences between honors and AP classes in your school, talk to a teacher in the Department you’re interested in, or your school counselor for a broader overview. Should I Take Honors or AP? If you know that you are ready for a challenge, and want to pursue a higher level of a particular class, how do you decide between honors and AP? Knowing where you're going doesn't always help with how to get there. Take the AP classif you are trying to optimize your college applications.AP is a better bet here, especially if you are planning to take the AP test, because this is a nationwide criteria that colleges can use to judge your skills and abilities against of those of applicants across the whole country. Also doing well on the AP test can earn you college credit, or at least place you out of intro classes when you get to college. Take the honors class if you are interested in a subject and your school does not have an AP version of it. It’s better to take honors than standard level and demonstrate that you are willing to challenge yourself. You should alsotake the honors class if it is taught by anamazingteacher who doesn't also teach AP. You can never overemphasizes the huge - really, lifelong! - rewards of learningfrom a fantastic teacher. Should I Join a High School Honors Society? Join us: it's all for one and one for all! For those who are passionate about or excel in specific subjects in school, honors can comefrom societies set up specifically to recognize these kinds of achievements. If the organization creates opportunities for you to do meaningful extracurricular projects or activities, then it is definitely worthwhile. Remember, unless you can describe a significant project than you did because of the society, simply being a member of one does not make a particularly impressive edition to your college application. But you have to be careful! There are also organizations that mimic legitimate honor societies in order to make money from naivestudents.For example, bewarefor-profit and non-chapter-based organizations like the National Society of High School Scholars which purposefully uses a confusing name that is very close to a legitimate organization, the National HonorsSociety. How can you tell the real honors organizations from predatory ones?Legitimate honor societies only work through chapters established in each high school. Any organization that requires you to send in dues or to apply not through your school is most likely a scam or a for-profit company. What Legitimate Honors Societies Are There? Here are the most well-known organizations around the country, grouped by subject. General Achievement Societies TheNational Honors Societyis anorganization established to recognize those outstanding high school students who have demonstrated excellence in the areas of scholarship, leadership, service, and character. Membership is based on the four pillars of National Honor Society: character, scholarship, leadership, and service. The Cum Laude Society is dedicated to honoring scholastic achievement in secondary schools. The founders of the society modeled Cum Laude after Phi Beta Kappa. The California Scholarship Federation is a state-wide organization to honor outstanding high school students in California. Subject-Specific Societies The Sociedad Honoraria Hispnica (SHH) is an honor society for high school students enrolled in Spanish and/or Portuguese, sponsored by the American Association of Teachers of Spanish and Portuguese (AATSP).The mission of the Sociedad Honoraria Hispnica is to recognize high school achievement in Spanish and Portuguese and to promote interest in Hispanic and Luso-Brazilian studies. The Socià ©tà © Honoraire de Franà §ais is an honor society for high school students taking French, sponsored by the American Association of Teachers of French (AATF), the largest national association of French teachers in the world.This society provides an opportunity to recognize outstanding scholarship in the study of French language. Delta Epsilon Phi (ΔΕÎ ¦) National Honor Society for High School Students of German recognizes the outstanding academic achievement of learners of German. The Tri-M Music Honor Society is the international music honor society for middle/junior high and high school students. It is designed to recognize students for their academic and musical achievements, reward them for their accomplishments and service activities, and to inspire other students to excel at music and leadership. Mu Alpha Thetais dedicated to inspiring keen interest in mathematics, developing strong scholarship in the subject, and promoting the enjoyment of mathematics in high school and two-year college students. Rho Kappa Social Studies Honor Society is the only national organization for high school juniors and seniors that recognizes excellence in the field of Social Studies. Rho Kappa provides national recognition and opportunities for exploration in the social studies. The National Art Honor Society (NAHS) is designed specifically to inspire and recognize high school students who have shown an outstanding ability and interest in art. What’s Next? If you are interested in joining any of these honors societies, talk to you school counselor or a teacher about establishing a chapter at your school. If you want help deciding between AP and IB classes, let us help you with our guide. Want to see each subjectbroken down by year and level? We can explain which high school English, math, science, history, foreign language, and electives you should take and when: high school English classes high school Math classes high school Science classes high school Social Studies/History classes high school electives Ready to set up a challenging curriculum? Check out our discussion of just what makes a course load rigorous. 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 10 Online Tools for Book Authors

Top 10 Online Tools for Book Authors Top 10 Online Tools for Book Authors Top 10 Online Tools for Book Authors By Ali Hale Writing and publishing a book is a huge (and wonderful) undertaking – and you’ll want all the help you can get. There are loads of great downloadable tools out there for book authors, like Scrivener (for writing), Calibre (for producing ebooks) and KDP Rocket (for finding good keywords to use on Amazon). But in this post, I want to focus on online tools – ones that you can use through your web browser. Here are ten of the best, for different stages of your author journey: Tools for Writing and Editing Your Manuscript I’ve already taken a look at some useful tools to help you focus and get your writing done in Top 10 Online Tools for Writers – so here, I want to focus on a couple of tools that will help you edit your book manuscript: #1: Visuwords (free) Do you ever struggle to find the right word? If a traditional thesaurus isn’t helping, try using Visuwords, which shows you the links between different words (including opposites, related topics, and words that derive from your original word). It might just help you find the perfect word or phrase when you’re struggling. The map above shows the word â€Å"anarchy† and related terms. Tip: By running your cursor over a word, you can view a definition – and you can double-click a word to see its related words on your map, too. #2: WordCounter (free), Steven Morgan Friedman It can be tricky to spot which words come up just a little too often in your own writing – but if you keep using the same ones again and again, readers will start to notice. That’s fine if you want to repeat a particular word for effect, but problematic if it’s unintentional. Once you’ve got your list of potentially over-used words, you can do a â€Å"Find† in your document to check each instance and see whether you want to vary it. Here’s a list from my novella-in-progress: (I’m happy with many of those – Flint, Jonathan, Corwin and Ruth are all character names, so it’s perfectly normal that they appear a lot. I suspect I’m using â€Å"go† and â€Å"just† a bit too often, though!) Wordcounter is quite bare-bones, and I found that while it ignores punctuation like commas and periods, it includes quotation marks and apostrophe, meaning that some words will get listed twice, and also occasionally lists some odd words (I apparently have 60 instances of the word â€Å"ey† in my novella, which I haven’t ever used!) Tip: There’s also a WordPress plugin version of the tool, which you might want to use if you’re writing blog posts – either to check for words that you overuse, or to check if you’ve included keywords as much as you wanted to. Tools for Publishing Your Book I’m going to assume here that you want to self-publish your book – so if you’re planning to seek an agent and publisher, you’ll want to skip this section. (However your book is published, though, you’ll find the â€Å"Tools for Marketing Your Book† list useful.) #3: Smashwords (free), Smashwords, Inc Smashwords is a tool for self-publishers to format and distribute their ebook(s) to readers through a variety of different platforms (such as through Apple’s iBooks stores and through the Kobo store.) They offer loads of advice on self-publishing, too, particularly through the Smart Author Podcast. You can also sell books through – and indeed buy books from – Smashwords itself. Most authors, though, use it primarily as an easy way to get their ebook into lots of different online stores. The one big exception is Amazon: you can’t easily get your book onto Amazon through Smashwords. That’s not too much of a problem, though, because Amazon’s own system (KDP – Kindle Direct Publishing) is straightforward and easy to work with. We’re going to cover that in a moment. It’s completely free to create an ebook through Smashwords, but Smashwords will take a small commission on each ebook you sell – and the stores you sell through will also take a cut. Tip: You need to format your manuscript carefully according to theSmashwords Style Guide. If you don’t, it’ll either be rejected, or you’ll find that it comes out looking a bit weird! #4: Amazon KDP (free), Amazon Amazon is the biggest ebook retailer there is and they make it pretty straightforward to add your own ebook to their vast catalogue. You can sign up for KDP using your existing Amazon account (or you can create a new Amazon account). The KDP dashboard allows you to publish (or update) your ebooks and to see reports on your ebook sales. While it’s free to use Amazon’s KDP to publish your work, Amazon will take a fairly hefty cut of everything you sell – paying you â€Å"royalties† out of your book’s cover price. If you price your ebook between $0.99 and $2.98, or above $9.99, you’ll get 35% royalties; if you price between $2.99 and $9.99, you’ll get 70% royalties. (You can’t price an ebook lower than $0.99.) Tip: Before Amazon can pay you, you’ll need to enter your tax information. You don’t need to have this to hand to start selling your ebook(s), though. #5: CreateSpace (free), Amazon While it’s possible to publish a paperback version of your ebook through KDP, CreateSpace is a more established option. (KDP’s paperback publishing is becoming better all the time, though, and you might want to check out this article by Dave Chesson for a side-by-side comparison of KDP Paperback and Createspace.) As with KDP, you can use your existing Amazon details for CreateSpace. You don’t need to pay anything upfront to publish a book through CreateSpace – but you’ll find that the printing costs eat up a fair percentage of the cover price. The paperback version of my novel Lycopolis, for instance, is priced at $12.99 in the US; I get a royalty of $3.32 on each copy sold. Tip: Although CreateSpace offers a â€Å"cover creator† so you can design your own ebook cover, it’s not the greatest tool to work with. If you just want to publish a print version for your personal use, or perhaps to give to a few friends, it’ll do – but I’d avoid using it for a professional-looking book. Tools for Marketing Your Book Once your book is up for sale, the hard work really begins! Marketing a book, whether fiction or non-fiction, is a huge task but these online tools can give you a helping hand. #6: A-FWD (â€Å"Link Globalizer for Amazon Affiliates And Authors†), Woboq If you haven’t already signed up to Amazon’s Affiliate scheme, I highly recommend doing so. You can earn a little extra on books you sell via your affiliate links (and you’ll be able to track how many sales you’re making through your own website, tweets, etc – as opposed to sales you’re getting through other channels). Unless your book is very specific to a particular country, you’ll probably be selling it worldwide, on different versions of Amazon’s site. Ideally, you want potential new readers to land on their version of Amazon. That means using a special link that can direct readers based on their location. And that’s where A-FWD comes in. Just paste in your affiliate link – the full version, not the short one – from your local Amazon, and you’ll get a single link that should direct readers to their Amazon (regardless of whether you have an affiliate account there or not). Tip: If you have affiliate accounts for more than one version of Amazon, make sure you paste those in under â€Å"Tracking IDs† (or you may find that your affiliate sales don’t get counted). #7: WordPress (free), WordPress Foundation At some stage in your author journey, you’re going to want to have a website or a blog. WordPress is a great way to build either. You can opt for WordPress.com aka â€Å"hosted WordPress† (which is easier and cheaper to get started with, but more limited) or WordPress.org aka â€Å"self-hosted WordPress† (which offers lots of flexibility and full control, but has a slightly steeper learning curve and means paying for a domain and hosting up-front). There’s a handy summary of the differences on the WPBeginner.com