Thesis Papers in Education

Thesis Papers in Education Thesis Papers in Education Thesis Papers in EducationStudents should learn the most important lesson what the time management is. Moreover, the practical knowledge will be of some help, when you start writing a thesis paper. They need to be especially attentive while writing thesis papers in education. The process of writing includes structuring the parts of the research findings, collecting the relevant information, writing and editing drafts and formatting the research paper. The division of all these processes into the separate parts may help students write thesis papers in education in time. If you manage to get the writing process settled, then you will have enough time for research and preparation of visual aids, appendixes, and supportive documents. You may also read great articles on thesis format, thesis methodology, and thesis ideas to get a better understanding of thesis writing process.Thesis Papers in Education: Topic SuggestionsEducation papers may be written on different topics and levels. W hat makes this type of thesis unique is that students often get lost in choosing the subject for their research. Of course, there are many writing companies, which claim themselves the best in writing assignments, but first thing to remember while choosing online helper is to make sure that there are no negative feedbacks about the company. Here are several topic suggestions you may find useful:Reading and WritingMulti-Age EducationDistance Learning EducationPhysical EducationSpecial EducationThesis Papers in Education: Writing TipsOnce the topic is chosen, your next step is to narrow the topic, to single out certain questions concerning the aspect which is interesting for you: history, statistics, practical research and so on. For example, you choose the following topic Distance Learning for handicapped people. You can trace the most significant issues related to this topic: group handicapped people by their disabilities, write about various conditions for teaching, programs of edu cation, curriculum and other things. The question chosen for the research should be interesting and raise some disputes. However, if it has been researched already, it is not worth rewriting the thoughts and conclusions of others. Thesis Papers in Education: Custom ServiceIf thesis paper writing is something you have no time to do, you have an opportunity to try our writing services and get your thesis paper in education written from scratch by professional and educated writers. We do not work with ESL writers because your trust is very important for us. Our company has been in business for over 5 years and we have already helped thousands of students. You can become our client as well. It is very easy and safe to place an order at our site. Moreover, we guarantee free revisions and full refunds for missed deadlines!

What is a Prologue (and How to Write One) 7 Insider Tips from Editors

What is a Prologue (and How to Write One) 7 Insider Tips from Editors What Is a Prologue - and How to Write One Readers Won't Skip Some call it the "introduction" to a story, or a first of â€Å"two beginnings.† While there's some debate on how they function as a literary device (more on that later), it is agreed upon that a good prologue contains information that is vital to the rest of the story - though often not in a way that’s immediately apparent.A prologue is mainly necessary if it contains information that would hinder the narrative if present in the body of the novel. Think of it a bit like an appetizer: if done right, it can perfectly prepare you for the main course. If done carelessly, it can ruin your appetite for the novel.Before we talk about the best way to write a prologue, let's make sure we're all on the same page about what a prologue is - and isn’t.What is a prologue - and how is it different from a foreword, preface, and introduction?It’s easy to confuse prologues with prefaces - they’re both P-words that refer to the bit before the beginning of a book: the front matter. But they’re not the same, and neither are forewords or introductions.A prologue prepares the reader for the story they’re about to read with information that is necessary to have before the start of the novel itself. Mostly used in fiction.A foreword is written by someone who is not the author of the book - usually a public figure or authority on the subject matter at hand. The foreword explains some significant connection between its writer and the book or the book’s author. Used in both fiction and nonfictionA preface gives the reader a look at how the book came to be. It explains the goal of the book, its development, and acknowledges the parties who contributed to the book. Mostly used in nonfiction, sometimes in fiction. You can go this way to learn more about prefaces.An introduction deals specifically with the subject of the book. It might offer supplemental information or explain the perspective of the writer(s). While a preface doesn 't typically contain information critical to the reader’s understanding of the book, an introduction usually does. Mostly used in nonfiction.The prologue is the opposite of an epilogue, which comes at the end of a novel. Now we’re all clear on this particular literary device, let’s take a closer look at its purpose and determine whether it’s the right start for your story. Tips from professional editors on how to write a prologue that will stick with readers. How to write a prologue: tips from our editorsNo one hates being told â€Å"these are the rules† more than writers. We get it, writing is a personal thing and reading is a subjective pleasure. But since the popularization of the novel in the 18th century, certain ways of writing a prologue have emerged as being more reliable than others.Below are tips from our editors on its ideal uses, and suggestions for when an author is better off diving straight into Chapter One.Do write a prologue that...Provides a crucial glimpse into the past or future When you read the first chapter of a book, you expect to settle into a story you’ll spend the next couple hundred pages with. So a first chapter that starts at one point in time only to shoot forward or backward a significant number of years can feel a bit out of the blue. If some part of the backstory is an integral piece of knowledge to have at the outset of your novel, the prologue can be a good way of delivering this without throwing the reader off. Likewise some authors to start with the aftermath of the story, then double back in the first chapter to answer the question, "How did we get to this point?Recommended read: for an intro that begins in the present and then flashes back in time in the first chapter, read  The Bridges of Madison County. The mini-series adaptation of Pillars of the Earth, image: Tandem Communications)What makes this crucial information work as a prologue instead of just a first chapter is that it introduces the questions that the rest of the novel will spend answering: has this man been set up? Why? Will the woman’s curse serve to bring the guilty parties to justice? Set in 1123, twelve years prior to Chapter One, the prologue frames the themes that the story will explore.Pale Fire by Vladimir NabokovWritten by Vladimir Nabokov, Pale Fire is a novel in the form of a 999-line poem (yes you read that right. The poem itself has been written by fictional poet John Shade, and the novel opens with a â€Å"foreword† written by a neighbor and academic colleague of Shade, Charles Kinbote.Let me state that without my notes Shade's text simply has no human reality at all since the human reality of such a poem as his... has to depend entirely on the reality of its author and his surroundings, attac hments and so forth, a reality that only my notes can provide. To this statement my dear poet would probably not have subscribed, but, for better or worse, it is the commentator who has the last word.CHARLES KINBOTE Oct. 19, 1959, Cedarn, UtanaOf primary significance here is the fact that it immediately sets up an overarching theme of the novel: things are not always what they seem. A former editor-in-chief of Scholastic’s Magazine, Tim Major notes that his favorite prologue â€Å"appears to be separate from the novel but is in fact very much a part of it.†Nabokov also uses the prologue to introduce us to the notion of the unreliable narrator and puts the reader in a critical frame of mind. For example, Kinbote spends the majority of the foreword (which is meant to be about the poem it preludes), talking about himself, and steadfastly claims that his interpretation of the poem is the correct one while making vague and strange remarks that suggest a lack of self-awareness.For more examples of effective prologues, check out the following novels:Fantasy: A Game of Thrones by George RR MartinThriller: Empire Falls by Richard RussoLiterary: The Piano Tuner by Daniel MasonRomance: Water for Elephants by Sara GruenScience Fiction: Jurassic Park by Michael CrichtonTo prologue or not to prologue?Now that we’ve discussed what goes into a well-written prologue, you might still be doubting whether your story needs one. The fact is, if you’re unsure, it probably doesn’t. But this decision must be based on your story, and not on any preconceived ideas of good practice. Even when it comes to agents, there is dissent on the subject of prologues. Tim Major remarks, â€Å"Agents, publishers and readers must be hooked by the first line, paragraph and page of a novel by an unfamiliar author. I suspect that few writers would claim that their prologue represents the most compelling aspects of their novel.† While Andrea Hurst notes: â€Å"As an agent, if the intro is short, strong, and adds to the story, I enjoy it.†If you’ve written a prologue that wouldn’t work just as well as a first chapter, has clear and necessary relation to th e rest of the story, doesn’t serve just to hook readers, create atmosphere, or info-dump, and doesn’t begin with, â€Å"A long time ago in a galaxy far, far away,† then you must be on the right track.

