Preschool Observation Essay Example for Free

Preschool Observation Essay There is growth and development in a child if he or she shows the necessary skills or milestones for his or her age. This essay is a case study of a pre-school child. An observation was done to determine whether the child has matured intellectually, emotionally and physically with her age. The child, who is two years and nine months old, was observed while she was in her play room with her mother one hour before her bed time. Below is an account of the observation. The child is kneeling on the floor and is opening a box of toys. She places blocks and cubes on the floor. Her mother joins to play with her. When her mother asks her what she is taking out of the box, she answers, â€Å"Toys. † After emptying the box, she chooses blocks with colors yellow, orange and red and she starts to form objects out of it. First, she lines up the longer orange blocks. Then, she stacks these blocks together by putting shorter blocks which are colored yellow and red on top of the orange blocks. The resulting object is like a train. Afterwards, she disassembles it and creates another object which looks like a phone and she pretends to talk to someone else with it. Next, she takes the red and orange blocks and forms a square using three longer blocks supported by one longer block and two shorter blocks underneath. The shape is not recognized by her mother so she asks her, to which she replies â€Å"toys. † Then she tries to tell a story as she makes gestures and actions and she tries to explain but only the words â€Å"she,† â€Å"ride,† and â€Å"ice cream† are intelligible. After explaining, she says, â€Å"Look at this†¦ These are toys†¦ Place this here† as she places a cube on top of the object. After a few minutes, a cat’s cry is heard from another room. She recognizes it and says â€Å"Cat†¦ Cat meow. † A little later, she gets a cloth and wipes her nose. Her mother asks what is wrong and she says, â€Å"Mommy, nose† to probably mean that she has a running nose. After a while, she counts from one to ten the blocks she formed into an object. Then, her mother asks her the color of a block and she answers â€Å"red† but she cannot recognize the colors pink and blue when she was asked. After that, her mother asks how old she is and she quickly answers â€Å"Two† and shows her two fingers. By and by, she sees a picture book, which is an atlas for children, on the shelf. She points at it and articulates â€Å"Book†¦ Read book. † Her mother gives her the book. She starts to turn the pages one by one and she recognizes pictures of a cow, earth, water, stars, bird, fish, and a dog especially when her mother points out a picture and asks her the names for those pictures. Her mother also teaches her the names of a few of the pictures such as a whale and a bear. She is quick to remember the image of a bear because when she was near the end of the book, she suddenly asks, â€Å"Where bear? † and she turns back the pages of the book to find it. She exclaims, â€Å"It’s here! † when she found it. Her mother tries to help her turn the pages of the book but she exclaims, â€Å"Wait! † and continues to turn the pages on her own. There was a time when she mentions the word â€Å"heavy† referring to the heavy pages of the book. She pretends to read the words written on paper and looks at the pictures most of the time. Furthermore, she turns back to the pages she has already seen again and again. She also recognizes pictures of babies because when her mother asked her what can be seen on the page with baby pictures, she responds, â€Å"Baby. † Her mother then asks her how many babies there are and she accurately counts from one to three. Since it was almost her bedtime, her mother tells her to go to sleep, she says, â€Å"Wait. No sleep† but yawns. Then, she stands up, says â€Å"Me sleep,† goes to the door of her bedroom and opens it. Once inside the bedroom, her mother undresses her and dresses her up for sleeping. While dressing up, she tries to help by lifting her arms to fit to the sleeves of the shirt and lifting her legs to put on the pajamas. After that she says, â€Å"Mommy, milk. † So, her mother gets her milk, gives it to her and she drinks it from a cup. Based on the observation, the child displays the common developmental milestones of a two to three-year old preschool in terms of her cognitive, socio-emotional and motor skills. These are enumerated below: Primarily, the child exhibits the following cognitive skills of most two-year old children: (1) uses more than 100 words; (2) likes to take things apart; (3) uses 2 to 3 word sentences; (4) refers to self as â€Å"me†; (5) verbalizes desires; (6) enjoys looking at one book over and over; (7) points to body parts (Powell Smith); (8) recognizes familiar pictures; and (9) asks for items by name (Developmental Checklist). Moreover, she demonstrates what other three-year children can do such as: (1) naming pictures of a book; (2) naming at least one color; and (3) knowing and telling her age (Goodbye Babyhood). Aside from these skills, it is observed that she can recognize animal sounds and she can already count from numbers one to ten. Furthermore, the child demonstrates the following socio-emotional skills: (1) shows awareness of parental approval; (2) displays independence to do things on her own; and (3) likes to imitate adult activities such as talking on the phone (Miss Independent). In addition to this, she can already perform motor skills such as: (1) opening a box; (2) building or stacking up small blocks; (3) using toys appropriately; (4) using a cup well; (4) dresses up with help (Miss Independent); and (5) turning pages of a book two to three at a time (Developmental Checklist). In conclusion, the preschool child who has been observed is on the right track in the growth milestones children of her age range develop. She has progressed in her cognitive, socio-emotional and motor skills as a two-year old child. Works Cited â€Å"Developmental Checklist for Infants and Toddlers. † Jacksonville Medicine. March 2000. University of Florida, Jacksonville Early Intervention Program for Infants and Toddlers. 11 March 2009. http://www. dcmsonline. org/jax-medicine/2000journals/march2000/EIPchecklist. htm â€Å"Goodbye Babyhood, Hello Childhood. † Kids Growth. 8 May 2007. Maternal and Child Health Bureau U. S. Department of Health and Human Services. 3 April 2009. http://www. kidsgrowth.com/resources/articledetail. cfm? id=321 â€Å"Miss Independent. † Kids Growth. 8 May 2007. Maternal and Child Health Bureau U. S. Department of Health and Human Services. 3 April 2009. http://www. kidsgrowth. com/resources/articledetail. cfm? id=320 Powell, J. and Smith, Charles. â€Å"Developmental milestones: A guide for parents the 2nd year. † National Network for Child Care. (1994). Kansas State University Cooperative Extension. 11 March 2009. http://www. nncc. org/Child. Dev/mile2. html