blog. Keep in mind that you don’t have to blog as an author – you might simply want to use WordPress to create a straightforward websites that showcases your books. Tip: You can set up a completely free blog using WordPress.com, so if you’re feeling a bit daunted by the idea of blogging (or having a website), why not create a â€Å"practice† one so you can try it out? #8: MailChimp, The Rocket Science Group If you read any blogs aimed at book authors, one key piece of advice you’ll come across is to â€Å"create a mailing list†. This allows you to email interested readers who’ve signed up to receive updates from you. You might think you could simply email readers through your regular email account – but this is a really bad idea. First, it means collating email addresses manually, which is an administrative headache. Second, and most importantly, it could easily see you falling foul of laws like CAN-SPAM (in the US) and GDPR (in the UK). There are plenty of online tools, though, that you can use to create an email list: readers can sign up and get added to the list at any time of the day or night, and you can create nicely formatted emails to send them. I’ve chosen MailChimp here as it’s free up to the 2,000 subscriber point but there are plenty of other good options, like Aweber and Constant Contact. Tip: Email marketing, like blogging, can seem very daunting at first. Do give it a try: you can always set up a small mailing list with just yourself (and maybe a couple of willing family members or friends) on it, so you can test out your emails before sending them to readers. #9: Canva (free), Canva You can use Canva to create almost anything that involves images and graphics – from book covers to posters, leaflets, and designs for Facebook, Instagram and other social networks. If you’re not yet at the stage of your author career where you can afford a professional designer, Canva could be a great option for you. There are lots of premade templates that you can use and thousands upon thousands of images – creating the perfect Facebook cover or business card could be just a few clicks away. Note that not but all images are free: you’ll need to pay $1 in order to use some of them. Plus, some of Canva’s features (like being able to use your previous designs as a template) are only available at the premium, paid-for level. Tip: While Canva is a great way to create promotional materials, it’s still a very good idea to go with a professional designer for your book cover itself (unless you’re an artist/designer and know what you’re doing). #10: NovelRank (free), NovelRank LLC NovelRank lets you track your sales across different Amazon sites (.com, co.uk, .fr, etc). It tells you where your book ranks in the charts, estimates sales made, and more. It’s free to use at the basic level – in fact, you don’t even need to create an account if you only want to track one book. Note that NovelRank can only show your sales from the point at which you set it up, as Amazon doesn’t provide historical data. Tip: As well as NovelRank, there are plenty of other tools that offer similar services, like BookCore (which is more basic, but works across multiple platforms). #11: DesignWizard (free with paid features) DesignWizard is another tool you can use to create the graphical assets of your book, including its cover and related marketing material. You will find that it offers virtually all the features of competing solutions while charging a lower price for the premium plans, so it is worth to check it out. I hope you’ll find the above tools helpful in your own journey to publication. Don’t feel that you have to use or even try all of them: pick and choose based on what you need right now, and take things step by step. Best of luck with your book! Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Fiction Writing category, check our popular posts, or choose a related post below:100 Whimsical Words"Certified" and "Certificated"How often is "bimonthly"?

The Therac-25 and Its Accident Investigation Case Study - 2

The Therac-25 and Its Accident Investigation - Case Study Example the principal of accelerating electrons so as to create high energy beams that can be used to destroy any cancerous cells without affecting the other surrounding non- cancerous tissues. For shallow tissues, accelerated electrons were enough to treat them but for the deeper ones, the electrons beams have to be converted into X-ray photons. The machine consisted of hardware and software that helped the machine run. The software also monitored the functionality status of the machine and turning on the beam. It was also responsible for turning off the beam and detecting any malfunctions. The software was responsible for running most of the machine functions in conjunction with the hardware. This therefore means that any small bug in the software will lead to malfunctioning of the machine. The software for running the Therac-25 was not extensively tested before it was deployed for use. This was due failure to follow proper system development and implementation practices. Also the programmer didn’t provide enough documentation about the machine and software errors that could guide operators on when there is malfunction and what to do. The operators therefore were in the dark most of the time despite the machine displaying various error messages as they thought was normal. The hardware that was used to measure the dosage always provided a wrong dosage reading when it as overloaded. Instead of providing a high reading instead it displayed a low reading when it was actually so high. Another defect was how the machine was made to be operated. The machine was made that the operator and the patient were to be in separate rooms to minimize effect of radiation to the operator. Therefore in case there was any overdose and the patient complaining, the operator could not hear it. Also the operator could not ascertain whether the patient was in the right position every time. This was risky and costly assumptions that lead to the occurrence of the accidents. Therefore, software

Case study Example | Topics and Well Written Essays - 1000 words - 10

