my SWOT Essay Essay Example

my SWOT Essay Essay BookletMore information from hypertext transfer protocol: //www. researchandmarkets. com/reports/641109/ London Biscuits BHDDescription: Quantitative analyses of fiscal statements ( Income Statement. Balance Sheet and Sources of Capital ) . extended ratio tabular arraies ( Accounting. Asset Utilization. Employee Efficiency. Fixed Charges Coverage. Leverage Analysis. Liquidity Analysis. Per-share Data and Profitability Analysis ) and proprietary Wright Quality Rating analyses tabular arraies. The Wright Quality Rating. a step of corporate hazard. examines the liquidness of the stock. fiscal strength. profitableness and corporate growing features of London Biscuits BHD. There is a textual reappraisal of the fiscal consequences of London Biscuits BHD versus Cocoaland Holdings Bhd. Apollo Food Holdings Berhad and Teck Guan Perdana Berhad. The comparative analysis of these companies compares Gross saless ( gross revenues. gross revenues growing and gross revenues per employee ) . Company Valuations ( Price/Earnings. Price/Book. Price/Sales and 52-Week Price Change ) and Fiscal Position ( Long-term Debt/Equity ) . Besides i ncluded for London Biscuits BHD are the Company Description. Recent Stock Performance. Profitability Analysis. Dividend Analysis. and Key Data Items ( Ticker. Major Industry. Sub-Industry. Fiscal Year End Month. Employees. Share Type. Market Capitalization. Entire Shares Outstanding and Number of Closely Held Shares. ) Additional research for London Biscuits BHDincludes tabular arraies with up to 10-years of history of computed ratios. gross revenues. net incomes. and security monetary values. We will write a custom essay sample on my SWOT Essay specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on my SWOT Essay specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on my SWOT Essay specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Contentss: This merchandise typically includes the undermentioned subdivisions:Company Fundamentalss– Company Profile– Comparative Business Analysis– Summary Analysis per Share– Gross saless Analysis– Price Analysis– Net incomes and Dividends AnalysisFiscal Statement Analysiss– Balance Sheet – Common Size– Balance Sheet – Year-Year Percent Change– Balance Sheet – Five-Year Averages- Income Statement – Common Size – Income Statement – Year-Year Percent Change– Income Statement – Five-Year Averages- Sources of CapitalFinancial Ratio Analyses– Accounting Ratios— Asset Utilization— Employee Efficiency– Fixed Charges Coverage – Leverage Analysis– Liquidity Analysis— Per-Share Data– Profitability AnalysisWright Quality Rating Analysiss– Investment Credence– Financial Strength– Profitability and Stabilityâ₠¬â€œ Corporate GrowthNotes:– Report is included when there are five or more old ages of informations history. — Report is included when employee counts are available.—These studies are non produced for Financial Companies. 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50 Writing Topics on Classification

50 Writing Topics on Classification Classification allows writers to assemble thoughts in an organized manner, especially when writers block may strike. It is particularly useful in identifying and illustrating different types, varieties, and methods. Classification pieces  can become essays or articles in themselves, or they can also be useful as prewriting exercises for something longer, such as exploring a character being developed for a fiction piece. While classification has been used...as a method for organizing essays and paragraphs, classification and other  traditional  methods of organization [also]  have come to be used as tools of invention, of systematically exploring subjects in order to develop ideas for an essay. - David Sabrio Prewriting: Brainstorming Making stream-of-consciousness lists can be a useful way to explore a topic. Dont let yourself pause for a few minutes, just write  down whatever comes into your head about the topic. Dont censor  yourself, either, as tangents may come in handy as  surprising details to include or lead you down a path to a discovery that you may not have found otherwise.   If you prefer visuals, use the mind map method where you write the topic in the middle of the page and connect concepts to it and whatever else you write down, radiating outward. These types of prewriting exercises get your brain working on the topic so you have less to fear from that empty white  page, and  the prewriting can be a resource to mine at times when you might feel stuck for a direction. Having a scraps document  can also help you store paragraphs or turns of phrase  that you like but dont really fit- it feels better to relocate them rather than just delete them- when  you realize that  getting them out of your draft file helps you move forward with the piece overall.   