Responsive Relationships In Inclusive Relationships Children And Young People Essay

Responsive Relationships In Inclusive Relationships Children And Young People Essay The purpose of this assignment is to give an observation of an inclusive environment that helps children feel welcome and safe. At the same time this assignment gives an opinion on how to improve the child care settings to help children feel more comfortable. The children at the child care centre are three and three and a half years old and it may be hard for children to leave their parents at that age. The setting helps the children feel at home when they come in to the child care centre. In the child care centre there are six areas where the children have the opportunity to play in, such as the block area where all the childrens toys are. The areas have different materials that are available for the children to use in order to develop and introduce the children to different experiences such as in the book area. There are books that have pictures of different animals and this will help the children identify different animals and even spark their interest later on in the day. Schedule Is there outdoor time schedule (or gym time for bad weather?) In the child care centre, the schedule reflects each childs needs. The children are restless and they need the time to have fresh air and physical activity. For example, the children have outdoor play twice a day and gym time when the weather is not suitable. The children have at least 2 hours of outdoor play in a day. There is a playground for the children where they can go on the slides, play in the sandbox and there are toys to play with outside. In the gym, there are scooters, mini cars and a smaller playground to play in. The gym has many materials for the children to choose from if they do not want to play with the scooters or the mini cars. There are other options for the children to choose from such as costumes and baby dolls with strollers. Is the schedule explained in enough detail that you can understand what children are expected to do during this time period? Schedules are typically posted so that children, families and volunteers can anticipate the next event. For younger children the schedule is often displayed in picture form (P.55) In the child care centre, there are two schedules in the classroom. The schedule provided for the adults gives specific times such as when it is time for the children to play, eat lunch, snack and go to the washroom. For the children, the schedule is placed at eye level where they can see and it will show the time for their play, snack and lunch but with pictures for the children to understand the schedule. 1b. Describe any changes, suggestions you would recommend to make the schedule in the environment meet the criteria in the environmental assessment tool. Bullard (2011), states that Children should not be required to lie on their mats for long periods of time (more than half an hour) when they are not asleep (p. 63). During rest time, some children are unable to sleep for a longer than thirty minutes. In my placement, some children move from their mats, or play with their blankets. To improve this transition I would have the children who are unable to sleep get together and go to the gym and play until they are tired, so that when they come back to the classroom the children are more likely to fall asleep. Transitions Are children given advance notice that an activity is changing? Giving a warning demonstrates that we have respect for children and their work. The time between the warning and the transition allows children to bring closure to the task they are engaged in and to begin planning for the next event (Bullard 2010 P.61). After the morning snack, the children are playing in the block area for at least an hour, before recall. This is from 8:30 to 9:30, before 9:30 the teacher will say Okay, guys, five more minutes. When the five minutes past the teacher will look at the clock and tell the children, okay, everyone, two more minutes. This gives the children an advance notice for the children so they do not feel rushed when the clock shows 9:30. When play time is over the children are more likely to clean up their material and wait for the next event on the schedule. 2b) Describe any changes, suggestions you would recommend to the transitions to meet the criteria in the environmental assessment tool. In addition to wasting valuable time and increasing the likelihood of behaviour problems, requiring children to wait with nothing to do is disrespectful (Bullard 2010 P. 60). In my placement, lunch time has the most waiting time. Sometimes the children will misbehave because they have nothing to do while lunch is being served. The recommendation I would make in order to make this transition easier for the children and the teacher is singing a song as this will help take their minds off of waiting for their food to arrive and singing is one the best way to keep a child entertained. A) Block Area B) In the block area there are many materials used by the children every day. The materials vary from dolls, building blocks and construction tools. The learning experiences in the block area help children express how they feel using the materials in front of them. For example, when a child is expressing that they are sad, they might isolate themselves and use the dolls to take their minds off of what they were upset about. The block area also encourages children to cooperate and learn how to share because of the amount of toys that are available in the learning centre. C) Are there materials that reflect the lives of children with disabilities? Yes, in the child care centre the block area has dolls with many disabilities to give children exposure to people with special needs. They have dolls from all different backgrounds that have disabilities such as a child in a wheelchair or an elderly person holding a cane. This helps children learn that people can be different and includes every child in the classroom. In my placement there is a child who has a mental disability that is unable to move and he is bound to a wheelchair. Having these dolls in the classroom help include him and show the children that he is not different from the other children. Are the shelves labeled so that children can easily find items and know where to put them away? Appropriate storage can help reduce clutter, saves time and make materials accessible, enhance the rotation of toys and equipment, and maximize the use of resource (Bullard, 2010 P. 99). Yes, in the child care centre the block area has many shelves that are labeled with words and pictures. This will help the children organize where they should put the material when it is time to transition to a new event. The shelves are child accessible that they are at their level to reach for the materials and it is very organized so that each child can find what they want without any assistance. D) In the block area, I feel that the spacing is not inclusive