National Assessment Of Adult Literacy - 1104 Words

Illiteracy can be easily defined as not having the skill or the ability to read this sentence. Every year, more children grow up without the ability to read. This results in students dropping out of high school. Literacy is vital element to education and illiteracy can greatly affect an individual. The National Assessment of Adult Literacy states that literacy is â€Å"using printed and written information to function in society, to achieve one’s goals, and to develop one’s knowledge and potential† (â€Å"Literacy Surveys†). Without the ability to read, an individual cannot achieve any of their goals or rise to meet their potential. People are looking to the government for funding to resolve the literacy issue. Government funding and the development of new programs can substantially decrease the amount of illiterate American citizens. Yet, more needs to be done to improve literacy rates across the country. There are many factors that could be causing the drop of literacy in the United States. Poverty is one of the largest causes of illiteracy today (Nayak). Students and families living in poverty are more likely to be illiterate than students and families living with strong financial standings. Families dealing with tough financial situations are often more focused on providing food and shelter for their children rather than sending them to school (Nayak). Therefore, these children are not being encouraged to obtain an education. Little to no education for a young child canShow MoreRelatedHealth Literacy Impact On National Healthcare Utilization1746 Words   |  7 PagesHealth Literacy Impact on National Healthcare Utilization Background: Health literacy presents a huge challenge in the delivery of effective healthcare and quality outcomes. We evaluated association between low health literacy and healthcare utilization. Methods: Database analysis utilized Medical Expenditure Panel Survey(MEPS) from 2005-2008 which provides national representative estimates of healthcare utilization and expeniture. Health literacy scores were calculated based on a validated predictiveRead MoreEssay on Functional Illiteracy873 Words   |  4 PagesWhat is Illiteracy? An adult or adults with a reading incapacity, a lack of knowledge of a subject, and/or a error in speech or writing according to Encarta World English Dictionary is a person or persons with illiteracy. Ronald Nash the author of an on-line article entitled The Three Kinds of Illiteracy he describes the three different types of illiteracy. Nash explains in detail cultural, moral, and functional illiteracy in his article. Cultural illiteracy defined by E.D. Hirsch Jr. is toRead MoreEssay about Functional Literacy in High School Students1422 Words   |  6 PagesFunctional Literacy in High School Students â€Æ' What is Functional Literacy? Prior to 1985, functional literacy was defined as the ability to read or write in English or another language. Standards for measuring one’s functional literacy have changed numerous times over the decades. In the 1930’s functional literacy meant having three or more years of school. During the WWII era, it meant completing a fourth grade education. The standards increased during the 1960’s. Literacy in thisRead MoreThe Importance Of Childhood Reading1681 Words   |  7 Pagestechnique humans have ever developed. However, despite much effort and funding dedicating to wide literacy development, even now in America for instance, 50% of adults cannot read a book written at an eighth grade level (National Center for Learning Disabilities). In order for the entire population of today’s society to have proper reading skills, scholars and educators around the world realize that literacy movements need to focus on much earlier stages of human development. Researc hers in the educationRead MoreIlliteracy Among African Americans Essay1577 Words   |  7 PagesAfrican-Americans African-American adults do not have the ability or proper skills to read, write, or speak English correctly. African-Americans have the lowest level of literacy rates in the United States. The history of literacy among African- Americans depicts the levels of literacy today. Until the Civil War, it was illegal to teach Blacks to read and write. Compulsory ignorance as coined by writer Brent Staples relates to the reality that Black literacy was obstructed as a matter of lawRead MoreDoes Illiteracy Affect Crime and Poverty Rates?1757 Words   |  7 Pagescrime, it does make it more likely. The link between crime and illiteracy is evident in the amount of children who enter these facilities unable to place into or above the â€Å"basic† level of literacy defined by the National Assessment of Adult Literacy. According to www.statisticbrain.com, 32 million U.S. adults, which is 14% of our entire population alone do not know how to read. Another 21% can’t even read past the level of a 5th grader. A surprising 15% of high school graduates lack comprehensionRead MoreCenter for Literacy905 Words   |  4 Pages1 Overview Literacy is important in our everyday lives. According to the Center for Literacy in the United States of America, â€Å"Literacy is a complex set of abilities needed to understand and use symbols and systems of a culture – alphabets, numbers, and visual icons – for personal and community development†. â€Å"The nature of these abilities, and the demand for them, vary from one context to another. These skills are clearly being found necessary in our everyday lives† (Center For Literacy, 2012). SeveralRead MoreEssay on Adults with Learning Disabilities1697 Words   |  7 PagesAdults with Learning Disabilities The field has not quite reached consensus on definitions of LD, and there are professionals as well as members of the public who do not understand them or believe they exist. For example, in a Roper (1995) survey of 1,200 adults, 85% associated LD with mental retardation 66% with deafness, and 60% with blindness. In Roccos (1997) research, faculty questioned the existence of certain conditions or if they existed, the appropriateness of classifying the conditionRead MoreThe Necessities For Living Are Basic Food, Water, And Shelter1115 Words   |  5 Pageseducation is an important factor in living a healthy, safe, and successful life. In America, many adults still lack the ability to read and understand the world around them because they are not literate, and it doesn’t just affect the individual. The affects are passed down to the children, the communities, and finally it is passed to society as a whole. As the world changes, so does the definition of literacy. In the past, t o be considered literate was a basic understanding of reading, and writing. InRead MoreNursess Promotion Of Health Literacy Using Theories1706 Words   |  7 PagesPromotion of Health Literacy Using Theories Health literacy has been a problem with our patients. The most vulnerable populations are the elderly, people with low-income levels, those with limited education, non-native speakers of English, those with chronic mental and physical health conditions, minority, and immigrant populations. Nurses have a great role in helping our patients succeed in understanding their health conditions. Nurses can be of great help in promoting health literacy. Sykes, Wills