Case Study Example Oscar then graduated from a community college before he worked for a local jewelry shop. Despite the fact that he didn’t know much about diamonds, Oscar was still able to receive diamonds and a Diamond Grading Certificate thanks to his hard work. Rodriguez later opened a jewelry store of his own. After some of his customers told him there were better deals in the internet, Rodriguez decided to try selling on the internet too. After a while, he found a diamond dealer willing to give him diamonds which he started selling on the internet. After this his business grew enabling him to close the store he had opened and to become an entrepreneur who was savvy. In 2003, his company, Abazias.com went public. While it is true that Rodriguez was at the right place at the right time, there are also other factors that contributed to his success. His success can be attributed to the advice that was given to him by girlfriend to his roommate (Robbins & Judge, 2009). It is this advice given to him that sparked his curiosity leading him to start selling diamonds online. Mr. Rodriguez was worked very hard and this enabled him to open his own jewelry shop. Courtesy of his commitment, Oscar continued his education even receiving Diamonds and Diamonds Grading certification. Mr. Rodriquez had a vision. After he realized that his job as at the local jeweler would not help him achieve the goals he had set out to achieve, he started exploring other options that were available to him (Briggs Myers, McCaulley, Quenk, Hammer, & Mitchell, 2009). He even went ahead and started learning everything that there was to learn about diamonds. The other character that made Mr. Rodriquez successful was the fact that he was an ambitious man. He examined his situation and realized that his job, then, did not give him the opportunities for growth. He told himself that he would never become anything if he continued to work in his present job† (The Gainesville Sun,

NEDM Essay Example | Topics and Well Written Essays - 5000 words

NEDM - Essay Example The room – temperature experiment was carried out in Institut Laue-Langevin (ILL) and the final results from this research were published in 2006.3 4 A thorough discussion of the experiment’s apparatus and flow process are included in this review. Ultra-cold neutrons are utilized in the room-temperature experiment; these are generated by the UCN turbine. To begin the process, UCNs ‘entered the apparatus from the lower right (as indicated by the red arrow in Figure 1) and flowed upwards to the polarizer foil’.8 Harris described the UCNs behaviour as similar to ‘a diffuse gas’.9 He further explained, Those of the correct spin passed through the foil and continued to rise until they reached the storage bottle at the heart of the apparatus. The bottle was located in a 10 mG (1 ÃŽ ¼T) vertical magnetic field; four layers of mu-metal were used to shield out external fields, including that of the Earth. After a filling period of about 20 seconds, the neutron door was closed, and the Ramsey sequence was applied to the trapped neutrons. The door was then opened, and the neutrons fell back down to the polarizer, which then acted as an analyser. Those in the original spin state could pass through and down to a gaseous 3He neutron detector (the curved guide tube from the source having been moved aside in favour of a vertical guide leading to the detector). Neutrons of the â€Å"wrong† spin state, which bounced off the polarizer, were counted in their turn by employing a fast-passage adiabatic spin flipper to reverse the direction of the spins of the neutrons in the guide tube just above the polarizer: this spin flipper consisted simply of a solenoid wrapped around the guide tube, situated in a region of magnetic field gradient, to which a high-frequency (20 kHz) alternating current was applied.10 The time needed to process each batch of neutrons takes about

Child Observation And Development

Child Observation And Development Observation skills are one of the most important skills for social workers to have. Social work involves imposing on peoples lives. Developing the ability to manage anxieties this creates, is essential, ensuring the child remains the focus within complex situations (Trowell and Miles 2004). Child development theories provide guidance on age-related changes in behaviours, thoughts, feelings, and social relationships (Bee and Boyd 2010). Social workers need knowledge of child development, to make an informed assessment whether a child is developing within the spectrum of normal or if they are a child in need. The observation model was an adjusted version of the Tavistock Model for studying infants. The original model observes a baby, an hour a week for the first one or two years of life, within the family home (Fawcett 2009). The observer does not take notes, as it allows them to notice all behaviours, movements and expressions of the child. Everything is recorded in detail after the observation. This can lead to forgetting some information within the write up. This model encourages the observer to avoid making judgements about the childs behaviour and development until after the observation and to reflect on each observation (Fawcett 2009 and Quitak 2004). The emphasis on reflection is strength of this model. It allows the observer to understand and separate their emotions and from the childs emotions (Trowell and Miles 2004). This skill is essential for social workers to make informed assessment of the child. Unlike the Tavistock Model, I completed five, one hour observations, in a nursery for three and four year olds. I did not take notes until observations 4 and 5, where I noted Sallys language for accuracy. I completed detailed write ups straight after each observation and then took time to reflect upon my emotions and thoughts and Sallys development. The nursery was part of a primary school, run by the local authority. The building was separate to the rest of the primary school. Its situated in a relatively affluent, middle class area, reflected in lower levels of free school meals compared to the general population. The nursery is open five days a week and the parent decides the days and times their child attends. Children can attend 8.30am to 11.30am, 12.30 to 3.30pm or all day from 8.30 to 3.30pm. Each session has between 15-20 children attending and the nursery has a total of forty children registered. The two teachers have degrees in early years education. They work part-time, one on Monday and Tuesday and the other Wednesday, Thursday and Friday. There is a nursery manager and a nursery assistant working full-time and a volunteer supporting two days a week. The nursery manager supports children within the classroom and appears to have equal status to other staff. The nursery is governed by Ofsted. The last report in October 2009 awarded the nursery a level of good. The report stated the overall effectiveness, outcomes, quality of provision and management of the Early Years Foundation stage was good. The staff make home visits to all children before starting nursery, to introduce themselves to the parent and child. The nursery is well equipped for young children. There is a large outside playing area, with plenty of age appropriate toys, including plastic climbing frames, slides, bikes and drawing areas. There are windows all the way around the nursery making it light and airy, and the walls are covered with educational material and childrens work. String hangs across the nursery where childrens work is attached. One end of classroom is the free play area with bean bags, childrens sofas, books laid out and an interactive white board, which the children