PRESS RELEASE ASSIGNMENT Essay Example | Topics and Well Written Essays - 250 words

Official statement ASSIGNMENT - Essay Example The aircraft assumes full liability of the postponements and the resulting scratch-offs, and shuns accusing the climate. The organization gives an announcement of conciliatory sentiment concerning the equivalent. This meets up with a flight voucher worth $500 to all who either missed or had their flights deferred during and following the tempest. The organization gives further statement of regret for its moderate response towards sifting through settlement for the individuals who went through the night in Chicago. The organization will remunerate the individuals who had issues identified with convenience and will pay for their lodging and related costs. Cases for such can be recorded online through the company’s site: basically go to FlyAway.com and tap on the repayment tab. An announcement by the company’s, CEO Mr. Jordan, expressed to some extent, â€Å"We have gained from our errors, and will give it our best shot to just convey the absolute best in administration and on time execution. Anything short of that is unacceptable.† Customers can anticipate great administrations from the organization as an issue of right. An appraisal to confirm what turned out badly will be led to keep away from comparable events in the

Succubus Shadows Chapter 5 Free Essays

string(158) was presumably the intelligent spot to begin, however most succubi †even a flat one like her †wouldn’t invest a great deal of energy hanging out there. I gazed at him, and the world stopped for a second. â€Å"Wait†¦Seth was meeting Simone there?† Roman shook his head. â€Å"I wouldn’t state that precisely. We will compose a custom paper test on Succubus Shadows Chapter 5 or on the other hand any comparative theme just for you Request Now It was increasingly similar to she searched him out. He looked like he’d been working there for some time when she indicated up.† â€Å"And then?† My voice was exceptionally little. â€Å"Then, she strolled over to him and bashfully presented herself as a fan, saying she remembered him from his site. Truly flawless coy coquette.† â€Å"And then?† â€Å"She said she wished she had a book with her to sign and inquired as to whether he’d sign a bit of paper. He said he would, and afterward she plunked down, all conciliatory for annoying him. She said she had a few inquiries and trusted he wouldn’t mind on the off chance that she remained for a couple moments.† I saw then that I was grasping my clench hands. With a full breath, I discharged them. â€Å"Seth wouldn’t initiate a discussion with a more peculiar like that. Not without being unpleasantly uncomfortable.† â€Å"Yeah,† Roman concurred. â€Å"He unquestionably had a portion of that social awkwardness.† There was a wry note in Roman’s voice that I didn’t like. The two men had once been opponents for my warmth, and evidently, Roman was all the while clutching some harshness †and a sentiment of prevalence. Roman could be very appealling when he needed. â€Å"But she did an entirely great job at playing similarly as modest and apprehensive. I think it caused him to feel better.† â€Å"So she sat down?† â€Å"Yup†¦and remained for about a half-hour.† â€Å"What?† I shouted. My volume made Godiva jolt her head up from a snooze. â€Å"Did she attempt to tempt him?† Roman’s articulation turned considering. â€Å"Not in the standard way. That is to say, she wasn’t as exhausting not surprisingly. In any case, she set him straight enough that he loose and appeared to like conversing with her. She wasn’t unmistakably sexual, and he didn’t seem as though he needed to bounce her. It was just†¦I don’t know. A pleasant discussion. Despite the fact that, it had a couple of those irritating realities she jumps at the chance to drop.† He delayed. â€Å"Oh, and she went brunette.† That troubled me more than it likely ought to have. â€Å"But he sent her away, right?† â€Å"No, Maddie appeared, and he left with her †in the wake of revealing to Simone it was ideal to meet her.† Goodness, incongruity. Never, never would I have envisioned I’d be so diminished to have Maddie appear and take Seth home. I likewise never thought I’d be happy his dedication to her would shield him from falling prey to another woman’s charms. I stepped toward Roman, my clench hands grasping once more. I didn’t accuse him as delegate; I was basically determined by my own rage. â€Å"What the hell?† I requested. â€Å"What screwing game is she playing?† He murmured. â€Å"I don’t know. Perhaps no game by any means. She loves espresso. I’ve positively observed her get it previously. She could have wound up there unintentionally and thought he resembled a decent catch. God just knows why.† I disregarded the point. â€Å"Oh, please, Roman. You’re not unreasonably idiotic. Do you sincerely imagine that in a city like Seattle, out of the considerable number of men here, it’s a happenstance that she appears and begins hitting on my ex? You know just as I do that there aren’t numerous fortuitous events in our world.† â€Å"True,† he conceded, setting the leftovers of his supper on the foot stool. The felines pulled out all the stops. â€Å"Will you quit doing that?† I requested. â€Å"They’re shouldn't eat that sort of stuff.† â€Å"Don’t take your disagreeable demeanor out on me.