The Host Chapter 43 Frenzied Free Essays

string(26) " as much as I could hide\." I imagined that from the outside, I looked as still as a statue. My hands were folded in front of me, my face was without expression, my breathing was too shallow to move my chest. Inside, I was spinning apart, as if the pieces of my atoms were reversing polarity and blowing away from one another. We will write a custom essay sample on The Host Chapter 43: Frenzied or any similar topic only for you Order Now Bringing Melanie back had not saved him. All that I could do was not enough. The hall outside our room was crowded. Jared, Kyle, and Ian were back from their desperate raid, empty-handed. A cooler of ice-that was all they had to show for three days of risking their lives. Trudy was making compresses and laying them across Jamie’s forehead, the back of his neck, his chest. Even if the ice cooled the fever, raging out of control, how long until it was all melted? An hour? More? Less? How long until he was dying again? I would have been the one to put the ice on him, but I couldn’t move. If I moved, I would fall into microscopic pieces. â€Å"Nothing?† Doc murmured. â€Å"Did you check -â€Å" â€Å"Every spot we could think of,† Kyle interrupted. â€Å"It’s not like painkillers, drugs-lots of people had reason to keep those hidden. The antibiotics were always kept in the open. They’re gone, Doc.† Jared just stared down at the red-faced child on the bed, not speaking. Ian stood beside me. â€Å"Don’t look like that,† he whispered. â€Å"He’ll pull through. He’s tough.† I couldn’t respond. Couldn’t even hear the words, really. Doc knelt beside Trudy and pulled Jamie’s chin down. With a bowl he scooped up some of the ice water from the cooler and let it trickle into Jamie’s mouth. We all heard the thick, painful sound of Jamie’s swallowing. But his eyes didn’t open. I felt as though I would never be able to move again. That I would turn into part of the stone wall. I wanted to be stone. If they dug a hole for Jamie in the empty desert, they would have to put me in it, too. Not good enough, Melanie growled. I was despairing, but she was filled with fury. They tried. Trying solves nothing. Jamie will not die. They have to go back out. For what purpose? Even if they did find your old antibiotics, what are the chances they would still be any good? They only worked half the time anyway. Inferior. He doesn’t need your medicine. He needs more than that. Something that really works†¦ My breathing sped up, deepened as I saw it. He needs mine, I realized. Mel and I were both awestruck by the obviousness of this idea. The simplicity of it. My stone lips cracked apart. â€Å"Jamie needs real medicines. The ones the souls have. We need to get him those.† Doc frowned at me. â€Å"We don’t even know what those things do, how they work.† â€Å"Does it matter?† Some of Melanie’s anger was seeping into my voice. â€Å"They do work. They can save him.† Jared stared at me. I could feel Ian’s eyes on me, too, and Kyle’s, and all the rest in the room. But I saw only Jared. â€Å"We can’t get ’em, Wanda,† Jeb said, his tone already one of defeat. Giving up. â€Å"We can only get into deserted places. There’s always a bunch of your kind in a hospital. Twenty-four hours a day. Too many eyes. We won’t do Jamie any good if we get caught.† â€Å"Sure,† Kyle said in a hard voice. â€Å"The centipedes will be only too happy to heal his body when they find us here. And make him one of them. Is that what you’re after?† I turned to glare at the big, sneering man. My body tensed and leaned forward. Ian put his hand on my shoulder as if he were holding me back. I didn’t think I would have made any aggressive move toward Kyle, but maybe I was wrong. I was so far from my normal self. When I spoke, my voice was dead even, no inflection. â€Å"There has to be a way.† Jared was nodding. â€Å"Maybe someplace small. The gun would make too much noise, but if there were enough of us to overwhelm them, we could use knives.† â€Å"No.† My arms came unfolded, my hands falling open in shock. â€Å"No. That’s not what I meant. Not killing -â€Å" No one even listened to me. Jeb was arguing with Jared. â€Å"There’s no way, kid. Somebody’d get a call off to the Seekers. Even if we were in and out, something like that would bring ’em down on us in force. We’d be hard-pressed to make it out at all. And they’d follow.† â€Å"Wait. Can’t you -â€Å" They still weren’t listening to me. â€Å"I don’t want the boy to die, either, but we can’t risk everyone’s lives for one person,† Kyle said. â€Å"People die here; it happens. We can’t get crazy to save one boy.† I wanted to choke him, to cut off his air in order to stop his calm words. Me, not Melanie. I was the one who wanted to turn his face purple. Melanie felt the same way, but I could tell how much of the violence came directly from me. â€Å"We have to save him,† I said, louder now. Jeb looked at me. â€Å"Hon, we can’t just walk in there and ask.† Right then, another very simple and obvious truth occurred to me. â€Å"You can’t. But I can.† The room fell dead silent. I was caught up in the beauty of the plan forming in my head. The perfection of it. I spoke mostly to myself, and to Melanie. She was impressed. This would work. We could save Jamie. â€Å"They aren’t suspicious. Not at all. Even if I’m a horrible liar, they would never suspect me of anything. They wouldn’t be listening for lies. Of course not. I’m one of them. They would do anything to help me. I’d say I got hurt hiking or something†¦ and then I’d find a way to be alone and I’d take as much as I could hide. You read "The Host Chapter 43: Frenzied" in category "Essay examples" Think of it! I could get enough to heal everyone here. To last for years. And Jamie would be fine! Why didn’t I think of this before? Maybe it wouldn’t have been too late even for Walter.† I looked up then, with shining eyes. It was just so perfect! So perfect, so absolutely right, so obvious to me, that it took me forever to understand the expressions on their faces. If Kyle’s had not been so explicit, it might have taken me longer. Hatred. Suspicion. Fear. Even Jeb’s poker face was not enough. His eyes were tight with mistrust. Every face said no. Are they insane? Can’t they see how this would help us all? They don’t believe me. They think I’ll hurt them, hurt Jamie! â€Å"Please,† I whispered. â€Å"It’s the only way to save him.† â€Å"Patient, isn’t it?† Kyle spit. â€Å"Bided its time well, don’t you think?† I fought the desire to choke him again. â€Å"Doc?† I begged. He didn’t meet my eyes. â€Å"Even if there was any way we could let you outside, Wanda†¦ I just couldn’t trust drugs I don’t understand. Jamie’s a tough kid. His system will fight this off.† â€Å"We’ll go out again, Wanda,† Ian murmured. â€Å"We’ll find something. We won’t come back until we do.† â€Å"That’s not good enough.† The tears were pooling in my eyes. I looked to the one person who might possibly be in as much pain as I was. â€Å"Jared. You know. You know I would never let anything hurt Jamie. You know I can do this. Please.† He met my gaze for one long moment. Then he looked around the room, at every other face. Jeb, Doc, Kyle, Ian, Trudy. Out the door at the silent audience whose expressions mirrored Kyle’s: Sharon, Violetta, Lucina, Reid, Geoffrey, Heath, Heidi, Andy, Aaron, Wes, Lily, Carol. My friends mixed in with my enemies, all of them wearing Kyle’s face. He stared at the next row, which I couldn’t see. Then he looked down at Jamie. There was no sound of breathing in the whole room. â€Å"No, Wanda,† he said quietly. â€Å"No.† A sigh of relief from the rest. My knees buckled. I fell forward and yanked free of Ian’s hands when he tried to pull me back up. I crawled to Jamie and pushed Trudy aside with my elbow. The silent room watched. I took the compress from his head and refilled the melted ice. I didn’t meet the stares I could feel on my skin. I couldn’t see anyway. The tears swam in front of my eyes. â€Å"Jamie, Jamie, Jamie,† I crooned. â€Å"Jamie, Jamie, Jamie.† I couldn’t seem to do anything but sob out his name and touch the packets of ice over and over, waiting for the moment they would need changing. I heard them leave, a few at a time. I heard their voices, mostly angry, fade away down the halls. I couldn’t make sense of the words, though. Jamie, Jamie, Jamie†¦ â€Å"Jamie, Jamie, Jamie†¦Ã¢â‚¬  Ian knelt beside me when the room was almost empty. â€Å"I know you wouldn’t†¦ but Wanda, they’ll kill you if you try,† he whispered. â€Å"After what happened†¦ in the hospital. They’re afraid you have good reason to destroy us†¦ Anyway, he’ll be all right. You have to trust that.† I turned my face from him, and he went away. â€Å"Sorry, kid,† Jeb mumbled when he left. Jared left. I didn’t hear him go, but I knew when he was gone. That seemed right to me. He didn’t love Jamie the way we did. He had proved that. He should go. Doc stayed, watching helplessly. I didn’t look at him. The daylight faded slowly, turned orange and then gray. The ice melted and was gone. Jamie started to burn alive under my hands. â€Å"Jamie, Jamie, Jamie†¦Ã¢â‚¬  My voice was cracked and hoarse now, but I couldn’t stop. â€Å"Jamie, Jamie, Jamie†¦Ã¢â‚¬  The room turned black. I couldn’t see Jamie’s face. Would he leave in the night? Had I already seen his face, his living face, for the last time? His name was just a whisper on my lips now, low enough that I could hear Doc’s quiet snoring. I wiped the tepid cloth across his body without ceasing. As the water dried, it cooled him a little. The burn lessened. I began to believe that he wouldn’t die tonight. But I wouldn’t be able to hold him here forever. He would slip away from me. Tomorrow. The next day. And then I would die, too. I would not live without Jamie. Jamie, Jamie, Jamie†¦ Melanie groaned. Jared didn’t believe us. The lament was both of ours. We thought it at the same time. It was still silent. I didn’t hear anything. Nothing alerted me. Then, suddenly, Doc cried out. The sound was oddly muffled, like he was shouting into a pillow. My eyes couldn’t make sense of the shapes in the darkness at first. Doc was jerking strangely. And he seemed too big-like he had too many arms. It was terrifying. I leaned over Jamie’s inert form, to protect him from whatever was happening. I could not flee while he lay helpless. My heart pounded against my ribs. Then the flailing arms were still. Doc’s snore started up again, louder and thicker than before. He slumped to the ground, and the shape separated. A second figure pulled itself away from his and stood in the darkness. â€Å"Let’s go,† Jared whispered. â€Å"We don’t have time to waste.