Recycling in the US Essay Example | Topics and Well Written Essays - 1500 words

Recycling in the US - Essay Example It should however be noted that all this developments in waste management took place against the backdrop of lack of mandatory legislations on recycling. Consequently, states like New York, California, Connecticut, Massachusetts, Michigan, and Hawaii among others introduced measures to popularize and enforce recycling as a waste management strategy. Through legislations, disposal of recyclable wastes was penalized and the offenders had to part with heavy fines. Keywords: recycling, waste materials, legislations Recycling in the United States of America Recycling entails collecting and processing materials that would otherwise end up in trash. The recycling process converts such material into new products. As such, recycling is very beneficial to both the community and the environment. Many countries across the globe have embraced the concept of recycling. For instance, the United States has been in the frontline in ensuring that recycling is done in an effective way. As much as there lack any federal law that mandates recycling in the United States, various states and local government have taken it upon themselves to institute a wide range of recycling requirements and procedures. Various states have established law oversee the recycling of various products. In a nutshell, mandatory and voluntary methods were employed in implementing the introduction and adoption of recycling. While the mandatory strategy drew its backing from compulsory laws and regulations, voluntary techniques were enforced without coercion and were built around winning the goodwill of concerned parties and letting them participate at will. Many states employ the two strategies combined in order to increase the avenue for effective waste management and so far the results are tremendous. The country has lived to see trucks which collect garbage being combined with waste processing trucks to speed up the recycling of unwanted materials Waste management is currently a burning issue as the world dawns to the harsh realities of global warming together with the ever changing climatic patterns. Many conventions and declarations have been made to try reversing the trend but still there remains a substantive work to be done (Pellow, 2007).Garbage has been identified as a contributor to this threat to sustainable human, animal and plant life on the planet earth. The question then comes to how best can these wastes disastrous as they are be managed with the least of resources to attain an efficient pollution free environment? It is upon this basis that recycling as a waste management technique comes in. This presentation critically looks at the advantages and disadvantages of employing it as a waste management strategy in the United States of America (Pellow, 2007). Advantages of Recycling It promotes the conservation of scarce natural resources. Due to their limited availability, resources like timber, minerals and water need to be protected from depletion as they play a crucial role in ensuring the sustainability of life and minimizing conflicts that may result from the scramble for the little available resources. Trees play a crucial role in the gaseous exchange of the ecosystem besides providing ground cover and protecting water catchments. Water is a necessity of life for both the flora and fauna. Its absence or limited presence thus poses a great risk to the environment. Minerals are limited in supply meaning their continued extraction leaves nothing. It is thus

Family and Medical Leave Act 1993 vs sit A Essay

Family and Medical Leave Act 1993 vs sit A - Essay Example However, eligible employee excludes employees or federal officers covered under United States Code in chapter 63 title 5, subchapter v. It does not include a worker of an employer hiring less than fifty workers. This is in case the employer, within 75 miles of the worksite, has less than 50 employees. Section 102 of the Act focuses on leave requirement. According to this section, an eligible employee qualifies for a twelve-week leave in any twelve-month period because of the following reasons: Birth of a child of an employee to allow taking care of the child; When the employee adopts a daughter or a son; To take care of a son, daughter or spouse in case the son, daughter or spouse has the health; condition, which is serious,; and In cases of serious health conditions rendering the employee incapable of performing his or her duties Subsection two of section 102 stipulates that the leave period expire at the end of the twelve-month period. This is so in case an employee takes a leave d ue to placement or birth of a son or daughter. Section 104, subsection (a) and paragraph (1) stipulates that when an employee returns from the leave he or she should assume the previous position. The employee should also receive the same remuneration as that before he or she went for the leave (U.S. Department of Labour, 2008). ... Age Discrimination in Employment Act (ADEA) of 1967 versus situation B This Act prohibits any discrimination according to age in employment. This Act aims to protect employees who are forty years and above from discrimination according to age in employment. It applies to both job applicants and employees. According to ADEA, it is not lawful to discriminate an individual on the basis of age with regard to condition, term, employment privilege, including firing, hiring, promotion, compensation, lay off, job assignments, benefits and training (U.S. Equal Employment Opportunity Commission, 2008). Section 623 0f the Act deals with this topic where subsection (a) considers practices by the employer. The section considers unlawful, the following practices: 1. Failing or refusing to discharge or hire an individual or discriminating against him or her to his terms, compensation, privileges or situations of employment on the basis of his or her age; 2. Classifying, limiting or segregating empl oyees in any way that deprives an individual of opportunities in employment or causing adverse effect to the employee status of on the basis of age; and 3. Reduction of wages to the employees based on age of the individuals This Act considers an agency to have violated the law if it refuses or fails to refer for employment any individual due to his age. However, this Act in subsection (f) gives lawful practices on laws of foreign workplace, age and occupational qualification, other reasonable factors, employee benefit plans, seniority system and discharge or discipline for providential cause. Here, the law does not prohibit actions by employers on employees in cases where age is a necessary, reasonable qualification for the normal functioning of a given business (U.S. Equal

