Wider Professional Practice Essay Example For Students

Wider Professional Practice Essay ASSIGNMENT UNIT 7 Wider professional practice 1 Write a critical reflection on the extent to which learning can contribute to the personal development, economic growth and community regeneration of your learners. 2 Write an analysis of how relevant government policies and initiatives impact on own role and teaching and learning within the Lifelong Learning Sector. 3 Provide extracts from their ongoing reflective journal to analyse and evaluate: Their understanding of the principles and processes of evaluation including its role in quality assurance. Their own application of evaluation processes, working with others and their use of data and other feedback for evaluation. 4 Have embedded equality of opportunity and respect for diversity within your teaching and learning practice. 5 Examine the impact of their own professional values and judgements on teaching and learning. INTRODUCTION This assignment will explore the ever expanding growth of government’s initiatives, programmes, and policies focusing attention on involving, engaging field of the post compulsory education sector, in particular the assignment shall focus on the key issues of government policies, core professional values and accountability within the Lifelong Learning Sector and how this impacts on the teachers, students and the community. We will write a custom essay on Wider Professional Practice specifically for you for only $16.38 $13.9/page Order now Application and evaluation of quality assurance, quality improvement systems and improvement of one’s own professional practice shall be explored. Government’s policies have always and will always impact on the Lifelong Learning Sector (LLS). In 2003, Office for Standards in Education Children’s Services and Skills (OfSTED) highlighted a weakness and the government set about implementing a package of reforms. It noted that much of it was inappropriate for the particular skills that FE teachers were transmitting. Following this, the Foster and Leitch reviews both emphasised the need to improve the reputation of further education colleges and, by extension, the need to raise the reputation of their teaching forces. One such reform ‘Equipping our Teachers for the Future’ was to change the quality of teacher training and introduce a new offer for trainee teachers, leading to a new QTLS award – Qualified Teacher Learning and Skills. The QTLS, a level 5 qualification, will be awarded by the Institute for Learning (IFL). Diploma in Lifelong Learning Sector (DTLLS) was born. Until this point in the Further Education (FE) history no qualification needed to be attained. Although the majority of people teaching in further education colleges have been qualified, there has been an absence of qualifications among people teaching vocational skills. The application of the above reform means that anyone delivering further education provision through a contract with the Learning and Skills Council (LSC) must ensure all trainers, tutors and teachers are registered with the IFL. The IFL has issued a ‘Code of Practice’, the code has seven parts: professional integrity; respecting the rights of learners and colleagues (prohibiting discrimination in areas such as race, disability, gender); taking reasonable care to ensure safety and welfare of learners; professional practice (individuals must prove theyre conforming to IfLs requirement for continuous professional development); disclosure of criminal offences; showing responsibility during any investigation; and abiding by IfL membership conditions (http://www. fl. ac. uk/professional-standards/code-of-professional-practice, 2009) Within the code there is an obligation for QTLS to complete professional practice in the remit of Continuing Professional Development (CPD). The online record will provide evidence that the QTLS is coping positively with change by constantly updating their skill set, thus, the QTLS shall be more productive and efficient. The expectation is that all teachers registered with the IFL shall carry out at least 30 hours a year of CPD. By reflection the CPD will help teachers to consciously apply learning to their role. CPD can be time exhaustive and an expensive outlay. For many teachers that are self-employed teachers/trainers they don’t have the luxury of being able to send their CPD invoices to someone else to pay. We may even see in the future employed teachers picking up the tab for their continued training expenses in the future. What ways might there be to lighten the financial burden on individuals prepared to invest in developing their professional skills? Currently, self-employed individuals can claim tax relief on training expenses provided they can demonstrate