† My heart nearly exploded. He believes. I jumped to my feet, forcing my stiff knees to unbend. â€Å"What did you do to Doc?† â€Å"Chloroform. It won’t last long.† I turned quickly and poured the warm water over Jamie, soaking his clothes and the mattress. He didn’t stir. Perhaps that would keep him cool until Doc woke up. â€Å"Follow me.† I was on his heels. We moved silently, almost touching, almost running but not quite. Jared hugged the walls, and I did the same. He stopped when we reached the light of the moon-bright garden room. It was deserted and still. I could see Jared clearly for the first time. He had the gun slung behind his back and a knife sheathed at his waist. He held out his hands, and there was a length of dark fabric in them. I understood at once. The whispered words raced out of my mouth. â€Å"Yes, blindfold me.† He nodded, and I closed my eyes while he tied the cloth over them. I would keep them closed anyway. The knot was quick and tight. When he was done, I spun myself in a fast circle-once, twice†¦ His hands stopped me. â€Å"That’s okay,† he said. And then he gripped me harder and lifted me off the ground. I gasped in surprise as he threw me against his shoulder. I folded there, my head and chest hanging over his back, beside the gun. His arms held my legs against his chest, and he was already moving. I bounced as he jogged, my face brushing against his shirt with each stride. I had no sense of which way we were going; I didn’t try to guess or think or feel. I concentrated only on the bouncing of his gait, counting steps. Twenty, twenty-one, twenty-two, twenty-three†¦ I could feel him lean as the path took him down and then up. I tried not to think about it. Four hundred twelve, four hundred thirteen, four hundred fourteen†¦ I knew when we were out. I smelled the dry, clean breeze of the desert. The air was hot, though it had to be close to midnight. He pulled me down and set me on my feet. â€Å"The ground is flat. Do you think you can run blindfolded?† â€Å"Yes.† He grabbed my elbow tightly in his hand and took off, setting a rigorous pace. It wasn’t easy. He caught me time and time again before I could fall. I started to get used to it after a while, and I kept my balance better over the tiny pits and rises. We ran until we were both gasping. â€Å"If†¦ we can get†¦ to the jeep†¦ we’ll be in†¦ the clear.† The jeep? I felt a strange wave of nostalgia. Mel hadn’t seen the jeep since the first leg of that disastrous trip to Chicago, hadn’t known it had survived. â€Å"If we†¦ can’t?† I asked. â€Å"They catch us†¦ they’ll kill you. Ian’s†¦ right about†¦ that part.† I tried to run faster. Not to save my life, but because I was the only one who could save Jamie’s. I stumbled again. â€Å"Going to†¦ take off the blindfold. You’ll be†¦ faster.† â€Å"You sure?† â€Å"Don’t†¦ look around. ‘Kay?† â€Å"Promise.† He yanked at the knots behind my head. As the fabric fell away from my eyes, I focused them only on the ground at my feet. It made a world of difference. The moonlight was bright, and the sand was very smooth and pale. Jared dropped his arm and broke into a faster stride. I kept up easily now. Distance running was familiar to my body. I settled into my preferred stride. Just over a six-minute mile, I’d guess. I couldn’t keep up that pace forever, but I’d run myself into the ground trying. â€Å"You hear†¦ anything?† he asked. I listened. Just two sets of running feet on the sand. â€Å"No.† He grunted in approval. I guessed this was the reason he’d stolen the gun. They couldn’t stop us from a distance without it. It took about an hour more. I was slowing then, and so was he. My mouth burned for water. I’d never looked up from the ground, so it startled me when he put his hand over my eyes. I faltered, and he pulled us to a walk. â€Å"We’re okay now. Just ahead†¦Ã¢â‚¬  He left his hand over my eyes and tugged me forward. I heard our footsteps echo off something. The desert wasn’t as flat here. â€Å"Get in.† His hand disappeared. It was nearly as dark as it was with him covering my eyes. Another cave. Not a deep one. If I turned around, I would be able to see out of it. I didn’t turn. The jeep faced into the darkness. It looked just the same as I remembered it, this vehicle I had never seen. I swung myself over the door into the seat. Jared was in his seat already. He leaned over and tied the blindfold over my eyes again. I held still to make it easier. The noise of the engine scared me. It seemed too dangerous. There were so many people who shouldn’t find us now. We moved in reverse briefly, and then the wind was blasting my face. There was a funny sound behind the jeep, something that didn’t fit Melanie’s memories. â€Å"We’re going to Tucson,† he told me. â€Å"We never raid there-it’s too close. But we don’t have time for anything else. I know where a small hospital is, not too deep into town.† â€Å"Not Saint Mary’s?† He heard the alarm in my voice. â€Å"No, why?† â€Å"I know someone there.† He was quiet for a minute. â€Å"Will you be recognized?† â€Å"No. No one will know my face. We don’t have†¦ wanted people. Not like you did.† â€Å"Okay.† But he had me thinking now, thinking about my appearance. Before I could voice my concerns, he took my hand and folded it around something very small. â€Å"Keep that close to you.† â€Å"What is it?† â€Å"If they guess that you’re†¦ with us, if they’re going to†¦ put someone else in Mel’s body, you put that in your mouth and bite down on it hard.† â€Å"Poison?† â€Å"Yes.† I thought about that for a moment. And then I laughed; I couldn’t help it. My nerves were frayed with worry. â€Å"It’s not a joke, Wanda,† he said angrily. â€Å"If you can’t do it, then I have to take you back.† â€Å"No, no, I can.† I tried to get a hold of myself. â€Å"I know I can. That’s why I’m laughing.† His voice was harsh. â€Å"I don’t get the joke.† â€Å"Don’t you see? For millions of my own kind, I’ve never been able to do that. Not for my own†¦ children. I was always too afraid to die that final time. But I can do it for one alien child.† I laughed again. â€Å"It doesn’t make any sense. Don’t worry, though. I can die to protect Jamie.† â€Å"I’m trusting you to do just that.† It was silent for a moment, and then I remembered what I looked like. â€Å"Jared, I don’t look right. For walking into a hospital.† â€Å"We’ve got better clothes stashed with the†¦ less-conspicuous vehicles. That’s where we’re headed now. About five more minutes.† That wasn’t what I meant, but he was right. These clothes would never do. I waited to talk to him about the rest. I needed to look at myself first. The jeep stopped, and he pulled off the blindfold. â€Å"You don’t have to keep your eyes down,† he told me when my head ducked automatically. â€Å"There’s nothing here to give us away. Just in case this place was ever discovered.† It wasn’t a cave. It was a rock slide. A few of the bigger boulders had been carefully excavated, leaving clever dark spaces under them that no one would suspect of housing anything but dirt and smaller rocks. The jeep was already lodged in a tight space. I was so close to the rock, I had to climb over the back of the jeep to get out. There was something odd attached to the bumper-chains and two very dirty tarps, all ragged and torn. â€Å"Here,† Jared said, and led the way to a shadowy crevice just a little shorter than he was. He brushed aside a dusty, dirt-colored tarp and rifled through a pile hiding behind it. He pulled out a T-shirt, soft and clean, with tags still attached. He ripped those off and threw the shirt to me. Then he dug until he found a pair of khaki pants. He checked the size, then flipped them to me, too. â€Å"Put them on.† I hesitated for a moment while he waited, wondering what my problem was. I flushed and then turned my back to him. I yanked my ragged shirt over my head and replaced it as quickly as my fumbling fingers could manage. I heard him clear his throat. â€Å"Oh. I’ll, uh, get the car.† His footsteps moved away. I stripped off my tattered cutoff sweats and pulled the crisp new pants into place. My shoes were in bad shape, but they weren’t that noticeable. Besides, comfortable shoes weren’t always easy to come by. I could pretend I had an attachment to this pair. Another engine came to life, quieter than the jeep’s. I turned to see a modest, unremarkable sedan pull out of a deep shadow under a boulder. Jared got out and chained the tattered tarps from the jeep to this car’s rear bumper. Then he drove it to where I stood, and as I saw the heavy tarps wipe the tire tracks from the dirt, I comprehended their purpose. Jared leaned across the seat to open the passenger door. There was a backpack on the seat. It lay flat, empty. I nodded to myself. Yes, this I needed. â€Å"Let’s go.† â€Å"Hold on,† I said. I crouched to look at myself in the side mirror. Not good. I flipped my chin-length hair over my cheek, but it wasn’t enough. I touched my cheek and bit my lip. â€Å"Jared. I can’t go in with my face like this.† I pointed to the long, jagged scar across my skin. â€Å"What?† he demanded. â€Å"No soul would have a scar like this. They would have had it treated. They’ll wonder where I’ve been. They’ll ask questions.† His eyes widened and then narrowed. â€Å"Maybe you should have thought of this before I snuck you out. If we go back now, they’ll think it was a ploy for you to learn the way out.† â€Å"We’re not going back without medicine for Jamie.† My voice was harder than his. His got harder to match it. â€Å"What do you propose we do, then, Wanda?† â€Å"I’ll need a rock.† I sighed. â€Å"You’re going to have to hit me.† How to cite The Host Chapter 43: Frenzied, Essay examples

