Transformational Leadership Research Proposal Essay Example

Transformational Leadership Research Proposal Essay Transformational leadership is the kind of leadership which improves motivation, spirit and productiveness of the followers with the help of various mechanisms. In this case the leader is the model of the behavior and work and the followers want to look like him. At the same time, the leader should not only possess authority, but also qualification in order to see the strong and weak sides of his team and distribute only the tasks which would not be too complicated for the followers. Briefly, the leader evaluates the team objectively and provides everyone with the duties he is able to fulfill well. Transformational leadership is the kind of leadership which most often occurs among politicians. James MacGregor Burns devoted much time to the analysis of the biographies various politicians and in 1978 he presented the idea that this kind of leadership helps both leaders and followers to reach success and due to the total credit and support of one another. We will write a custom essay sample on Transformational Leadership Research Proposal specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Transformational Leadership Research Proposal specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Transformational Leadership Research Proposal specifically for you FOR ONLY $16.38 $13.9/page Hire Writer In the mid 1980-ies transformational leadership was observed from the point of view of psychology and the mechanisms which influence this type of leadership were found. Transformational leadership suggests something more than profit, because the followers of the leader are inspired for the activity, because they see how to act and solve the problems correctly (with the facilitation of the leader). The leader motivates his team through his charisma, intellectual abilities and personal attention. In addition, the leader asks to brainstorm new and new methods of the solution of the problem in order to reach the higher success. Transformational leadership is the kind of leadership which is connected with the strong personality of the leader, his personal qualities and charisma. It is known that only the politicians and leaders who had charisma remained in the human history and they are not forgotten. The student who wants to analyze the question on transformational leadership broader is able to complete a good research proposal which would touch upon the most thought-provoking points of the topic and would suggest the best solutions and methods of the research. The student should dwell on the reason of the research, the relevance of the matter on transformational leadership, the methodology of the research and the observation of the useful and trustworthy sources. When a research proposal is a problem, the student can cope with the challenge with the help of the Internet and a free example research proposal on transformational leadership found in the net. The young professional can learn about the research approach, the appropriate way of formatting, organization of the text and can borrow a few constructive ideas from a free sample research proposal on transformational leadership written by the well-educated writer. At EssayLib.com writing service you can order a custom research proposal on Transformational Leadership topics. Your research paper proposal will be written from scratch. We hire top-rated PhD and Master’s writers only to provide students with professional research proposal help at affordable rates. Each customer will get a non-plagiarized paper with timely delivery. Just visit our website and fill in the order form with all proposal details: Enjoy our professional research proposal writing service!

THE CHALLENGE OF THE EFFICIENCY OF SOLAR ENERGY Essays - Energy

THE CHALLENGE OF THE EFFICIENCY OF SOLAR ENERGY Essays - Energy THE CHALLENGE OF THE EFFICIENCY OF SOLAR ENERGY The sun is a major source of energy producing radiant energy and producing over 12.2 GWh of energy per 200 million square miles daily. Man has continued to harness the sun's energy for various purposes such as conversion into other forms of energy or heating. Solar energy is a renewable form of energy and so it is one of the best sources of energy around. Given all these facts, the question arises: "How efficient is solar energy technology?" Harnessing solar energy for use may seem pretty easy to do given the fact that solar panels are available but this is not the case. The silicon material(semiconductor), a major component of the photocells used in solar panels give back 10-20% of the energy that they absorb from the sun. Losing close to 90% of energy absorbed is a major issue coupled with the fact that these materials are expensive to produce. As an electrical engineer, this challenge will definitely push me to find out solutions to solar energy efficiency in the nearest future. Recent advancements in technology show that better materials can be used to harness the sun's energy and still gain but they are quite expensive. For example, nanotechnology is being suggested as a way of improving the microstructure of photocells to allow better efficiency. I can engineer a material that will be very efficient and very cost effective in absorbing the sun's energy. The problem of low efficiency of solar panels will definitely pave way for research and labor within the engineering job market. Many engineers will be engaged in finding the suitable materials to harness solar energy as job opportunities will increase. On the global scale, this challenge will cause a major loss of energy, time and funds if it is not dealt with.