can use. The other end is for the children sit together as a class. There is a role-play area, containing a childs kitchen, and a water tub with toys in. There are four tables in the nursery one set up for painting and art, one for writing and the other two with different activities everyday on. There are two computers each with educational games opened on them. When the weather is dry children are encouraged to play outside. All the children wear school uniform, navy jumper/cardigan, black trousers or skirt and a white t-shirt. I observed a Muslim, British-Pakistani girl called Sally. She is aged 3 years and 5 months. She attends the nursery five days a week from 8.30am-3.30pm. She is slightly shorter than the average height, has long black hair, with big brown eyes. Her parents are married and her mum works at a local high school teaching I.T. She has an older sister and two cousins attending the primary school. She has been attending day care since about a year old, but began this nursery in September 2012. I chose this nursery because it was a five minute walk from my house. It took a few weeks to contact the nursery manager because they were attending home visits. After speaking with this nursery manager she recommended Sally because she had normal development, attended the nursery regularly and thought her parents would be happy to give consent. I gave the nursery the information from the UEA and the consent letter for Sallys mother to sign, which was returned, signed to me. I did not speak directly to Sallys parents and was not introduced to Sally or the class. When I arrived at the observation I took a seat and started observing, which felt uncomfortable. In future observations, I would ask to be introduced to the class as someone watching how children grow, so I am not a stranger in the room. Sally was aware I was watching her but was unaware who and why I was doing this, which may be confusing for Sally. In future, I would speak to Sally, on my last observation to explain who I was and why I had been watching her. My observations took place 01/10/2012, 12/10/2012, 9/11/2012, 24/11/2012 and 27/11/2012. Originally I organised my observations for Friday mornings between 9-10am. I planned this, so I could compare Sallys development to limit other factors influencing her behaviour, such as tiredness at the end of the day. My first observation was scheduled for 28/09/2012; however, Sally was off sick. I decided to observe Monday 01/10/2012 between 9-10am, because I was at university the following Friday. I had arranged an observation for 26/10/2012 but this was Eid and Sally was off school and the following week was half term. This created the large gap between the second and third observation. I completed my final observation on a Tuesday afternoon, 2.30-3.30pm, because it allowed me to observe Sally being collected by her aunt. Although the observations did not occur evenly spread, I was able to observe the difference in Sally with the different teachers. Observations one and five were completed with one teacher, two three and four the other. I chose observation three to analyse because provides a general overview of all areas of Sallys development. Observation in full 23/11/2012 Child observation 9.00-10.00am Three teachers and 17 children present When I arrived Sally was sitting in the back of the classroom being read a story by a volunteer helper. She was looking at the book at she was read to and listening to it. This lasted for around 2-3 minutes until the teacher rung the bell. Sally got up and put her fingers in the air and started to move her fingers back and forth (all the class do this to show attention is on the teacher). The teacher announced it was time for the good morning song and all the children needed to be seated on the carpet area. Sally moved over towards the carpeted area. She stopped at the Playdough table and began to make small round shapes with the Playdough and out them into paper cake holders. She was cutting the Playdough with a plastic spatula, to break the Playdough up into smaller sizes to fit in the cake holders. There were other children at the table doing the same thing as Sally was there. The teacher said everyone should be sitting on the carpet; Sally looked up and then looked down again to carry on what she was doing. As she noticed the other children leaving she left. She and another boy were the last two to leave the table. Sally sat down on the carpet and pulled her trousers up to her knees and crossed her legs, putting her hands in her lap. She sat swaying for a short period of time side to side gently bumping into the boy sitting next to her, while he done the same towards her, smiling at each other. The teacher went round and said hello to all the children, Sally replied hello loudly with a wave towards the teacher. Sally looked over at me after she said hello and then quickly looked away. The teacher began singing the good morning song, Sally did not sing along except for a few words. The teacher then said she had got the song wrong and Sally, along with all other children began to laugh. Sallys face was animated with a large smile across her face. She had got up on her knees and was kneeling, rocking back and forth. The song began again and Sally sung along. She said Sunday, Monday, Tuesday, Wednesday, Thursday, Friday and Saturday too. When she said the too she said this a little bit loud with her facial features becoming more prominent. Her lips pointed out further as she said too. Sally counted one, two, three, four, five, six, and seven as the days of the week were counted. Sally was sat rocking on her knees as she sung to the song. As the song finished a nursery assistant touched Sallys arm to indicate to sit back on the carpet and move backwards a bit. Sally responded to this and sat back down on the carpet with her legs crossed an arms tucked in her lap. Sally pulled up her socks. She pulled them so they were up as far as they could go, she then continued to tug at them, appearing to try make them go higher up her leg. She did this for both legs. She then began to press the bottom of her shoe as this made the lights in the sole flash red. The teacher told the class they would be doing a Christmas play and they would be getting dressed up and singing. The children were asked to stand up in a circle to practice some nursery rhymes. The class sung humpty dumpty. Sally knew all the words to this and sung along. She temporarily held the childs hand next to her. Sally followed actions of the class to fall down when humpty dumpty had a great fall, then got up after the teacher said they didnt need to fall down. Sally put her hands out in front of her with clenched fists and began to pretend to ride a horse, when the rhyme said all the kings horses. Sally was smiling while she was saying the rhyme. The class then sung Hey Diddle Diddle. Sally smiled during this rhyme but did not