Education and Acquire Some Skills In Kindergarten Stage In Uk

Question: 1- Introduction -Define a pedagogy of play 2- The kinds education play in kindergarten -Policy agenda of play in kindergartens in UK - Role play in the early childhood classroom 3- Importance of playing of children for the development of some aspects of growth (Cognitive processes, memory, attention, thinking and language in learning and pedagogy * ( With the inference theories) 4- Factors that affect to play a child * 5- The chilling facing the play * 6- Developing play in the curriculum - play and National curriculum policies -physical activity- and - rough and tumble play - science and play -Mathematics and play - Art in the early years 7- Developing play a pedagogy of play. 8-The important theories that support of play with learning, such as the theory of Piaget and Vygotsky Answer: Introduction Pedagogy of play can be referred to as an educational value which focuses on the field of experience which claims that the play can be characterized by tow fundamental guidelines which forms the basis of the education in children (Baker et al. 2014). These two fundamental guidelines are the spontaneous and the intentional directions. It should be noted that the pedagogy of play is concerned mainly on the intentional directions of the two fundamental guidelines. The design and management of the play incorporates the materials and expenditure with specific educational goals. The process requires a thorough analysis of the entire playing experiences while grasping potentials in the making of the play. The first evidence of the play comes from the Discovery of Childhood, an essay written at the beginning of the Modern Age (Dekker and Groenendijk 2012). The careful reading of the essay reveals it to be incorporating three main aspects being underlined: (i) investment on play as an educational device, (ii) retrieval of the natural dimension of play and (iii) toys being used as the pedagogical device and media as well. The second part of the essay depicts the production of the focused on the educational value through fore play, which is referred to be the first field of experience for the political education as evident in the essay (Diamond 2012). The conclusion of the essay depicts the speculations on the relationships between the play and the daily life activities. The final remarks of the essay suggest an important learning that the lifelong playing can be defined as a meaningful perspective in respective of the lifelong education. The kinds of education play in kindergarten UK Policy agenda of play in kindergartens According to Cottle and Alexander (2014), the current education policy as implemented in the UK, reflects the concerns related to the provision of the guidance on the curriculum content, assessment, planning, improvising the quality, developing the provision, and effectiveness of provision for the children and families as well. The DfEE/QCA 2000, Early Years Foundation Stage in England as implemented by the early childhood communities, deals in emphasizing the value and role of play in supporting the learning about the educational settings and at home as well (Park and Kim 2014). The main agenda of the framework is to articulate the principle sunder pining the curriculum, pedagogy and assessment with the emphasis on the planned experience relative to the spontaneous play of the children in the country. This framework includes the children from the birth until 5 years of age upon aligning with the policy issues in DfES, 2004 (Every Child Matters) (Renwick 2014). The policy incorporate s the curriculum guidance for the children to play which enables them to create, play, solve problems, and become managed with the parents in order to develop the learning. According to Renwick (2014), this curriculum guidance as provided by the UK policies help in providing a wide range of imaginative and creative activities in order to stimulate the development and learning in children. The policy also guides the practitioners to meet the following agenda: Plan and resource the challenging learning environment Support the learning process in children through spontaneous and planned play activities Extend and develop language an communication of the children in their play Assess and observe the learning in the children through the play Ensure progression and continuity of thru learning process in the children (Diamond 2012) Role of play in early childhood classroom According to Elbasan (2012), a good quality play would enable a positive learning outcome in the emotional, cognitive, psycho motor, cognitive and social domains. The inclusion of play in the curriculum is to develop the learning process in the infants by enabling them to enhance their learning capabilities. Hakkarainen, BrÄ—dikytÄ— Munter (2013) believe that this learning helps in engaging children with mental, physical, and emotional challenges to develop their curiosity. It would also help in developing their communication skills and recognizing capability as well (Dyer and Taylor 2012). Importance of playing of children for the development of some aspects of growth Inference theories and cognitive processes The zone of proximal development (ZDP) is the hypothetical zone where the cognitive development and the learning processes occur within the child. This zone of development is constituted by the distance between the actual development and the level of potential development under the guidance of the adults (Dekker and Groenendijk 2012). According to Vygotsky, this ZPD can be determined by the problem solving abilities of the child whether independent or under the guidance of the adults. Vygotsky has been of the opinion that the development in a child takes place at an appropriate time when the child faces environmental challenges and opportunities. Moreover, the development of children is influenced by the right amount of assistance from the adults (Elbasan 2012). Memory The play helps in stimulating the brainpower of the child, which could enable in enhancing the concentration, visionary skills, recollection skills, and recognizing power. This enables the child to be able to distinguish between the objects and recognizing the same. According to Tricia Ferrara, a famous family therapist, regular physical activity can be referred to as the miracle glow for the brain (Ferrara 2016). According to a recent biological survey, physical activity stimulated a chemical hormone in the brain of the infants, which help in strengthening the connections and enhancing the memory. Thus, the children should be provided with the opportunity to play some physical games both during and after learning. Attention As mentioned in the above discussion, it can be evident that play helps in stimulating a chemical hormone in the brain of the infants which help in strengthening the connections and enhancing the memory (McCabe 2012). This would help in enabling the child to pay attention to the details about the object such that he she is able to distinguish between them. Thinking The play helps in stimulating the brain activity of the child by strengthening the concentrations and enhancing the memory. It should be noted that the child is not able to truly understand about the concept of sharing (McCabe 2016). However, the brain of the child can be trained to understand some basic rules like waiting for the turn, reaching and grabbing objects, and recognizing things. Language According to Tricia Ferrara, music can be referred to as the pre- language learning tool, which could be played along with the activities, could help in boosting the mummery of the child. This playing of music along with the activities would not only be a good memorizing experience for the child but also could be an energy booster for the practitioners as well (Hardelid and Gilbert 2013). Factors that affect to play a child The play of the children can be referred to as the heterogeneous form of behavior, which is illustrated ion the context of the diversified spatial expressions. Various factors affect the play of the children. The features of the current social environment have an important role in affecting the play of the children and their abilities to find the places and time to play as well. According to the theory presented by Thomas and Hookings, the current response to the support of the play of the children is very much fragmented and confusing (Ferrara 2016). According to Thomas and Holdings, the children in the UK are completing test papers with a yearly estimated of 35 million papers (Ganea 2014). The corporations are also spending millions of pound in order to conduct research on the proper development of the learning in the children. Moreover, the parents are also struggling with the provision of both time and money in respective of their children to play as they think their children nee d a constant supervision while playing. The various factors affecting the play of the children can be illustrated by the following descriptions: Environmental stress The environmental impact on the play of the child is a significant factor in todays world, which includes the cumulative effect of poor environment, poverty, family stress, poor social network, and deteriorating conditions. These environmental factors are hampering with the playing of the children. According to Cottle and Alexander (2015), the environmental stress could lead malnutrition and social isolation of the children which could be hampering with the learning and development process of the children in the long run. As for example, poor children reside in a more polluted are and unhealthy environment. These children are prone to the various kinds of diseases and health hazards that could lead them to be physically deteriorated. Poor neighborhoods are prone to greater traffic volumes, less playground safety and exposure to health hazards. The poor children are compelled to inhale polluted air and drink polluted water, which exposes them to the toxicants, which could have a negat ive impact in the cognitive development and play behaviors of the children (Wallace 2016). Culture of fear According to Hardelid and Gilbert (2013), the material world of the children have improves, there is always a fear of accidents and the precautions to limit down the injuries in respective of the children while playing (Yetter-Chappell and Chappell 2012). However, the UK has the lowest rate of the child accidents; the risky activities cannot be neglected and can be taken as the part of the growing regime. Compared to their grandparents and their parents, children are more circumscribed today. The challenge facing the play The major challenge while implementing the play for the children is the inability of the practitioners in developing an appropriate play for the children in order to help them develop the learning and communication. The practitioners are entailed to the development of the thinking, planning, and engaging capabilities within the children in respectful interactions and providing everyday learning experiences and activities in the children (Schary and Loprinzi 2012). The practitioners are also required to design and resource the physical environment, observe the children at play, evaluate and assess the effectiveness of the experiences in respective of the generation of positive outcomes, organization time and space for the development for the play and also engaging with the families of the children as well. In the larger workforce system, an approached policy and organizational support including the provision of the space and time is required for the practitioners to infuse enthusiasm in the relationship between the children and their parents (Shimmell et al. 2013). Thus, a proper policy is required for the planning and organizing of the play for the child. Moreover, the practitioners are also required to be trained in order to help the children in the learning process. Developing play in the curriculum National curriculum policies in UK The UK policy frameworks includes the common principles that endorses as combination of child initiated and adult directed activities incorporating the free and structured play. The UK Government implement the integrated pedagogical approach which is validated and is found in the EPPE (Effective Provision for Preschool Education), a study being funded by the government (Phadung and Kaewprapan 2014). This study is on a large-scale context and provides adequate evidence of the impact of the preschool education and the family background on the development of the children. The study on