† But he stood up and took the plate to the kitchen. At the point when he returned, he folded his arms over his chest and remained before me. â€Å"Look, you’re right to a limited degree about occurrences. It is odd that she would hit on Seth. Be that as it may, consider this as well: don’t you think there are a couple of things around here somewhat more significant than your ex? Jerome’s hypothesis bodes well, you know. Damnation let him keep his activity, yet that doesn’t mean they’re releasing the entire episode. They’re a definitive resentment holders. They’d need to survey the circumstance. That’s why she’s here.† â€Å"Except that she’s not evaluating anything! Except if you consider my friends’ Pictionary skills.† â€Å"You ought to have seen them play Jenga.† â€Å"This isn’t a joke. I have to make sense of what her game is. You need to take me with you when you spy on her again.† He raised an eyebrow. â€Å"I think that’s an awful idea.† â€Å"I can go invisible.† â€Å"She’ll still sense you.† â€Å"You can conceal my mark. You let me know before that you could. Was that a lie?† Roman scowled. Not long before things had actually exploded between us, he’d requested that I flee with him, promising he could hide me from the more noteworthy immortals. â€Å"I can,† he conceded. â€Å"But I simply think you’re requesting trouble.† â€Å"What am I risking?† â€Å"A part. Regardless of whether it’s Seth or Jerome, there’s clearly something going on. Get messed up in that, and you could be taking a chance with your life. I won’t let that happen to you.† â€Å"Since when do you care what happens to me?† I asked warily. â€Å"Since you turned into my pass to lease free living.† What's more, with that, he turned imperceptible, concealing his signature too. â€Å"Coward!† I cried. My lone answer was the front entryway opening and afterward closing. He was lost to me, and I understood I’d again botched my opportunity to raise my odd experiences from these last couple days. I thrashed around again that night, however it had nothing to do with my dread of strolling off the gallery or into Puget Sound. I was loaded up with rage, both at Simone for making the proceeds onward Seth and at Roman for forsaking me. At the point when I woke up toward the beginning of the day, I breathed easy because of knowing I didn’t need Roman to stand up to Simone. I could do that all alone. Obviously, there were a couple of confusions there, the first being I didn’t know where Simone was. Her inn was presumably the legitimate spot to begin, however most succubi †even an insipid one like her †wouldn’t invest a great deal of energy hanging out there. You read Succubus Shadows Chapter 5 in classification Exposition models Well, except if she had organization †and I didn’t truly need to stroll into anything like that. What's more, at any rate, I had one little duty to go to before I could go bitch-chasing. Maddie. I’d lamented my choice to go out on the town to shop with her the second the words had left my mouth. However, some way or another, I’d completely shut out those emotions yesterday when I’d been sitting with Seth. A short idea about the wedding had danced through my mind†¦and then it had been gone. I’d invested the remainder of the energy snickering and conversing with him just as there was no Maddie on the planet. In any case, as I went to the book shop, where she and I had consented to meet, I needed to acknowledge reality again. Seth was not, at this point mine. He likewise wasn’t Simone’s. Be that as it may, I’d manage that later. Maddie was hanging tight for me first floor, yet I utilized the reason of requiring espresso before we left, so as to run up to the caf?â ¦. I needed to check whether Simone was sneaking. Regardless of her shape, I’d know whether she was there. However, as I calmly sat tight in line for my white chocolate mocha, I detected nothing godlike. Seth was there, engaged in his work, and never at any point saw me. Evidently, his dream was all the while going solid. I let him be and joined Maddie ground floor once more. She had a rundown of eight store names and addresses. Most were dress shops, and I was incredulous that we could make them all before we were expected into work. She was progressively idealistic, however at that point, that was common of her. â€Å"No point in stressing right now,† she said. â€Å"We’ll simply do them each in turn and see where that gets us. Plus, the last not many are bread kitchens, and we wouldn’t need to eat a lot of cake before taking a stab at dresses.† â€Å"Speak for yourself,† I stated, sliding into her front seat. â€Å"I’m not having a go at anything on.† She gave me a wry grin. â€Å"Aren’t you? You’re my bridesmaid, recollect? We discussed it at the party.† â€Å"No,† I said quickly. â€Å"I said and did a wide range of insane stuff that night, however I never consented to it. That I do remember.† Maddie’s articulation was still light, yet I thought I heard somewhat hurt in her voice when she talked straightaway. â€Å"What’s the serious deal? Why don’t you need to be one? You know I’d never dress you in anything horrible.† Why? I considered the appropriate response as she maneuvered into traffic. Since I’m in adoration with your future spouse. I could scarcely reveal to her that, obviously. As it seemed to be, I could see my proceeding with quietness was exacerbating her vibe. She was perusing it as a slight to our companionship. â€Å"I just†¦I just don’t like all the, uh, display that goes with weddings. There’s so much arranging and worrying about little subtleties. I’d rather simply sit back in the crowd and watch you go down the aisle.† Well, really, that was one of the last things I needed to do. â€Å"Really?† Maddie grimaced, however fortunately, it was mor