Classic knitwear Essay Example for Free

Classic knitwear Essay INTRODUCTION Classic Knitwear was established in 1995 as a manufacturer and distributor of unbranded casual knit apparel it was operated by Brandon Miller- Chief Marketing Officer, Robert Ortiz-CEO and Sandra Chong-CFO. Classic operated in the category of non-fashion casual knitwear, all the revenues were earned on U.S. sales. Seventy five percent of classic revenues were by screen-print channels (customized t-shirts and other knitwear with logos of everything from rock bands to small businesses to tourist destinations), the other twenty five percent was sold through mass retail channel as a private-label merchandise. By late 2005, Millers marketing team began researching a number of proposed product innovations. In February 2006 they landed on an interesting prospect: knitwear treated chemically to repel insects. After this the team set out to analyze the viability of a new national brand of high-quality mens and boys insect-repellent shirts. The opportunity arose to negotiate a licensing partnership with Guardian, a manufacturer of insect repellents that offered odorless protection against mosquitoes, ticks, flies and no-see ums. The potential alliance would allow Classic to use the Guardian name on a line of insect repellent shirts. PRODUCT-COMPANY FIT Guardian Brand had a patented insect-repellant clothing technology. And the product was very innovative, this gives them a good market potential. The opportunity of the market potential combined with the production efficiency of the company, could make a sustainable competitive advantage They had a cost advantage over the other US producers because of the high-volume and low SKU (stock keeping unit) production runs. With the new Repellent knitwear the SKU will have 16 and they probably had to deal with inefficiency problems on the production. PRODUCT-MARKET FIT Classic operated in the category if non-fashion casual knitwear which represented $24.5 billion. From the total of the non-fashion casual knitwear marketing, T-shirts represented a fifty third percent. Due to its focus on the screen-print sector Classic invested more heavily in t-shirts than in the overall industry. The direct competitors of Classic were little-known firms like BB Activewear and The Big Tree. Also had competitors for private label business, JamesBrands was the leader, followed by FlowerKnit and Greenville Corporations TopTops Division, this three firms operated on gross margin of 30 40% RESPONSE OF THE TRADE AND CONSUMERS The retailers were provided with 50% margin on branded knitwear and 40% margin on private label knitwear with the new product will provide 45% margin. The company has a projection on sales for 10,000 displays in the next two years after the product is first offered to the market, they decided to put 50% in discount stores, 25% in general merchandise stores and 25% in sporting goods and apparel clothes. They need to invest a considerable  amount of money in resources to help them develop the channel, because they had no experience in those retail channels. They had made a research with an online survey they send one thousand e-mail invitations to the people from the website Consumer.com to answer the survey and they got one hundred and eighty five respondents. And based on the results 60% of the respondents who indicated they would definitely try the product, would do so within the two-year introduction period. Also the company predicted that at least 50% would buy an additional shirt the following year. MARKETING PROGRAM They decided not to include the name of Classic Knitwear on the product; it will be called Guardian Apparel. Also they havent done an extensive market research, they are just based on the survey, and probably the numbers wont be fully reliable for making big decisions. LICENSE AGREEMENT The agreement forced Classic Guardian to meet a series of steadily rising annual net sales target over the first four years, and the target fir year four must be met in each subsequent year. If they failed to meet the requirements the license would be cancelled. There are weaknesses in the branding of the product one of the most relevant is that only guardian logo is being used on the product, this might create problems for Classic if there is any conflict between the companies in the future. The determined marketing investment has been reduced to $3 million from the initial of $8-$10 million.

Ethnography Essay -- Ethnography

Ethnography Introduction Beginning with the early stages of savagery to the complex civilizations in the 21st century, the need to compete remains an important aspect in the continual evolution of mankind. Competition took various forms throughout history from the bloody attempts to kill a mammoth in order to provide nourishment, to the violent battles between two opposing sides taking place on college football fields every Saturday afternoon. Another form of competition involving severe contact on a scale par with football is the sport of rugby. My personal history with the sport began in a medium sized island in Polynesia. I lived and worked in New Zealand during the summer of 1999, between my sophomore and junior year. This little country hosts a number of different leagues and excels on the world level. I watched numerous matches on the television and in the parks. The first time I watched the national team (the â€Å"All Blacks†) was in a friendly match against New Zealand’s biggest rival, Australia (the â€Å"Wallabies†). I returned to Occidental in late August with an All Blacks jersey and the idea of playing rugby once my soccer season ended. Unfortunately the gods thought it would be better that I hold off on rugby for a year, so they helped me land on my right foot in such a way that I fractured my ankle during one of my last soccer games. The next semester I studied in southern France, specifically a city called Toulouse. The â€Å"Stade Toulousain† is the best club team in France, and has won numerous European club championships. After watching rugby in New Zealand and France, I finally started to play rugby over the course of my senior year. When the opportunity to study a group for my ethnography in â€Å"Anthropology 370†... ...ile too much playfulness is a problem also. The oval ball pictured above exemplifies a sport with many opposing themes and contradictions. With a round ball like soccer, the ball bounces rather consistently. On the other hand, the oval-shaped rugby ball is constantly competing against opposing forces for the specific direction it will travel. Works Cited Appadurai, Arjun. â€Å"Disjuncture and Difference in the Global Cultural Economy.† Global Culture: Nationalization, Globalization, and Modernity. Ed. Mike Featherstone. London: Sage, 1990. 295-319. Bourdieu, Pierre. â€Å"How Can One be a Sports Fan?† The Cultural Studies Reader. Routledge, London. Carruthers, Vanessa. In class discussions. Occidental College. 6 February 2001. â€Å"Rugby.† Encyclopedia Brittanica. Online. Internet. 9 April 2001. Available: http://search.eb.com/bol/topic?eu=114957&sctn=1