for all children. There is little space for a child in a wheelchair to be included within the block area with the other children. This is not responsive or inclusive because the child with special needs is left out from the activities that the children are participating in. This can cause a problem when he wants to be able to see the other children play. Also the parents and teachers are unable to move in the block area because of the amount of children playing and the toys in the room. This is difficult for when the parents want to be involved with the childs play. E) The recommendation I would make in order for the block area to be more inclusive is to arrange the room for more space to include staff and parents. In my placement, I noticed that the amount of children and toys that are placed in the block area does not give a lot of room for the teachers to move around or parents to see what their child is doing. If there was more space, there would be more room for children, parents and staff to be side by side and interact with each other. Another reason more room is important is because the child who is in the wheelchair is unable to join the children in the block area due to lack of space. If they expand the block area the child would be able to be included in the activities with the other children. I would push the shelves back more to give space for all the children and give room for the child with the disability to be able to move inside the block area. F) Is the environment homelike? The environment in the block area is somewhat homelike because there are pictures of the families of each child on the wall and there are living things such as plants. The child care centre provides the pictures for the children so that when they miss their parents they are able to look at the pictures in the block area. The child care centre also allows the children to grow their own plants at the centre. This teaches the children about growing plants and gives the environment a homelike feel. Are there pale and neutral colours used for most walls and shelving? Yes, the walls in the centre are painted white and the shelves are a natural wood colour. This is important because bright colours cause too much stimulation, especially when the toys and the pictures on the wall should be the main attraction. Neutral colours allow the emphasis to be on the toys and materials in the classroom. G) In part F), I mentioned that the environment of the block area is somewhat homelike in the child care centre. This is because there is no space for the children to find a quiet spot for their own purposes. According to Bullard (2010), Solidary retreats provide children the opportunity to think and dream, engage in uninterrupted concentration, regain control of emotion and unwind after intense periods of interaction. (P. 92). I would have a space outside of the block area for the child if he/ she wants to be alone, then they can leave the block area and sit in the space so that they are able to find their peace of mind. Conclusion The environment of the child care centre is homelike for children and helps the children feel comfortable in the room. The transitions between play time and recall help each child get used to the schedule. The teacher is there to assist the children through the transition through early warnings so that the children do not feel rushed when they have to clean up their materials. From my observation, the block area in the child care centre was inclusive. However, there are some recommendations that should be addressed in order to help each child feel more included and reducing the waiting time when transitioning to a new event. The recommendations I made were that they should sing songs during lunch time, expand the block area more to include a child with special needs and find a space for each child in the centre to be alone if they want to. All in all, the centres environment has met with each childs needs in terms of helping them transition from different activities and make them fee l comfortable in the classroom.

Shakespeares Hamlet - Comparing Ophelia and Gertrude :: comparison compare contrast essays

Hamlet: Ophelia and Gertrude   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Ophelia and Gertrude. Two different women who seem to be trapped in the same circumstances in relation to Hamlet.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Gertrude, Hamlet's mother and the Queen of Denmark. She is married to the present King, Claudius, who is suspected by Hamlet to have killed his father, King Hamlet, who also happens to be Claudius's brother. Gerturde has somehow ended up in the plot of King Hamlet's death and in the eyes of her son, seems to be a monster and an aide to an adulterating deed.      Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Ophelia, the daughter of Polonius who is the King's trusted councilor and is later killed in the play and he forbids his daughter to see Hamlet because of the possibility that he beseech her name and her virginity. She truly loves Hamlet and is devastated when he shuns her and pretends to be mad.      Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Hamlet's treatment towards these two women shapes and brings life to their characters and eventually bring s an end to their characters as well.      Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Gertrude is a kind and loving mother. The kind that guards after her son through thick and through thin and loves unconditionally. Hamlet had suspected her of aiding in the killing of King Hamlet. That will be discussed later.      Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Her character is the one character in the play that I believe does not develop but rather stays identical to the scene in which she is introduced(Act I, scene II). She is shown to be a quiet, "stand by your man" type individual who is easily influenced.      Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   This is my belief because in the second scene of the play, Hamlet is shown to be crushed by his mother's hasty remarriage. If marriage within the family was common in the days of Shakespeare, then this is understandable, but, in any other case, this would be considered an act of betrayal that was obviously brought on by some outside pressure, probably from Claudius.      Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   There is, however, a slight change in her personality that is not quite noticeable. At the end of the play, the King and Laertes(Polonius's son) have plotted to kill Hamlet for reasons that are irrelevant to my point. One part of the plot was to have Hamlet drink out of a poisoned cup. It so happens that, in some confusion, the Queen ends up with the cup in her hand. Even after the King's warnings not to drink from the cup(she is unaware of the plot), she does. She does in complete defiance of her husband's wishes. I have interpreted this in this way because of the line the Queen speaks before she drinks from the cup.