Assignment 1 week 3 Case Study Example | Topics and Well Written Essays - 250 words

Assignment 1 week 3 - Case Study Example Hardware and software requirements will be required to control the upgraded system. The hardware requirements include; Working with new designs comes with scalability issues. The properties of systems should be able to accommodate the changes in the amount of data input. Scalability issues are addressed mainly if the business anticipates expansion. Investing in such a business management system without anticipating growth remains a loss of the investment. The system should grow with the growth of the business. Paying for extra resources without the anticipation of growth should be considered while implementing the system. For the software requirements, the web server implemented should accommodate for valleys and peaks in user traffic (Tan and Nijholt 35). Multi-stage sampling is a method applicable in the case scenario of Personal Inc. The population at the company is too large to perform a simple random sample. In the case information on the required system comes in various stages. At each stage of sampling, different aspects such as user level, department and shift will generate different

Oscar Wilde Essay Example | Topics and Well Written Essays - 500 words

Oscar Wilde - Essay Example His father was a surgeon and his mother was a renowned poet and writer herself(Merriman, 2008). Due to this upbringing, Wilde was educated at the prestigious Trinity College in Dublin and then went to England to study at the Magdalen College(Merriman, 2008). At this latter school, Wilde studied classic literature and poetry. One of Wilde’s major influences while at school was Walter Parker who had founded the Aesthetic Movement which Wilde soon became a part of (Merriman, 2008). The Aesthetic Movement is a lifestyle known as â€Å"arts for art’s sake†(Merriman, 2008). Perhaps it was this movement that was responsible for Wilde’s eccentric personality. Wilde was not only eccentric, but also very talented, which came to light around the same time. During this particular period, Wilde wrote several award winning poems and began a life in London, England and published his first book of poems in 1881(Merriman, 2008). In 1884, Wilde married and had two children (â€Å"Oscar Wilde Biography†). He spent several years traveling around the western hemisphere and lecturing. Once he became a bit more settled with his family, he became the editor of a magazine known as â€Å"Woman’s World†(â€Å"Oscar Wilde Biography†).

Catherine the Great in Russian History Essay Example | Topics and Well Written Essays - 1250 words

Catherine the Great in Russian History - Essay Example Peter the Great (1682 – 1725) was fascinated by Western Europe and its advancements in the late 1600s so he took steps to modernize Russia and set up economic programs, a strong armed forces and a centralized administration. However, due to hostilities with his son, Peter the Great failed to designate a successor. This led to a power vacuum after his death. In 1762, Peter III became Tsar but he was weak and incompetent so he was overthrown and murdered. His wife, Catherine, a German Princess from Pomerania took over affairs of the Kingdom when Peter III passed on. Catherine ruled till 1796. This paper looks at the plans of Catherine the Great and the major areas she changed in Russia as well as an evaluation of her contribution to Russia's Westernization and modernization. Plans of Catherine the Great The plans of Catherine the Great can be seen in some inherent elements of her lifestyle and the principles she embraced as a ruler. â€Å"Catherine showed more originality than any previous ruler of Russia and than most rulers at the time in Europe† (Madariage 206). This means that there are some elements in her actions that showed her intentions to improve her country. First of all, her background as a Western European showed that she had a tendency to tilt Russia towards a modernized nation that was on the same level as her German homeland. Thus, it comes as no surprise that she had several inclinations that were similar to Peter the Great who also had a connection to Western Europe. Secondly, there is evidence that Catherine had strong connections to the Enlightenment that was going on in Western Europe during her reign. Gillespie writes that â€Å"Although she was quite young, Catherine was deeply invested in acquiring knowledge and became intellectually and politically astute, mainly through reading and writing,† (285). This shows that from the onset, she had a vision of changing her kingdom to match up with other Western European nations . A further evidence is given by Viault who states that Catherine â€Å"corresponded actively with Voltaire and other prominent eighteenth-century thinkers† (130). This indicates that Catherine was open to new ideas and was ready to link up the country with the other changes that were going on around her kingdom. From these pointers, it is logical to infer that Catherine the Great had a plan and an intention of Westernizing Russia when she took power. However, the realities on the ground made it quite difficult for her to attain her plans. Implementation of her Plans In order to Westernize Russia, Catherine believed that there was the need to change and modify the educational system of the country. One of the earliest things that Catherine did was to put in place an educational system that was designed to develop individuals intellectually and morally with the end of equipping them with knowledge and skills that would support a sense of civic responsibility and allegiance to the state (Riasonovsky 12). This is because there was a sharp contrast between Russia and Western Europe. And this contrast lied in the fact that the vast majority of Russians were serfs who were forced to remain loyal to the nobles who ruled them. Thus, to promote a sense of national unity and national pride as Russians, she put in place an educational system that promoted national integration as well as independent thinking in order to prepare the people for a Westernized model of nationhood. With the educational system in place, Catherine set off to nurture a system of governance that was similar to the Western nations. Catherine went on to issue the Instructions which was a set of laws that were meant to recognize and respect the rights of