the REPEY (Researching Effective Pedagogy in the Early Years) shows the difference between the pedagogical interactions and framing (Poehner 2016). The pedagogical interactions deal with the specific behaviors of the parents or adults whereas the pedagogical framing follows behind the scenes aspects of the pedagogy including the resources, planning, and routines. Physical activity- Science and play: The various activities that could be helping in the development of the knowledge and understanding of the children. The foundations stage of the hierarchical development of the scientific activities of the children help in developing the basic needs of the child, Preferences of the parents, and the needs of the parents childcare (Haklay 2016).The science and play aims at planning and implementing activities that could help children make progress in their development and learning in a scientific way. It also helps in providing a resourced curriculum for the children to enhance their knowledge and help them to do well in an ambiance of care and of feeling valued. Activities for developing the scientific understanding in children Board book learning: The learning helps in engaging children with mental, physical, and emotional challenges to develop their curiosity. It would also help in developing their communication skills and recognizing capability as well. Figure 1: Board Book learning Source: (Kelemen and Ganea, 2014) Observing: The children are mentally, emotionally, and physically calm and are curious in learning new things. They are realizing the objects present in the environment with those present in the board books and are developing their communication skills (Park and Kim 2014). Action Plan Infants 1-3 years 4-8 years Activities o Talk to babies o Talk back to them o Listen to their sounds they make o Talk about the pictures they see in the board book o Help them turning pages o Read the story in groups o Ask simple questions relating to color, count of objects, etc. o Ask questions relating to the story o Sit in groups o Display the story boards o Ask what they can see and find from the pictures o Ask them to recognize and name the objects form the book Observation o The babies are, emotionally, mentally, and physically calm o They are developing good communication skills o They are learning new things o Able to turn pages on their own o Developing curiosity o Communication skills in groups o Having fun interacting with each other Table 1: Board book learning Source: (Kelemen Ganea, 2014) Mathematics and play Board puzzle: It is the first skill that the children will adopt quite easily as puzzle pieces are taken out. It generates much noise when hit on the floor. This noise helps in drawing the attention of the children and could engage them in investigating the puzzle piece and identifying each of the pieces. Figure 2: Board puzzle learning in children Source: (Barnes, 2015) Procedure: Place the chain pieces in front of infants and hide one piece aside. Now, ask the children to find the hidden piece. Let the children complete the puzzle in groups and talk to them about the colors in the puzzle. Ask simple questions regarding color and count of objects. Ask them to make chain of different sizes and let them count the puzzle pieces. Observation: A group of children must be asked to complete the board puzzle. Participation must come from everyone. If everybody participates, it helps in the development of process. A child feels good when he works in a group. The practitioner is required to justify that puzzle pieces come in different sizes and shapes. It is the duty of the practitioner to take part in the various activities (Schary and Loprinzi 2012). The practitioners should encourage children by referring and talking to the colors. Colors are very much stimulating to the children. It must be observed how the children match the photo of the piece of puzzle. Action Plan Infants 1-3 years 4-8 years Activities Talk to infants Listen to the sounds they make Talk back to them Let them identify and explore the pieces of puzzle Make them match the pieces together Ask them to complete the puzzle in groups Explain the different shapes and sizes of the puzzle Make them complete the puzzle within a specified time Sit in groups Explain the different shapes and sizes to the children Make them complete the puzzle within a specified time Observation The infants are learning to reach the objects They are able to develop visualizing power Children are concentrating They are thinking and reasoning about the puzzle Children are developing their communication skills Children are concentrating more on the puzzle They are thinking and reasoning about the puzzle Table 2: Board puzzle Source: (Hopkins, 2015) Chain puzzle Procedure: Place the chain pieces in front of the children. Let the children complete the puzzle in groups and talk to them about the colors in the puzzle (Saengpun and Inprasitha 2012). Ask simple questions regarding color and count of objects. Ask them to make chain of different sizes and let them count the puzzle pieces. Make up a story about the puzzle after the children complete the puzzle. Observation: The children must be left to play freely. Each piece must be counted as the child completes the chain puzzle. The puzzle must be taken apart and put back together again. Free roaming helps the children. The practitioners are required to guide the children about the colors and the chin process steadily and thoroughly. Action Plan Infants 1-3 years 4-8 years Activities Take the chain pieces and place them in front of infants Ask them about the colors in the puzzle Hide one piece aside Ask them to find the hidden puzzle peice Ask them to complete the puzzle in groups Explain the different shapes and sizes of the puzzle Make them complete the puzzle within a specified time Sit in groups Explain the different shapes and sizes of the puzzle Ask them to complete the puzzle within a specified time Ask simple questions regarding color, count of objects, etc Observation The infants are developing to reach the objects They are able to develop visualizing power Children are concentrating They are thinking and reasoning about the puzzle Singing in rhymes while counting Children are developing their communication skills Children are concentrating more on the puzzle They are thinking and reasoning about the puzzle Table 3: Chain puzzle Source: (Kelemen Ganea, 2014) Art in early years Paper and Crayons: The learning of Paper and crayons would help the children to identify the colors. It also helps them in developing a sense of inquisitiveness in the children. This learning of the art process also helps the infants to develop their vision. Figure 3: Paper and Crayons learning Source: (Chappell and Taylor 2013) Observation: The practitioners are required to observe if the children are gaining, a proper vision is building by observing those pictures. They are developing their communication skills and capabilities to identify the different colors. Action Plan Infants 1-3 years 4-8 years Activities Cut shapes of colored papers Attach them with colored ribbons Talk about the shapes and colors Provide with crayons and papers Ask them to hold the crayons Let them draw colors on the paper Let the children draw on the paper Let them explore the colors on their own Ask them to fold on papers and make shapes Observation The infants are curious They are smiling and making sounds They are trying to touch and catch the objects Learning new drawing experience Developing creativity in their drawings Understanding shapes and colors Learning new drawing experience Developing creativity in their drawings Understanding shapes and colors Table 4: Paper and Crayons Source: (Chappell Cahnmann-Taylor, 2013) Puppet play: The puppet play helps in developing the exploration skills of the children. It enables them in exploring the shape, color, number, and size of the objects. It can also be considered as an imitation game for the children who imitate the parents or teachers activities of copying the sounds and characteristics of the objects. Figure 4: Puppet learning in children Source: (Poehner, 2014) Observation: There exists a generation of visualizing power in the children where they are able to recognize the things on their own. The children are exercising in handling the puppets. They are becoming more creative and are having fun with the puppet playing activity. Action Plan Infants 1-3 years 4-8 years Activities Using puppets in the hands Talk to the infants Try imitating the sounds of the animals while talking Make them laugh and have fun Make them play with the puppets Use animal puppets in hands while talking with children Try imitating the sounds of the animals while talking Make them laugh and have fun Make the children play in groups Sit in groups and ask the children to play a story with the puppets Ask them to recognize and name the objects form the environment that looks familiar with the puppets Observation The infants are feeling secure with the puppets They are overcoming fear through doll play Enacting and learning new things with their puppets Developing the imagination of stories and sings with the puppets Enacting and learning new things with their puppets Children interacting with each other and sharing stories Developing the imagination of stories and sings with the puppets Table 5: Puppet play Source: (Poehner, 2014) Developing play pedagogy of play The development structure of the child learning is comprised of the over lapping age related to the phases of each childhood as identified in the framework for early learning. The over lapping age consists of the learning structure for babies (from birth to 1 years), toddlers (1 year to 3 years) and children (4 to 6 years) (Kelemen et al 2014). However, the basis of the structure is still comprised of the framework consisting of the learning of the well being, belonging, and identity, exploring, communicating, and thinking. It should be noted that all the types of play could be applicable to each phase of the childhood. The processes of developing the play in the childhood can be illustrated by the following phases: Revising the role of adult The first phase for developing the play for the children is to work on the early practitioners that are responsible for teaching the children (Barrouillet 2015). The practitioners are entailed to the development of the thinking, planning, and engaging capabilities within the children in respectful interactions and providing everyday learning experiences and activities in the children. the practitioners are also require to design and resource the physical environment, observe the children at play, evaluate and assess the effectiveness of the experiences in respective of the generation of positive outcomes, organization time and space for the development of the play and also engaging with the families of the children as well. In the larger workforce system, an appropriate policy and organizational support including provision of the space and time is required for the practitioners to infuse the trust in the relationship between the children and their parents (Brocklebank and Griffiths 2 013). As the adults have an important role in childrens play, they are required to emphasize on the planning and designing of the play in order to help the children develop the learning capability in the future. Providing a base for the children to learn According to the perceptual theory a proposed by Gibson, the development of the perceptual learning is gradually increased as the children grow (Chappell and Cahnmann-Taylor 2013). This growth in the perceptual learning in the children reflects an organized and deliberate exploration of the environment. According to Gibson, this gradual increase in the perceptual learning of the children occurs through three gains in the movement during the initial first year of the infants, which includes (i) postural control, (ii) locomotion and (iii) manual control. Gibson postulated that if these three factors are stimulated in the infants, it could help in developing their physical abilities, agility, and mobility dexterity (Chronopoulou and Riga 2012). She also stated that this stimulation of the physical and locomotion skills in the infants would help in infusing them with the enthusiasm, confidence, and learning (Balakrishnan and Claiborne 2012). The important theories that support of play with learning Piagets classical theory of development Piaget in his classical theory of child development has been able to provide his views about the intellectual