Principles of Marketing Essay

   (Distance Learning) Semester Course Leader Office Location Telephone E-mail Consultation Hours : February 2014 : Normaziah Che Musa : FBIT, UNITAR International University, Level 12, Wing A, Tierra Crest, Jalan SS3/6, Kelana Jaya, 47301 Petaling Jaya, Selangor DE. : 03- 7627 7265 : normaziah@unitar.my : Wednesday: 9.00 am – 11.00 am & 3.00 pm – 5.00 pm or By Appointment Course Synopsis This course is designed to introduce students to marketing principles and practices. Emphasis will be placed on marketing in the context of the firm and society. The course content includes a study of the relationship between marketing and society, nature and functions of marketing, marketing management processes, marketing tools, the markets, and the consumers. Course Objectives The main goal of the course is to provide an overview of the basic principles underlying modern marketing theory and practice. It will provide participants with an understanding of the analysis that is necessary for taking marketing decisions, and the wide range of factors (and interactions of those factors) that need to be considered in the design of a marketing program. Students should come away with this course with an understanding of the marketing system and its role within the Malaysian economy and within an individual firm by studying how products and services are planned, priced, promoted, and distributed in order to satisfy consumers’ wants. Learning Outcomes Upon completion of the course, students should be able to: ï‚ · define and apply knowledge of the key marketing concepts. ï‚ · explain how marketing decisions are influenced by environment, trends and developments. ï‚ · discuss the factors influencing consumer behavior. ï‚ · discuss the ways in which product, pricing, place (distribution), and promotion affect marketing . ï‚ · write a simple marketing plan. Required Materials ï‚ · Kotler, P. & Armstrong, G. (2012), Principles of Marketing, 14th Edition, Pearson. Optional/Additional Materials ï‚ · ï‚ · Nor Khalidah Abu and Yusniza Kamarulzaman (2013). Oxford Revision Series: Principles of Marketing, (2nd ed), Oxford University Press, Shah Alam. Lamb, C.W., Hair, J.F. & McDaniel, C. (2012). Essentials of Marketing, 7th ed., South-Western CENGAGAE Learning, USA. Course Assessment Coursework (Assignments/ Group Project) : 40% Forums Final Examination : : 10% 50% Total 100% Course Requirements & Policies ï‚ · Attendance Attendance will be taken. Students are expected to turn up to class on time as to avoid disturbances and being late for participating in the class discussions. Attendance policy will be based on policies stated in the university’s Academic Regulation. ï‚ · Class Participation Students are encouraged to participate as much of the learning will come from discussion during class. It is expected that you switch off your hand phone! â€Å"SMSing† is totally prohibited! During class, you may be required to join as participants in marketing research projects. Please dress decently and appropriately (according to university’s dress codes) when attending classes. ï‚ · Group projects & Assignments There will be group projects and assignments. For group project, work together with your group members and at the end of the project your group members will assess your contribution to the project. You are expected to do a group presentation before submission of written copy during the semester. Assignments will be uploaded in UNIEC. In class assignments must be submitted on the specified date otherwise you may be penalized for late submission. If you encounter any problem to submit assignments on the specific date, you are required to inform the lecturer within 2 days of the specified date. For any type written assignments given, the format of the paper should be as follows: ï‚ § A cover page with your details – Name, Student ID and Sections ( as registered in CMS) ï‚ § Font: Time New Roman , size 12 with 1.5 spacing ï‚ § Include a reference page for every assignment that you submitted. ï‚ · Forums Students are required to participate in ALL 3 forums posted by the Course Leader and marks