Early Childhood Pioneers Essay

Froebel pioneered the view that play acts as an organising function which integrates learning and helps children apply their knowledge and understanding in relation to their developing ideas, feelings, physical bodies and relationships. Froebel thought that schools should be communities in which the parents are welcome to join their children. He believed that parents were the first educators of their child. He thought that children learned outdoors as well as indoors. He encouraged movement, games and the study of natural science in the garden. He invented finger play, songs and rhymes. He encouraged the arts and crafts and a love for literature as well as mathematical understandings. He thought that children should have freedom of movement, clothes which were easy to move about in, and sensible food which was not too rich. Foebel deeply valued symbolic behaviour and encouraged this in very young children. He realised how important it is for children to understand that they can make one thing stand for another. He thought that the best way for children to try out symbolic behaviour was in their play. He thought that as they pretend and imagine things, children show their highest level of learning. Similarly to Vygotsky he thought that children’s best thinking is done when they are playing. He also designed various items and activities to help symbolic behaviour. He encouraged children to draw, make collages and model with clay. He encouraged play with special wooden blocks (Gifts) and made up songs, movements, dancing AND crafts (occupations). He allowed children to use Gifts and Occupations as they wished thus introducing what is called now free flow play. He emphasised the expressive arts, mathematics, literature, sciences, creativity and aesthetic things. He believed that each brought important but different kinds of knowledge and understanding. He also place great emphasis on ideas, feelings and relationships. Influence on current practice and curriculum models Most mainstream settings encourage learning through first hand experience and play remains central to provision for children’s learning, including language development through rhymes and finger plays. Most early years settings encourage imagination to flow freely in play, and symbolic play is seen as very important for children’s development. Early years settings integrate care and education and today this is emphasised more than ever. Children’s development is still encouraged through provision of a wide range of materials and activities tailored to the needs of the individual child. Current best practice still emphasises creativity, science and the humanities and learning opportunities are integrated across curriculum partnerships. Maria Montessori (1870- 1952) Montessori devised a structured teaching programme which she based on her observations of children who were mentally challenged, and she believed she was making Froebel’s work more scientifically rigorous in doing this. There are Montessori schools in the UK within the private sector. Children are seen as active learners who go through sensitive periods in their development when they are more open to learning particular skills and concepts. Montessori designed a set of didactic materials which encouraged children to use their hands. Her method involves a series of graded activities through which every child progress working through specially designed materials. Each material isolates one quality for the child to discover e. g. size, colour or shape. The materials are self correcting. Whereas Froebel stressed the importance of relationships, feelings and being part of a community, Montessori stressed that children should work alone. She thought that this helped children to become independent learners. For her the highest moment in child’s learning was what she called the polarisation of the attention. This means that the child is completely silent and absorbed in what they are doing. Montessori did not think there was need for adult correction. The role of the adult was limited to facilitating the child’s own creativity, the teacher is known as directress. Children are not seen as part of a community but work largely on their own in a quiet and peaceful environment of total concentration. Little parental involvement is encouraged. Unlike Froebel, Montessori did not see the point in play or the free flow. She did not encourage children to have their own ideas until they had worked through all her graded learning sequences, she did not believe that they were able to do free drawing or creative work of any kind until they had done this. The child is thought to solve problems independently, building self confidence, analytical thinking and the satisfaction that comes from accomplishment. There are significant similarities between Piaget’s theory of the stages of cognitive development and the Montessori system’s organisation of students in the classroom. The Montessori system places children into classrooms based upon a common cognitive stage and not by grade level, children are divided into age groups and are presented with activities that correspond to their cognitive ability at that level, this coincides closely with Piaget’s stages of development in which certain cognitive tasks must be mastered during a certain age in order for formal learning to progress. Furthermore students in Montessori system are placed in an environment that is tailored to their cognitive development, Montessori believed that classrooms should be furnished and equipped in a manner that allows children to explore and interact with their surroundings in a safe and engaging environment. Piaget believed that interaction with one’s surroundings aids in cognitive development in a way that is referred to as schema theory. The Montessori system also provides the necessary growth opportunities as designated by Piaget to progress from one cognitive stage to next. These four criteria include maturation, experience, social interaction and equilibration Influence on current practice and curriculum models Mainstream provision also sees the child as an active learner and some Montessori ideas and materials are used such as graded sizes of particular shapes, e. g. small, medium and large blocks. Many other aspects of Montessori provision are different from mainstream early years practice. For example mainstream settings emphasise that the role of adults in intervening and supporting the child’s learning. Current mainstream practice would not usually leave children to work through activities alone but encourages group work and sensitive intervention by adults to support learning. Sometimes quiet concentration is encouraged but according to individual children’s needs rather than basic approach to all learning activities. Current practice would involve parents/carers as partners with a high degree of involvement. Susan Isaacs (1885- 1948) Like Margaret McMillan, Susan Isaacs was influenced by Froebel, she was also influenced by the theories of Melanie Klein, the psychoanalyst, Isaacs made detailed observations of children. Isaacs valued play because she believed that it gave children freedom to think, feel and relate to others. She looked at children’s fears, their aggression and their anger. She believed that through their play, children can move in and out of reality. This enables them to balance their ideas, feelings and relationships. She said of classrooms where young children have to sit at tables and write that they cannot learn in such places because they need to move just as they need to eat and sleep. Isaacs valued parents as the most important educators in a child’s life. She spoke to them on the radio, and she wrote for parents in magazines. Isaacs encouraged people to look at the inner feelings of children. She encouraged children to express their feelings. She thought it would be very damaging to bottle up feelings inside. She supported both Froebel’s and Margaret McMillan’s view that nurseries are an extension of the home and not a substitute for it, and she believed that children should remain in nursery type education until they are 7 years of age. Isaacs kept careful records of children, both for the period they spent in her nursery and for the period after they had left. She found that many of them regressed when they left her nursery and went on to formal infant schools. Modern researches have found the same. Influence on current practice and curriculum models Mainstream early years settings today give opportunities