Aerogels Used In Construction (silica) Example

Aerogels Used In Construction (silica) Example Aerogels Used In Construction (silica) â€" Assignment Example > Aerogels Used in Construction (Silica)Question OneSilica aerogels synthesis can be grouped into three general steps: The first step is the preparation of gel, whereby the silica gel is acquired through solâ€"gel process. According to Dorcheh and Abbasi (2008, p. 11), the preparation of sol happens through a silica source solution as well as by adding a catalyst, resulting in gelation. Usually, the gels are grouped based on the dispersion medium utilised, such as aquagel or hydrogel, aerogel as well as alcogel (for water, air, and alcohol respectively). The second step is the aging of the gel, whereby the mother solution is used to age the prepared gel with the goal of strengthening the gel. The final step is the drying of the gel, wherein the gel’s pore liquid is freed. In order to ensure that the gel structure does not collapse, the drying process is performed under special conditions. Therefore, all aerogel production methods involve these general steps, but more procedures ma y be carried out to influence the structure of the final product. The first step in Silica aerogels synthesis is the preparation of the gel, which is often achieved through the sol-gel process. In this case, a ‘sol’ as mentioned by Thapliyal and Singh (2014, p. 3) is a colloidal liquid character system wherein particles that have been dispersed are either large or solid molecules with a colloidal range dimensions. On the other hand, a gel has been described as a colloidal solid character system wherein the substance that has been dispersed creates a continuous, coherent framework, which is normally interpenetrated by a system whose kinetic units are smaller as compared to the colloidal entities. Therefore, gels are seen as three-dimensional network that are filled with solvent. Patel et al. (2009, p. 1053) assert that the dispersed phase of gels is normally very small (1 to 3 per cent) and some measure of elasticity and rigidity is exhibited. Classification of the gels normall y depends on the dispersion medium utilised; for instance aquagel or hydrogel is used for water, aerogel is used for air respectively and alcogel is used for alcohol. Gelatin is an example of gel. Different chemical reactions may be utilised to achieve a Gel phase, but the choice of reaction relies on the anticipated properties of the final product. For instance, Silicate gels are synthesised by trifunctional silicon alkoxide and hydrolysing monomeric tetrafunctional precursors that employ mineral base such as Ammonia or, Ammonium hydroxide solution or acid such Hydrogen chloride and Oxalic acid as a catalyst. The second step of the synthesis is the aging of the gel using the mother. According to Dorcheh and Abbasi (2008, p. 15) effect of the aging time and aging solution concentration on the silica aerogels porosity characteristics were examined by Smitha et al. (2006), and they established a decrease in the linear shrinkage and bulk density while an increase in the surface area, pore volume as well as pore size in the concentration of Tetraethoxysilane in the aging solution. They further established that the effect of aging time on surface area, bulk density as well as pore volume was similar. Therefore, long period of gel aging leads to increased shrinkage, density and also the optical transmittance. To obtain transparent silica aerogels with larger size having no cracks and low density, the period of gel aging according to Dorcheh and Abbasi (2008, p. 22) have to be sufficiently long in order that the wet gel modulus increases thereby resulting in the monolithic aerogels. The final step of the synthesis is drying of the gel, which is governed by capillary pressure. Gels shrinkage at the drying stage is steered by the capillary pressure (Pc), as shown in the equation one below:

Education for Homeless Students Essay example - 1899 Words

Homeless families with children represent the fastest growing segment of the homeless population; in fact, they constitute about 40 percent of all people who are homeless (Stronge 7). In addition, the most recent estimate of homeless children and youngsters by the United States Department of Education is 744,000 (Stronge 7). These statistics are indeed quite frightening, and they go to show that children constitute a large part of the homeless dilemma. The part of that dilemma that seems most taxing is that of educating such homeless children. How can these kids become active members of society if they are unable to receive a proper public education, the same education that is provided for so many other kids under the Constitution?