Capital Punishment is Too Lenient for Sick and Vile Criminals :: Argumentative Persuasive Essays

Capital Punishment is Too Lenient for Sick and Vile Criminals      Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   I always considered the death penalty as an issue which I never had to concern myself with.   First of all I'm not planning to commit any vial crimes, and   I don't think anyone I care about has evil plans either.   Secondly, I've never been conscious or concerned with the lives of criminals.   When we began speaking on the subject, I thought we were only going to talk about the institution of racism in capital punishment, and was quite unaware of the feeling this subject would arouse in me.   Needless to say, I have formed some opinions on the issue which confused even me.      Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   I always considered myself pro-capital punishment.   I was of the mind that if someone killed me, I would like my death avenged, but pondering on the issue of cultural differences has made me doubt my prior convictions.   First of all, I am against the use of the lethal injection.   I understand that it is cleaner, but if the law wants to inflict death as a punishment, it must understand that death is not a pretty thing.   Criminals are painlessly put to sleep, and die in the same manner that Dr. Kavorkian's patients choose. Personally, if I was faced with the option of living the remainder of my life in isolation, perpetually haunted by pain and images of terror, I would absolutely chose to die by lethal injection.   There is no true punishment in this method, except the fear of going to hell, which I strongly doubt is of much concern to most convicts on death row.      Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Assuming that the judicial processes which convict these individuals are legitimate, the only common bond within this group is that they are all mortal, and hold no respect for human life.   These delinquents are on death row, because they have committed a crime of such ghastly proportions, that society has deemed them unfit to live.   They deliberately and nonchalantly depraved another human of their life.   They emphatically partook in reprehensible malice of inhuman dimensions, never bothered by their conscience.   They are sick and vile individuals who do not acknowledge social conventions such as religion and the law.   They have broken the law, and in leaving it they removed themselves from the protection of the law.   The 8th Amendment should no longer apply to these sick dements who deserve none of my compassion.   Yet, the bleeding hearts continue to defend them and oppose capital punishment because it is too cruel. In an article in the Chicago Tribune, the Roman Catholic church vented its

