Supporting Child Language Development

Supporting Child Language Development Hay Fielding-Barnsley (2012) believed that there are firm reciprocal connections between childrens language development, logical reasoning and their achievements at school. In order to best promote these relationships, childrens language and speech should be motived, acknowledged and respected in a social positive learning environment. Childrens academic achievement in literacy, which is multi-dimensional and interactive, depends on two periods of learning (Hay Fielding-Barnsley, 2012). Cunningham Stanovich (1997) stated that a first process is the cognitive memory development; children quickly identify the orthographic features of the word then connect this to semantic meaning of the word (Hay Fielding-Barnsley, 2012). Second, they get the meaning of the text by motivating and interacting to become independent readers (Bishop Leonard, 2000) as cited in Hay Fielding-Barnsley (2012). A key factor to a successful rate of childrens mastery language and literacy is the quality of environment; surrounding in the home and out of home settings (Hay Fielding-Barnsley, 2012). Fellows Oakley (2014, p. 71) highlights that from the moment of birth, parents and family members influence childrens speech, language acquisition and learning through daily communicative exchanges. Evidences also show that the higher socioeconomic status children are from, the better childrens language and literacy skills will be improved. For example: children of low-income and low-educated parents lack three times opportunities to communicate and interact with their parents (Hay Fielding-Barnsley, 2012). In an outside aspect, childcare setting plays significant role on nurturing secure relationship and fostering rich language experience (Fellows Oakley, 2014). For example: appropriate programs at school and designed interventions such as closing expressive and receptive language gap activitie s can help children become more fluent in their language and literacy (Hay Fielding-Barnsley, 2012). Winne and Nesbit (2009) and Vygotsky (1978), researchers of social learning theory, state that Language and literacy development has seen as an essential part of childrens cognitive development framework (Hay Fielding-Barnsley, 2012). In addition, Blank (2002) believes that interactive and self-enhancing skills are important to young childrens early language and ability to use reasoning from the social learning circumstance. When children understand the words expressed, they are able to use them in complex settings and their ability is enhanced to reason. As educators, we support childrens language and reasoning development by providing opportunities for them to make their own dialogue, questioning and talking (Blank, 2002). Any childs response should be always seen as a learning opportunity to enhance his or her confidence in conservation with others, criticizing or closing off the conversation for wrong responses of a child is not highly recommended (Hay Fielding-Barnsley, 2012). On the other hand, if childrens responses are not valued and accepted, they remain silent to talk and lack language and literacy development (Hay Fielding-Barnsley, 2012). The article shows evidence of the necessary and appropriate preparation for childrens language and cognitive development in early school years. Priority is given for educators and others to understand the strong relationship between childrens language development, cognitive thinking and their school achievement as well as supporting; valuating childrens language development in a positive environment. References: Blank, M, (2002), Classroom discourse: A key to literacy. In K, Butler E, Silliman (Eds), Speaking, reading and writing in children with learning disabilities: New paradigms in research and practice (pp. 151-173), Malwah, NJ: Erlbaum Hay, I. Fielding-Barnsley, R. (2012). Social learning, language and literacy. Australasian Journal of Early Childhood, 37(1), 24 29. Fellows, J., Oakley, G. (2014) Language, Literacy and early childhood education (2nd ed.). Melbourne: Oxford University Press.

Waterford Meadows, Waterford, Michigan :: Free Descriptive Essay About A Place

I grew up in a Waterford Michigan in a neighborhood called Waterford Meadows. The neighborhood consisted of middle-working class citizens, almost entirely Caucasian Americans, nuclear family households (domestic unit consisting of parents and their unmarried children), and the men were the breadwinners while the women homemakers. Today Waterford is a growing township; commercial buildings on every corner, new subdivisions, bigger roads, and high class dining restaurants. When I was a child, in the early eighties, Waterford was not as populated as it is today. Many who lived there where elderly people living in much older homes. Waterford doesn't have a down town area were people can take a Sunday stroll but it does have an abundance of beautiful lakes. Hence that's where the name comes from. With every road that's traveled there is a lake to be seen or one near by. Often the lakes are taken for granted by people who live here. We often forget there beauty and how rare it is to have so many surrounding us. Summers and winters tend to never be boring around Waterford. A trait that most of us who live here learn is how to swim at a young age. It is vary rare to find a person who doesn't know how to swim in Waterford. There are always lakes to ski on, jet ski, or tube in for some summer fun and always lakes to ice-skate on in the winter. Waterford's only other landmark would be the Waterford Wave Pool. This place is a big attraction in both the summertime and wintertime. People of all ages and from different areas come and join the fun at the Wave Pool. It is basically a small water theme park located in Waterford. In the summertime there is a gigantic pool where more then 200 people can swim in and every 10 minutes a bell rings and waves start to form. To the left of the big pool is a kiddies pool where the young ones swim. Towards the back are two gigantic water- slides. There are places to eat, a playground, and plenty of water to swim in. In the wintertime a gigantic toboggan run is made, its nickname is the "Fridge." There are also many Ice Skating rinks. It is a place to relax while having fun with family and friends during the changing of the seasons. A unique feature of Waterford is the fact that 4 townships neighbor it; West Bloomfield, White Lake, Walled Lake, and Union Lake.