that the courses they have attended are pertinent to the business they are in. However, a self-employed teacher/trainer can not invoice ones self for time spent completing the IFL on-line REfLECT to support their professional practice. Within the remit of providing an educational service to companies, customers are putting an emphasis on needing a more skilled workforce which will hopefully meet the ever-higher skills demands of business. To stay marketable in the climate of an economic crisis that England is faced with, achieving the QTLS is imperative for self employed teachers. Prospective customers that receive funding from the Learning Skills Council (LSC) are now expected to have a QTLS to deliver the educational needs. The LSC are highlighting the importance of qualified teachers delivering the training needs, there focus is about employers’ needs, driving up quality, reforming funding and improving efficiency. The LSC believe that students deserve teachers and trainers who are both expert in their subject(s) and skilled at teaching. .u11992a4529d6f2375f40f5c1d5550f7b , .u11992a4529d6f2375f40f5c1d5550f7b .postImageUrl , .u11992a4529d6f2375f40f5c1d5550f7b .centered-text-area { min-height: 80px; position: relative; } .u11992a4529d6f2375f40f5c1d5550f7b , .u11992a4529d6f2375f40f5c1d5550f7b:hover , .u11992a4529d6f2375f40f5c1d5550f7b:visited , .u11992a4529d6f2375f40f5c1d5550f7b:active { border:0!important; } .u11992a4529d6f2375f40f5c1d5550f7b .clearfix:after { content: ""; display: table; clear: both; } .u11992a4529d6f2375f40f5c1d5550f7b { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u11992a4529d6f2375f40f5c1d5550f7b:active , .u11992a4529d6f2375f40f5c1d5550f7b:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u11992a4529d6f2375f40f5c1d5550f7b .centered-text-area { width: 100%; position: relative ; } .u11992a4529d6f2375f40f5c1d5550f7b .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u11992a4529d6f2375f40f5c1d5550f7b .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u11992a4529d6f2375f40f5c1d5550f7b .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u11992a4529d6f2375f40f5c1d5550f7b:hover .ctaButton { background-color: #34495E!important; } .u11992a4529d6f2375f40f5c1d5550f7b .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u11992a4529d6f2375f40f5c1d5550f7b .u11992a4529d6f2375f40f5c1d5550f7b-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u11992a4529d6f2375f40f5c1d5550f7b:after { content: ""; display: block; clear: both; } READ: Summary and Critique of â€Å"Disobedience as a Psychological and Moral Problem†The Department for Education and Schools (DfES) strategy Success for All recognises that professional, skilled and qualified teachers are essential and that the learning and skills sector must attract, motivate and retain teachers. With the implication that companies will now have to put their trainers/teachers through the qualification in order to secure funding via the LSC will organisations deterred from contracting to deliver learning? A recent article in the IFL (issue 1) touches on the subject of professionalism and professional bodies. The article invited thought on the distinction between the name of a thing and the description of an approach. The question: ‘Are you professional? ’ Ironically, there has been call that teachers in FE attain the ‘license to practice’ so that they are on a par with school teachers. The introduction of new standards, quality assurance and planning arrangements for initial teacher training were set out after OfSTED highlighted ‘insufficient initial assessment, monitoring and specialist support for college teaching staff’. To achieve the golden kudos of QTLS means either two to three years of studying. It feels all too fascicle in the next breath that the Labour government initiative, which is part of Labours public service reforms, will from September halve the minimum time it takes to train as a qualified teacher in England from a year to six months. Is this not insulting to teachers in FE whom have studied hard and reflected on the world of LLS and that are still not remunerated to school teacher’s pay packets? MP Jim Knight stated in the Times newspaper (http://www. timesonline. co. k) that ‘bankers would probably be excellent mathematicians’ and in light of the economic crisis in the banking world the news of fast track teaching is a fantastic opportunity. No wonder teachers and their union leaders are slamming down their pencils in a hissy fit. Who can blame us? In one breath the government is striving for professionalism in the education sector and in the next, well, are they hell bent on the erosion of the credibility of teachers and all they stand for? Also, what happens when failed bankers that are fast-tracked into teaching if the financial