†¦show more content†¦While at my on-site orientation for tutoring at the Center for the Homeless in downtown South Bend, the volunteer coordinator made a point of bringing up the center’s Montessori preschool program. It is very unique, and she was very proud of it. She then went on to explain why the program is so important. She said that the younger kids have the greatest chance of changing their ways. The earlier they start turning their lives around, the better the chance that they will break old harmful habits and start making new helpful ones. In Judy Daniels’ article entitled Humanistic Interventions for Homeless Students: Identifying and Reducing Barriers to Their Personal Development, the author is successful in describing real-life examples of the effects of homelessness on school-aged children. She starts out with the story of Angie, a high school student who lives in a tent with her mother and two siblings. After being caught for fighting with her classmates, Angie is sent to the counselor’s office where she confesses her frustration with her current living situation. Living in a place I shouldn’t is ruining my life! How would you like to take cold showers every day in a public bathroom? We cannot even go to the bathroom by ourselves because it’s not safe. One thing that really bothers me is that I do not have any time for myself andShow MoreRelatedCurrent Housing Policies For Homeless Youth1281 Words   |  6 PagesAccording to the 2014 Department of Housing and Urban Development statistics, 34% of the total homeless population of America are under 24 years old (HUD 2014). Although HUD recognizes that this is an alarming number, current housing laws offer little protection for homeless youth. Young people in America face homelessness due to financial issues, lack of family support or insufficient housing. Many of these homeless youth are on their own and are enrolled in college and since the recession of 2008 theirRead MoreMckinney Vento Act : Case Study863 Words   |  4 PagesFunding McKinney Vento Act provides federal funding to states to meet the needs of homeless students. 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Recently, I heard a story that a student that was homeless girl asked one of her professors for supplies and a book bag because she can’t afford anything and she s homeless. A person that is destitute does notRead MoreArgumentative Essay On Homelessness1485 Words   |  6 Pagesshould increase funding for the McKinney-Vento Homeless Assistance Act. Increased funding would decrease homelessness by lowering the crime rate, educating students, and improving American living conditions. As the number of homeless Americans increased during the 1980’s, the American government was forced respond to the growing issue. Being the first federal response for homelessness, Congress appropriated $140 million to the McKinney-Vento Homeless Assistance Act (Katel). The McKinney-Vento ActRead MoreNew York Department Of Education1275 Words   |  6 PagesThe New York Department of Education is debating re-zoning some of Manhattan’s schools in order to diversify the student bodies. Of all of the proposed integrations, the re-zoning of Public School (PS) 199 and PS 191 has led to the most persistent parent protests. On the one hand, this change would lead to a more diverse student body, reduce overcrowding at PS 199, and break down the walls of racial, political, and socio-economic division. On the other hand, it would potentially cause disruptiveRead MoreOutline Of Policy Development Process Outline1058 Words   |  5 Pagesof the upbringing of students. Students, teachers, parents, and staff initiate and reinforce a culture of achievement and encouragement with a range of formal rewards and consequences for behavior and academic performance. Person Responsible for Policy Development: Administrator / Principal Process for Developing Policy: Rough draft written by the principal that will then be reviewed by a committee made up of principal, teachers (1 representing each grade level), students, and parents (voted byRead MoreHomelessness : America s Resources For The Homeless Are Scarce1452 Words   |  6 PagesResources for the Homeless are Scarce in America Justin Hooks Fayetteville State University 2/27/2015 Abstract In this study, I will take the time out and investigate the effects that every day citizens have on homeless citizens and how we can play a big role in helping homelessness decrease. Over the past years many citizens haven’t established safe and stable places to live. I will then elaborate on how you can be sheltered and unsheltered and still be considered homeless. My main objective

Gender and Emotions - 2537 Words

American culture assumes a great difference in the way men and women experience emotions. Women are assumed to be far more emotional than men, both in experiencing the emotions internally, as well as expressing them to the outside world. While the genders may differ in how they express their emotions, men and women do not inherently differ in the frequency of emotionality. Men are not emotionless, and women do not overcompensate for mens lack of emotion. The roots of our ideas about gender and emotion date far back. According to Simon and Nath, Historians have documented that Americans beliefs about womens emotionality and mens unemotionality (or emotional reserve) are rooted in the 19th century gender ideologies, which were used to†¦show more content†¦Each pair, or each individual in private, was exposed to one low-agency and one high-agency emotion ad. Those in pairs were asked not to express their feelings toward the ad until after they had handed in their questionnaire involving their reactions to each ad. The questionnaire asked participants to answer the questions pertaining to viewing pleasure, their attitude to the ad, covarities, as well as confound checks to establish that the ads were clear and understandable to all participants. Results