Was World War One Responsible for Nicholas Ii’s Downfall?

Emily Hawkins How far do you agree that Nicholas II’s downfall was caused by World War 1? 1914 was a devastating year for many countries of the world, as world war one began to take full effect. But as world war one shook the world; it began to question Nicholas II’s ability to rule Russia. In this essay i will discuss the extent of world war one’s responsibility in Nicholas II’s downfall, and the extent of other contributing factors. I will argue that Nicholas II’s own traits as a leader were the main reason for his downfall.On the one hand, world war one had a huge impact on the Tsar and his country. Firstly, the cost of the war was placing a huge strain on Russia’s economy. Taxes increased hugely and the cost of living rose by 300%, so in order to try and help the economy through the struggling times of world war one, the government printed more money, making all money worthless. The people of Russia were now struggling even more than they were before the war had begun. Secondly, the Germans were forcing the Russians to retreat and they were therefore losing a lot of land.The impact of the battle of Tannenburg, where 30,000 troops were killed and 95,000 captured had a huge impact on the army’s moral, and by the end of 1916, 2 million soldiers had left the army. The commander in chief shot himself because of how bad the country and the army were doing, and soon after, the Tsar himself took on the role of commander in chief, although he lacked ability and knowledge. Also, the military had a lack of resources, in each regiment in the army; there was one gun per three people; the Tsar was blamed for many of the military downfalls, and this was one of them.The Russian transport system was also facing serious problems, and the ammunitions being made in the factories weren’t getting to the front line. Thirdly, world war one was causing huge food shortages; in Moscow in 1914, Russia was receiving 2200 wagons of grain and by Christmas 1916, the number of carts was down to just 300. This was because of distribution problems; nobody could sort the carts out properly. They were prioritized to the front line, so that the soldiers got the first carts.But after the front line had been sent their grain, there was nobody sorting out the rest of it; there were carts found with bread rotting away, bread that the starving Russian people were missing out on. Although world war one was not the sole reason for Nicholas’ downfall, it did act as a catalyst. It increased the severity of the existing problems that Russia was facing. It also highlighted that the Tsar and the Romanov dynasty was no longer capable of ruling the country and that they didn’t have the support and determination to rule the country through a world war.On the other hand, there were many other reasons that the Tsar’s downfall occurred. Firstly, the strikes and demonstrations in Moscow and Petrograd were causing h uge disruption, and when the Tsar tried to return to Petrograd, his train was stopped and he realised that he couldn’t control the protestors; a major sign that he had no control of Russia and its people. Secondly, the revolutionary parties were spreading their radical ideas around the country, and also highlighting the weaknesses of the Romanov dynasty.The Tsar’s downfall was prone because of the amount of opposition that he faced and his loss of support to the other political parties. Parties such as the Bolsheviks, Social Revolutionaries, Mensheviks and Populists educated the peasants and working-class people on the need for a new type of leadership; this encouraged strikes and discontent. Many of the strikes were purely because of the appalling living and working conditions, and for a while, the people united together because of the war, but when the Russian people began to feel the true cost of the war, the protests began to re-occur and more support for the Tsar was lost.Thirdly, because of the troops refusing to shoot at protestors on 25th of February, the army felt no longer obliged to be loyal to the Tsar. As long as the Tsar was not supported by the army, he had no chance of successfully running Russia. The Duma also refused orders to dissolve, and 12 of its members formed a committee that planned to take over Russia; the called themselves ‘The Provisional Government’. The soviets also issued ‘Order number 1’ which demanded that all officers in the army be elected by their men, proving that the Tsar had lost all of his power.Therefore, there were many factors involved in the Tsar’s downfall, such as the political opposition, strikes and the disloyalty of the army and the Duma. Once people started to support the other political parties, they lost all loyalty for the ‘God appointed’ Tsar. The strikes highlighted the weaknesses of the Tsar’s leadership skills and proved that he couldnâ⠂¬â„¢t no longer control and rule Russia. The disloyalty of the army and the Duma completely removed all of his power, meaning that Nicholas could no longer be Tsar.I personally believe that Nicholas II was responsible for his own downfall. Although there was definitely contributing factors, his naive attitude and inability to effectively rule a country caused his downfall. Nicholas failed to trust key advisors such as Witte and Stolypin and despite him issuing the October Manifesto; he preserved his own autocratic power through the fundamental laws, which the Russian people didn’t like. He failed to think and plan ahead to create a better future for Russia, he didn’t think like a leader should.Even though the war was already a huge strain on Russia, and on Nicholas, he still felt it necessary to take over the role of commander in chief of the army; although he had no experience or knowledge of the role. He was blamed for many of the army’s failure, and people s topped believing in him. By Christmas 1916, the Russian army were struggling and with Nicholas II as an unqualified leader, poor communications and shortages of food and supplies led to problems and Nicholas was blamed for the 1. million soldiers who died, the 3. 9 million wounded and the 2. 4 million who were now prisoners. As Nicholas was busy trying to incapably run the army, he left his wife in charge of Russia, his wife that nobody liked. As she was German born, the Russian people thought that she was sympathetic to the enemy, and they deeply mistrusted her. The Russian people looked at their leadership and saw the ineffectiveness; they began to look for alternative leaders.Also, people disliked the Tsar, as he took key advice from Rasputin, who was disliked by the population for making many ministerial changes, and they thought that he was having an affair with the Tsarina. Some radical parties began to plot the death of Rasputin as the Russian people looked for alternatives t o the Romanov dynasty. Therefore Nicholas was responsible for his own downfall. People began to dislike him after he failed to listen to his key advisors and improve Russia. This was made worse by his inability to share power with the Dumas or any other political opposition.Russian people also hated the fact that Nicholas had taken the role of commander in chief of the army. He was unable to run the country, let alone the army as well. He had almost run Russia into the ground, and then he left it in the hands of someone that none of the population liked or trusted, so that he could take up a role he knew nothing about; which he failed at miserably, letting the country and the army down. Therefore, i believe that Nicholas was responsible for his own downfall.There were many other things to blame though, such as world war one, the disloyalty of the army, and his political opposition. As soon as world war one started, the Russian people began to see that Nicholas was incapable of runni ng Russia and they looked towards the opposition for a way out of the autocratic state they had suffered so long. Once the loyalty of the army was lost, Nicholas had no chance of getting Russia back to how it was 100’s of years before. He knew that his time of autocracy, and the time of the Romanov dynasty was up.