The Importance Of Observing Children Children And Young People Essay

The Importance Of Observing Children Children And Young People Essay This report discusses and evaluates the role of observation within an education setting. Section 1 details the importance of observing children followed by an evaluation of a range of observational techniques. Section 2 looks at the background of the child being observed in the report whilst section 3 makes reference to the appendix which contains 3 observations demonstrating a range of observational techniques. Section 4 contains an analysis of the childs learning and developing needs. Section 5 makes recommendations to inform the future practice of the setting and its practitioners whilst section 6 reflects on the practitioners role in the observational process. Section 1 : The Importance of observing children. Observation is a fundamental and crucial aspect of the practitioners role and enables them to understand children as learners and as individuals. Observations are an invaluable source of information which allows the practitioner to plan a more appropriate curriculum that supports childrens development according to their individual needs. It is an integral part of the assessment and planning cycle. Observations involve watching children play and take part in activities both inside and outside the classroom. Observations allow the practitioner to acquire knowledge and understanding of what is interesting and motivating to children both as individuals and as groups. Children respond differently to activities, experiences, and areas of provision. They acquire skills, learning styles, friendships, and behavioural patterns which are individual to each child. Observations give the practitioner an opportunity to record this type of information as well as aiding them in determining where the child is on the learning continuum and highlighting any difficulties they may have. This information can have a very positive impact on childrens learning when used effectively in informing the planning process. Observations give vital information regarding the effectiveness of provision. The development of areas within an educational setting takes into account their success with the children that use them. Observations are integral when evaluating such areas as they give a true record of how the children use the area and the effectiveness of it. Childrens behaviour, comments, body language and interactivity with their peers and practitioners give an invaluable insight into the effectiveness of the provision. Practitioners are responsible for facilitating a childs learning. Observations allow the evaluation of the effectiveness of the practitioners role and can inform a practitioner of their professional developmental needs. The planning process takes into account the needs of each individual child and this process is informed through the analysis / assessment of the observations carried out by the practitioner. Without such observations it would be an impossible task to ensure that the planned activities of the setting, the areas of provision, and the methods used by the practitioner were meeting the individual needs of each child. Such is the importance of observation. As Sharman, Cross and Vennis (2007, p.9) state, children and young people are unique and to be aware of their qualities we need to take an interest in what they are doing, listen to what they are saying, learn from what they are telling us. Evaluation of a range of techniques. There are several different techniques that the practitioner may use when observing children and areas of provision. The observation method used will normally be determined by the purpose of the observation. Observation methods include narrative / free description, checklist / pre-coded, time sampling, event sampling, tracking, pie / bar charts, histograms and sociograms. Practitioners may carry out observations as either a participant or a non-participant observer. Each method of observation uses different techniques which may be more suited to observing particular characteristics or behaviours. Free Description / Narrative : Free description or narrative observations involve watching a particular child or group of children or indeed an area of provision. The free description observation should record the name of the child, children or area being observed along with the date, time and name of the person carrying out the observation. Clear aims and objectives must be set prior to the start of the observation and should be detailed on the observation sheet. The practitioner should possess a sound understanding of the purpose of the observation and the benefits associated with it to help ensure that it is completed appropriately. It is important for the practitioner to decide whether they should observe as a participant or a non-participant. The practitioner should be aware of the affects their involvement may have on a childs behaviour if observing as a participant. Similarly, when observing as a non-participant it is very important for the practitioner to draw as little atten tion to themselves as