Consider how and why Shakespeare Essay

â€Å"Consider how and why Shakespeare uses natural images in Sonnet XVIII, â€Å"Shall I compare thee†¦ † and act two, scene two, of â€Å"Romeo and Juliet†. In my coursework I am going to analyse two works of Shakespeare, these will be Sonnet XVIII and Romeo and Juliet. Both of these poems show share similarities, the main one being the theme – love. In Sonnet XVIII, a man is talking about a woman, and is trying to find a comparison to her, that will do her beauty justice, whilst Romeo and Juliet follows a love story, between these two characters, it is a romantic play, which ends in tragedy. Another shared feature of both plays is Shakespeare’s use of ‘Natural Imagery’. This is a technique that is often used by writers, and is a favoured method of writing used by Shakespeare. Natural imagery is used in writing for description and/or comparison. In these two instances, it compares characters and feelings to that of nature. In Shakespeare’s era, nature was enjoyed by most people, as it was all around them – it was something that everybody understood, Shakespeare used natural imagery as something that people could relate to – they knew that the Sun was warm, that the night was mystical, and that fire was passionate, therefore if something or someone was compared to one of these, they knew exactly what was meant. Act two, scene two in Romeo and Juliet is set in Capulet’s orchard. This setting is full of natural beauty – plants, flowers, insects – this reflects Romeo and Juliet’s natural love for each other. When he enters into the orchard, he talks about Juliet; he says that ‘Juliet is the Sun’. This is the first of many natural images within this scene. His comparison of her to the Sun shows very strong feelings – the Sun is essential to life, it gives light and warmth to the world – Romeo is saying that without Juliet, he could not live and that she is the light of his life. Stars are an amazing part of nature; they light up the night skies, they are bright and beautiful. Romeo compares Juliet’s eyes to â€Å"Two of the fairest stars in all the heaven. † This describes the beauty of her eyes, how they are bright and vivid. The way that stars give light also describes his illuminate feelings for her. Stars also were thought to speak to people (Astrology). Romeo feels that Juliet’s eyes are so beautiful and complex that they tell him a story of love and passion. â€Å"O speak again, bright angel†. Romeo refers to Juliet. This statement is very ironic. Romeo states this as a positive comparison – angels are beautiful, they are angelic. They show immortality, just like his love for her. However, the â€Å"bright angel† that he speaks of, is God’s bright angel, named Lucipher, this bright angel fell from heaven to hell, just as Juliet will fall from life, or love, to death. Whilst on the balcony, Juliet is talking about her love for Romeo, but how he is a Montague. She says how a name is only a name, and not a person. â€Å"That which we call a rose by any other word would smell as sweet. † A rose is a beautiful flower; it both looks beautiful and smells sweet. This natural image shows Juliet’s feelings for Romeo – he is beautiful, calm and kind. With this comparison the audience can relate more towards how Juliet feels, and her way of thinking, that Romeo is the same, loving person, whatever his name may be. However this comparison is also an example of dramatic irony. A rose is born; it flourishes with beauty, but then withers and dies; just like their love, at this point there love is just being born, but by the end of the play they die. The audience are aware of a tragedy in the end of this play, as the prologue suggests this, however at this point the characters are completely oblivious to this. At the opening of this scene, the ‘envious moon’ is portrayed as a negative thing (the Sun is much more beautiful than the Moon, and only the Sun can conquer the Moon, by spreading light onto the night). At this point in the scene, the moon is again described negatively. Romeo tries to swear by the moon of his love for her. However Juliet then speaks, â€Å"O swear not by the moon, th’ inconstant moon†. The moon is forever changing; Juliet wants their love for each other to stay the same; they are already feeling true love for each other, why would they want that to change? Juliet now speaks of how quick their meeting has been, â€Å"too like the lightening,† she describes it as. Lightening is quick but beautiful, just like their meeting. It is also bright and powerful, like their love for each other. However lightning also symbolises danger, it is destructive, just like their relationship. The meeting that they have just had is the beginning of all of this: they declare their love for each other and so the destruction of their lives begins, their love is quick but beautiful. Juliet’s comparison to the meeting is more accurate than she thinks, again showing dramatic irony. On their parting, Juliet compares Romeo and their love like a â€Å"wanton’s bird†, this is a caged bird, reflecting how their love should be freed, and how it is forbidden. She goes on to say that were Romeo a bird she would â€Å"kill thee with much cherishing. † This statement is incredibly ironic and foreshadows events, as their love for each other does end up in killing them both. Romeo then says to Juliet, ‘Sleep dwell upon thine eyes,†. This again foreshadows events that are to come. Romeo is wishing Juliet to go to sleep. This is ironic as Juliet’s sleep later on in the play ends in the suicide of Romeo. In Sonnet XVIII, the narrator of the poem is trying to compare a beautiful woman to something that will do her justice. He begins to compare her to a summer’s day, but then realises that she is much better than that. The initial comparison to a summer’s day is the first and most obvious example of natural imagery – summer is beautiful and warm, much like the woman he speaks of. He goes on to say how â€Å"Rough windes do shake the darling buds of Maie. † This shows how summer is vulnerable, the woman is not. The word â€Å"buds† also represents new life, or new love. Shakespeare then goes on to describe the negative aspects of summer, â€Å"lease hath all to short a date†. This states how summer is short – it begins and ends. The woman’s beauty is ongoing, it does not begin, nor end, it is eternal. The sun is now personified, to make it easier for the audience to compare it to the woman; it is described as the â€Å"eye of heaven†, with â€Å"often is his gold complexion dim’d. † This presents another difference of the woman to the sun – the sun brightens and dims but, once again, the woman’s beauty is constant, it is forever the same. The word â€Å"gold† in this phrase also symbolises wealth and beauty, much like the woman. â€Å"Nor shall death brag though wandr’st in his shade,† The writer has previously stated how her beauty is immortal, it will defeat death. In this line the write personifies death – â€Å"wandr’st in his shade. † This makes the task of defeating death seem much easier if death is actually mortal. The final two lines, which are also a rhyming couplet, are like a conclusion to the poem and the writer’s thoughts. He explains how her beauty is immortalised through the poem. â€Å"So long lives this, and gives life to thee. † The word â€Å"this† within the line is once again, personification, this time of the poem itself. It is stating that the woman’s beauty has been trapped and kept alive within the poem. The personification of the poem makes it much easier for the audience to understand how her beauty is immortalised through it – if the poem lives, so does the woman’s beauty. To conclude, I have found a lot of natural imagery in both of the works that I have read. In Romeo and Juliet, the natural imagery is used mainly to compare the feelings they have for each other to nature. However, the way it is used is very ironic – almost every use of natural imagery has a double meaning, e. g. â€Å"Rose†, Juliet means this to be beautiful, however it also shows how, just like a rose, their love will begin, flourish, and eventually die. At the time of the meeting that Romeo and Juliet have, they are not aware of the tragedy that is about to occur. In Sonnet XVIII, the natural imagery is used to compare beauty. It is used to show how beautiful the woman is, as she is portrayed better than nature, or â€Å"a summer’s day†. This poem seems to be negative throughout, but is, in fact, just reflecting upon how beautiful the woman in the poem actually is. I can see from both of these texts that natural imagery is an effective way to describe thoughts, feelings, and things. The audience of the time would have easily been able to relate to each of the natural images that Shakespeare presented to them.