for children to let off steam in controlled way through vigorous physical play and encourage controlled expression of feelings through language and imaginative play. Play is still seen as central to learning and parents/carers are seen as partners. Careful observation of children and accurate record keeping is emphasised in early years settings. Many countries throughout the world do not start children at school until age six or seven years and many early years educators in the UK argue that this should be the case here. Margaret McMillan (1860-1931) Margaret worked in the Froebel tradition. She believed in active learning through first hand experiences and emphasised feelings and relationships as well as physical aspects of movement and learning. She believed that play helped a child to become a whole person and was an integrating force in learning and development. McMillan was a pioneer in nursery education. She believed in the introduction of nursery schools as an extension of home and as communities in themselves. She emphasised the value of the open air and introduced gardens for families to play and explore. She believed in partnership with parents who developed with their children in the nursery environment. McMillan was the first to introduce school meals and medical services and stressed the importance of trained adults to work with children. Influence on current practice and curriculum models McMillan has had a powerful influence on the provision of nursery education in the UK and many of her principles are widespread. At present time children are given access wherever possible to outdoors areas and encouraged to make gardens and use natural materials. Early years settings give opportunities for children’s physical, social, imaginative and creative play and encourage expression of feelings. Active learning is encouraged through provision of a wide range of materials and equipment together with a skilled and qualified workforce. McMillan’s views on the nursery school as a community are followed through today as parents are invited into schools and seen as partners in the care and education of their children. As well as being a community in itself, early years settings extend provision into the community and become part of the community. School meals and medical services are now an accepted part of provision. Learning theories and Play The importance of Play, the environmental factors and the view of the child as an active learner are also reflected in the social constructivist model. Similarly to the pioneers of play, Piaget, Vygotsky and Bruner saw the child as an active participant in their own development and learning. Piaget stated that children passed through a series of stages of cognitive development always in the same order but at different rates. He emphasised that the child was an active participant in their own learning and development. According to Piaget children had schemas or patterns of behaviour that are part of the child’s powerful drive to understand its experiences. Piaget believed that young children in preoperational stage began to think and represent actions with symbols and judged situations on what they could see not being able to conserve, he also prescribed them as egocentric and felt that they learned by discovery. Whereas Piaget saw the child as a solitary learner, Bruner and Vygotsky similarly to Froebel stressed the importance of the role of adults and interactions in play. Vygotsky emphasised the role of adults in helping children learn. He identified the zone of proximal development and believed that the adult role was to intervene and help children to move into the zone of actual development and the cycle goes on. Bruner believed that children learn through doing, imagining what they have been doing and then turning what they know into symbols such speech, drawing and writing. Bruner saw the adult as important in supporting children’s learning especially when informal, everyday interactions are utilised to help children make sense of the world. Influence on current practice and curriculum models Current practice acknowledges the role of schemas in children’s learning and development. Different types of schemas were identified by early years practitioners, teachers and psychologists, such as transporting, orientation, enveloping, horizontal and vertical schemas. Social constructivism (reflecting many of the early childhood pioneers’ ideas) is widely acknowledged to underpin and influence mush early years provision. It emphasises that children have different and distinct ways of thinking, behaviour and feeling at different stage of development and that children’s thinking is different from adults. Children are seen as active agent in their own learning, adults observe and assess children, work closely with the child, support their learning, extend play opportunities and parents are involved as partners. Carefully structured and well resourced learning environment are essential including the indoors and outdoors to encourage exploration and discovery with a balance of adult structured activities and play and learning opportunities freely chosen by children. Current principles and Curriculum models High/Scope curriculum model High scope is a structured programme developed in the 60s in the USA and now extended for use with preschool children and babies. Some mainstream settings in the UK use the High scope approach. The High/scope is based on well accepted educational principles: Active learning: the child is encouraged to become an active learner involved directly in their own learning. Personal initiative: the child is encouraged to use personal initiative to plan, do, and review their own learning. Consistency: children need consistent stable daily routines and organised learning environment to help their confidence and independence. Genuine relationships between practitioners and children Appropriate curriculum designed to provide key learning experiences. The EYFS Curriculum The principles of good practice in early years provision have integrated many of the key features of the work of the early educators. Currently is general agreement about what constitutes a good practice and these ideas have been drawn together in the curriculum guidance for the foundation stage in England. The key areas are Adults and children, the curriculum and the environment. Children and adults: Children are active learners, they engage with adults, materials, events and ideas in immediate, direct and meaningful ways, adults are skilled and trained and understand how children learn and develop. Children are viewed as a whole and their individual needs are met. Adult observe and assess children’s progress and are able to respond appropriately. Imagination and symbolic play are seen as very important. The curriculum: There is a balanced between adult initiated and children self chosen activities, well planned and purposeful play is seen as the most important vehicle for learning. A brad balanced, well panned relevant and appropriate learning curriculum is provided, a wide range of activities and equipment is available indoors and outdoors and the equality of opportunity and access to learning for all children are essential. The environment: A well organised, safe, stimulating, secure and reassuring environment is provided and positive relationships with parents are maintained. [pic] Bibliography Beaver M, Brewster J, Jones P, Keene A, Neaum S, Tallack J, 1999, Babies and Young Children Book2, 2nd edition: Early Years Care and Education, Stanely Thornes (Publishers) Ltd Bruce T. , 2004, Developing learning in early childhood (0-8), Paul Chapman Publishing, A Sage publications company London. Bruce T & Meggitt C, 2007, CACHE Level3 Award Certificate Diploma in childcare and education, London, Hodder Education. Edwards C. P. , 2002, Three Approaches from Europe: Waldorf, Montessori, and Reggio Emilia, Early Childhood Research and Practice, Volume 4 Number 1, 2002. Grisham-Brown J. (? ) INFLUENCES ON EARLY CHILDHOOD DEVELOPMENT, Early childhood development, Education. com Holachek K. , 2007, The benefits of alternative education: How Piaget theories of Cognitive development in children support the Montessori system, (? ) Hucher K. & Tassoni P, 2005, professional development Planning play and the Early years (2nd Edition), Oxford, Heinemann Educational publishers Sagarin S. K. , 2009, The Seer and the Scientist: Rudolf Steiner and Jean Piaget on Children’s Development, JOURNAL for Waldorf/R. Steiner Education Vol. 11. 1, May 2009.