possible. The observation should also contain a conclusion and an evaluation of what has been recorded. Recommendations should then be made to move the childs learning forward. The practitioner records information in the present tense detailing what they observe as they observe it. This is done over a pre-set period of time which may be changed during the observation if deemed necessary. The practitioner should be mindful of the importance of remaining objective when recording details of the observation. It is important for them to ensure that personal opinions, experiences and / or prejudices do not affect their judgement. Each practitioner will however have their own perspectives and therefore it is good practice to use all practitioners within a setting to carry out observations over a period of time. This will help ensure that the information acquired will be balanced and provide a fuller picture of the child, children or area being observed. Free description observations may be difficult to record as the practitioner may need to write a lot of information down in a short amount of time. There is the potential to miss important information. The practitioners judgement may be influenced by outside factors. Checklist / Pre-coded : Checklist or pre-coded observations may be set out in a variety of formats and are normally lists of particular skills within an area of learning. They require planning and preparation prior to the observation being carried out. Information about one child or a group of children can be recorded using the checklist or pre-coded method. Checklists or pre-coded observations should contain the name and age of the child, the number of adults and children present, the activity being observed, the area where the activity takes place, and the aims and objectives of the observation. The purpose of the observation influences the information contained within the checklist. For example, an observation with an aim of determining the fine motor skills of a particular child may contain such statements as: can hold a pencil with tripod grip or can control a pencil. (WAG, 2011, p.9) These skills may be given a code to aid the practitioner carrying out the observation to complete it more easily. This would be particularly helpful when observing a number of children at the same time. Checklists can also be used to record activities and their progress. It is vital to continuously refer to the aim of the observation when preparing the assessment criteria for the checklist. The practitioner should ensure that the criteria are both relevant and appropriate in aiding the assessment and analysis of a specified purpose. For example, the practitioner must ensure the criteria is age appropriate and provisions available to the child support the skill being observed. As with the free description observation it is extremely important for the practitioner to remain objective. All practitioners should perform similar observations to help ensure that the information acquired will be balanced and provide a fuller picture of the child, children or area being observed. It is good practice for a particular skill or behaviour to be observed several times before an overall judgement is made. The observation should include a conclusion and an evaluation of the recorded information and recommendations should be made. Checklists and pre-coded observations can be restrictive as they require a simple yes, no or nearly answer to each criteria. The information recorded may not contain much detail or background information of the child. Time sampling : Time sampling is a technique that requires the practitioner to observe the child, children or area over a matter of time. It can be used to monitor behaviour, social interactions and dynamics within groups, language skills, and usage of areas of provision. Time sampling observations can be completed using written descriptions or pre-coded criteria. The practitioner should remain objective when completing the observation and a variety of staff should complete similar observations to ensure reliability. It is also important for the practitioner to be aware of their involvement and the affect this may have on the child or children being observed. This type of observation is very adaptable and can be changed to suit the individual setting. It is a quick method for recording information. It can be used for individuals and groups. There is no requirement for a background knowledge of the child. Time sampling observations do have some disadvantages. They provide information which can be time consuming to analyse. This type of observation may need to take place over a long period of time. There is a possibility that something significant may be missed if it does not happen within the observation time scale. Tracking : Another method of observing is tracking. Tracking can be used to record a childs movements within the setting as well as the time they spend on a particular activity. It is an appropriate method of highlighting the areas of provision a child has a preference for along with the way in which the area is used. Prior to the observation taking place the practitioner should complete a plan of the area and consider how they will record the movements of the child. A code may be used to aid with this. Times may be recorded if required. If it is necessary to record skills this can be done separately. Tracking is advantageous as it can be used in any area of the setting, both indoors and outdoors. It supports the foundation phase curriculum which requires the usage of the outdoors as part of the childs learning and involves less structured, more independent play. It can indicate more popular areas and provisions which allows the practitioner to see the preferences