Opposites Attract essays

Opposites Attract essays Persons attempting to find a motive in this narrative will be prosecuted; persons attempting to find a moral will be banished; persons attempting to find a plot in it will be shot - By Order of the Author, (Twain 1) reads the Notice before The Adventures of Huckleberry Finn, by Mark Twain. Twain claims that he wrote the entire novel purely as an adventure story, and had no intention of creating a deeper statement about the human condition. On the contrary, Twain creates an insight into humanity that the reader hardly expects from the authors impractical notice. He does this by using the two main characters in the novel, Huck Finn, an uneducated boy running away from civilization and Jim, the runaway slave. As these two misfits float down the Mississippi River on a raft, Twain uses the character of Jim and his interactions with others to defy the white perception of the Negro and to ultimately demonstrate his place in American society. Twain does this by showing how Jim does not form to the mold of the stereotypical slave, has real emotions just like anyone else and is an example of the Negros social standing at that time. In the beginning of The Adventures of Huckleberry Finn, Twain introduces Jim by describing the stereotypical Negro. Jim represents the ignorance and superstitions that most white believed to be the slaves persona. As seen through the eyes of Tom Sawyer and Huck Finn, Jim personifies the stereotypical characteristics of the carefree and often ridiculous Negro. This is demonstrated when the reader first meets Jim, as Tom and Huck attempt to sneak out of the house. Jim, hears the boys moving and decides to wait until he hears it again but promptly falls asleep. Tom moves Jims hat by hanging it on a tree limb. Afterward Jim said the witches bewitched him and put him in a trance, and rode him all over the state, and then set him under the trees again, and hung ...