Classification Paragraph Start your classification paragraph with a topic sentence to let the reader know what the paragraph will be about. This will likely include a list of the items you are classifying. Follow up with sentences that show how the items in the group are similar, how they differ or give some kind of exposition about how they are used or are observed. Finish with a concluding sentence. If the paragraph is intended to be the introduction to an essay, make sure there is a smooth transition into the main body of the essay. Classification Essay When broadening a piece into a classification essay use the classification paragraph mentioned above as an introductory paragraph. Add three or more body paragraphs. Each of these will take a different category and explore its strengths and weaknesses. Finally, a conclusion paragraph will summarize the body paragraphs, and perhaps make a judgment over which is the better option. Classification Speech A classification speech is different than a paragraph or essay. In such a talk, the speaker is likely looking for ways to tell an audience something in an organized manner. Rotary advises its members to give such speeches as ways to introduce themselves to fellow members. Some of its advice for organizing thoughts: Why you chose your business or professionParts of your job you find most rewarding and most difficultAdvice you would give those entering your career 50 Topic Suggestions These 50  topic  suggestions should help you discover a subject that particularly interests  you. If 50 isnt enough, try 400 Writing Topics. Students in a library  RoommatesHobbiesMusic on your phone or MP3 playerStudy habitsStand-up comediansSelf-centered peopleOnline educational resourcesGardenersDrivers in a traffic jamReality shows on televisionSales clerksFictional detectivesRoad tripsDancing stylesVideo gamesCustomers at your workplaceWays of boring peopleCheatersShoppersRides at an amusement parkFirst datesVideos on YouTubeStores in the mallPeople waiting in lineChurchgoersAttitudes toward exercisingReasons for attending (or not attending) collegeBaseball pitchers, football quarterbacks, or soccer goaliesStyles of eating in the cafeteriaWays of saving moneyTalk-show hostsVacationsMethods of studying for a final examinationFriendsComediansWays of quitting smokingAttitudes toward moneyTelevision comediesDietsSports fansOn-campus jobs for studentsWays of coping with a coldNote-taking strategiesAttitudes toward tipping in restaurantsPolitical activistsPortable music playersDifferent uses of social networking sites (s uch as Facebook and Twitter) High school teachers or college professorsWays of protecting the environment Model Paragraphs and Essays Some examples to get some inspiration on the form: Draft Classification Essay: Types of ShoppersE.B. Whites New YorkOf Studies by Francis BaconConversation by Samuel Johnson Sources Sabrio, David. The Encyclopedia of Rhetoric and Composition. Collins, Christopher, executive editor, Oxford University Press, Oxford, New York, 1996.How to Prepare a Rotary Classification Talk https://www.rotaryroom711.org/portfolio/how-to-prepare-a-rotary-classification-talk-presentation/

Environmental Influences on Tumor Development and Spread Essay

Environmental Influences on Tumor Development and Spread - Essay Example Basic characteristic of malignant tumors is the abnormality in the cells, which is expressed through a decreased control of growth and functions, causing fatal diseases in the patients with invasive growth and metastasis. The division of tumors is based on the following criteria: histogenesis of the tumors, histologic image, biological activities of the tumor, eponyms and anatomy of the tumors (Abeloff et al.). According to their histogenesis, tumors are classified as epithelial and mesenhimal. However, such classification is incomplete, as certain tumors' origins is hard to indentify, such as melanomas and ovarian tumors, or cells which usually are not fond in the adult organism, such as embryonic tumors. The histologic image divides the tumors into a strong, middle or weak differentiation, depending on the maturity of the cells. If there is a complete loss of identity of the tumor in relation to the tissue that the tumor is generated from, we call that undifferentiated and anaplastic. The most important and familiar division of tumors is according to their biological activities. They are divided into benign and malignant; benign tumor cells are very similar to the cells of the tissue they originate from and they are very well differentiated. They grow slowly with expansion and the tumor is usually encapsulated. Malignant tumors have non-differentiated cells and are characterized with progressive growth and infiltration in surrounding tissue. In time, malignant cells enter into the blood and lymph vessels and through them they arrive to other parts of the organism where they cause metastasis or secondary growth.(Jovanovski et al.) There are tumors with semi-malignant behavior, which are usually represent locally malignant. In this group of tumors a localized growth is emphasized, while foreign metastasis appear extremely rare. Some tumors are named according to the authors that described them, for example Wilmsov, Hodgkin lymphoma, Brenner and other. Other tumors are named according to the organ, and not according to the tissue from which the originate, for example, hepatoma. The development of malignancy Malignant tumors can develop from any other tissue or organ, at any age. Before analysis of the growth and spread of the malignant tumors, a review of cell kinetics is necessary, in particular, division of the cells. All human cells which are capable to divide (bone marrow, gastrointestinal tract) enter in a cell cycle, which consists of 4 phases: G0 or resting