found from this first study that males reported less viewing pleasure in public than in private settings. However, they found that males responses to the ad in public was only influenced when viewing low-agency ads with another male, not with a female. Their responses to high-agency ads were not affected by the presence of either gender. There was no such condition found for females, whose viewing pleasure was consistent in all social settings. In private settings, males viewing pleasure was not any different from the females responses. When not feeling as though they are under social pressure to suppress emotion, males were as emotional as females. A second study was conducted which mimicked the first, but simply controlled for any social interaction which may have taken place in the booths in the first study.Show MoreRelatedEmotions Through Culture And Gender1261 Words   |  6 Pages Expressing Emotions Through Culture and Gender Have you ever thought about the way you express your emotions? Emotions are a significant part of our lives. They enable us to express our feelings to those around us. How we express our emotion is determined by a mixture of culture and family influences that directs our gender to express emotions differently. People are more likely to experience emotions versus being able to express them. They way we express our emotions changes over timeRead MoreEssay on Gender Differences and Emotions1687 Words   |  7 Pagesthis complicated situation and find the humor and harmony I have achieved. The gender differences we often experience is not caused by the fact that men and women live in different realities, but the difficulties are formed by a lack of understanding and mutual experiences shared by each gender. Despite the numerous efforts to understand completely the differences between the male and female gender, there is no concrete answer. Acceptance of each other without trying to change the otherRead MoreGender Roles And Stereotypes Of Emotions1149 Words   |  5 PagesGender Roles and Stereotypes of Emotions Growing up, people are put into roles based on their gender. Gender roles are, â€Å"the behaviors, attitudes, and personality traits that are designated as either masculine or feminine† (Hockenbury Hockenbury, 2014, p. 409). Along with gender-roles are stereotypes. Stereotypes are a widely held belief about a group of people based on their race, religion, social class, or gender. 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Two areas ofRead MoreGender Differences Of Emotion And Communication Essay1374 Words   |  6 PagesGender Differences in Emotion and Communication By Nina Bingham | Submitted On April 11, 2011 Recommend Article Article Comments Print Article Share this article on Facebook Share this article on Twitter Share this article on Google+ Share this article on Linkedin Share this article on StumbleUpon Share this article on Delicious 1 Share this article on Digg Share this article on Reddit Share this article on Pinterest Expert Author Nina Bingham Society expects women to be more emotionallyRead MoreThe Role Of Gender, Individual Trait, And Emotion1036 Words   |  5 PagesThe role of gender, individual trait, and emotion in response to advertisements using violent vs. non-violent images and messages to promote mediated MMA consumption. Sang Yoon Ryu Introduction Over the past few decades, Mixed Martial Arts (MMA) industry has dramatically increased (Kim et al, 2008; Lim et al., 2010; Damon et al, 2009; Andrew et al, 2009; Kwak, McDaniel, 2013). The sport exceeded boxing and wrestling as the preferred combat sport among young people (Lafayette Hibbered, 2006)Read MoreGender Asymmetry, Emotion Work and Its Role in Gender Power Relations1242 Words   |  5 PagesGender Asymmetry, Emotion Work and Its Role in Gender Power Relations In this essay the following topics will be discussed, gender asymmetry, emotion work and what role this plays in gender power relations in the context of heterosexual couples. Duncombe and Marsden in 1993 use local survey evidence to illustrate the gender difference or asymmetry in intimate emotional behaviour. 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The expected results were that the response times produced by females for facial emotion and gender identification would be faster than the response times produced my males. It was also expected that participants categorised as extroverts via the Necker cube would produce faster response times when identifying the emotion and gender of a face. Although the resultsRead MoreGender Differences On Negative Emotions During The Childhood And Adolescence Stages Essay1343 Words   |  6 Pagesgentle emotions, and males show more aggressive emotions. â€Å"Sayings such as ‘boys don’t cry’ and ‘sugar and spice and everything nice—that’s what little girls are made of’ reflect cultural beliefs and expectations that girls show cheeriness or sadness, whereas boys are strong and calm, showing anger if necessary† (Chaplin Aldao, 2013). Before this study, there were only empirical reviews of happiness expression. There has been no empirical review of gender differences on negative emotions during

Task 1 Eymp 1 Free Essays