of the child and gives them the opportunity to adapt their planning to suit the childs needs. It can also indicate the attention span of a particular child. Tracking can become quite difficult if the practitioner has to track more than one child at a time. The plan may become untidy and hard to follow if the child visits lots of areas. Tracking is not particularly informative for outside professionals. A detailed description of the childs movements may not be recorded and information can be limited. Sociogram : Sociograms focus on social development. It shows how the child interacts with other children and adults and can demonstrate their popularity. Social observations can quickly show the social development of children. This information can be used by the practitioner to plan activities and experiences to further develop the childs social development. Sociograms, however, do not describe the reasons why something has happened. They only detail what has happened. Event Sampling : Event sampling is used to observe when an event has taken place. This type of observation can be used to record a childs behavioural or emotional development. It can record any event and includes information detailing how and why the event has occurred. This type of observation can help the practitioner to analyse the cause and effect of certain relationships. The data collected may be produced as a chart making it easier for the practitioner to analyse. Event sampling is not suitable for observing infrequent behaviour and only records the specific behaviour as detailed in the aim of the observation. The recorded data may be misinterpreted as the observation may not record any preceding behaviours. Event sampling can be used within an early years setting as it is adaptable and it provides evidence of a particular behaviour. Pie / bar charts : Pie or bar charts can be used to give a visual representation of information recorded by the practitioner. It is an effective method to use with both individual children and groups and makes data easy to read. This type of observation is suitable for early years settings as it is very adaptable and can be used to record information such as: areas of provision used by girls or boys both indoors and outdoors (highlighting childrens preferences), which children participate in a particular activity (e.g. physical), or what children eat during snack time. This information can then inform a settings planning to make it more suitable to the children. Pie or bar charts do not indicate why a particular event has taken place, only that it has happened. They may require a longer set up period than other types of observations and data may be more difficult to interpret. Histogram : Histograms can be used to plot the development of a child over a given period of time. The information gathered is detailed on a bar graph where each type of activity is shown in a continuous fashion. Histograms allow the practitioner to focus on a particular behaviour over a longer period of time. As with sociograms and pie / bar charts, histograms show that a particular behaviour has occurred but does not give the reason why it has happened. Other types of observation may require slightly different formats. Samples of work are sometimes included for assessment purposes. Photographic and video observations are an effective way of documenting the childs learning process. Photographs should always be annotated or cross-referenced to relevant written observations. Practitioners should request written parental permission for using photography and video devices to record and document childrens learning. Section 2 : Background to the individual child. The child is 2 years and 3 months old. She has attended the setting since the beginning of September 2012. She attends 5 morning sessions per week for 2.5 hours each session. She has 1 sibling which is 3 months old. The childs mum has informed staff that since the arrival of the new baby the childs behaviour has become much worse than it was previously. The child has exhibited such behaviour as biting, kicking, hitting, pushing, and screaming when she is at home and also outside. This behaviour is displayed when the child does not get what she wants. The child lives on a council owned estate which is within a Communities First area. Communities First is a community focused programme that supports the Welsh Governments Tackling Poverty agenda. It supports the most disadvantaged people in the most deprived areas with the aim of contributing to alleviating persistent poverty. Communities First works alongside other programmes with an aim of narrowing the education/skills, economic and health gaps between the most deprived and more affluent areas. (http://wales.gov.uk) The area has also been highlighted as a Flying Start area. Flying Start is the Welsh Government targeted Early Years programme for families with children under 4 years of age in some of the most deprived areas of Wales. The core elements of the programme are drawn from a range of options that have been shown to influence positive outcomes for children and their families. These include free quality part-time childcare for 2-3 year olds, an enhanced health visiting service, access to parenting programmes, and early language development. (http://wales.gov.uk) The childs place at the setting is fully funded by the Flying Start Programme. The childs mum does not work and is at home with the children during the day. The childs dad works full time during the week and spends evenings and weekends at home. The childs mum has informed staff at the setting that the child has many cousins. The child sees them on a regular basis. The child is not able to share or take turns with other members of her family and