market picks up again in a few years time. Bankers do not always have the skills, personality or values for a career in teaching. Although there are obviously exceptions, these brilliant whizz kids should be judged on the same standards and have the same opportunities as everyone else. Legislation, legislation, legislation or was that Education, education, education? Many aspects of health and social care are subject to legislation. New legal requirements emerge constantly and the government seeks to improve health and social care, often through the introduction of ystems to set standards and to control or modify service provision. Legislation also affects service provision through legislation relating to employment, health and safety and use of public funding through related services such as education. Political factors also influence the ways that which services are offered. The legal framework for the social care sector has changed considerably since 2000, and there are now specific minimum requirements for qualifications and training in all areas. Current legal requirements for training in social care stem primarily from the introduction of the Care Standards Act 2000(http://www. cqc. org. uk/). This was introduced in response to many concerns about the quality of care being provided in all types of organisations. More detailed legislation was then introduced in a number of related sector-specific Regulations, after which National Minimum Standards (NMSs) were published by the Department of Health and it is these that contain the details of the training and quality assurance, systems and procedures. Sociological factors in the Health and Social industry, demographic and lifestyle elements can alter the needs of the community and successful employment into the industry. As the population ages, this impacts enormously on this sector, both in terms of the workforce and the services provided. Recruitment to the sector has proven difficult of a variety of reasons, but for young people in particular, the lack of ‘work readiness’ skills are a common issue. The Leitch review of skills predicted that the number of low-skilled jobs would decline dramatically over the next few years, thus, reducing the number of young people who are NEET (not in any form of education). Employment or training is about making sure that young people particularly 16- and 17-year-olds remain in education and training to get the skills and qualifications they need to thrive in the  economy, and that they make a successful transition to further education or employment at age 18. 4-19 Education is a huge area of ever growing interest fortunately. The White Paper ’14-19 Education and Skills, which was the government’s response of 2004 to the Tomlinson Report implemented the young people should be leaving full time education with competency in English and Maths, that vocational options are improved, that academic qualifications offer a suitable stretch to motivate learners. The diplomas re designed with input from employers; the qualification combi nes theoretical study with real work situations and develops skills highly valued by employers and universities. It has been designed to develop future employees for the children and young people’s workforce, health, community justice and adult social care sectors, giving the students an insight into the world of work and helping them to make informed decisions about their future careers. .u90ccf23cfffd3a7e2156554d5003420b , .u90ccf23cfffd3a7e2156554d5003420b .postImageUrl , .u90ccf23cfffd3a7e2156554d5003420b .centered-text-area { min-height: 80px; position: relative; } .u90ccf23cfffd3a7e2156554d5003420b , .u90ccf23cfffd3a7e2156554d5003420b:hover , .u90ccf23cfffd3a7e2156554d5003420b:visited , .u90ccf23cfffd3a7e2156554d5003420b:active { border:0!important; } .u90ccf23cfffd3a7e2156554d5003420b .clearfix:after { content: ""; display: table; clear: both; } .u90ccf23cfffd3a7e2156554d5003420b { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u90ccf23cfffd3a7e2156554d5003420b:active , .u90ccf23cfffd3a7e2156554d5003420b:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u90ccf23cfffd3a7e2156554d5003420b .centered-text-area { width: 100%; position: relative ; } .u90ccf23cfffd3a7e2156554d5003420b .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u90ccf23cfffd3a7e2156554d5003420b .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u90ccf23cfffd3a7e2156554d5003420b .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u90ccf23cfffd3a7e2156554d5003420b:hover .ctaButton { background-color: #34495E!important; } .u90ccf23cfffd3a7e2156554d5003420b .