competence under which the child contrasted theories of the world and allowing the same for the first time on a set of logical tools of increasing power and generality (Brocklebank and Griffiths 2013). Piaget, in his theory, has focused on the active role of the individual sin respective of constructing the knowledge. His theory of development of child can be regarded as monolithic, context specific and universal. The work of Piaget reflects on the situation that the children construct their own knowledge and develop their own experiencing as well. He also proposed that the children are able to utilize their own knowledge and understanding by manipulating or exploring the outside world. In his theory, Piaget also illustrated various which emphasize on the self-construction of the thinking process in children (Children's play patterns,. In 2016). However, he provided more attention towards the actual process of the making. The structural theory thus, as proposed by Piaget has concentrated more on the construction of the cognitive strictures rather than focusing on the generalized views on the conservation. In his theory, Piaget ahs emphasized, mainly on answering to the question of accelerating the development process. However, the educational practice as described by Piaget in his theory of child development is context bound which is at the cognitive levels and not converse. Vygotskys Socio cultural Theories The Vygotsky's theory is also known as the socio cultural theory as it focuses on the culture including the values, customs, beliefs, and skills of a social group is transferred to the next generation. In his theory, Vygotsky identified two kinds of development viz., cultural and natural (Cottle and Alexander 2013). The natural development involves the processes of organizing growth like the maturation of a child. The cultural development deals with the cultural forms of the habits and reasoning of the cultural behavior. This socio logical theory as proposed by Vygotsky emphasizes on the role of play in the development of children to the point of reaching the primary, leading, and fundamental development. Unlike Piaget, Vygotsky had imagined the learning to be the social mediated process which depends on the support that the adults and parents provide for their children while they attempt to learn new tasks (Dekker and Groenendijk 2012).Vygotksy has been of the opinion that in order to understand the development of a child, there needs to be an evaluation of the social context and learning ability of the child. In his theory, he also emphasized on the social interactive process of the learning. He also has been able to clarify the learning process wherein the partners including the parents and the child are considered as active members in the learning process of the child. He also identified the parents or adults to be the cultural guides or experts and the child to be the target who is to achieve the learning target. According to Vygotsky, the socio interaction between two individuals cannot be seemed to be independent actions by the people. The interaction can be seen rather, as an interaction where the individuals take appropriate efforts and responsibilities in order to achieve a common target (Diamond 2012). In his theory, Vygotsky defined the activity involved in the social interaction to be the mechanism or process for explaining the development progress. Moreover, he further defines the development process to be the transformation of the mental processes. Vygotsky classified the level of the development process within a child to be comprised of two major levels. According to him, the development process initially works at the social level, which ultimately moves to the psychological level in the child wherein the internalization of the learning takes place within the child. Vygotksy termed the internalization to be occurring within the ZPD (Zone of Proximal Development). According to him, this ZPD is the hypothetical zone where the cognitive development and the learning processes occur within the child (Dyer and Taylor 2012). This zone of development is constituted by the distance between the actual development and the level of potential development under the guidance of the adults. A ccording to Vygotsky, this ZPD can be determined by the problem solving abilities of the child whether independent or under the guidance of the adults. Vygotsky has been of the opinion that the development in a child takes place at an appropriate time when the child faces environmental challenges and opportunities. Moreover, the development of children is influenced by the right amount of assistance from the adults (Ganea 2014). This socio cultural theory of Vygotsky helps in proposing interdependence between the development process of a child and the resources being provided by the culture as well. According to Diaz and Vachio. The ZPD as proposed by Vygotsky can be seen to be constituted of two important interrelated function: Transfer of responsibility Joint collaboration (Baker et al 2014) According to the ZPD, the child and the parents approach the task independently on their own way while learning. The child seeks co-operation and assistance as drawn thorough the adults. Joint collaboration is the process where the adults bring about the transfer of responsibility in the child through the process of scaffolding such that the child begins to work independently. It should be noted that scaffolding process refers to the interactional support and guidance as provided by the tutor to the child in the ZDP. Bentley (2013) provided useful information about the scaffolding process and stated that the child takes am inventive and active role by reconstructing the tasks through their own understanding. They refer this understanding of the children as the guided reinvention. According to Saengpun and Inprasitha (2014), the elements of the scaffolding process in respective of the learning develop in child is comprised of the gelling elements: It is the responsibility of the tutor to recruiting the childs interest in a particular task. Reduction in the number of steps necessary for solving a particular problem and simplifying the task such that a child can recognize the fit with the task and manage the components of the scaffolding process as well (Wallace 2016). Maintenance of the pursuit of the target by directing the activity through child motivation Involves the control for the risks and frustration in the child while learning the problem solving process Identifying the critical features of the discrepancies between the ideal situation and what a child is producing while the learning process Illustrating an idealized version of the act to be performed Enabling the child interdependence and autonomy Strutting an appropriate environment for the child in order to learn in a more efficient way Relevance of the theories to the teaching process From the analysis of the theory as proposed by Vygotsky, it can be seen to be useful in tow possible ways: Enabling the adults to understand about the construction process of the children Enabling the affects to reassess they roles in teaching (Schary and Loprinzi 2012) There is always a dilemma faced by the practitioners in deciding the amount of teacher intervention required for the teaching of children. Moreover, owing to the resources being included under the education system in most of the countries especially in the UK, there has always been a criticism in the media that deals with the failure of the education system. Current debate and move for Schoolification The current schoolification criteria in the UK considers the curriculum based approach to educating young children specially in their early years to be inadequate (Saengpun and Inprasitha 2012). Most of the chidcare professionals in the country are supporting the pedagogical approach which should be replacing the traditional curriculum based approach for teaching the children to learn. Moreover, most of them are also of the belief that this pedagogical approach in the early years of the development would be helping the children to have a basic understanding of the writing, reading and arithmetic that would be helpful for them in the future. The current trend of the chidren who start going to the schooling in the UK is 4 years which makes 12% of the total child population in the country (Barnett 2014). The rest 88% of the child population start going to school after 6 years. Thus, most of the childcare professional in the country are of the belief that this Early Years Foundation Stage (EYFS) would make the children to be school ready and benefit them in providing more focus on play and other academic elements (Barrouillet 2015). The professionals are also of the belief that this EYFS would enable the children to enhance their communication skills and provide them the formal learning in their pre-schooling stage. Conclusion Pedagogy of play is an educational value which focuses on the field of experience which claims that the play can be characterized by tow fundamental guidelines which forms the basis of the education in children. In order to understand the development of a child, there needs to be an evaluation of the social context and learning ability of the child. The learning process, thus, is a development process wherein the partners including the parents and the child are considered as active members in the learning process of the child. It so the responsibility of the parents or adults to be the cultural guides or experts and the child to be the target who is to achieve the learning target. As proposed by the theories of Vygotsky and Piaget, it can be found that the socio interaction between two individuals cannot be seemed to be independent actions by the people. The interaction can be seen rather, as an interaction where the individuals take appropriate efforts and responsibilities in order to achieve a common target. The activities involved in the social interaction to be the mechanism or process for explaining the development progress. Moreover, the development process is the transformation of the mental processes. The level of the development process can be classified within a child to be comprised of two major levels. The development process initially works at the social level, which ultimately moves to the psychological level in the child wherein the internalization of the learning takes place within the child. Vygotksy termed the internalization to be occurring within the ZPD (Zone of Proximal Development). According to him, this ZPD is the hypothetical zone where the cognitive development and the learning processes occur within the child. This zone of development is constituted by the distance between the actual development and the level of potential development under the guidance of the adults. This ZPD can be determined by the problem solving abilities of the child whether independent or under the guidance of the adults. 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Young Children Can Be Taught Basic Natural Selection Using a Picture-Storybook Intervention.Psychological Science, 25(4), pp.893-902. McCabe, (2016). [online] Available at: https://McCabe, A, "Games and Activities for Exploring Feelings with Children". in Social Work Education, 31, 2012, 679-680. [Accessed 12 May 2016]. McCabe, A. (2012). Games and Activities for Exploring Feelings with Children.Social Work Education, 31(5), pp.679-680. Miranda, C., Parrish, C. and Thompson, G. (2014). Canine parvovirus 2c infection in a cat with severe clinical disease.Journal of Veterinary Diagnostic Investigation, 26(3), pp.462-464. Park, S., Na, E. and Kim, E. (2014). The relationship between online activities, netiquette and cyberbullying.Children and Youth Services Review, 42, pp.74-81. Phadung, M., Suksakulchai, S. and Kaewprapan, W. (2014). Interactive whole language e-story for early literacy development in ethnic minority children.Educ Inf Technol, 21(2), pp.249-263. Poehner, (2016). 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It's the Participation that Motivates Him: Physical Activity Experiences of Youth with Cerebral Palsy and Their Parents.Physical Occupational Therapy In Pediatrics, 33(4), pp.405-420. Wallace,, (2016). [online] Available at: https://Wallace, B, "Book Review: Teaching able, gifted and talented children: Strategies, activities, resources". in Gifted Education International, 28, 2012, 131-132. [Accessed 12 May 2016]. Yetter-Chappell, H. and Chappell, R. (2012). Mind-body meets metaethics: a moral concept strategy.Philos Stud, 165(3), pp.865-878.

