Child Cognitive Development Observation Study

Child Cognitive Development Observation Study Childs Name: Allira Date: 17/03/2015 Childs age: 3 years 11 months Time: various Setting: outdoor setting Name of observer: Thi Pham (Sammi) Learning story: This morning Allira showed her interest in exploring a sand volcano- a natural phenomenon and feeling the rain during a physical activity. At 10 oclock, the weather was a little bit cloudy with gust of wind. Allira was still excited to engage in physical activity with her friends, they took turn to play the slide together. She held the ladder properly by her two hands. Then she put her right feet on the first stair, pushed her body forward then put her left feet on the next stair and climbed up to the slide. When Allira was on the top and ready to slide down, she stretched her wide arms, smiled happily and said Look! Im ready! yeah Then she ran quickly to the end of the line to wait for her turn. Suddenly, a strong wind blew her hair and it started to rain lightly. Its going to rain Allira said. Then she opened her palms to feel drops of rain touching her two little hands and her face. Together with other children, Allira was trying herself to put the raincoat on; she finished by doing a zipper skillfully. After that, she took a sand of bucket, ran to the sandpit to join the activity with others. One by one took turn to build a mound in the sand by shovels when it became bigger and higher. Look, its a volcano Allira said aloud. She looked like a scientist in a blue raincoat. They made a hole in the top and filled with water. All children were excited to see the water overflowing the hole. Allira pretended to be very scared, she opened her big eyes and yelled loudly Bum Bum Bum. Bum Bum Bum other children followed each other. Analysis: There is clear evidence in Alliras cognitive development when she showed her perceptual abilities via sensory experiences to explore the world. She felt and heard the sound of strong windy, touched the drops of rain and she know Its going to rain. She acknowledged cause and effect; the sound of volcano Bum Bum Bum during make-believe play. She get the information received from the environment to alter the way she interact and explore in the pretend play (Berk, 2013) There is a big process in Alliras physical development which has been seen clearly through this experience. Allira is able to keep balance to climb up the stairs with increasing agility and independently. Her fine gross motor skills have developed as she is able to use zipper herself; run confidently at speed to the sandpit with a heavy sand bucket without falling and build a volcano with a shovel. Her eye-body coordination was also addressed when she could coordinate her vision and body movement. Therefore, she has a strong sense of wellbeing Children take increasing responsibility for their own health and physical wellbeing (outcome 3, DEEWR, 2009, p.32) Allira has great sense of confidence in her physical ability; demonstrated a good social relationship when she was energetic to enjoy, take turn to play independently with others, (DEEWR, 2009, p.21). Future learning opportunities To develop Alliras gross- fine motor skills and mental health by engaging her in dancing, pushing cart, obstacle course, threading beads, tracing her name. To support her cognitive development and enlarge her knowledge about natural phenomenon by exploring a real volcano experience in sensory play To build positive social-emotional development with her friends and educators by creating a warm and trusting relationship by engaging in activity which she needs to take turn, share and contribute to help each other (outcome 1, DEEWR, 2009). Provision: Physical environment: safe outdoor playing area such as set up a challenging and fun physical activity: pushing cart, climbing or jumping Access intensive teaching and learning opportunities as well as equipment that facilitates social-emotional interaction. Sustainable materials/equipment: sand, flour, cooking oil, liquid detergent, baking soda and vinegar, water, wheelbarrow, cart, dough play, beads or play door equipment Responding to Alliras cues by asking her questions to express her ideas and give her opinion. References: Berk, L. (2013). Child development. Boston: Pearson. Department of Education, employment and workplace relation (DEEWR) (2009). Belonging, Being Becoming: The Early Years Learning Framework for Australia. Canberra: DEEWR.