frequently exhibits the inappropriate behaviour mentioned above. Section 3 Evidence of 3 observations using different techniques. Appendix 1 evidence of a free description observation. Appendix 2 evidence of a time sample observation. Appendix 3 evidence of an event sample observation. Analysis of the childs learning and developing needs. Child As mum informed staff at the setting that she does not share or take turns and exhibits inappropriate behaviour when she does not get what she wants. Mum has noticed that Child As behaviour has worsened since the arrival of their new baby. As Dowling (2005, p.105) states, we expect a child to show mixed behaviour when faced with the excitement, but also the threat of a new baby in the family. The free description observation highlighted the behaviour of Child A when she was placed in a position of taking turns and sharing a toy. Child A was observed snatching a doll from child B whilst playing in the home corner of the setting. When Child C tried to push the pushchair which was being played with by Child A, Child A began to scream and pinched Child C on the face. Following a discussion with a practitioner within the setting Child A apologised to the affected parties however, Child A was then observed a short time later displaying the same behaviour. As Dowling suggests children aged 2 2.5 years old are still developing their sharing and turn taking skills. They need to be encouraged and given opportunities to practice these skills through carefully planned activities. Child A is not able to share or take turns. She does not communicate appropriately with her peers when she wants to play with something. She is not able to wait until the other child has finished playing with the item before taking it. Child A is able to apologise when supported by a practitioner. The time sampling observation was carried out 1 week after the free description observation. Child A displayed similar behaviour during this observation as they did during the free description observation. Child B was playing with a plastic box in the maths area. Child A had attempted to take the box from Child B and when she was not given the box Child A hit and pinched the arm of Child B. Child A looked around the setting and made eye contact with one of the assistants. Child A lowered her head and looked at the floor. After the practitioner spoke to Child A she apologised to Child B. With help from the practitioner Child A collected a sand timer and waited until the sand had finished running into the other side. Child A was prompted to ask Child B if she could have her turn with the box. Both children complied with the practitioners requests and received praise. Child A smiled and took the box to the carpet area where she had her turn to play with it. As Sharman, Cross and Venice (2000, p.130) states the developmental milestones indicate that a child aged 2 2.5 years is egocentric. They see the world from their point of view. They are not able to share and will hold onto things with determination. Child A is not able to take turns. She is not prepared to wait for her turn. Child A exhibits inappropriate behaviour when she is not given what she wants when she wants it. Child A is able to apologise when supported by a practitioner. She is also able to wait for her turn when supported by a practitioner and a visual timing device which in this case was a sand timer. The third observation was an event sampling observation. This was carried out 2 weeks after the initial free description observation. The observation recorded the behaviour and social interactions of Child A during a morning session. Child A displayed inappropriate behaviour at several times during the day and in several areas of the classroom. She took what she wanted without asking and screamed when a child tried to take an item back or when they tried to take something that she was already playing with. Child A did not speak very much to the other children or to the practitioners in the setting. She apologised when prompted to do so by a practitioner. Child A was not always responsible for the incidents that took place. As Dowling (2005, p.108) says before children start to regulate their behaviour they must begin to learn about cause and effect. Children need to be able to empathise to understand how others feelà ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦.. Recommendations to inform future practice. The first observation which was a free description concluded that Child A was not able to share. Child A showed very little understanding of this concept. She exhibited inappropriate behaviour to her peers when presented with a sharing situation. It is important for practitioners to understand how frustrating it can be for young children to share and to understand the concepts. The ability to share is developed over a period of time. Young children find it difficult to understand how others feel as they are not yet able to empathise. Having more than one type of toy can be beneficial for young children as it gives them an opportunity to play in parallel with the same type of provision. Where possible, more than one of each provision should be made available to the children in each area of the setting. As Fisher (1993, p.29) states appropriately resourced and supported, child-initiated activity can bring about some of the most creative and innovative learning in the classroom Planning activities which encourage turn taking will allow the child to practice this skill and would also allow them to begin to realise that they will have their own opportunity to play with a particular item. The second observation, time sampling, concluded that Child A cannot communicate her needs appropriately. Child A has not yet learnt