will be assigned based on the quality of the discussion. ï‚ · Accessing/ Checking UNIEC Virtual It is utmost important for students to access and check their UNIEC Virtual for any updates and information pertaining to the course regularly throughout the semester. Ignorance is NO EXCUSE. Examination Format Final examination will be a three hours-examination. The exam will evaluate your level of understanding and knowledge acquired in this course. The question formats may consist of multiple choice, true-false, short essays, and case-based problems. Week Topics Covered Overview 1 2 3 4 Topic 1: Marketing: Managing Profitable Customer Relationship Topic 2: The Marketing Environment and the Marketing Information Topic 3: Consumer Markets and Consumer Buyer Behavior Topics/Activities Remarks/ Deadlines Introduction. Class activities: – Getting to know. – Overview of course plan. Marketing: Managing Profitable Customer Relationship ï‚ · Definitions of marketing ï‚ · Basic concepts of marketing ï‚ · Evolutions of marketing ï‚ · Relationship marketing ï‚ · Marketing strategy and the marketing mix ï‚ · Marketing Challenges in the future Read: ï‚ · Kotler: Chapter 1 ï‚ · Harley-Davidson case. Chapter preview p158. Class activities: ï‚ · Discuss reading materials Topic 1 ï‚ · Discuss Harley Davidson exercise. The Marketing Environment and Marketing Information ï‚ · Company’s Microenvironments ï‚ · Company’s Macroenvironments ï‚ · Marketing research process Read: Forum 1 ï‚ · Kotler: Chapter 3 & 4 ï‚ · Real Marketing 4.2 ‘Tracking consumers on the Web: Smart targeting or a little creepy’. p 151 Class activities: ï‚ · Discuss reading materials Topic 2 ï‚ · Discuss ‘Prius: Leading a Wave of Hybrids’ case Consumer Markets and Business Market ï‚ § Consumer Buying Behavior ï‚ § Consumer Decision-making Process ï‚ § Factors Affecting Consumer Buying Behavior ï‚ § The Organizational Market ï‚ § The Organizational Buying Process ï‚ § Factors Affecting Organizational Buying Behavior Read: ï‚ · Kotler: Chapter 5 & 6 ï‚ · Real Marketing 5.2 ‘Lexus: Delighting Customers After the Sale to Keep Them Coming Back’, p 180. ï‚ · Real Marketing 6.2 ‘International Marketing Manners: When in Rome, Do as the Romans Do’, p 203. Class activities: ï‚ · ï‚ · 5 Topic 4: Creating Value To Target Customers Discuss reading materials Topic 3 Discuss ‘Arabic Blackberry: Adapting to the language of the market’ Creating Value To Target Customers ï‚ · Market Segmentation Bases ï‚ · Market Targeting ï‚ · Differentiation and Positioning Read: ï‚ · Kotler: Chapter 7 ï‚ · Real Marketing 7.2 ‘Dunkin’ Donuts: Positioning for the Average Joe’ p 235. Class activities: ï‚ · Discuss reading materials Topic 4 Product ï‚ · Levels & classifications of product ï‚ · New product development ï‚ · Product life cycle stages ï‚ · Product & service decisions ï‚ · Service marketing 6 Topic 5: Product & Services Read: ï‚ · Kotler: Chapter 8 & 9 ï‚ · Chapter preview ‘Customer-Driven Marketing Strategy’, p 214. ï‚ · Chapter preview ‘New Product Development’, p 280. Industry Linkages: Submit Group Assignment 1 Class activities: ï‚ · Discuss reading materials Topic 5 ï‚ · Discuss ‘Britvic: Creating a brand flavor’ case, p 278. Product ï‚ · Levels & classifications of product ï‚ · New product development ï‚ · Product life cycle stages ï‚ · Product & service decisions ï‚ · Service marketing 7 Topic 5: Product & Services Read: ï‚ · Kotler: Chapter 8 & 9 ï‚ · Chapter preview ‘Customer-Driven Marketing Strategy’, p 214. ï‚ · Chapter preview ‘New Product Development’, p 280. Class activities: ï‚ · Discuss reading materials Topic 5 ï‚ · Discuss ‘Britvic: Creating a brand flavor’ case, p 278. 