Drugs In The Urban Community Essay -- Descriptive Drugs Gangs

The real America is filled with abandoned houses, prostitution, and citizens that have no hope on life. How can this lifestyle become a normal living condition? Some say there is no chance on restoring the communities that were destroyed from drugs. Is our government aware of the hardship and poverty while they send troops to war? The infestation of drugs overtaking communities results in corruption in neighborhoods, destroying families, weakening the school system and increasing the crime and violence rate. The usage of drugs in major cities, and certain urban areas have transformed them to become an eye sorer. The type of place where unfamiliar faces will be scared to drive through at night. The ghetto is filthy and nasty looking; drugs have caused the used to be new, to look like a complete city that needs to be rehabbed. Some say the ghetto is a beautiful place and there is nothing wrong with it, certainly you would have to live there to feel that way. Recently real estate tycoons have made a fortune on rehabilitating houses. So how do drugs make our neighborhoods look so bad? â€Å"When it comes to drugs, think of it as real estate. Location is very important, just like your property value goes up and down, so does the drug market† (Local dealer 1, 2008). Local dealers compete in price and produc t, drug houses are being set on fire to force users to purchase from the arsonist that funded the fire. Once these houses have been burnt, that puts the house out of business until they move to another location and establishes their clients; I guess it’s like a store. Most big time drug dealers have more than one drug house; the more houses the more money. ... ...must purchase them from someone more successful than them, and to take their position they must kill them, and keeping the money and drugs from the transaction. This is how some dealers become heartless, doing whatever it takes to make the money, and take over the streets where the money is. It is a shame that people have been choosing this lifestyle, some even forced into this vicious cycle. Even, I have experience the effect of drugs in my city that I was born in, have you? NA May, 2008 "Uniform Crime Reports" (FBI, 1934-1990) NA Dealer 1 May 2008 Chooses to remain anonymous NA Dealer 2 May 2008 Chooses to remain anonymous Gordon. E Kenny PhD 1990 (National Household survey on drug abuse) .National institute on drug abuse. Gordon. E Kenny PhD 1997 Uniform Crime Reports (FBI, 1934-1990) NA http://www.rapdict.org/Detroit May 2008

Free College Essays - Lessons Learned in Moby Dick :: Moby Dick Essays

There is much to be learned from the theme of the novel Moby-Dick.   As in any book, there is a message or a sort of subliminal â€Å"moral of the story† type lesson you can learn from Moby-Dick.   The novel, Moby-Dick, can teach you many things if you can remain focussed long enough.   However, the most prominent lesson that can be learned from the work is not that complicated and rather apparent.   This lesson can be summed up in one sentence; don’t become to focussed and obsessed with one goal to the point that you exclude the more important things in life.   This lesson is represented with Ahab’s peculiar obsession with hunting and killing a whale.   By setting this as his most significant goal in life, he begins to ignore more important things such as the lives of his crewmen, and eventually his own life.   This mistake wound Ahab up dead. Although the novel isn’t trying to say that if you over obsess with a matter or issue in your life that you will die, it’s simply trying to say that if you put minor self-centered goals before what’s most important, you will more than likely regret it.   This lesson is very true, and can be related to real life instances when compared to examples such as government dictatorships or social relationships.   For instance, many dictatorships are lead by one person with overwhelming power over his or her nation.   This, in most cases, ends up with a greedy and uncontrollable leader who leads their country to certain downfall.   Also, on a much more common scale, some relationships can symbolize this lesson.   For example, say one person is very much so attracted to another.

A Contribution to the Economy Turning Into a Life Threatening Situation

In this growing economy, where people are involved in a rat race for survival, there are times we do not realize that the deeds we are doing for the betterment of the economy could affect our lives. An example of such a scenario could be the toxic secretion of a leather industry into the sea.Of course when we look at the leather factory, we consider that the leather that is being created in the factory will be further used in making goods such as shoes and bags which can then be exported to other countries for sale.Such a description for the factory would mean that the factory itself has a fine intention of building the economy as a whole. However, what one does not realize is that the toxic waste which is emanating from the factory into the sea could cause a lot of diseases for those living in the vicinity.SolutionIn order to overcome this life threatening scenario into a less critical one would be by considering negotiation or mediation in the legal terms where the two parties may get together to reach an agreement. The only solution that may come in mind when in such a situation is to talk to the owner of the factory in order to convince about the difficulties being faced by the citizens. The citizens may also get together to from a public representation against the intoxication and approach the law making aspect of the country if a mutual agreement cannot be achieved between the two.ReferencesInternet. (2007). How Laws Are Made. Retrieved on January 25, 2009 from: http://bensguide.gpo.gov/9-12/lawmaking/index.html New York State Archives. Environmental Affairs in New York State: An Historical Overview. Retrieved on January 25, 2009 from: http://www.archives.nysed.gov/a/research/res_topics_env_hist_machine_toxic.shtml The Internet Movie Database. (2009). A Civil Action. Retrieved on January 25, 2009 from: http://www.imdb.com/title/tt0120633/plotsummary