say too many words. She was looking around at other children, many of the other children did not say as much as the teacher did to this rhyme. The class was asked to sit back down and the teacher would pick the children sitting well to choose activities to play with. Sally sat with her legs crossed and her arms between her legs, so she ended up sitting on her hands, and she was rocking back and forth. Sally was chosen to pick an activity. Sally went over to the Playdough table and along with another 5 children began to make shapes with the Playdough. My view was blocked by the other children and could not see what shapes she was making but saw her interacting with other children. Sally looked at me a few times while she was playing with her Playdough, but showed no expression on her face as she looked at me. I smiled at her and then looked away around the classroom. Sally did not smile back when I smile at her. Sally then moved over towards the back area where the teacher had gone. She sat down in the back corner on the childrens sofa with a book. She looked through the book quickly looking at each page quickly before turning the page. She sat there for a few minutes doing this, another girl came and sat next to her and looked at the book. My view was partly blocked by the children in front of her dancing. Another girl went over and stood in front of her, they exchanged words. I could not hear what was being said because of the children in front of her. Sally moved over to the table and began to look at the nursery rhyme sheets which were lying on the table. She looked at each one and then moved onto the next sheet. The teacher came over and said to Sally do you want me to read one to you? Which one would you like? Sally replied that one and pointed to a blue sheet. The teacher began to read this. The teacher was then distracted by another child and left after reading the rhyme. Sally got up and moved slightly away from the chair she was sitting on. Sally got up and began to dance alongside the teacher to a train song. The song has a video which is shown on the interactive white board. Sally was put her hands out in front of her slightly bent and made them go round in circles, like a trains wheels. The teacher said I like your dancing Sally, have you been practicing? Sally looked up and smiled at the teacher and carried on dancing. She began to become more animated in her moves, moving around the carpet with her arms going up and down. Sally said my foot and the teacher looked down and said sorry Sally, are you ok? Sally continued to dance to the song. The next song was a song about stars and Sally moved her arms out the side and her spread her legs (like a star) and then began jumping up and down. Sally danced for the whole song. She then danced to the football song, and pretended to kick a football with her leg. The teacher said Sally come here and Sally went over towards the teacher. She stood next to her and she explained the order for the children to choose the song on the interactive whiteboard. Joanne would be before Sally. The teacher told another child this and as she said and then Joanne, Sally said and then meà ¢Ã¢â€š ¬Ã‚ ¦and then me. Smiling and looking in the direction of the teacher. As the song finished she said out loud your turn! To the child who was next to choose the song. A boy went up to Sally as she was dancing and she showed her a toy butterfly. Sally looked at him and smiled and said thats not mine. She briefly took it off him and looked at it and then handed it back to the boy. The boy walked away and as he did another boy came up to Sally and started to push her. Sallys face went from smiling to frowning. The boy stopped as they both got closer to the bookcase, and sally moved away from him, still frowning. The teacher said are you pushing sally Harry? As Sally saw the teacher approach her bottom lip dropped and started to wobble, Sally walked towards the teacher and looked up towards her. She made a few sounds like she would begin to cry. This quickly stopped as the teacher spoke to the boy, Sally now had her back to me but I could see she was rubbing her face as the teacher spoke to Harry. The boy apologised to Sally after the teacher had asked him to sorry Sally. The teacher moved away to a different area of the classroom, Sally followed her. I could not hear what was said, but appeared to ask the teacher a question and tell her a short story. The teacher knelt down to Sallys height and listened and responded to her. The teacher asked Sally whether she wanted to paint a picture for her mum or to do some writing. Sally said writing Mrs (teachers name). Sally followed the teacher to the writing table. She stood at the table for a few seconds then looked at the drawing table. She walked over to get an apron and stood beside the table. She looked at the girl standing next to her, who had just sat on the chair in front of her and then stood up. She went to sit on the chair, but then got up again. They both stood next to the chair. Sally stood looking at the table and the other children sitting at it, clutching her apron. The teacher said to another child the shape was a diamond, Sally said diamond as she stood there. The teacher replied yes. Sally began to draw a shape in the air with her fingers. She made the shape of a diamond. She moved her arm down and outwards, then down and inwards. She then moved her arm back up. The teacher said yes thats a diamond shape. The teacher said to Sally you have to wait until theres a space for you to do ità ¢Ã¢â€š ¬Ã‚ ¦.oh there is a space now James has just finished. Sally walked over to the teacher and looked at her. I could see if she asked for her help to put the apron on. The teacher said I want to see if you can put your apron on, can you do it? The teacher then showed Sally how to put her apron on, putting it over her head and arms through the wholes. Sally sat down at the table and picked up different sponge shapes to print them onto the paper. She printed the amount of shapes she wanted on the paper and then put the sponges back; each sponge had different colour paint. She put each sponge in the correct pot it had come from. She said to another girl can I put that back? she was standing up leaning across the table with her arm pushed out, trying to put the sponge back in the correct pot, which the girl was holding. The girl handed the pot to her. After she had finished her painting she took her paper over to the teacher and stood next to her, showing her. The teacher said lets have a look at your painting, thats lovely. Can you name the shapes for me? sally pointed to each shape saying diamond at the diamond shapes, circles at the circles and squares at the squares. Sally got stuck on one diamond shape as she had printed it in a different direction to the others. The teacher said thats a diamond as well; look if we turn the page you can see its a diamond. She