phase, when the cells do not proliferate; G1 or intermittent before the DNA synthetic phase (last from 12 hours to several days); S phase or synthesis of DNA which lasts from 2 to 4 hours; G2 phase or phase after DNA synthesis, which lasts 2 to 4 days, and the cells have a tetraploid amount of DNA; and M1 phase or mitosis, which lasts from 1 to 2 hours (Abeloff et al). The new daughter-cells either enter in a G0 phase or begin a new cell cycle. Primary malignant tumors will arise with malignant change of one or more cells during suitable conditions. Cells that enter into a continuous division will create several cells that gather and create a primary tumor mass. Malignant cells usually have a cycle that last for several days. Generational time is the time necessary for a malignant cell to enter into a cell cycle and to create two

Information System Reasarch Project Article Example | Topics and Well Written Essays - 750 words

Information System Reasarch Project - Article Example In fact, any reliable structured source of information can be referred to as a database. The properties and design of database systems are incorporated in the curriculum of information technology (1). Central to the concept of a database is a collection of records, information, and answers to some particular queries. In a given data base, there is a dovetailed description of the facts held in order in the database. This is referred to as schema. In a typical schema, there would be several linked objects and their related data. You can actually juxtapose the said objects similarity versus their contrasts in a schematic table from a database. There are several ways of setting up a schema to organize a database; these are referred to as data models or data base models (5). The most popular and user friendly is the relational model which retrieves the data in rows and columns, arranged into tables. It highlights the links between the tables of the common objects in them. Other models, which are more technical, are the hierarchical model and the network model. Professionals mostly use these. The whole spectrum of computer software hinges on the many applications of databases. The preferred methods of storage of information, especially for large multi-user applications where several users access the information simultaneously, are databases. Even the individual user finds these data bases a convenient source of information. Almost all electronic mail programs and personal organizers find their basis in the standard database technology (3). Software data base drivers interconnect the database platforms so that application software can use a common application-programming interface. These software database drivers are easily available and are used to retrieve the information sought for and which is stored in a database. The most commonly used database APIs are JDBC and ODBC. The data fed into the databases follows various techniques. Most databases have a parent model that they are fashioned after, although nowadays, it is quite common for products to give support to more than one model of database. One logical model can have various physical implementations because most of the support programs offered will allow the user some degree of control in choice. The choice in turn makes a significant effect on performance. For example, in the relational model, all serious implementations of the relational model operate under the assumption that the values of certain columns are known and therefore it allows the creation of indexes, which give fast access to rows in a particular table. Different data base models A bird's eye view of the database models popularly used today is (2): Flat model: This database is made up of a single, two-dimensional collection of data elements in which all the data programmed in is assumed to have similar values and all the objects row-wise are assumed to be related to each other. Hierarchical model: The data in this resembles a tree like structure and the upward reaching branches are actually single upward links for each record categorized there in. This creates a sort field to keep the data in a particular ordained

Prepare a report for the board of directors of Summer Bodysuit Ltd Coursework

Prepare a report for the board of directors of Summer Bodysuit Ltd that analyses the problems faced by the company and that sets - Coursework Example 2. To study whether bank’s request for a significant reduction in the overdraft facility granted to Summer Bodysuit Limited is reasonable. Structure of the organization The financial problems in a company arise mainly due to weakness in the structure of the organization. Jill Dempsey and Mike Greaves have good experience in the company’s business. The business model, designing and manufacturing of casual and leisure clothes aiming particularly at the younger and higher-income market, is in line with their experience. However, the weakness in the organization structure lies in lack of proper system for financial management. Financial management is a specialized area which needs expertise for efficiency in business operations. Keeble brothers’ involvement in the day to day business activities has been very limited. The business has grown well over the period of time and the order recently received from Arena, a chain of casual and sportswear stores