Compare the ways the poems/poet present injustice Essay

The two poems I have chosen are Limbo by Edward Kamau Brathuaite and Nothing’s Changed by Tatamkhula Afrika. This poem tells the story of slavery in a rhyming, rhythmic dance. It is either Heaven or Hell, so if you’re in limbo you are in between. It is about the actions of the dance, and the history of a people which is being enacted. Going down and under the limbo stick is likened to the slaves’ going down into the hold of the ship, which carries them into slavery. Nothing’s Changed is about the destruction of district 6, where people of all colours and beliefs lived together. However after the apartheid it was declared a ‘whites-only’ area. I chose these 2 poems as they are both injustice and tell in 2 different scenarios. Three techniques I chose to compare are structure, imagery and juxtaposition The structure for Limbo is that there are no punctuation until the last sentence where there is a full stop to end it. This is because it is symbolic to the slaves’ continuous suffering. Also something that is very effective and which is not recognised quickly is that the poem begins with a capital letter, to show the journey has begun and ends with a full stop to show the journey has ended. This is a great technique used to show injustice. Nothing’s changed structure is the poem is set out in six stanzas, each of eight fairly short lines. The title and the last line of poem are the same. The poet is trying to emphasise the same old District Six he returns to still hasn’t changed. He is saying even though that the apartheid has ended in reality it still very much exists. Yes the signs have gone but he feels there are still the same attitudes, social divisions and tensions. The way he has written give you a clear understanding so in a way it shows injustice is in the poem. Imagery presents injustice in the poem, it says â€Å"limbo like me† so either join me in the dance or I am in limbo. This gives you imagery. Also â€Å"Long dark deck is the silence in front of me† â€Å"stick is the whip/ and the dark deck is slavery† gives you imagery to. It shows they are on a boat so there must be water around and it is silent. The word slavery makes you think of an image. Also you picture a boat full of slaves on the water going somewhere and it is full of silence. Nothing Changed is ‘I press my nose, to the clear panes, know, before I see them.’ You can picture the poet pressing his nose onto the window and he can see that the place was once theirs but now it belongs to white people. It’s like there is a barrier that blocks his path into going there. This definitely presents injustice as he is not able to go there because of his colour. Both these poems give vivid pictures when you read them. Juxtaposition also presents injustice in both these poems. In Limbo there is good and bad, as in heaven and hell in the poem. It first starts sad and then happy so â€Å"stick is the whip and the dark deck is slavery† then later on â€Å"up up up up / and the music is saving† â€Å"The drum stick knock / and the darkness is over me† it is like the bad has gone and the good is here, everyone can be happy. In Nothing’s Changed it shows black and white people, being separate. â€Å"new, up-market, haute cuisine, guard at the gatepost, whites only inn† then to â€Å"Down the road, working man’s cafe sells bunny chows. Comparing the 2different stores the rich one for white only and the poor to black people.