tried to walk behind the teachers chair, between a small gap and a set of drawers. The teacher said what do you say..excuse me please. Sally replied excuse me please. The teacher moved her chair and the stack of drawers and Sally walked through the gap. Sally came and sat next to me at the table I was sitting at, where the teacher was also sitting. Sally was kneeling on the chair. The teacher was talking to another child about the hedgehogs they had previously made. Sally lent across the table and said I did one, I did one. She began to feel the clay hedgehogs she had made previously. They had uncooked spaghetti sticking out of the for the hedgehogs spikes. As she touched them she said ow ow. She turned to look at me and said I just touched a hedgehog holding her hand out in front of her, to show me her hand. I replied are you ok She smiled and turned away. She then turned back to me and said whats your name? I smiled and said Lisa. She turned away again. Sally asked the teacher wheres my hedgehog à ¢Ã¢â€š ¬Ã‚ ¦ I dont want to touch the spikes She had small whiteboards in front of her to write on. She was using her fingers to clear the pen which had been left on it. A nursery helper came over with some tissue for her to use to wipe it off. She looked over to the girl sitting on the other side of the teacher. The teacher was holding a laminated name card with Sarah written on it. Is that how you spell Sarah? Sally asked the teacher. The teacher said yes its similar to your name sss, s for Sally. Sally asked the teacher wheres my name? The teacher found Sallys name out of the stack of name cards and showed her, her name. Sally was still leaning forward towards the table and had not sat back properly on her seat. Her bum was on the front edge of the chair and she was leaning forward, towards the table. The teacher told her she was worried she would fall off her chair and onto the floor and pulled her seat closer to the table. Sally told the teacher you just, just pushed me! the teacher responded saying she meant to push the chair in. Are you ok? Sally said yes and the teacher said sorry. Sally said she was trying to write all the names of the children in the nursery. She was saying James, John, Ellie, Rob drawing small black circles, about three or four in row, resembling a word. The teacher asked her if she was writing the names of all the children in the class. Sally said she was as. Sally wrote a letter resembling a P and the teacher said if you draw a line down from there (pointing to where the circle of the p meets the line down) you can create an R. R for Rob Sally looked at the teacher and asked her how do you spell my name on the board? The teacher wrote Sally on the white board and said can you copy and write your name? Sally used the black whiteboard to attempt to write her name. Sally was writing small black blobs and circles which appeared to be drawing instead of writing. Sally was concentrated and focused on attempting to write her name. She said rub my name out and no one can see; Sally was rubbing the board with her hand to remove the marker pen. The teacher said to her good thing can start again. Observation ended Analysis of one observation Cognitive development Piaget suggested children have an active part in developing knowledge and understanding (Bee and Boyd 2010). He suggests cognitive development progresses through stages, relating to changes in brain structure and intelligence. The stages are sensori-motor stage (0-2 years), pre-operational stage (2-7years), concrete operational stage (7-12years) and formal operational stage (12+ years) (Smith, Cowie and Blades 2005). Sally is 3.5 years, therefore at the preoperational stage of development. During this stage children develop symbolic thought, the ability to think of one thing but representation it in a different form, enabling language development and imaginative play (Smith, Cowie and Blades 2005). The preoperational child has egocentric thinking, focusing only on their view and believing everyone has the same view. They struggle to understand conservation small changes in appearance do not change the object or its quantity (Bee and Boyd 2006). However, Vygotsky suggested Piaget did not acknowledge the impact the social environment has on cognitive development. Vygotsky believed social interaction is vital for cognitive development, he believed children maximise their potential working with more capable others (Schaffer 2004). Vygotsky described the zone of proximal development (ZPD), the difference between the childs knowledge and, with support, what they are capable of learning. A more capable person offers guidance and support, to the child during the task. Demonstrating how to complete a task and giving feedback on whats right or wrong. The guidance provided a level above the childs current level of understanding, but not above what they are capable of learning, its within their ZPD. This guidance is called scaffolding (Schaffer 2004). These are examples, demonstrate Sallys preoperational stage of cognitive development, this is expected for Sallys age. Sally demonstrates symbolic thought through her use of language and through her actions. Sally sung Humpty Dumpty, clenching her fists and began pretend to ride a horse. Sallys ability to use symbolic thought was shown through her action of pretending to ride a horse her thought was represented in her actions. This was also shown when Sallys dancing to a football song. She pretended to kick a football with her leg. Showing Sallys ability to hold the thought of a pretend ball and express kicking it in actions. Sally had difficulty understanding conservation. After painting she struggled to name a diamond because it was a different position. The teacher said, Thats a diamond as well; look if we turn the page you can see its a diamond. This shows Sally struggling to understand shape remains unchanged even if its position on the paper is different. Scaffolding examples are shown between Sally and the teacher. Sally wrote a letter resembling a P, the teacher said if you draw a line down from there (pointing to where the circle of the p meets the line down) you can create an R. R for Rob. Before this Sally attempted to write the names of children in the class, one called Rob. This was within Sallys ZPD because she had created a P; the teacher recognised this and guided her to write an R, from the P. Sally asked how do you spell my name on the board? The teacher wrote Sally on the white board and asked can you copy and write your name? Sally attempted to copy this. This demonstrates the teacher giving examples and guidance to complete an action. Language development Social Learning Theory (SLT) suggests language is learnt through imitation and reinforcement (Smith, Cowie and Blades 2005). Skinner suggested children imitate adults speech, developing language. Noises resembling words are reinforced, and therefore