is seen particul arly important. The draft accounts from the Auditors confirm the company’s success. But, lack of suitable system for working capital management and planning in capital investment has landed the company in the current financial difficulties. Relationship with the bank and planning for the future The bank wants the company to reduce the overdraft by half over the next six months. The company had breached its overdraft limit on several occasions over the past few years. The management is aware of the fact that the patience of the bank has been wearing thin. The largest shareholder of the business is Keeble Estates Ltd, owned by David and John Keeble. Neither they are in a position to make further investments nor willing to accept investments from new investors, fearing loss of influence over the company. It is in this backdrop the analysis is done to make suitable recommendations for taking necessary actions to overcome the current financial difficulties. Business operations Dec how et al (2010) state, â€Å"the quality of a ?rm’s earnings depends on both the ?rm’s ?nancial performance and on the accounting system that measures it.† Prima facie the company has not accorded the deserved attention to accounting in the organization. The management has embarked on investment spree without making necessary arrangements for the additional working capital needed for its operations. David et al (2007) states that â€Å"overcon?dent managers underestimate risk and therefore take actions with excessive risk†. Evaluation of the business prospects involves analysis of several factors relating to the business. Schrand and Zechman (2009) state that â€Å"the overconfident managers make optimistic forecasts and in order to meet these forecasts, exhibit higher levels of fraud and earnings management.† Though the results do not in any way suggest fraud its management of finance calls for critical analysis. Gross profit margin during the la st two years has been at 14.99% and 20.61% respectively which reflects the soundness of the business proposals of Jill Dempsey and Mike Greaves. The increase in capital investment and consequently working capital required additional investments which are met primarily through bank overdraft. â€Å"An overdraft facility enables businesses to obtain short-term funding - although in theory the amount loaned is repayable on demand by the bank† (Riley, 2012). The bankers are now asking the company to reduce the

Features of Different Types of Early Childhood Program Models

Features of Different Types of Early Childhood Program Models Choosing a programming model, organizing the environment, and developing a program plan that is responsive to the needs of children, Early Childhood Educators, and families is a complicated and difficult process. ECEs must consider many elements of childrens development and combine their knowledge of child development with the preferred program model philosophy when planning an environment for children. It is important to know that many different program models exist and that each program model offers different features. Class Field trip We are going on a field trip! Tonight we are going to visit 3 different Early Childhood Programs. Each program is based on a different model or philosophy on how children learn and succeed. Waldorf Program Mode Montessori Program Model First Nations Head Start Program Model First Stop: Waldorf Program Model Founder Rudolf Steiner Waldorf Program Approach Curriculum and experiences come from the children and that knowing children well is essential to planning a learning environment that supports childrens whole development. Suggests that an arts-based curriculum supports childrens whole development, and so image, rhythm, movement, drawing, painting, poetry, and drama are core components. Because of the arts-based experiences, attention to the environmental aesthetics is necessary. Contrary to the thinking of many educators, Steiner pointed out that teachers do not provide experiences for students. Adults provide the conditions, such as the materials, space, schedule, and options, but the children lead the program design and implementation. Frequently asked Questions about the Waldorf Model: http://www.whywaldorfworks.org/02_W_Education/faq_about.asp What is Waldorf Education? Answer: Based on the work of Rudolf Steiner, the curriculum draws on the natural nature of children, with emphasis on childrens learning through imagination and fantasy. Academic content is held to a minimum while art and movement are the core elements of the curriculum What is the Preschool Kindergarten Waldorf Program Like? Answer: The goal of preschool and kindergarten is to develop a sense of wonder in the young child and reverence for all living things. This creates an eagerness for the academics that follow in the grades. The Waldorf Preschool; a time for imitation and play young children live in a rich world of play and discovery. They are completely open and deeply influenced by all that surrounds them. What they see and hear they imitate; unconscious imitation is the natural mode of learning for the preschool child. Everything around the child is absorbed. Accordingly, the preschool is a world of harmony, beauty and warmth. Toys in the preschool are made from natures gifts: wood, sea shells, stones, pine