Environment, Crime, and Disease of Pakistan Essay

In 1947 Pakistan was granted a partition from British India and Pakistan was created. Since that date, Pakistan as a country has been facing a set of unique problems. Environment, crime and disease are issues that influence the lives of all people of Pakistan. Awareness, security and protection by Pakistan government is required if change is expected. Overpopulation and terrorism are two issues that must be addressed by the Pakistan’s government. Pakistan is one of the fastest growing countries in the world and the country is tainted by the terrorist acts, which take place every day. Pakistan’s current state and the issues of terrorism and population have significant influence on environment, crime, and disease within Pakistan. Overpopulation is defined as the state in which numbers exceed the ability to provide available resources. Overpopulation creates a long list of problems which includes but not limited to issues of; food shortage in the country because its resources are not sufficient to meet the needs of the people, issues of transportation resources that are not sufficient to provide better transport facilities to whole of the population. Overpopulation creates air, water and noise pollution in the environment and in this way, badly effects the environment and the health of the people of Pakistan. The ratio between the population and available resources cannot be ignored. Available resources will not be sufficient to meet the demand of rising population. The amount of waste produced by population will slow down the waste management programs leaving untreated waste and poor hygiene that will result in the spread of diseases. Overpopulation will make the spread of contagious diseases even easier. Health resources available will not be sufficient enough to cater to the needs of the huge population. Population issues of Pakistan and how this issue is affecting the environmental health and economical state of Pakistan is a real concern. Pakistan is one of the fastest growing countries in the world. According to the World Bank’s overview of Pakistan, â€Å"Pakistan has important strategic endowments and development potential. The country is located at the crossroads of South Asia, Central Asia, China and the Middle East and is thus at the fulcrum of a regional market with a vast population, large and diverse resources, and untapped potential for trade. The increasing proportion of Pakistan’s working-age population provides the country with a potential demographic dividend but also with the critical challenge to provide adequate services and increase employment† (para. 1). If steps are taken the population of Pakistan can be beneficial to the development, growth, and economic state of the country. The government must promote and fund education awareness to the citizens of Pakistan. IRIN News reports in 2011, â€Å"According to official figures, the projected population for 2015 is 191 million, up from the current figure of 170 million, making it the sixth most populous nation on earth. By 2050 it is expected to climb into fourth place† (para 2). The percentage of Pakistani are of Islam faith and the religious beliefs are a factor in the growth rate. Unfortunately, the Muslim’s in Pakistan are led to believe that birth control is a heinous sin. It’s normal for men in the country to desire to father many children and to seek medical treatment if they cannot achieve this goal. In China, those couples who have more than one child lose their jobs and have to migrate to the rural areas to work in the fields. In Pakistan, modern education should be taught to the people that birth control is not forbidden by Islam. Until that happens, Pakistan’s population will go on increasing exponentially. There is another factor to consider when overpopulation is being analyzed within Pakistan. At independence in 1947, many refugees from India settled in urban areas of Pakistan. Years preceding the partition, a significant amount of the residents of Pakistan cities boarding India were immigrants. Some refugee colonies were eventually recognized as cities in their own right. People of India migrated from the Muslim minority provinces to Muslim majority provinces within Pakistan, seeking refuge. The Office of the United Nations High Commissioner for Refugees reports, â€Å"Pakistan hosts over 1.6 million registered Afghans, the largest and most protracted refugee population in the world† (para 1). The Pakistan government is trying to put processes in place to assist the refugees back to their original country of home. It is vital to the state of the country and all people living in Pakistan for the government and other assisting programs to continue to make progress concerning the population issue in Pakistan. Terrorism is another threat to Pakistan’s progress as a country. Terrorism crime is affecting the development of Pakistan and is a devastating issue to the people, safety, economy, and quality of life within Pakistan. The war on terror has affected Pakistan more than any other nation in the world. The World Bank reports, â€Å"Pakistan faces significant economic, governance and security challenges to achieve durable development outcomes. The persistence of conflict in the border areas and security challenges throughout the country is a reality that affects all aspects of life in Pakistan and impedes development. A range of governance and business environment indicators suggest that deep improvements in governance are needed to unleash Pakistan’s growth potential† (para 2). The civilians involved are traumatized by the fighting, violence, and discrimination. Human rights are being denied due to the continuous attacks and violence the terrorist afflict on the civil ians within Pakistan. This country would greatly benefit from a leader who can lead this country in its hour of crisis and make the population feel proud of their nationality. The major reason of increase in population and the terrorism in Pakistan is due to lack of education and government investment. Government should invest more money to educate people. Pakistan government must remain allies to those who will support the initiatives set in motion to establish a positive future for the country of Pakistan. The Pakistan government must make those who commit terrorist acts accountable and stand up for the victims. The country must strengthen the infrastructure of its military and security groups. Government of Pakistan should focus on improving economic governance, human development, social protection, security, and reducing the risk of conflict. Through these objectives the country’s ability to become a stronger country will increase. References IRIN News. (2011, January 18). PAKISTAN: Population growth rate adds to problems Retrieved from http://www.irinnews.org/Report/91656/PAKISTAN-Population-growth-rate-adds-to-problems Peter Blood, ed. Pakistan: A Country Study. Washington: GPO for the Library of Congress, 1994. Retrieved from http://countrystudies.us/pakistan/29.htm The UN Refugee Agency. (2013). Pakistan. Retrieved February 7, 2013, from http://www.unhcr.org/pages/49e487016.html The World Bank. (nd). Pakistan. Retrieved February 8, 2013, from http://www.worldbank.org/en/country/pakistan