repeated, overtime developing into words. Children use adults for guidance on what sounds and words to make, correct meaningful words are responded to positively, incorrect words are corrected, until speech becomes adult like (Smith, Cowie and Blades 2005). This is supported by children having higher language abilities when spoken to more often and developing the same language and accent as adults they spend time with (Smith, Cowie and Blades 2005). However language is learnt to quickly for this to fully explain language development (Passer and Smith 2003). Chomsky argues language has an innate, biological basis. The Language Acquisition Device (LAD) allows language to be learnt (Smith, Cowie and Blades 2005). LAD identifies regularities in language, tests new words against these, either accepting or rejecting them (Smith, Cowie and Blades 2005). Children appear to develop language through the same stages, understanding certain grammar before others, making similar errors in production and comprehension at each stage (Whitaker 2010) supporting LAD theory. Sheridan (2008) suggests certain speech patterns are evident at ages three and four. At three children ask lots of wh questions (what, when, why), identify objects by function, count up to ten (learnt by repetition) and listen to stories, wanting favourites repeated. At four children know nursery rhymes, use understandable, grammatically correct speech, begin counting objects and can count up to twenty (Sheridan 2008). SLT is evidenced when Sally needs to walk past the teacher. The teacher said what do you sayà ¢Ã¢â€š ¬Ã‚ ¦excuse me please. Sally replied excuse me please. Sally imitated the teachers words; this was reinforced by the teacher letting Sally past. Shes learnt saying this, means other people move out of her way. As Sheridan (2008) suggested for three years, Sally listened whilst being read to, She was looking at the book as she was read to and listening to it. This lasted for around 2-3 minutes until interrupted. In addition Sally counted one, two, three, four, five, six, and seven. Sally sung nursery rhymes, Humpty Dumpty, and Hey Diddle, Diddle and used complex, grammatically correct sentences; Is that how you spell Sarah? and how do you spell my name on the board? Suggesting Sallys language is slightly above whats expected for her age, showing signs of a four year old level (Sheridan 2008). Teachers at the nursery commented her language is above what they would expect for her age. Sallys language development being slightly above expectations could relate to attending a high quality nursery, since an early age. The National Institute of Child and Human Development (NICHD) Early Child Care Research Network (2000) suggested high quality day care is associated with better cognitive and language development although quantity of time in day care had neither positive nor negative effects on these developmental areas. Language development was measured on parental feedback, not standardized testing. Possibly biasing results, parents may not want to think their child is underachieving so exaggerate ability. Social development and play Piaget suggested childrens play goes through stages. Constructive play is the first to be achieved (before 2 years), pretend play (2-3 years), socio-dramatic play (3-5 years) and rule governed play (by 5 or 6 years) (Bee and Boyd 2006). Sally is at the socio-dramatic stage of play. Two or more children take roles to act in a pretend scenario. Dunn and Cutting (1999) found children who pretend play with friends, maintain friendlier play for longer. This helped children develop Theory of Mind understanding others thoughts and feelings. Socio-dramatic play is evidenced in later observations. Parten (1932) suggested different types of play, solitary independent play (alone), parallel play (alongside each other, little interaction), occurs between 2.5 and 3.5 years, associative play (activities completed with others, without organization or direction) occurs between 3.5 and 4.5 years and cooperative or organised supplementary play (organised activities, aiming towards a goal). Evidence is discussed in the next section. Theres limited evidence of Sally playing in this observation. She displays associative play at the table, playing with Playdough and interacting with five other children. Play is not organised, they are completing similar activities without a specific goal. Howes, Phillips and Whitebook (1992) suggest lower quality care can result in children wandering, not being involved in social activities or play with peers and teachers. This can have a negative impact on childrens social and cognitive development. However higher quality care with developmentally appropriate activities, encourage children to socialise and interact with teachers and peers have more socially competent children. Moral development Kohlberg refined Piagets theory of moral development, suggesting three levels of development, each containing two stages (Kohlberg and Hersh 1977). Preconventional Level is level one, containing stage one The punishment and obedience orientation and stage two The Individualism, instrumental purpose and exchange. Level two is Conventional Level, containing stage three Mutual interpersonal expectations, relationships and interpersonal conformity and stage four Social system and conscience. Level three is Postconventional or Principled Level, containing stage five The social-contract orientation and stage six the universal ethical principle orientation (Kohlberg and Hersh 1977). Kohlberg suggested people move up through stages, but few reach the Postconventional level. People understand reasoning one stage above theirs but struggle understanding above this. Being in a social group is important to learn what is morally right and wrong (Kohlberg and Hersh 1977). Therefore children i n day care have the opportunity to learn from others about right and wrong. Children below nine are usually at the Preconventional level, including Sally. Reasoning and judgements are based on what authority says is right or wrong (Bee and Boyd 2010), for Sally this is teachers or parents. Right or wrong is understood as whats punished, children follow rules to avoid punishment. Stage two; rules are followed when in their immediate interest. Good, is what has pleasant results (Bee and Boyd 2010). Kohlberg suggests, despite gender or culture moral development happens this way (Passer and Smith 2003). Although, Sally is British-Pakistani she will progress through these stages. Kohlberg is criticised for having a male bias theory and basing his theory on clinical research using scenarios, not based on real life (Smith, Cowie and Blades 2005). Sally displays moral development resembling stage one. Shes well behaved, following rules during the observation. The class have been told when the bell rings, stop, put their hands up and look at the teacher. When the bell rung Sally go