cones, lambs wool. The simpler the toys the more active the childrens imagination can be. Formal intellectual or academic schooling is excluded from the Waldorf Preschool. With an active imagination, energetic physical development, and a true curiosity for the world, children are best prepared for the challenges of formal schooling and later life. (Paraphrased from the South African Federation of Waldorf Schools) Preschool and Kindergarten activities include: storytelling, puppetry, creative play singing, dancing, movement games and finger plays painting, drawing and beeswax modeling baking and cooking, nature walks foreign language and circle time for festival and seasonal celebrations What about the Waldorf Program for Elementary and School-Aged Children? Answer: Elementary and middle-school children learn through the guidance of a class teacher who stays with the class ideally for eight years. The curriculum includes: english based on world literature, myths, and legends history that is chronological and inclusive of the worlds great civilizations science that surveys geography, astronomy, meteorology, physical and life sciences mathematics that develops competence in arithmetic, algebra, and geometry foreign languages; physical education; gardening arts including music, painting, sculpture, drama, eurhythmics, sketching handwork such as knitting, weaving, and woodworking What is unique about Steiner Waldorf education? How is it different from other alternatives? (Public Schooling, Montessori, Head Start, etc.) http://www.steinerireland.org/faq/#2 Answer: The aim of Waldorf schooling is to educate the whole child, head, heart and hands. The curriculum is as broad as time will allow, and balances academics subjects with artistic and practical activities. Steiner Waldorf teachers are dedicated to creating a genuine love of learning within each child. By freely using arts and activities in the service of teaching academics, an internal motivation to learn is developed in the students, doing away with the need for competitive testing and grading. Some distinctive features of Steiner Waldorf education include the following: Academics are de-emphasized in the early years of schooling. There is no academic content in the Steiner Waldorf kindergarten experience (although there is a good deal of cultivation of pre-academic skills), and minimal academics in first grade. Reading is not taught until second or third grade, though the letters are introduced carefully in first and second. During the elementary school years (grades 1-8) the students have a class (or main lesson) teacher who stays with the same class for (ideally) the entire eight years of elementary school. Certain activities which are often considered frills at mainstream schools are central at Steiner Waldorf schools: art, music, gardening, and foreign languages (usually two in elementary grades), to name a few. In the younger grades, all subjects are introduced through artistic mediums, because the children respond better to this medium than to dry lecturing and rote learning. All children learn to play recorder and to knit. There are no textbooks as such in the first through fifth grades. All children have main lesson books, which are their own workbooks which they fill in during the course of the year. They essentially produce their own textbooks which record their experiences and what theyve learned. Upper grades use textbooks to supplement their main lesson work. Learning in a Steiner Waldorf school is a noncompetitive activity. There are no grades given at the elementary level; the teacher writes a detailed evaluation of the child at the end of each school year. The use of electronic media, particularly television, by young children is strongly discouraged in Steiner Waldorf schools Tour: Waldorf Preschool: http://picasaweb.google.com/lh/photo/a_rcQD5Yh7nfhAYpfBKHuQ In Class Discussion What did you like about the Waldorf Program? Is there anything you didnt like about the Waldorf Program Model? Second Stop: Montessori Program Model Founder-Maria Montessori Montessori Program Approach Montessoris method requires teachers to conduct naturalistic observations and carefully prepare environments with experiences that become more complex and that are self correcting. Children will interact with materials described as work tasks. Children are given the choice of material that they wish to explore, and the adult demonstrate the steps to be carried out when using the new material. Then the children may use the materials, which focus on daily living, sensory, academic, or cultural and artistic experiences. An example of a work task in a Montessori classroom is polishing shoes. On a child-sized tray, the adult organizes the buffing cloth, the polish, and the shoes. The adult demonstrated to the children what each cloth is for, how to open the polish, how to dip the cloth into the polish, how to apply the polish, how to buff the shoe and to reapply polish. Once the demonstration is complete, children my pursue the work task independently. Frequently asked Questions about the Montessori Model What is Montessori Education? http://www.a-childs-place.com/faqs.html Answer: Montessori is a philosophy of education popular throughout the world that encourages and supports the unfolding of a childs maximum potential by assisting the child to educate herself at her own pace.   