to ask for what she wants. Instead she exhibits inappropriate behaviour such as pinching. Child A is able to apologise to the affected party when prompted to do so by one of the practitioners. She is also willing to wait for her turn when supported by a practitioner and a visual aid demonstrating a set amount of time a sand timer. Encouraging Child A to ask for a particular item and rewarding her with praise when she does will reinforce to the child that it is appropriate behaviour. Skinner suggests that reinforcement of a particular behaviour will prompt a repeat of the same behaviour at a later time. Sharman, Cross and Vennis (2007, p.11) state, children need adults to notice their achievements and provide an environment to support their further development. Games such as dominoes or snap cards will strengthen and support turn taking skills. Other activities which encourage turn taking will allow the child to decide when they have finished playing with a piece of equipment. Some children may be happy to give the item to someone else when they feel they have finished using it. The third observation, time sampling, recorded some similar behaviours as the previous observations. Child A was not able to take turns when using the pencils. It also provided evidence that Child A is able to carry out some instructions such as tidying up. Child A was following an instruction and putting the cars away. She snatched one from another child to put it in the appropriate box. Child A was not able to ask for the car and just took it. Child A was also not able to share the parachute and she screamed when another child tried to hold it. Where a child is not able to take turns, the practitioner should support them by explaining why they should take turns and will use an item to display a set amount of time, for example, a sand timer. Whilst a child waits for their turn the practitioner should support them by suggesting an activity to do. The practitioner will give the child simple choices to allow them to choose an item, game or activity for themselves and this will allow them to feel that they have made their own choice. Reflect on your role in the observational process. Through observations the practitioner is able to learn what the children know, evaluate their needs and plan appropriately to facilitate their learning. Staff training is an integral part of the settings self-evaluation process and allows the practitioner to consider the importance of observing children and developing the necessary skills. The practitioner will organise an allocated observation time and is more aware of the need for incidental observations. The practitioner has a better understanding of the importance of gathering information from a range of contexts, both inside and outside the setting. Observations should be a constant source of vital information concerning both the childrens and the settings development. They should form a fair, rounded and holistic record over a period of time. The practitioner will address their observations during the settings weekly planning meeting and will share information between practitioners. The practitioner further understands the need for the effective implementation of observations and their impact on the future planning of the setting to facilitate the learning needs of all the children. As Fisher (2000. P.19) says, ensure that the planned curriculum is appropriate. This leads to planning that is tailor-made for each child because the foundations of learning are unique. The evaluation of the setting which involves all staff helps to ensure that the learning environment supports children in initiating their own learning. The practitioner is fully aware that observations must be fed into the assessment process for individual children. Parents will be further encouraged to contribute to observations through informal and formal discussions with the practitioner. Proformas will be used to ensure consistency of information within each type of observation. Photographic evidence will be annotated to support observations to document the childrens learning. Sharman, Cross and Vennis (2007, p.2) cites the work of CACHE (2005) who states that play workers exist to support childrens natural play and they do this by creating spaces where play can happen. Then they unobtrusively observe, intervene very occasionally, and then reflect on what they have seen and done. Appendices. Appendix 1 Observation 1 : Free Description / Narrative. Date : 23rd October 2012 Time Commenced : 09:40 Time Completed : 09:45 Number of Children : 3 Area : Ty Bach Twt Name of Child : Child A Age : 2yrs 3mths Aim : To observe the behaviour of Child A during free play. Objectives : To observe and record Child As ability to share. Child A is playing in the home corner of the setting with 2 other children. Child A snatches a doll from Child B. Child B does not attempt to take the doll back. Child A puts the doll in a pushchair. Child C takes hold of the handles of the pushchair and tries to push it. Child A begins to scream and grabs the handles of the pushchair. Child A pulls the pushchair away from Child C. Child C keeps hold of the pushchair. Child A keeps one hand on the pushchair and uses the other hand to pinch Child C on the face. A practitioner intervenes at this point. The practitioner speaks to Child A. Dont do that. It isnt nice. You mustnt pinch. It hurts. Child B was playing with the doll. Can you give the doll back to child B please. Would you like to play with this doll instead? Child A lowers her head. The practitioner asks Child A to look at her. Child A does not respond. The practitioner asks Child A to look at her again. Child A makes eye contact with the practitioner. P-Can you give the doll back to Child