Context and principles for early years provisions. The Early Years Foundation Stage was brought into force in September 2008 by orders and regulations which come under section 39 of the Childcare Act 2006. All of the early years providers are required to use the EYFS to ensure a flexible approach to children’s care, learning and development that enables young children to achieve the five Every Child Matters (ECM) outcomes. We will write a custom essay sample on Task 1 Eymp 1 or any similar topic only for you Order Now These 5 outcomes are staying safe, being healthy, enjoying and achieving, making a positive contribution and achieving economic wellbeing. The EYFS is used in many different settings and some of these are schools, nurseries, pre-schools, playgroups, after school clubs, breakfast clubs and child minders. This statutory framework sets out legal requirements to relate to the learning and development of children and the legal requirements relating to welfare. There are early learning goals which are the educational programmes and the assessment arrangements. The welfare requirements are given legal force by regulations made under section 39 of the Childcare Act 2006. Together the order, the regulations and the statutory framework documents make up the legal basis of the EYFS. Each individual child is supported by the EYFS because it is there to support the needs and interests of each individual child. There are six areas covered by the early learning goals and educational programmes. They are equally important and depend on each other to support the rounded approach to child development. All these areas much be delivered through planned, purposeful play with a balance of adult-led and child-initiated activities. These six areas are; * Personal, Social and Emotional Development. Communication, Language and Literacy. * Problem-solving, Reasoning and Numeracy. * Knowledge and Understanding of the World. * Physical Development. * Creative Development. * The EYFS has partnerships with parents and from this we know when parents and practitioners in the early years work together it has a direct impact on the children’s development and learning. T he EYFS does observations to look at and listening to children to find out how they are developing, what they like doing and what they are learning through their play and the other experiences they are given. Assessment in the EYFS is of two main types. The first type is  on-going assessment  which is what practitioners do on a daily basis to make decisions about what the child has learned or can do already. This is to help the child move on in their learning. Another type of assessment known as summative assessment takes place twice in the Revised EYFS. Firstly when a child is between 24 and 36 months, the outcomes of this are recorded and parents and practitioners  use the information gained to identify  a child’s strengths and their learning needs. The second assessment takes place  towards the end of the Early Years Foundation Stage. This is to sum up all the different information from on-going assessments that have been made about the child. Planning in the early years is about meeting young children’s needs so that they can play and learn happily in ways which will help them develop skills and knowledge across the   Prime and Specific areas of learning in the EYFS. Development Matters in the Early Years Foundation Stage is non-statutory guidance material which is intended to support practitioners in implementing the statutory requirements of the EYFS. It shows how the four themes of the EYFS and the principles that inform them work together to support babies and children. A progress check is done when the child is two years old which was developed by the National Children’s Bureau. This check covers the legal requirements for the EYFS. It is done to check how the child is progressing. There is also a check done at 5 years old which is when children are starting school. The statutory framework is split into 3 sections which are the introduction, the learning and development requirements and the welfare requirements. The introduction is an overview which explains the aims and legal requirements. The learning and development requirements is the early learning goals and are a statutory requirement for all Ofsted registered providers. The welfare requirements are universal and have to be met by all Ofsted registered settings. There are 4 main themes to the EYFS which are a unique child, positive relationships, enabling environments and learning and development. A unique child theme is there because every child is a unique child who is constantly learning and can be resilient, capable, confident and self-assured. The positive relationships are there so children can learn to be strong and independent through these positive relationships. Enabling environments is a theme because Children learn and develop which gives them experiences which respond to their individual needs and there is a strong partnership between practitioners and parents and carers. Learning and development is a theme as it means children develop and learn in different ways and the framework covers the education and care of all children in early years provision, including children with special educational needs and disabilities. There are many different theorists which have very different approaches on the early years education for children. Some of these theorists are Reggio Emilia, Friedrich Frobel, Rudolf Steiner, Susan Isaacs, Margaret MacMillan and Maria Montessori. I am only going to explain in detail about 3 of these. The 3 I have chosen are Reggio Emilia, Friedrich Frobel and Margaret MacMillan. The