Its main beliefs are: each child is a unique individual and has the ability to explore her own capabilities given the right environment; children have sensitive periods for learning (i.e., for language, order, movement); very young children learn through their unconscious absorbent minds; observation is crucial; appropriate developmental environments and expectations are essential.   The philosophy respects the individuality of the child, her freedom and choice within limits.   The role of the adult in the environment is to assist the child to meet her needs thus leading her to explore her identity, independence and realize her full potential.   An environment is prepared to guide the child in self directed activities with hands-on sensory activities.   The concrete materials require movement and the use of his hands to develop his mind.   The philosophy respects the natural abilities and progression of each individual childs development. How does Montessori differ from traditional education? http://www.a-childs-place.com/faqs.html Answer: Montessori education differs from traditional education in many ways but probably the most fundamental difference is that Montessori is child-centered whereas traditional education is teacher-centered.   Please see the list of comparison below that has been adapted from the American Montessori Society: Montessori Education Traditional Education early start in school (2-3) late start in school (5-6) 3-year age range per class one age per class freedom to move about choose work seated at desks community atmosphere little socialization individual lessons large group lessons self-correcting materials teacher as source of answers natural, logical consequences rewards and punishments longer free work periods frequent interruptions enhanced curriculum limited curriculum progress of student as test peer comparison as test emphasis on learning emphasis on grades emphasis on individuality emphasis on conformity progress at individual rate annual promotion emphasis on selfcontrol teacher as disciplinarian PEACE in education corporal punishment strong school/home ties little parent involvement observation based progress reports graded report cards child centered schedule adult centered education Why does Montessori have mixed age groups? http://www.apsva.us/155020101915521140/lib/155020101915521140/Frequently_Asked_Questions_about_Montessori_Education.pdf Answer: Mixed age groups free children to enjoy their own accomplishments rather than comparing themselves to others. Older children provide leadership and guidance, and benefit from the satisfaction of helping others. Younger children are encouraged by attention and help from older children. They learn through observation of older children. At the same time, older children reinforce and clarify their knowledge by sharing it with younger ones. Children easily learn to respect others, and at the same time develop respect for their own individuality. This interaction of different age children offers many occasions for building community, as well as nurturing the development of self-esteem. This encourages positive social interaction and cooperative learning. With mixed age groups and individualized teaching how do Montessori teachers keep track of all the children?http://www.apsva.us/155020101915521140/lib/155020101915521140/Frequently_Asked_Questions_about_Montessori_Education.pdf Answer: The Montessori method is based on scientific observation. A key aspect of a Montessori teachers training is learning how to systematically observe when a child reveals an especially strong interest towards a piece of knowledge or skill. Teachers observe for childrens independence, self-reliance, self-discipline, love of work, concentration and focus. They also observe for the mood of the class an overview of the mood of the whole class as well as the mood of individual children. In addition to keeping observation notes, teachers keep records of lessons presented to individual children and record childrens progress in working toward mastery of skills. Is there too much individual work in Montessori? Do children learn how to get along with others?http://www.apsva.us/155020101915521140/lib/155020101915521140/Frequently_Asked_Questions_about_Montessori_Education.pdf Answer: Montessori children are free to work alone or in a group. Although younger children do often choose to work alone as they master challenges, there are many aspects of Montessori schools that help children learn to get along well with others. They learn to share. They learn to respect each others work space. They learn to take care of materials so other children can learn from them. They learn to work quietly so others can concentrate. And they learn to work together with others to take care of the classroom. As they get older, most children choose to work in small groups. Tour: Montessori Preschool How are Waldorf and Montessori Models Different? Please take some time to read the following article titled Waldorf vs Montessori. How are the programs the same? How are the two different? http://www.jnorth.net/mindmaps/personal/parenting/parenting%20research/Waldorfvs.Montesorri.html Dear Class: If you are interested in learning more about the Montessori Method please take sometime and enjoy the information provided