Calculating Distance Between Tow Points on Earth Surface Using Gps Coordinates

DISTANCE CALCULATION Because of the near-spherical shape of the Earth (technically an oblate spheroid) , calculating an accurate distance between two points requires the use of spherical geometry and trigonometric math functions. However, you can calculate an approximate distance using much simpler math functions. For many applications the approximate distance calculation provides sufficient accuracy with much less complexity. The following approximate distance calculations are relatively simple, but can produce distance errors of 10 percent of more. These approximate calculations are performed using latitude and longitude values in degrees. The first approximation requires only simple math functions: Approximate distance in miles: sqrt(x * x + y * y) where x = 69. 1 * (lat2 lat1) and y = 53. 0 * (lon2 lon1) You can improve the accuracy of this approximate distance calculation by adding the cosine math function Improved approximate distance in miles: sqrt(x * x + y * y) where x = 69. 1 * (lat2 lat1) and y = 69. 1 * (lon2 lon1) * cos(lat1/57. 3) If you need greater accuracy, you can use the Great Circle Distance Formula. This formula requires use of spherical geometry and a high level of floating point mathematical accuracy about 15 digits of accuracy (sometimes called double-precision). In order to use this formula properly make sure your software application or programming language is capable of double-precision floating point calculations. In addition, the trig math functions used in this formula require conversion of the latitude and longitude values from decimal degrees to radians. To convert latitude or longitude from decimal degrees to radians, divide the latitude and longitude values in this database by 180/pi, or approximately 57. 9577951. The radius of the Earth is assumed to be 6,378. 8 kilometers, or 3,963. 0 miles. If you convert all latitude and longitude values in the database to radians before the calculation, use this equation: Great Circle Distance Formula using radians: 3963. 0 * arccos[sin(lat1) * sin(lat2) + cos(lat1) * cos(lat2) * cos(lon2 lon1)] If you do NOT first convert th e latitude and longitude values in the database to radians, you must include the degrees-to-radians conversion in the calculation. Substituting degrees for radians, the formula becomes: Great Circle Distance Formula using decimal degrees 963. 0 * arccos[sin(lat1/57. 2958) * sin(lat2/57. 2958) + cos(lat1/57. 2958) * cos(lat2/57. 2958) * cos(lon2/57. 2958 -lon1/57. 2958)] OR r * acos[sin(lat1) * sin(lat2) + cos(lat1) * cos(lat2) * cos(lon2 lon1)] Where r is the radius of the earth in whatever units you desire. r=3437. 74677 (nautical miles) r=6378. 7 (kilometers) r=3963. 0 (statute miles) If the software application or programming language you are using has no arccosine function, you can calculate the same result using the arctangent function, which most applications and languages do support. Use the following equation: 3963. 0 * arctan[sqrt(1-x^2)/x] where x = [sin(lat1/57. 2958) * sin(lat2/57. 2958)] + [cos(lat1/57. 2958) * cos(lat2/57. 2958) * cos(lon2/57. 2958 lon1/57. 2958)] If your distance calculations produce wildly incorrect results, check for these possible problems: 1. Did you convert the latitude and longitude values from degrees to radians? Trigonometric math functions such as sine and cosine normally require conversion of degrees to radians, as described above. 2. Are the equations implemented correctly with necessary parentheses? Remember the old math precedence rule MDAS multiply, divide, add, subtract. 3. Does your software application or programming language provide sufficient mathematical accuracy? For best results, you need about 15 digits of accuracy. 4. When you imported the data from the text files your latitude/longitude values may have been truncated. Make sure you did not lose any of the digits to the right of the decimal point during import. 5. Have you lost any precision of your decimal values due to rounding during importing or calling custom math functions

Some Reflections on the Reading of Statutes Essay

Some Reflections on the Reading of Statutes - Essay Example Secondly, the plain meaning rule states â€Å"the language of the statute is clear, there is no need to look outside the statute to its legislative history in order to ascertain the statute’s meaning†. I agree with Felix Frankfurter that the language of the statute should be the starting point for identifying the meaning of the statute. Reading the text closely is the starting point for properly understanding and interpreting a statute. However, sometimes the initial understanding may be incorrect thus rereading the statute is a sure way of understanding its meaning. Thirdly, the legislative process has numerous components as well as actors participating in each of these components. Thus, it is almost impossible to identify the intent as well as the true sense of the words used in constructing a statute. Bills have multiple sponsors with regards to legislators. The bill is then introduced to a committee that has multiple employees who assist in producing a report on the bill. Finally, the bill is passed by the legislature and it is clear that it is almost impossible to discern the meaning of the bill at this point. Even though the passage of a bill requires consensus using a voting system, legislators vote for different reasons. Therefore, it is possible that legislators share different meanings of the bill but have the same interests. Thus, I would suggest that judicial construction should involve the incorporation of a classification statute or a general provision and withhold judges from performing construction.