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u90ccf23cfffd3a7e2156554d5003420b .u90ccf23cfffd3a7e2156554d5003420b-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u90ccf23cfffd3a7e2156554d5003420b:after { content: ""; display: block; clear: both; } READ: XDSL Technology EssayThe demand on healthcare professionals will continue to be very strong, particularly at support worker level. It is anticipated that 200,000 additional jobs will be created by 2014 (UKHCA). The skills gained from completing a 14-19 diploma within the sector are transferrable: Literacy, numeracy, languages, ICT, good listening skills, non judgemental attitudes, team working, ability to communicate complex information, empathy and the ability to put people at ease, customer focus and handling, leadership and problem solving. One of the foreseeable problems in the Care Sector with the 14-19 diplomas is age limitations. For example, the General Social Care Council (GSCC) states that personal care should only be performed by 18 years old plus. So that in mind, will the diploma encompass the full package, especially the intrinsic personal care? However it is important that young people have some exposure to the real work place and develop a basic understanding of what is required of them in that environment. Teachers/trainers working with this age group will now have be more creative, especially as most have come into the industry to teach adults as opposed to teenagers. The pressure is on to evaluate the possible impact on one’s teaching ability. Evaluation normally focuses around the training room and normally the perception of what the student has learnt and their experience of the teaching. Within the social care sector the evaluation has become more structured and accountable. External evaluation and auditing of teaching is now a common place, with governing bodies such as Care Quality Commission (CQC), Health and Safety Executives (HSE) and OfSTED. The bodies are examining the training in terms of how it is equipping the workforce with required knowledge, values and skills that will attribute to the goals of the organisation. The teachers/trainers are now under more scrutiny, which can only be a positive, to see if they are facilitating effect learning and engaging all learners. The process of evaluation brings quality to an organisation. Establishing a clear evaluation process is a catalyst for change. An easy example is Kolb Experimental Cycle; that is, to identify needs or experience, reflect on them, analyse them, and decide on future action. Future action leads to a teacher/trainer improving their own professional practice, the power of reflective practice is important to the development of all professionals not just teachers as it enables us to learn from our experiences. Developing reflective practice means developing ways of reviewing our own teachings so that it becomes a routine and a process by which we might continuously develop. An implication of this is that the professional values and personal commitment of a teacher should have an integral relationship and understanding and professional skills and abilities. But entering the profession now requires a level of dedication. As a teacher entering the LLS accountability needs to be applied when teaching to ensure equal support is given to all learners. Conclusion I have come to realise that through the requirement of the IFL to complete a annual CPD of 30 hours can only be have a positive impact on the world of post compulsory education. There must be accountability on the part of the teachers of the future and an obligation to the students. It is evident that a comprehensive knowledge of one’s subject is not enough to get by in the world of teaching anymore. Teachers, like doctors, should be accountable and should have a public duty. I have always thought that a good teacher/trainer is someone who can impart information onto their learners but I now see that it takes a lot more than just that. I also think just as I’ll get my head around an aspect or legislation and it will change as does the seasons! But after all it’s all about development and education, education, education! I think the way forward is to; combine vocational and academic qualifications, gains as many qualifications as possible throughout their career as some only have a short shelf life with the exception of the degrees of course. Continuous professional development is here to stay!! Word 2445 Bibliography http://www. timesonline. co. uk (accessed 1/05/09) http://www. ifl. ac. uk/professional-standards/code-of-professional-practice, (Accessed 30/05/2009) http://www. lsc. gov. uk (accessed 1/06/09) http://www. ofsted. gov. uk (accessed 3/06/09) http://publications. dcsf. gov. uk (accessed 5/06/09) http://www. cqc. org. uk/guidanceforprofessionals/socialcare/careproviders/guidance. (accessed 5/06/09) http://www. ukhca. co. uk/pdfs/homecarer_previous. pdf(accessed 6/06/09)