below: The Video is a youtube video so some of your computers may not open it up. Montessori Video: http://www.youtube.com/watch?v=OM1Gu9KXVkk The Montessori Method-The Classroom: http://www.circleofinclusion.org/english/approaches/montessori.html Head Start Approach: http://www.hc-sc.gc.ca/fniah-spnia/famil/develop/ahsor-papa_intro-eng.php The Aboriginal Head Start On Reserve initiative is designed to prepare young First Nations children for their school years, by meeting their emotional, social, health, nutritional and psychological needs. This initiative encourages the development of projects that are comprised of the following program components: culture and language, education, health promotion, nutrition, social support and parental involvement. The program encourages the development of locally controlled projects in First Nation communities that strive to instill a sense of pride and a desire to learn; provide parenting skills and improve family relationships; foster emotional and social development and increase confidence. It is also designed to assist parents enhance their skills which contribute to their childs healthy development. Frequently Asked Questions about the Aboriginal Head Start Model First Nations Head Start Standard Guide What is the objective of Aboriginal Head Start? Answer: To provide First Nation children with the opportunity to develop their physical, emotional and social needs in a culturally relevant environment. The goal of Head Start is to provide all children with a safe, nurturing and enjoyable learning environment that supports their development with the skills and knowledge necessary to succeed in their present environment, in school and in life. Does the Head Start model see Parent(s)/Guardian(s) as important to a childs learning? Answer: Head Start will provide First Nations parent(s)/legal guardians/extended family with assistance and support in acquiring good parenting and life skills through activities such as workshops and information sessions. Parent(s)/legal guardian(s)/extended family are important partners in the process of planning and implementing a curriculum, and are crucial in reviewing the effectiveness of it. What does a Head Start Curriculum Include? Answer: It is recommended that First Nations Head Start projects establish a curriculum that reflects the developmental needs of the children of the program as well as the six program components: nutrition, education, family involvement, social supports, health promotion and culture and language. Development of a curriculum may also include input from an early childhood education specialist, parent(s), Elders, cultural advisor and/or other appropriate resource person(s). A curriculum may include, but not limited to the following components: provide opportunity to learn through play provide a balance of structured learning environments and natural environments provide opportunity to enhance school readiness skills and cognitive development supports fine and gross motor development uses lots of teaching materials including, but not limited to age and culturally appropriate books, videos, computer programs, toys, guest speakers provides learning experiences through food preparation and through sampling a variety of nutritious foods including traditional foods encourages role playing and dramatic play encourages conversation and language skill development provides the opportunity for the children to express their feelings, concerns, ideas and fears provides learning experiences that are age and developmentally appropriate and respective of the individual child provide learning experiences that are culturally appropriate provides opportunity to further develop socialization skills provides learning opportunities to develop child awareness of safety in the home, at school and in the community allows for creative expression through art, music, dancing, singing and storytelling provides opportunity for sensory learning including touch, taste, smell. sight and hearing provide both indoor and outdoor activities and learning experiences Components of Quality Programs In Class Activity Your friend is returning to work after having been a stay-at-home parent. You have been asked to visit a child care center for this friend to determine if it is a quality center, one that you would recommend for her child. What indicators or aspects of quality will you be looking for? Quality Indicators Quality Indicators are predetermined outcome measures used to determine the level of quality to be achieved or that has been achieved. Indicators of Quality Personal suitability and educational preparation of early childhood educators The Canadian Child Care Federation indicates the need for early childhood educators to have experience and formal post-secondary studies in early childhood education. ECE participate in continuous learning that supports their ares of interest, specialization, or identified needs. They mentor new ECE entering the field Early learning and child care environments Early learning and child care programs respond to childrens needs by offering continuous opportunities for learning and nurturance. The goals of the service or determined by the needs of the children and the shared philosophies of parents and care providers. All practices that take place are based on sound child