Training and Development Task 2 Free Essay Example, 1250 words

Policies for Elements of Performance Evaluation Observation leads to routine analysis of the performance quality of the workers for the assigned job. The observation policy to be maintained by the construction company would be the observation and commitment policy having the purpose of determining the duties performed by the workers, the level of training given by the company to its workers and supervisors, whether the training meets up with the requirement of the training and also analysis of the observation process as to its fair assessment. The supervisor would maintain a commitment policy of on time attendance and arrival of the workers to the construction site. The supervisor would observe the hours of work done by each worker. The performance quality and efficiency maintained by the workers and even their behavior in the work environment would be evaluated by the supervisor in the observation policy. The ability to take instructions, completion of work on specified time, amount of work done per day and the effective workin g in a team are the other factors to be analyzed in the observation policy. Benchmarking would be done to evaluate the performance of the workers. Coaching builds trust among the management and the employees as well as initiates in creating the standards for the employees performance to achieve organizational goal (Pollitt, 2013). We will write a custom essay sample on Training and Development Task 2 or any topic specifically for you Only $17.96 $11.86/pageorder now The coaching policy includes staff development where the managers or coach of the construction company would enable contacting with the staff to motivate them to join the policy and evaluate the necessary development needed to take place. On mutual cooperation the policy norms would be executed, evaluating the workers and their performance efficiency. Further motivation would be given by the coach on skill development through training. The supervisor of the construction company would implement staff development policies for coaching the workers by providing them information about their roles and responsibility during the work process. Mentoring would deal with allocation of resources, specification of the time involved in completion of work, motivating them to increase performance efficiency, achieving high quality output with provided resources. The mentor would convey the benchmark set by the company to the workers to influence them to excel in th e work assigned. The safety standards would also be evaluated in the working standards of the construction company Feedbacks are both sided. One is the employee feedback and the other is the supervisor feedback.