Reggio Emilia approach is an early childhood education approach and was started in a town in the Northern end of Italy in 1940’s and is now worldwide. This approach values the potential of all children to think, learn and construct knowledge. This approach gives children the right to be recognised as subjects of individual, legal, civil and social rights. The Reggio Emilia approach offers training materials and courses which are designed to promote this approach throughout Italy and the world. This approach is a progressive child-centred approach to education which believes children must be free to discover and learn for themselves. A teacher which teaches in the Reggio Emilia approach allows children to do many things and supports them in many ways e. . they allow the children to ask their own questions and to explore and generate many possibilities. The teacher provides opportunities for the children to communicate their own ideas to other children. The Friedrich Frobel approach enables children to be cherished, simulated and to flourish their full potential. Friedrich set up education systems in Germany which are still used to t his day. Friedrich Frobel believes all children are like tiny flowers, they are varied, they need care but each child is beautiful alone and glorious when seen in the community of peers. He done this approach for children from birth to 7 years old and it recognises how unique each child is and every child’s different areas of development as a whole. This approach provides an environment which is safe, intellectually challenging, allows free access to a rich range of materials, opportunities for play and which work close in partnership with parents and other skilled adults. The Margaret MacMillan approach emphasis relationships, feelings and ideas in the physical aspect of learning. It also works in close partnership with parents and provides play for children as Margaret believes it helps children apply what they understand. Margaret believes in first-hand experience and active learning so she provides most of her learning through play because she believes this helps the children. She also believes children can’t learn if they are undernourished, poorly clothes, sick or ill, with poor teeth, poor eyesight, ear infections, rickets and so on. Therefore Margaret provides everything possible which is needed to help these things e. g. free school clothes and meals. She will not allow a child which is ill or sick into her environment as she believes they should be at home getting better. How to cite Task 1 Eymp 1, Papers

Task 1 Eymp 1 Free Essays

Context and principles for early years provisions. The Early Years Foundation Stage was brought into force in September 2008 by orders and regulations which come under section 39 of the Childcare Act 2006. All of the early years providers are required to use the EYFS to ensure a flexible approach to children’s care, learning and development that enables young children to achieve the five Every Child Matters (ECM) outcomes. We will write a custom essay sample on Task 1 Eymp 1 or any similar topic only for you Order Now These 5 outcomes are staying safe, being healthy, enjoying and achieving, making a positive contribution and achieving economic wellbeing. The EYFS is used in many different settings and some of these are schools, nurseries, pre-schools, playgroups, after school clubs, breakfast clubs and child minders. This statutory framework sets out legal requirements to relate to the learning and development of children and the legal requirements relating to welfare. There are early learning goals which are the educational programmes and the assessment arrangements. The welfare requirements are given legal force by regulations made under section 39 of the Childcare Act 2006. Together the order, the regulations and the statutory framework documents make up the legal basis of the EYFS. Each individual child is supported by the EYFS because it is there to support the needs and interests of each individual child. There are six areas covered by the early learning goals and educational programmes. They are equally important and depend on each other to support the rounded approach to child development. All these areas much be delivered through planned, purposeful play with a balance of adult-led and child-initiated activities. These six areas are; * Personal, Social and Emotional Development. Communication, Language and Literacy. * Problem-solving, Reasoning and Numeracy. * Knowledge and Understanding of the World. * Physical Development. * Creative Development. * The EYFS has partnerships with parents and from this we know when parents and practitioners in the early years work together it has a direct impact on the children’s development and learning. T he EYFS does observations to look at and listening to children to find out how they are developing, what they like doing and what they are learning through their play and the other experiences they are given. Assessment in the EYFS is of two main types. The first type is  on-going assessment  which is what practitioners do on a daily basis to make decisions about what the child has learned or can do already. This is to help the child move on in their learning. Another type of assessment known as summative assessment takes place twice in the Revised EYFS. Firstly when a child is between 24 and 36 months, the outcomes of this are recorded and parents