ACT Advice Top 5 Tips on Preparing for the Test

ACT Advice Top 5 Tips on Preparing for the Test SAT / ACT Prep Online Guides and Tips If you’re looking for a concise, effective list of the bestACT advice, you’ve found it. Sometimes too much information can do more harm than good - in this post, I’ll lay out the five most importantthings you should do in order to do well on the ACT. Let's get to it! Tip #1:Figure Out Your Pain Points If you're gearing up to study for (and take) the ACT, you'll want to focus onimproving your weakest skills. So what are the biggest, most common problem areas that students have when preparing for the exam? 1. Content The ACT isn't a one-subject test - in order to do well, you'll have to prepare for the English, Math, Reading, and Science sections (not to mention the optional Writing section). If you're weak in a particular subject area in school, for example, you may see a weaker performance in the corresponding ACT section. 2. Timing The ACT isdivided into strictly timed sections, meaning you have less time to both complete questions and check your work. You may know everything you need to know, but still have issues with completing sections within the allottedtime limit. 3. Strategy Many standardized tests (the ACT included) list confusing or even misleading questions and/or answer choices. You may lose points (even if you know the relevant material) on tricky questions like this. To do well on the ACT, you'll, of course, need to think aboutall three major problem areas. You'll want to spend time thinking critically, though, about which of these areas are your major "pain points" - areas that are leading to the greatest loss of points. The best way to do this is to workthrough official ACT practicematerial. Once you've gone through a few practice sections (or, ideally, a whole ACT practice test) under realistic timing conditions, you can get a better idea of where you should focus your efforts. Get started by checking out our guide to reflecting on your ACT practice tests. Tip #2:Make a Study Plan Once you figure out what you need to practice most, your next step should be to lay out a time-sensitive and weakness-sensitive study plan. What I mean by this is you should set a study schedule based on 1) the amount of time you have to prepare for the ACT, and 2) your test content and strategy weaknesses. The amount of time you need to study depends on how much you want to improve from your baseline score. Here are some general guidelines for the amount of time you should prep depending on thesegoals: 0-1 Composite Score Improvement: 10 hours 1-2 Composite Score Improvement: 20 hours 2-4 Composite Score Improvement: 40 hours 4-6 Composite Score Improvement: 80 hours 6-9 Composite Score Improvement: 150+ hours Some students canfollow through on a plan with just independent study, whereas other students fare better with help from a tutoror an ACT prep course. If you’d like some more information on coming up with a study plan, check out our posts on how long you should study for the ACT and putting together a sample study schedule. Tip #3: Learn From Your Mistakes The most important part of studying effectively is critically analyzing how, why, and when you mess up. It’s also perhaps the least fun part of prepping for the ACT. Just keep in mind that if you’re not thinking about the problems, concepts, and strategies that you’re weak in, you’re missing out on valuable opportunities to improve your score. Mistakes and errors are only "bad" if you don't use them to improve. The big categories of errors and mistakes include: Careless errors - you should have known the right answer Content issues - you didn't have the information needed to answer the question Comprehension issues - you couldn't figure out what the question was asking Errors due to timing - these usually happen at the end of a section There are some simple, but important steps you should follow if you want to learn from your mistakes on ACT practice tests. Lucky for you, we have an awesome comprehensive guide on these strategies. You can also check out more detailed information on reflecting on ACT practice tests, ACT English, and ACT strategy mistakes. Tip #4: Work Efficiently You have to work efficiently if you want to do well on the ACT - this tip applies both when you’re studying for the test and when you’re actually taking the test. The bottom line is that if you’re not using your time wisely, you’re wasting time. To work efficiently as you study, it’s important that you do a few things: Stick to your study plan (Tip #2). It helps to set reasonable study goals, so you don't get distracted or side-tracked. Use the right study materials - don’t prepare with practice materials that won’t serve you well on the actual test. Focus on your pain points(Tip #1)first! To work effectively as you take the test,know that you'll be most effective if you've practiced developing time management skills through your prep. If you still need help with timing, though, you should read more about: How to stop running out of time on ACT reading How to stop running out of time on ACT math Time management for ACT science General ACT time management Tip #5:Take Care of Yourself Physically Mentally All of the previous ACT advicewon’t serve you well at all on test day if you’re stressed, hungry, or tired. No matter how much you may want to cram for the ACT the entire night before, keep in mind that your health and wellness is super important when it comes to your test performance. The ACT is a marathon, not a sprint, so prepare yourself the night before for a mental workout. This means getting a good night’s rest and a healthy breakfast (your brain needs fuel, you know)! There are even more things you can do to take care of yourself the night before and the morning of the ACT - following those strategies will help you optimize your score. Wrapping Up In short, here are the five most important things you should do to prepare for the ACT: Figure out your pain points Make a study plan Learn from your mistakes Work efficiently Take care of yourself physically mentally There's a lot more detail to get into when it comes to prepping for the test, but if you follow this ACT advice, you'll be on the right track. What's Next? Next comes the work of actually studying for the ACT! As it's best to focus first on your weaknesses, you may want to read up on the three core areas of ACT prep: content, timing, and strategy.Check out our guides to ACT reading, math, science, and writing. Read more about how to beat the clock when you're taking the test. Finally, read up on 12 last-minute strategies that will boost your score. Want to improve your ACT score by 4 points? Check out our best-in-class online ACT prep program. We guarantee your money back if you don't improve your ACT score by 4 points or more. Our program is entirely online, and it customizes your prep program to your strengths and weaknesses. We also have expert instructors who can grade every one of your practice ACT essays, giving feedback on how to improve your score. Check out our 5-day free trial:

Gudie to employability Coursework Example | Topics and Well Written Essays - 250 words

Gudie to employability - Coursework Example Employers anticipate these employability skills while the graduates enter a profession of their choice (â€Å"Learning and information†). Resources and activities are often linked to such initiatives as institutional employability awards. These awards are offered to provide students with an opportunity to experience the added value of learning from the extra-curricular activities (Lantz 9). Some of these experiences include involvement with student societies, recognition of volunteering, and skills developed through work-based placements. Universities nowadays take a lot of measures in order to guide their students to employability. Such measures include but are not limited to deciding minimum working hours for the students, providing students with opportunities to work and earn at campus, teaching students how to present and prepare for the interviews, and allowing students more flexibility of learning by providing them with the choice of virtual education (â€Å"Careers and employability†). Guide to employability is a very special and necessary service ever university and college must provide its students with in the present age in order to increase their eligibility and competitiveness for

The Professional Health Educator in the 21st Century Essay

The Professional Health Educator in the 21st Century - Essay Example Essentially the health educator can be defined as the facilitator of disease prevention and promotion of healthy lifestyles by way of knowledge and behavioral change. The profession of health care educator exposes the working professional to inter-disciplinary preventative healthcare research and literature. Disciplines incorporated into the profession of health education include biology, physiology, psychology, sociology, education, community services and research methodology. As a science, health educator science is dynamic and continuously developing from previous knowledge. As such, the health educator is required to take part in at least four years of academic training at an approved institute. And although there is no global consensus as to the optimal length of training, health educator students are expected to complete their Bachelor's Degree in Health Education or Health Promotion to be able to practice. As well, the health educator professional has the responsibility to continue their education through professional development courses. This may entail attending workshops and seminars, professional organization meetings, or adding to the ir academic achievements within the formal context of the university. The health educator professional is expected to access to numerous journals and other literature so as to be aware of the changes of knowledge and practices within their discipline.In these ways, members of the public can be assured that the services provided by the health educator are of a very high standard. Their academic studies have focused on concepts of attitude and lifestyles behavior and so the professional health educator can deliver a unique service to the community. Also, in order for the health educator to be accepted as a member of a professional body it is necessary that they demonstrate a high level of proficiency of selected competencies. These competencies have been developed within a Framework for the Development of Competency-Based Curricula for Entry-Level Health Educators.At the national level, professional health educators are contributing to the shaping of legislation in regards to preventa tive health care services. Health educators contribute to legislative changes by way of lobbying or debating government decisions and approaches, either as individuals or as a professional group. Such changes highlight the importance of belonging to a professional organization of health education, as often changes sought are in regards to the profession itself, and the overriding body can lobby for changes to legislation that ensure the optimum standards of pay and working conditions and opportunities for its members. The professional organization, such as the National Commission for Health Education Credentialing Inc (NHEC), the Society for Public Health Education (SOPHE), or the American Association for Health Educators (AAHE), are comprised of members who have been awarded certification of achieving a high level of competencies at university. And it is the professional organizations that determine the standards that must be obtained in order to become a member. Thus, there is little room for lay control from those