Population Standard Deviation free essay sample

REVIEW EXERCISES CHAPTER 8 AND 9 PROFESSOR JONAS WIU-RES BY DEBRA JAMES CHAPTER 8 1. High temperature in the United States a meteorologist claims that the average of the highest temperatures in the united states in 98. A random sample of 50 cities is selected, and the highest temperatures are recorded. The data are shown. At a=0. 05 can the claim be rejected? a=7. 7 97, 101, 99, 99, 100, 94, 87, 99, 108, 93, 96, 88, 98, 97,88, 105, 97, 96, 98, 102, 99, 94, 96, 114, 99, 96, 98, 97, 91, 98, 80, 95, 98, 96, 80, 95, 88, 99, 102, 95, 101, 94, 92, 99, 101, 97, 94, 97, 102, 61. The claim can be rejected; correct answer may be either above 98 or below it. 2. Salaries for Actuaries nationwide graduates entering the actuarial field earn $40,000. A college placement officer feels that this number is too low. She surveys 36 graduates entering the actuarial field and finds the average salary to be $41,000. The population standard deviation is $3000. Can her claim be supported at 0. 05? x? =14. 7, ? x? =13. 77, ox? =5. 34, n=29, ? =. 01 3. Monthly Home Rent. The average monthly rent for a one bedroom in San Francisco is $ 1229. A random sample of 15 one bedroom homes about 15 miles outside of San Francisco had a mean rent of 50. We will write a custom essay sample on Population Standard Deviation or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page The population standard deviation is $250. At a=0. 05 can we conclude that the monthly rent outside San Francisco differs from that in the city? 4. 5. Federal Prison Populations nationally 60. 2% of federal prisons are severing time for drug offenses. A warden feels that in his prisons the percentage is even higher. He surveys 400 inmates records and finds that 260 of the inmates are drug offenders at a=0. 5 is this correct? CHAPTER 9 1. Driving for pleasure two groups of drivers is surveyed to see how many miles per week they drive for pleasure trips. The data are shown at a=0. 01 can it be conducted that single drivers do more driving for pleasure trips on average than married drivers? Assume =16. 7 and =16. 1 Level of significance a = 0. 05, we reject the null hypothesis. This means there is a significant difference between There is not sufficient evidence to conclude. 2. Communication times according to the bureau of labor statistics American time use survey married persons spend an average of 8 minutes per day on phones calls, mail and email, while single persons spend an average of 14 minutes per day on these same tasks. Based on the following information is there sufficient evidence to conclude that single persons spend, on average a greater time each day communicating? Use the 0. 05 level of significance. There is not enough information to actual average salary. In each of the following At the 0. 05 level, does this show sufficient evidence to conclude . Teachers’ Salaries a sample of 15 teachers from Rhode Island has an average salary of $35,270, with a standard deviation of $3256. A sample of 30 teachers from New York has an average salary of $29,512, with a standard deviation of $ 1431. Is there a significant difference in teachers’ salaries between the two states? Use a = 0. 02. Find the 98% confidence interval for the diffe rence of the two means. H0: ? 1 ? 2 = 3000 H1: ? 1 ? 2 ? 3000 where, H0 is the null hypothesis, d = 3000 For hypothesis testing on two means with known variances: ? = [(X1 X2) d] / {v[ (? 1? n1) + (? 2? / n2) ] } where, X1 and X2 are the two sample means ?1 and ? 2 are the two sample standard deviations n1 and n2 are the two sample sizes In this case, X1 = 35,270 X2 = 29,512 ?1 = 3,256 ?2 = 1,432 n1 = 36 n2 = 49 d = 3,000 Plug these values into the above equation to obtain: ? = 4. 756 For a significance level of 2. 5% (i. e. 0. 025), Z = 2. 24 Since ? Z at the 2. 5% significance level, the null hypothesis is rejected meaning that the data does not support the idea that a Rhode Island Teachers mean salary is $3,000 more than a New York Teachers mean salary. . High and Low Temperatures – March is a month of variable weather in the northeast. The chart below records the actual high and low temperatures for a selection of days in March from the weather reports for Pittsburgh Pennsylvania. At the 0. 01 level of significance is there sufficient evidence to conclude that there is more than a 10% difference between average highs and lows? Professor Jonas, I have not had a good time with this assignment, it is very hard working with one hand.

Reflection Article Example

Reflection Article Example Reflection Article – Article Example Statistics The great English statistician and economist defined statistics as â€Å"science of counting Statistics play an important role in our day routine life. Statistics are greatly applicable to the politics and the elections, statistics helps in almost all the disciplines of politics. funds distribution amongst constituencies, elections outcomes both the local,and nationwide, politicians performance and achievements in a particular span of time , this is judged through their achievements that can be summarized by the facts and figures collected through statistical studies. Popularity curves are the most important gift of statistics and that helps in a massive amount judging their own performance. This is obtained through conducting opinion polls. Based on the curves and quarterly reports in time changes and measures can be taken, Since large amount of funds are associated with the political processes and the campaigning and party maintenance , the funds so distributed can be d one through statistical facts and figures, finally analysis of quantitative data, Different policies are made based on statistics. In short statistics play the role of a backbone in politics and all decisions, administrative, and functional can be taken in right scope with help of statistics.The nonprofit organizations require statistics in every step of their routine activities. In broader perceptive statistics help determining the total expenses incurred which includes the monthly and annual payments, wages to the employees, statistics help determining the areas to invest in by calculating the feasibility of any endeavor, On Administrative front statistics play a pivotal role in nonprofit organizations, since any organization needs an infrastructure to operate, users performance can be gauged through statistical measures. Annual reports and data in terms of the progress made in a certain period of time, it helps estimating and analyzing the contribution of donors in particular are a of interest. An important contribution of statistics is the identification of sectors that can pay dividends in terms of the company growth, the public welfare and overall successful operations. Fund-raising is important phenomena in context of nonprofit organizations, through statistics the areas can be identified that are fruitful for the cause; Balance in payment distribution is possible through statistics.Salient gifts of Statistics in both the fieldsAccountability Participation Coherence Sensitivity to Equity and Environment Effective Policy Making TimelinessTransparency Adequacy Bibliography :1- Blastland, M., & Dilnot, A. W. (2009). The numbers game: The commonsense guide to understanding numbers in the news, in politics, and in life. New York, N.Y: Gotham Books.Rice, S. A. (1928). Quantitative methods in politics. New York: A.A. Knopf. Bulmer, M. G. (1967). Principles of statistics. Cambridge, Mass: M.I.T. Press.Delli Carpini, M.X. and S. Keeter (1996), What Americans Know about Politics and Why It Matters, Yale University Press.

Different Types of Metaphors

Different Types of Metaphors Metaphors arent merely the candy sprinkles on the doughnut of language, not just embellishments to the music of poetry and prose. Metaphors are ways of thinking- and also ways of shaping the thoughts of others. All people, every day, speak and write, and think in metaphors. In fact, its hard to imagine how people would get by without them. And because figurative comparisons lie at the heart of language and thought, they have been picked apart by scholars in a variety of disciplines. Types of Metaphors There are countless ways of looking at metaphors, thinking about them, and using them. There are countless ways of looking at metaphors, thinking about them, and using them. But in deference to the metaphorical blackbirds of Wallace Stevens (The blackbird whirled in the autumn winds./It was a small part of the pantomime), here are a few of them. Absolute: A metaphor in which one of the terms (the tenor) cant be readily distinguished from the other (the vehicle).Complex: A metaphor in which the literal meaning is expressed through more than one figurative term (a combination of primary metaphors).Conceptual: A metaphor in which one idea (or conceptual domain) is understood in terms of another.Conventional: A familiar comparison that doesnt call attention to itself as a figure of speech.Creative: An original comparison that calls attention to itself as a figure of speech.Dead: A figure of speech that has lost its force and imaginative effectiveness through frequent use.Extended: A comparison between two unlike things that continues throughout a series of sentences in a paragraph or lines in a poem.Mixed: A succession of incongruous or ludicrous comparisons.Primary: A basic intuitively understood metaphor such as knowing is seeing or time is motion that may be combined with other primary metaphors to produce complex metaphors. Root: An image, narrative, or fact that shapes an individuals perception of the world and interpretation of reality.Submerged: A type of metaphor in which one of the terms (either the vehicle or tenor) is implied rather than stated explicitly.Therapeutic: A metaphor used by a therapist to assist a client in the process of personal transformation.Visual: The representation of a person, place, thing, or idea by way of a visual image that suggests a particular association or point of similarity. Regardless of the types of metaphors you favor, keep in mind Aristotles observation 2,500 years ago in Rhetoric: Those words are most pleasant which give us new knowledge. Strange words have no meaning for us; common terms we know already. It is metaphor which gives us most of this pleasure.