Summer Word List for Writing Prompts or Worksheets

Summer Word List for Writing Prompts or Worksheets Children can forget a lot over the long summer vacation, which can last up to three months. To keep their skills fresh, help them retain what they have learned, and get them ready for the next school year, give them over-the-summer assignments containing summer-related words. Matching vocabulary to the fun summer vacation activities and topics will heighten student interest. Use this summer word list to create many summer activities such as worksheets, writing prompts, word walls, word searches, journal writing, and mini lists for students to memorize, either as sight words or using flashcards. The words are grouped in sections by alphabetical order to make it easier to find just the vocabulary you are seeking. Air Conditioning to Cooler Summer months tend to be hot, so terms like air conditioning and cooler are sure to be on students minds. But, there are also fun words associated with the season, such as amusement parks, baseball, beach, and berries- which are all prevalent during the summer.   Use these terms to create a  summer word search or crossword puzzle. The linked example printables can give you ideas and help get you started, or use the free worksheets, which contain some of the words on this list as well as other summer-related terms. Air ConditioningAmusement ParkApplesAugustBackpackBallBaseballBeachBerriesBucketCampingCarnivalCooler Daisy to Grasshoppers Kids love plants and insects, so tie these words in to  free science printables, which cover those topics as well as oceanography-related terms. Or use patriotic words, such as Fourth of July and flag, as writing prompts. Instruct students to write a short paragraph or essay (depending on their ages and ability levels) on what they plan to do on the Fourth of July or what the American flag represents and why they think its important. Alternatively, have students maintain a small garden (with their parents help) and keep a daily or weekly journal about their experiences. Who knows? They may even see a grasshopper or two along the way. DaisyDivingFamilyFarmFerris wheelFlagFlowersFourth of JulyFriendsFrisbeeGamesGardenGatheringsGrassGrasshoppers Hat to Shovel Use any or all of the words in this section to create a word wall. Type or print the words in big, bold letters on sheets of construction paper, and hang the words at various locations throughout the class, or create a bulletin board dedicated to these terms. Have each student draw a picture related to an assigned word, or have each of your older students write a paragraph about an assigned word or two. HatHikingHolidayHotHumidIce CreamJoyJulyJuly FourthJuneLightningOceanOutdoorsOutsideParkPicnicPlayingPopsicleRelaxRoseSandalsSandcastleSeaSeashoreSeasonShortsShovel Sidewalk Chalk to Zoo Buy some sidewalk chalk; then have students go outside and draw a picture of one of the assigned words or a scene featuring several words. (Make sure you get the principals permission first.) You can have students do this individually or in groups. Then, take pictures using smartphones, go back inside (or find a nice shady spot), and discuss the scenes or images students have drawn. Send the list of words in this section home with students and ask them to write a short paragraph over the summer using some of the words, based on the activities they participated in during the season. Students are sure to come back in the fall, excited to share their stories, which include their summer words. Sidewalk ChalkSnorkelSportsStarsStrawberriesSummerSunSunburnSundressSunflowerSunglassesSunhatSunnySunscreenSwimSwim TrunksSwimsuitTanThunderThunderstormTravelTripTubeVacationVisitWater ParkWater skiWatermelonWavesZoo

Book Report The Corona Project by Curtis Peebles

CORONA Project: Curtis Peebles, the first US spy satellite, provides readers with new decoding information on how the first American satellite was used for information gathering. Through his book Corona Project: America 's First Spy Satellite, the author provides details on the birth of the satellite program by observing the Corona project from the late 1940' s until project declassification and project exhibition. information. Smithsonian National Air and Space Museum. Curtis Peebles starts with the basics and makes it easier to understand somewhat complicated programs by building readers' knowledge about what is currently shown in the text. It is not just a corona project. From the late 1950s to the early 1970s, Peebles led readers to the government sector to undertake an internal review of the decision-making process of the President and other major public directors. One of the most impressive parts of this book is reference to Peebles' long-standing personal memos and dialogue by project personnel. A hand-held snapshot collected by the author, depicting individual engineers and other persons involved in the project. More personalized accessories for project related personnel Curtis Peebles provides readers with new decryption information on how to use the first US satellites for information gathering. Through his book Corona Project: America 's First Spy Satellite, the author provides details on the birth of the satellite program by observing the Corona project from the late 1940' s until project declassification and project exhibition. information. Smithsonian National Air and Space Museum. The main driving force of the project came from the launch of Sputnik I. As the Soviet Union seems to be far away, the authors explain how the project was robbed by the Air Force. They did not use WS - 117L for the development of corona satellites and handed the duties to the CIA It was. The goal that Peebles break the history of Corona project was achieved. I have foun d that this information is very rich and sometimes a bit overwhelming, but it is not difficult to understand. From various camera lenses to the overall success of the Corona project, the author has successfully demonstrated the detailed history of the project and the tasks performed by the satellite. As an image analyst, I found that the information provided by the satellite function is completely attractive. Only one runway can be identified from the start of the plan, and just ten years later you can count the aircraft on the runway. The big achievement of this project over the 12 years is definitely improved resolution from 40 feet to 6 feet (though it will be 2 feet). This kind of progress, nearly 300% improvement has never been experienced in such a short time.