3 Punctuation Problems

3 Punctuation Problems 3 Punctuation Problems 3 Punctuation Problems By Mark Nichol In each of the three sentences below, the internal punctuation employed does not support the sentence construction. Discussion below each example explains how to provide sufficient scaffolding. 1. â€Å"Enjoy the break in the weather, a major storm is set to hit Northern California tonight.† This sentence contains a comma splice, it includes two independent clauses separated by a comma, which is insufficient to carry the load. (That sentence also suffers from a comma splice.) When a sentence is constructed like the example or the first sentence in this annotation when it could be divided into two smaller sentences do so, or at least replace the intervening comma with the sturdier semicolon: â€Å"Enjoy the break in the weather; a major storm is set to hit Northern California tonight.† (Alternatively, a colon or an em dash is sometimes appropriate.) 2. â€Å"But one thing is certain, belief in a fair press is gone.† If the first clause in a sentence is a setup for what follows, follow the first clause with a colon; as with the comma splice, the comma is too weak to sustain the transition: â€Å"But one thing is certain: Belief in a fair press is gone.† 3. â€Å"He had two handguns, a Glock 10 mm and a Sig Sauer 9 mm, and a Bushmaster rifle. The context may be clear in this specific sentence, but often, this construction is ambiguous. What appears to be two elements, â€Å"two handguns† and â€Å"a Bushmaster rifle,† interrupted by an interjection that precisely describes the first element, could also be interpreted as five objects described in three elements: â€Å"two handguns,† â€Å"a Glock 10 mm and a Sig Sauer 9 mm,† and â€Å"a Bushmaster rifle.† To eliminate the ambiguity, use parentheses or a pair of em dashes (whichever seems appropriate in the particular case) to set the annotation off from the rest of the sentence: â€Å"He had two handguns a Glock 10 mm and a Sig Sauer 9 mm and a Bushmaster rifle.† 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 Punctuation category, check our popular posts, or choose a related post below:50 Idioms About Legs, Feet, and Toes10 Colloquial Terms and Their MeaningsWhile vs. Whilst