8 9 MID SEMESTER BREAK Topic 6: Pricing Pricing ï‚ · Objective of Pricing ï‚ · Factors influencing price ï‚ · Pricing strategies and tactics Forum 2 ï‚ · Special pricing issues Read: ï‚ · Kotler: Chapter 10 & 11 ï‚ · Real Marketing 10.0 ‘Ryanair: Pricing low and Proud of it’, p 318. ï‚ · Real Marketing 10.2 ‘Pricing high and Proud of it’, p 325. ï‚ · Real marketing 11.1 ‘Pricing Dishonesty?’, p 342 10 Topic 7: Place Class activities: ï‚ · Discuss reading materials Topic 6 ï‚ · Exercise Price Place ï‚ · Marketing channel ï‚ · The importance of intermediaries ï‚ · Functions and activities of marketing channel member ï‚ · Channel Design Decisions ï‚ · Marketing Logistics and Supply Chain Management ï‚ · The role of wholesaling ï‚ · Different types of wholesaler ï‚ · The role of retailing ï‚ · Different types of retail operations Forum 3 Read: ï‚ · Kotler: Chapter 12 & 13 ï‚ · Chapter preview ‘Marketing Channels’, p 360. ï‚ · Real Marketing 12.1 ‘Netflix: Disintermediator or disimtermediated?’ p 372 11 12 Topic 8: Promotion Topic 8: Promotion Class activities: ï‚ · Discuss reading materials Topic 7 ï‚ · Discuss ‘Zara: The Technology Giant of the fashion world†, p 390. Promotion ï‚ · Promotion Mix – Advertising, Public Relations, Personal Selling, Sales Promotion, Direct & Online Marketing ï‚ · Integrated Marketing Communications ï‚ · Marketing Communication Process ï‚ · Shaping the Overall Promotion Mix Read: ï‚ · Kotler: Chapter 14 – 17 ï‚ · Real Marketing 15.2 ‘The Super bowl: the Mother of All Advertising Events – But is it worth it?’ p 469. ï‚ · Real Marketing 17.2 ‘Online Social Networks: Targeting Niches of Like-Minded People’, p 538. Class activities: – Discuss reading materials Topic 8 Promotion ï‚ · Promotion Mix Presentation of Group Advertising, Public Relations, Personal Selling, Sales Promotion, Direct & Online Marketing Integrated Marketing Communications Marketing Communication Process Shaping the Overall Promotion Mix – ï‚ · ï‚ · ï‚ · Assignment 2 Read: ï‚ · Kotler: Chapter 14 – 17 ï‚ · Real Marketing 15.2 ‘The Super bowl: the Mother of All Advertising Events – But is it worth it?’ p 469. ï‚ · Real Marketing 17.2 ‘Online Social Networks: Targeting Niches of Like-Minded People’, p 538. Class activities: – Discuss reading materials Topic 8 Global Marketing ï‚ · Global Market Entry Strategies 13 Topic 9: Global Marketing 14 Revision Self study 15 Revision Self study 16 Read: ï‚ · Kotler: Chapter 19 ï‚ · Real Marketing 19.1 ‘Oreos and milk, Chinese Style’, p 594 ï‚ · Real Marketing 19.2 ‘Watch your language’, p 597 FINAL EXAMINATION WEEK Note: Course leader has the right to make amendments to the course plan as deemed necessary.

The Five Most Important Ideas in Up from Slavery Essay

â€Å"Up from Slavery† is an autobiography written by Booker T. Washington. The book mainly talks about Washington’s life and how he had over come a lot of obstacles to reach his success. The book teaches us a lot of things, some of them are still useful today. There are five significant ideas that Booker wanted the readers to learn from his book; these five things are: education, slavery, work, the relationship between two races and the meaning of success. The most obvious and significant idea of this book is the value of education. As a young man, Washington used to admire a man who can read the newspaper for the people in his town. He realized the important of education; he said â€Å"The picture of several dozen boys and girls in a school†¦show more content†¦The third idea that Washington wanted us to learn is the dignity of work. The greatest lesson he learned through the four years he spent in Hampton’s Institute was the love for labour. He stat ed â€Å"At Hampton I not only learned that it was not a disgrace to labour, but learned to love labour, not alone for its financial value but for labour’s own sake and for the independence and self-reliance which the ability to do something which the world wants done brings.† (Page 73) He later on taught this lesson to his own students at the Tuskegee Institute. The student learned to love working as much as they love to study. This idea is still important today because everyone need to work no matter how much they hate it, but if they learn how to love their job, then their lives would be much easier. Washington became a very famous speaker, he’d been able to influence both White and Black races. He wants people to value the relationship between the two races through his speech. In the Atlanta Exposition Address, Washington used a story of a lost ship to teach his audience a moral. 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