American Revolution Essay Example | Topics and Well Written Essays - 250 words - 5

American Revolution - Essay Example Ramsay feels that the power of constitutional amendment is a great political innovation because through it people are able to make changes in the laws enshrined in the Constitution. The power of constitutional amendment in America will also help in ending all sorts of oppression.2) Why does Winthrop believe that a bill of rights is in the Constitution? Winthrop argues that the bill of rights is important in constitution making. He believes that the bill of rights helps in proper and efficient legislation since civil rights and freedom are respected during legislation. The bill of rights ensures the protection of minority in a republic. The protection also ensures equity in power sharing and inclusion of minorities in decision-making.3) How do Ramsay and Winthrop differ concerning how the principle of representation operates in the United States?Ramsay and Winthrop tend to differ regarding the operation of the American principle of presentation. Ramsay argues that the people determine the activities of the arms of the legislative body (Ramsay 176). The people elect the representatives who have good interests, while Winthrop argues that it is not possible for different states to come together and allow administration by one legislative system. He says this may lead to an oppressive rule (Tyranny) since large states will want to dominate the administrative system. Many states have suffered negative impact such as the Spanish provinces that collapsed due to improper administration.

Web Accessibility Standards Essay Example | Topics and Well Written Essays - 500 words

Web Accessibility Standards - Essay Example These standards provide the parameter, to make a place, website etc more easily accessible to people with disabilities. However, the standards are not same for every aspect of life that is to be made more accessible. The accessibility standards are different for physical structure and for the electronic structure like websites because the accessibility need for both is different. The focus of web accessibility is primarily on two issues first being the means of assessing electronic information by disabled users and the second being the good collaborative function of assistive devices on the web pages (Moss, pp. 23-25). In this regard, â€Å"Web Accessibility Initiative† provides guidelines known as â€Å"Web Content Accessibility Guidelines† (Moss, pp. 22-23). To date, two guidelines have been published known as â€Å"WCAG 1.0† in 1999 and â€Å"WCAG 2.0† in 2008 (Moss, pp. 24-26). The latest set of guidelines i.e. â€Å"WCAG 2.0† is an improved version, which unlike the previous version uses simple language and real-world examples so that the guidelines are simple to understand. This document has eliminated some previous out of date version guidelines like: Although no development has been made in term of accessibility, considerations and they represent old issues. However, the five most important accessibility considerations, which the web developer is to keep in his mind while designing and modifying any website are: Rich media content accessibility: Rich media like audio and video content is to be made accessible to all. Addition of transcripts and separate narrative track to the rich media help in it to be more accessible. Navigation: As mostly navigation system is based on graphics, making the image accessible will make navigation assessable right away. Use of access key and table index helps improve keyboard navigation.