development theories and practices. Group size and ratios Small group sizes support the quality of interaction among children, peers and adults, and they provide more opportunities for each child to have a one-on-one conversations with ECEs. Adult interactions The early childhood educator develops and nurtures an open, friendly and informative relationship with each childs family and encourages their involvement. ECEs believe in mutual respect, trust, and co-operation among colleagues, peers, families, and community partners. Health and nutrition Effective health and nutrition principles and practices are role modeled on a daily basis Safety ECEs examine indoor and outdoor play space and programming strategies to ensure that safety practices are being followed, while allowing and encouraging children to take safe risks. Partnership Early learning an child care staff form partnerships among parents, colleagues, all levels of government, training institutions, and provincial, territorial, and national organizations related to early learning and child care. Respect for cultural values and diversity Early learning and child care settings incorporate family and community cultural attributes into the program. Assessment and evaluation Early learning and child care programs establish a process for evaluating and assessing all aspects of their program delivery. Action plans are developed, implemented, and evaluated at frequent intervals as a way to monitor the intended change in practice. Family support Early childhood educators respect and support the needs and attributes of families Elements of Quality Environments Traditionally three critical elements were used to identify quality Early Childhood Programs: the adult/child ratio the number of children in a group the staffs professional education Types of Quality Structural Quality adult/child ratios maximum group size educational training of the staff Process Quality relationships developmentally appropriate activities caregiver consistency parent involvement warm, sensitive nurturing care giving Caregiver Characteristics Education Experience includes ongoing professional development ECEs who have post-secondary education in ELCC tend to be more responsive to the children, provide children with stimulating activities that are developmentally appropriate support the parents Stability Job Satisfaction caregiver continuity is important for infants toddlers because they are in the process of forming attachment relationships ECEs that are satisfied with their new jobs are more likely to provide encouragement and guidance. Contextual Factors infrastructure directors/coordinators administrative style and the organizational climate wages working conditions such as paid preparation time, opportunities for professional development and appropriate adult child ratios government regulations and funding community relationships family involvement Engagement | Exploration | Application | Connection | Top created 12-Oct-2009 modified 04-Nov-2010 glossary copyright

The Cold War :: History, USSR, The Space Race

Imagine a world where everyone has nothing, this was the USSR during the Cold War. The Cold War was a 40 yearlong war between the USA and the USSR. The US and the USSR never had any direct contact, but what they did do was have "races". These "races† were the Nuclear Arms race and the Space race. The Nuclear Arms race was not so much an arms race as it was a defense race. This is because with both sides have nuclear bombs, both of them would have enough bomb power to retaliate (Hart 440) The Space Race was, as the name says, a race to see who could get up in space first. Amazingly nuclear arms helped fuel man to get up in space. The Cold War was a war between the USSR and the US. Even though they never fought directly there were many wars between democracy and communism. Most of the wars between 1950-1990 were part of the Cold War (BrianPOP). For example, the Korean War (1950-1953) and the Vietnam Conflict (1955-1975) are two well-known wars that happened because of communism. (Wikipedia). The Korean War was a war fought between North and South Korea. North Korea was Communist and Soviet backed, while South Korea was part of the UN (Dolan 9). Like the Korean War the Vietnam Conflict was a war fought between North and South Vietnam. Also like the Korean War the South was democratic while the north was communist (Wikipedia). Some of the wars fought between Communism and Democracy happened in a smaller scale. For example, in Germany 1938, the Soviet Union limited transport into the city of Berlin. Germany at this time was split into two sections, Democratic and Communism. The French, British, and America controlled the West, while Russia controlled the East (HowStuffWorks). The city of Berlin was divided between the two sections, East and West Berlin. In 1938, Stalin stopped transport into the city by putting up blockades, blocking all roads and railroads that led out of the city (Hart 438). Stalin was doing this to starve out the Allies so they would get out of the city. The Allies didn’t move, but what they did do was fly planes into the city of Berlin and dropped off food and supplies (Hart 438). Ten months later Stalin gave up on the blockade and took it down (Hart 438). During the Cold War, Berlin was hit again by the influences of Stalin.