B please. You can play with this doll if you want to. Child A gives the doll back to Child B. P-Can you say sorry to Child B for snatching the doll? Child A Sorry. P-Da iawn Child A. You can have a turn of that doll when Child B has finished playing with it. P-Child C wants to play with the pushchair with you. He is your friend. You will make Child C sad if you pinch him. Can you say sorry to Child C please for pinching him. Child A Sorry. P-Da iawn. Merch dda. Can you push the baby together? Thats a nice thing to do. Maen neis i rannu. Child A nods. Child A and Child C push the pushchair across the room. Child A grabs Child Cs hands and pinches them. Child C lets go of the pushchair and Child A runs across the room with it. The same practitioner intervenes. Conclusion : Child A wanted to play with a doll that was being played with by Child B. Child A snatched the doll from Child B and did not ask if she could play with it. When Child C attempted to use the pushchair that Child A was playing with, Child A screamed and pinched Child C on the face. Later, Child A agreed to allow Child C to push the pushchair with her, but after a very short period of time Child A pinched Child Cs hands. Child A ran across the room with the pushchair when Child C let go of it. Evaluation : Child A is not able to share or take turns. She does not communicate appropriately with her peers when she wants to play with something. She is not able to wait until the other child has finished playing with the item before taking it. Child A is able to apologise when supported by a practitioner. Recommendations : Give opportunities to practice sharing and turn taking skills through carefully planned activities. Encourage the child to share and remind them that it is nice to share with their friends. Give immediate praise when child shares or takes turns. Appendix 2 Observation 2 : Time Sampling. Date : 2nd November 2012 Time Commenced : 10:20 Time Completed : 10:27 Number of Children : 2 Area : Maths Area Name of Child : Child A Age : 2yrs 3mths Aim : To observe a target child interacting with a child of similar age whilst playing in the maths area. Objectives : To observe and record Child As social interactions. Child A has just entered the maths area and looks at the jigsaw puzzles on the table. Child A approaches the table and starts to take the pieces out of the jigsaw. Another child is already playing in the area. Child B takes a plastic box from a shelving unit and begins to shake it. Child A looks at Child B and the box. Child A approaches Child B and attempts to take the box from her. Child B does not allow Child A to take the box. Child A hits Child B on the arm then pinches it. Child B starts to cry. Child B continues to hold the plastic box. Child A looks around the setting and makes eye contact with a practitioner. Child A lowers her head and looks at the floor. Child A lets go of the plastic box. The practitioner walks over to Child A and kneels down. The practitioner asks Child A to look at her. Child A does not respond. The practitioner again asks Child A to look at her.

The United States from 1865 to 1950 Essay example -- essays research p

The United States changed dramatically from 1865 to 1950. Many changes occurred in industrialization, foreign affairs, government, as well as in society and culture. The events that took place within this time period helped shape this country into what it is today. Industrial development began with the railroad, with the help of Republican governments, who provided subsidies, loans and tax exemptions to railroad corporations. Over 52,000 miles of railroad were laid all over the nation between 1854 and 1879. Railroads stimulated growth. They required many resources to build, such as coal, wood, glass, rubber, and brass. Most importantly, the railroad connected the country. Although small factories were already up and running three decades before the Civil War, it wasn’t until after the 1850’s that the industrial economy boomed. Larger factories that produced goods to sell nationally and internationally were being built. These factories transformed the United States from a farming nation into the most industrialized nation in the world. There were advantages and disadvantages to this new industrial order. One disadvantage is the damage that industrialization did to the environment. Forests were cut to make way for big factories which, in some cases, left rivers, such as those in the Northeast, toxic. Another disadvantage was the working conditions. Industrial workers were overworked and underpaid. In 1890, an unskilled worker took home $1.50 for a ten hour work day. Children were exploited, working 60 hour work weeks and taking home a third of what an adult male made. African Americans faced an even greater challenge at work, discrimination at the workplace. They were given menial jobs and paid less than wh... ... case, Plessy vs. Ferguson, made it to the Supreme Court. The court ruled that segregation was not discrimination as long as the accommodations for both races were â€Å"separate but equal.† In 1954, the case of Brown vs. the Board of Education overturned the Plessy case. In 1894, African-American males were given the right to vote, even before women. In 1917, women were picketing in front of the White House for a right to vote. Some women became militants and initiated violence for which they were thrown in jail. Women were granted the right to vote in the United States in 1920. The United States went through a lot between 1865 and 1950. It has seen many changes in industrialization, foreign policy, government, and society and culture. I believe that these events, along with many, many others, have shaped the United States into the great nation it is today.