USS Idaho BB-42 World War II Battleships

USS Idaho BB-42 World War II Battleships USS Idaho  (BB-42)   Overview Nation:  United StatesType:  BattleshipShipyard:  New York  ShipbuildingLaid Down:  January 20, 1915Launched:  June 30, 1917Commissioned:  March 24, 1919Fate:  Sold for scrap Specifications (as built) Displacement:  32,000 tonsLength:  624  ft.Beam:  97.4 ft.Draft:  30 ft.Propulsion:  Geared  turbines turning 4 propellersSpeed:  21  knotsComplement:  1,081  men Armament 12  Ãƒâ€" 14 in. gun (4  Ãƒâ€" 3)14 Ãâ€" 5 in. guns2 Ãâ€" 21 in. torpedo tubes Design Construction Having conceived and moved forward with five classes of dreadnought battleships (,  ,  ,  Wyoming, and  New York), the US Navy concluded that future designs should utilize of a set of common tactical and operational traits.   This would allow these vessels to operate together in combat and would simplify logistics.   Designated the Standard-type, the next five classes were propelled by  oil-fired boilers instead of coal, did away with amidships turrets, and carried an â€Å"all or nothing† armor scheme.   Among these alterations, the change to oil was made with the goal of increasing the vessel’s range as the US Navy believed that this would be critical in any future naval war with Japan.   The new all or nothing armor approach called for key  areas of the battleship, such as magazines and engineering, to be heavily protected while less important spaces were left unarmored.   Also, Standard-type battleships were to be capable of a  minimum top sp eed of 21 knots and have a tactical turn radius of 700 yards or less.    The characteristics of the Standard-type were first employed in the  Nevada-  and  Pennsylvania-classes.   As a successor to the latter, the  New Mexico-class at first was envisioned as the US Navys first dreadnought design to mount 16 guns.   Due to extended arguments over designs and rising costs, the Secretary of the Navy elected to forgo using the new guns and ordered that the new type to replicate the  Pennsylvania-class with only minor changes.   As a result, the three vessels  of the  New Mexico-class, USS  New Mexico  (BB-40), USS  Mississippi  (BB-41), and USS  Idaho  (BB-42), each carried a main battery of twelve 14 guns mounted in four triple turrets.   These were supported by a secondary armament of fourteen 5 guns.   While  New Mexico  received an experimental turbo-electric transmission as part of its power plant,  the other two battleships carried more traditional geared turbines.      Ã‚        Ã‚   The contract for construction of Idaho went to the New York Shipbuilding Company  in Camden, NJ and work commenced on January 20, 1915.   This proceeded over the next thirty months and on June 30, 1917, the new battleship slid down the ways with Henrietta Simons, granddaughter of Idaho Governor Moses Alexander, serving as sponsor.   As the United States had become engaged in World War I in April, workers pressed to complete the vessel.   Completed too late for the conflict, it entered commission on March 24, 1919, with Captain Carl T. Vogelgesang in command. Early Career Departing Philadelphia,  Idaho  steamed south and conducted a shakedown cruise off Cuba.   Returning north, it embarked Brazilian President Epitacio Pessoa at New York and carried him back to Rio de Janeiro.   Completing this voyage,  Idaho  shaped a course for the Panama Canal and proceeded on to Monterey, CA where it joined the Pacific Fleet.   Reviewed by President Woodrow Wilson in September, the battleship carried Secretary of the Interior John B. Payne and  Secretary of the Navy Josephus Daniels on an inspection tour of Alaska the following year.   Over the next five years,  Idaho  moved through routine training cycles and maneuvers with the Pacific Fleet.   In April 1925, it sailed for Hawaii where the battleship took part in war games before proceeding on to make goodwill visits to Samoa and New Zealand. Resuming training activities,  Idaho  operated from San Pedro, CA until 1931 when it received orders to proceed to Norfolk for a major modernization.   Arriving on September 30, the battleship entered the yard and had its secondary armament expanded, anti-torpedo bulges added, its superstructure altered, and new machinery installed.   Completed in October 1934,  Idaho  conducted a shakedown cruise in the Caribbean before proceeding back to San Pedro the following spring.   Conducting fleet maneuvers and war games over the next few years, it shifted to Pearl Harbor on July 1, 1940.   The following June, Idaho sailed for Hampton Roads to prepare for an assignment with the Neutrality Patrol.   Tasked with protecting the sea lanes in the western Atlantic from German submarines, it operated from Iceland.   It was there on December 7, 1941, when the Japanese attacked Pearl Harbor and the United States entered World War II. World War II      Immediately dispatched with Mississippi to reinforce the shattered Pacific Fleet, Idaho reached Pearl Harbor on January 31, 1942.   For much of the year, it conducted exercises around Hawaii and the West Coast until entering Puget Sound Navy Yard in October.   While there the battleship received new guns and had its anti-aircraft armament enhanced.   Ordered to the Aleutians in April 1943, it provided naval gunfire support for American forces when they landed on Attu the following month.   After the island was recaptured, ​Idaho shifted to Kiska and aided in operations there until August.   Following  a stop in San Francisco in September, the battleship moved to the Gilbert Islands in November to aid in the landings on Makin Atoll.   Bombarding the atoll, it remained in the area until American forces eliminated Japanese resistance.    On January 31, Idaho supported the invasion of Kwajalein in the Marshall Islands.   Aiding the Marines ashore until February 5, it then departed to strike other nearby islands before steaming south to bombard Kavieng, New Ireland.   Pressing on to Australia, the battleship made a brief visit before returning north as an escort for a group of escort carriers.   Reaching Kwajalein, Idaho  steamed on to the Marianas where it commenced a pre-invasion bombardment of Saipan on June 14.   Shortly thereafter, it moved on Guam where it struck targets around the island.   As the Battle of the Philippine Sea raged on June 19-20,  Idaho  protected the American transports and reserve forces.   Replenishing at Eniwetok, it returned to the Marianas in July to support the landings on Guam.    Moving to Espiritu Santo, Idaho underwent repairs in a floating dry dock in mid-August before joining American forces for the invasion of Peleliu in September.   Beginning  a bombardment of the island on September 12, it continued firing until September 24.   In need of an overhaul,  Idaho  left Peleliu and touched at Manus before proceeding on Puget Sound Navy Yard.   There it underwent repairs and had its anti-aircraft armament altered.   Following refresher training off California, the battleship sailed for Pearl Harbor before ultimately moving on to Iwo Jima.   Reaching the island in February, it joined in the pre-invasion bombardment and supported the landings on the 19th.   On March 7, Idaho  departed to prepare for the invasion of  Okinawa.    Final Actions Serving as the flagship of Bombardment Unit 4 in the Gunfire and Covering Group,  Idaho  reached Okinawa on March 25 and began attacking Japanese positions on the island.   Covering the landings on April 1, it endured numerous kamikaze attacks in the following days.   After downing five on April 12, the battleship sustained hull damage from a near miss.   Making temporary repairs, Idaho  was withdrawn and ordered to Guam.   Further repaired, it returned to Okinawa on May 22 and provided naval gunfire support to the troops ashore.   Departing on June 20, it shifted the Philippines where it was engaged in maneuvers in Leyte Gulf when the war ended on August 15.   Present in Tokyo Bay on September 2 when the Japanese surrendered aboard USS  Missouri  (BB-63),  Idaho  then sailed for the Norfolk.   Reaching that port on October 16, it remained idle for the next several months until being decommissioned on July 3, 1946.   Initially placed in reserve, Idaho  was sold for scrap on November 24, 1947.    Selected Sources: DANFS: USS  Idaho  (BB-42)NHHC: USS  Idaho  (BB-42)USS  Idaho  Pride

Can Rehabilitation be Effective Research Paper Example | Topics and Well Written Essays - 500 words

Can Rehabilitation be Effective - Research Paper Example Earlier, or in 2007, Bonta and Andrews reported that Canada has been using a risk-need-responsivity or RNR model in reducing recidivism with an increasing success rate in assessing and rehabilitating criminals in Canada and around the world (p. abstract section). The RNR approach follows three principles: (1) match services based on the risk to offend among offenders (risk principle); (2) assess and target criminogenic needs in treatment (need principle); and (2) maximize the offender’s ability to learn from rehabilitation by providing cognitive behavioral treatment and designing specific interventions based on learning style, motivation, and situation of the offender (responsivity principle). Meanwhile, according to Murphy, in the English and Welsh Probation Service and Prison Service Programs of the United Kingdom, combines the RNR model discussed earlier and a model called the Good Lives Model (GLM). Murphy elaborated that the GLM focuses on helping offenders obtain what the probation and prison institutions termed as â€Å"human goods† or needs like intimacy, autonomy, and knowledge. Murphy stressed however that in the UK probation and prison programs that those that have adequate discharge planning, provide appropriate community aftercare services, and involve significant others have increasingly reduced recidivism. Much earlier, in 1996, Gendreau identified the principles of effective intervention: (1) services should be intensive and behavioral in nature given tangible, activity, and social reinforcers; (2) program contingencies and behavioral strategies should be implemented in a firm but fair manner.