and practitioners  use the information gained to identify  a child’s strengths and their learning needs. The second assessment takes place  towards the end of the Early Years Foundation Stage. This is to sum up all the different information from on-going assessments that have been made about the child. Planning in the early years is about meeting young children’s needs so that they can play and learn happily in ways which will help them develop skills and knowledge across the   Prime and Specific areas of learning in the EYFS. Development Matters in the Early Years Foundation Stage is non-statutory guidance material which is intended to support practitioners in implementing the statutory requirements of the EYFS. It shows how the four themes of the EYFS and the principles that inform them work together to support babies and children. A progress check is done when the child is two years old which was developed by the National Children’s Bureau. This check covers the legal requirements for the EYFS. It is done to check how the child is progressing. There is also a check done at 5 years old which is when children are starting school. The statutory framework is split into 3 sections which are the introduction, the learning and development requirements and the welfare requirements. The introduction is an overview which explains the aims and legal requirements. The learning and development requirements is the early learning goals and are a statutory requirement for all Ofsted registered providers. The welfare requirements are universal and have to be met by all Ofsted registered settings. There are 4 main themes to the EYFS which are a unique child, positive relationships, enabling environments and learning and development. A unique child theme is there because every child is a unique child who is constantly learning and can be resilient, capable, confident and self-assured. The positive relationships are there so children can learn to be strong and independent through these positive relationships. Enabling environments is a theme because Children learn and develop which gives them experiences which respond to their individual needs and there is a strong partnership between practitioners and parents and carers. Learning and development is a theme as it means children develop and learn in different ways and the framework covers the education and care of all children in early years provision, including children with special educational needs and disabilities. There are many different theorists which have very different approaches on the early years education for children. Some of these theorists are Reggio Emilia, Friedrich Frobel, Rudolf Steiner, Susan Isaacs, Margaret MacMillan and Maria Montessori. I am only going to explain in detail about 3 of these. The 3 I have chosen are Reggio Emilia, Friedrich Frobel and Margaret MacMillan. The Reggio Emilia approach is an early childhood education approach and was started in a town in the Northern end of Italy in 1940’s and is now worldwide. This approach values the potential of all children to think, learn and construct knowledge. This approach gives children the right to be recognised as subjects of individual, legal, civil and social rights. The Reggio Emilia approach offers training materials and courses which are designed to promote this approach throughout Italy and the world. This approach is a progressive child-centred approach to education which believes children must be free to discover and learn for themselves. A teacher which teaches in the Reggio Emilia approach allows children to do many things and supports them in many ways e. . they allow the children to ask their own questions and to explore and generate many possibilities. The teacher provides opportunities for the children to communicate their own ideas to other children. The Friedrich Frobel approach enables children to be cherished, simulated and to flourish their full potential. Friedrich set up education systems in Germany which are still used to t his day. Friedrich Frobel believes all children are like tiny flowers, they are varied, they need care but each child is beautiful alone and glorious when seen in the community of peers. He done this approach for children from birth to 7 years old and it recognises how unique each child is and every child’s different areas of development as a whole. This approach provides an environment which is safe, intellectually challenging, allows free access to a rich range of materials, opportunities for play and which work close in partnership with parents and other skilled adults. The Margaret MacMillan approach emphasis relationships, feelings and ideas in the physical aspect of learning. It also works in close partnership with parents and provides play for children as Margaret believes it helps children apply what they understand. Margaret believes in first-hand experience and active learning so she provides most of her learning through play because she believes this helps the children. She also believes children can’t learn if they are undernourished, poorly clothes, sick or ill, with poor teeth, poor eyesight, ear infections, rickets and so on. Therefore Margaret provides everything possible which is needed to help these things e. g. free school clothes and meals. She will not allow a child which is ill or sick into her environment as she believes they should be at home getting better. How to cite Task 1 Eymp 1, Papers