Early Childhood Website Critique Essay Example for Free

Early Childhood Website Critique Essay Earlychildhood. com is a website that provides an ample amount of information on providing the proper care and educating young kids at a low cost. This site offers teachers, caregivers and parents ideas and concepts related to child development. Moreover, the early development stages are the most crucial time for children because this is the point when they get a chance to explore the things that surround them. More so, the guardians of these children must be responsible and knowledgeable enough to gear them towards the right direction. There is a comprehensive collection of date incorporated in this website which is comprised of tips on where to buy discounted school supplies, sources for childcare, forum about enhancing the learning environment and many others. Overall, this site is like a one-stop shop for those who want to know everything about child development from learning materials to scholarly resources to the opinions or words of wisdom from fellow teachers, caregivers and parents. Among all the sections featured in the site, the Discount School Supply was the one that caught my attention. It contains a list of equipment and materials needed in educating children. Additionally, it is a 500 pages online catalogue of â€Å"arts and crafts materials for early learners with a single focus which is to offer the highest quality products at the lowest possible cost supported by an extraordinary level of service. † Also, another aspect of this section that suggests high-quality products and services is the inclusion of â€Å"e-commerce websites, a news magazine and thousands of arts and crafts materials, school supplies, educational toys and instructional materials† wherein most of these were designed for earlychildhood. com (Earlychildhood. com, 2008). I believe that this part of the website can really help in giving teachers, caregivers and parents awareness on the variety of learning products out in the market. More so, it provides free delivery to all the products that will be ordered making it an inexpensive and yet practical way of acquiring resources which are usually expensively priced, to enhance the development and progress of children. Meanwhile, in terms of strengths and weaknesses of the site, there are features that have advanced the objective of website and there were also missing elements that would have made the look of the site more professional and more interesting. For the strengths, the site had tackled the different aspects needed to properly and successfully teach adults about the significance child development for the welfare of the children. Also, the websites or the sections embedded within Earlychildhood. com were well-structured and the contents were highly-informative and very helpful to the readers. Meanwhile, for the weakness of the site, the layout of the main page was not systematically arranged and some vital information was excluded such as the background information about the site and the people behind it. In addition, it should have a site map in order for the readers or viewers to easily navigate the entire website. If these things are addressed by the website coordinator or designer, Earlychildhood. com can provide a trouble-free access to all those who want to see and obtain helpful information about proper childcare. Furthermore, this website can serve as a reliable source for a research that involves childcare and child development. It has all the necessary facts and information including current news, teaching modules, learning materials, scholarly articles and recommendations from professional or people working within the field. Through all of these, collection and dissemination of information will be uncomplicated which is very beneficial when doing research. References Earlychildhood. com. (2008). Discount School Supply. Retrieved October 3, 2008, from http://www. discountschoolsupply. com/Help/HelpFAQTopic. aspx? help_faq_id=25

Shakespeare :: essays research papers

SCENE II. Paris. The KING's palace. Flourish of cornets. Enter the KING of France, with letters, and divers Attendants KING The Florentines and Senoys are by the ears; Have fought with equal fortune and continue A braving war. First Lord So 'tis reported, sir. KING Nay, 'tis most credible; we here received it A certainty, vouch'd from our cousin Austria, With caution that the Florentine will move us For speedy aid; wherein our dearest friend Prejudicates the business and would seem To have us make denial. First Lord His love and wisdom, Approved so to your majesty, may plead For amplest credence. KING He hath arm'd our answer, And Florence is denied before he comes: Yet, for our gentlemen that mean to see The Tuscan service, freely have they leave To stand on either part. Second Lord It well may serve A nursery to our gentry, who are sick For breathing and exploit. KING What's he comes here? Enter BERTRAM, LAFEU, and PAROLLES First Lord It is the Count Rousillon, my good lord, Young Bertram. KING Youth, thou bear'st thy father's face; Frank nature, rather curious than in haste, Hath well composed thee. Thy father's moral parts Mayst thou inherit too! Welcome to Paris. BERTRAM My thanks and duty are your majesty's. KING I would I had that corporal soundness now, As when thy father and myself in friendship First tried our soldiership! He did look far Into the service of the time and was Discipled of the bravest: he lasted long; But on us both did haggish age steal on And wore us out of act. It much repairs me To talk of your good father. In his youth He had the wit which I can well observe To-day in our young lords; but they may jest Till their own scorn return to them unnoted Ere they can hide their levity in honour; So like a courtier, contempt nor bitterness Were in his pride or sharpness; if they were, His equal had awaked them, and his honour, Clock to itself, knew the true minute when Exception bid him speak, and at this time His tongue obey'd his hand: who were below him He used as creatures of another place And bow'd his eminent top to their low ranks, Making them proud of his humility, In their poor praise he humbled. Such a man Might be a copy to these younger times; Which, follow'd well, would demonstrate them now But goers backward. BERTRAM His good remembrance, sir, Lies richer in your thoughts than on his tomb; So in approof lives not his epitaph As in your royal speech. KING Would I were with him! He would always say-- Methinks I hear him now; his plausive words He scatter'd not in ears, but grafted them,