Company Strategic Analysis - General Mills Research Paper

Company Strategic Analysis - General Mills - Research Paper Example The company has strong brand equity in the market place. The company’s financial position is strengthening even at the time of recession. The company has a diversified product portfolio. The company’s brands have strong brand identity. The company’s internal processes for acquiring raw materials for its products are very strong. Weaknesses: The scale of companies operations are hiding inefficiencies in its operations. General Mills is not taking enough measures to raise its productivity. Opportunities: Recent social trends have created a market for convenience food items. General Mills can export its product to the Asian Markets. Threats: The environment of recession is creating unprecedented operating challenges for the company. Kraft and Kellogg are formidable competitors of the company, having strong brands of their own. Suppressed consumer demand is threatening company’s revenues. Porter’s Five Forces Analysis: Threat of Substitutes: This dimens ion falls on the higher end of the spectrum because consumers have the option to buy convenience food items from food stalls and cheap hotels. Moreover, consumers can even decide to cook themselves fresh meals. So it can be concluded that there are alternatives available to consumers. Rivalry amongst competitors: This dimension is also ending up on the higher end of the spectrum because as mentioned earlier Kraft Food and Kellogg, both are formidable competitors having strong management and brand portfolio. In addition to this these companies also have strong capital base to support their operations. Suppliers Bargaining Power: This dimension also falls on the higher end of the spectrum because there are few quality suppliers of raw material in the marketplace. Companies who want to gain quality raw materials have to adhere to suppliers’ terms and conditions. Moreover, the price of the raw material is also very elastic, which leads companies to the future markets; in order to protect themselves from price risk and inflationary pressure. Customers Bargaining Power: This dimension again lies on the higher end of the spectrum because recessionary pressure has made consumers to curtail their expenditure. Consumers are demanding higher value at lower price from companies, in order to draw them to spend. Companies therefore have to adhere to the demands of consumers in order to utilize their huge asset base. Threat of New Entrant: This dimension falls on the lower end of the spectrum because the market conditions are not that encouraging for any new entrant to enter this market. Since the industry is engulfed by recession and has strong competitors in it, therefore no new entrant will be able to operate effectively in this marketplace. Firm’s overall Performance: Even at the time of recession the company has managed to perform exceptionally well. Almost all of its financial indicators are on the positive side of the spectrum, reflecting the fact that t he company has been successful in implementing its year start strategy. The company’s 2010 sales figure is up by 1 percent as compared to its 2009 sales figure (General Mills e, 2011). Operating profits have increased substantially, that is by 8 percent. Net income of the come has also increased drastically (17 percent) (General Mills e, 2011). The company’s asset utilization has also increased as reflected by the head of â€Å"Return on Average Total Capital†. This figure is up by 150 basis points, which is very encouraging. For the share

To Build a Strong Brand within the Fashion Industry Essay

To Build a Strong Brand within the Fashion Industry - Essay Example This paper illustrates that interpretivism has been found to be applicable for this particular research study. Interpretivism combines varied approaches together and tries to comprehend the humankind as it is experienced and made considerable by the experiences of human beings. This philosophy takes into account the individual experiences and their beliefs and opinions to form a genuine conclusion that presents a study that lay concealed in such human experiences. In short, this approach takes the individual understanding to reflect the outcomes of the study. Thus this research philosophy has enabled the present study to focus on the details of the research to determine an understanding on building of a strong brand in the fashion industry. The research has been based on a secondary study involving both qualitative and quantitative research methods. Thus the data that have been collected and used for the study have both qualitative as well as quantitative information. For instance, t he business reports included financial status of the fashion companies, hence involving quantitative data. On the other hand, the theories and previous researches concerning build-up of strong brand in the fashion industry were qualitative in nature. Qualitative methods require the research study to describe the types and qualities of people or incidents without expressing them in the form of numerical figures.

Crime and Social Issues Essay Example for Free

Crime and Social Issues Essay Many crime problems in my area which are creating difficulties for peoples day by day. I have seen many crimes have been done in my area. * Snatching * Drugs dealing * Shop lifting * Stabbing * Gang fighting * Theft and robbed * The area where I live is ok; I have been robbed for my money a couple of times – nothing too bad. But my friends live in a really bad estate. Theres always stuff going on there. People are shot and stabbed all the time. * It all starts with people getting rude with each other. One person is rude to someone else, and then the victim goes and gets their gang for revenge. Sometimes its just two gangs fighting and punching each other. But on this estate, its nearly always killing. Guns and knives are everywhere. * Its always worse when the gang hires someone else to do the killing. They only give a description of the person they want taken care of. So the hit man hasnt even seen the guy hes going to shoot before. Sometimes they shoot the wrong person. Then, if the person who was killed by mistake was in a gang, their gang goes and gets revenge. So it never ends. * Im most worried about knife crime, because you can get knives anywhere – from the kitchen, shops and people from round the estates. My friend’s big brother was stabbed in the chest with a knife, because he was involved in some bad stuff. * In my school its not so bad because they check us for weapons. The only weapons were allowed are compasses. * Im not so afraid of gangs, because they dont have a reason to go after me. But my friends Dad got involved in drugs. Now hes got some gangs after him because of some trouble that happened. * When I visit my mates on the estate, I feel more protected than afraid, because I know my friends and their brothers are looking out for me. People there recognise me now, so I know even the drug dealers would look after me on their patches. They know Im not causing any trouble. But Id be very; very afraid for my life there if no-one was looking out for me. Snatching: About 10 houses in front of me was this young lady walking by a car parked along the grass patch outside one of the terrace houses. As she was reaching the rear end of this clean decent looking Silver Proton Waja, I noticed the engine started and the left rear passenger doors window was being wound down. Suddenly a man emerged out of the rear passenger doors window his entire torso! And making a grab of this ladies handbag!!!! As this man emerged from the cars window, the Silver Proton Waja was pulling out of its parking position slowly not in a hurry with the man from within just dragging the lady and her handbag along until she gave it up!! Then they drove off slowly no hurry!!! Conclusion: My report about crime problem in my area which I have describe in my report, we should do safety every time and inform to police about any crime or suspicious activities in area or any surrounding area.

Business Report Essay -- GCSE Business Marketing Coursework

Business Report EXECUTIVE SUMMARY Fantasy ROCK will be a small business that provides entertainment and leisure activities. We will sell a variety of foods and beverages. Our menu will contain many dishes. A large appetizer section, Steaks, Chicken, sandwiches, hamburgers, soups and salads will be our specialty. We will sell several types of beer on tap and in bottles. A few micro brews such as Fat Tire Ale, and Honey Brown larger will be kept on tap, as well as the cheaper larger brands such as Budweiser and Coors. Several large screen TV’s will be placed through out the cafe’. They will be playing an assortment of things. Our main TV’s will be playing rock videos that go along to the music we are playing. Others will provide sports coverage of big games going on. The intent of the big screens is so that as our customer sits we allow giving them something to look at. We want to provide them with entertainment. Rock music has an effect to energize and lift a person’s spirits. We want customers to enjoy themselves. A sound system will be installed to heighten our music listening. Fantasy ROCK wants to provide high quality sound yet minimizes costs. Purchasing a surround sound system by Bose speakers systems can do this. Fantasy ROCK has great potential to expand. Our biggest competitor is Hard Rock Cafà ©. How we plan to differentiate ourselves is we want to provide a more of a local business atmosphere. We want our employees to get to know our customers and welcome them by name as they walk in. The market in which we are entering is wide open. All restaurants are competition to us yet because of our atmosphere in providing entertainment and leisure we become unique. Currently Fantasy ROCK has no expansion plans. As profits come in and our business base grows future planning will be done. MISSION STATEMENT Fantasy ROCK strives to be the premier rock music restaurant in Phoenix. Our goal is to be a step ahead of the competition. We want our customers to have more fun during their leisure time. We provide more television with ROCK videos and sports coverage than anywhere else in the Phoenix area. We provide a state-of-the-art Bose sounds system to deliver the highest quality sounds possible. We Combine menu selection, atmosphere, ambiance, and service to create a sense of â€Å"place† in order to reach our goal of over-all v... ...box $12.45 Dr. Pepper 8 gallon box $12.45 Sprite 8 gallon box $12.45 Iced tea 8 gallon box $12.45 Mug Root beer 8 gallon box $12.45 Malt 4 lb box powder $8.65 Chocolate syrup 2 gallons $3.65 Cheddar Cheese 80lbs $56.98 Mozzarella Cheese 80lbs $58.90 Parmesan Cheese 20lbs $28.67 Dressings 5,000 assorted $22.45 Fresh Bread 6 loaves $3.75 Macaroni Salad 2 gallons $27.65 Potato Salad 2 gallons $12.87 Pepperioncinis 5 gallon drum $25.67 Salami 20lbs $22.98 Pepperoni 20lbs $19.87 Garlic 1 lbs $2.89 Butter Large tub $5.67

Delegation: Management and Work

AC 1. 1 Evaluate the benefits of delegation Delegation is widely acknowledged to be an essential element of effective management (Yukl, G. 1994). Delegation is basically a process of assigning responsibility, sharing authority, and producing accountability in organizations. It is a managerial instrument that allows managers to nurture subordinates to capitalize the subordinate’s potential and ability to meet organizational goals and objectives.As a form of employee involvement in decision-making, delegation describes a category of leader behavior that entails assignment of new responsibilities to subordinates and additional authority to carry them out (Yukl, G. 1998). Managers usually find it easier to speak about delegation of responsibility then to accomplish the organizational goals. Effective delegation can benefit the manager, the employee, and the organization. Perhaps the most important benefit for the company is a higher quality of work.Delegation can improve quality o f work by allowing the employees who have direct knowledge of products and services to make decisions and complete tasks. Quality can also improve through enhanced employee  motivation. Employees may do a better job because they feel a personal  accountability  for the outcome, even though responsibility ultimately rests with the individual who made the delegation. Motivation  should also be enhanced as delegation enriches the worker's job by expanding the types of tasks that are involved in it. Roebuck, Chris. (1998) Another advantage of delegation is efficient use of time and talent.Delegation will help a manager use her time and the time of her employees effectively, and it will allow a manager to get even more work done then they will alone. Delegation is a way of empowering employees as well, and this is a promising advantage. Giving responsibility and accountability to employees will give them an opportunity to showcase their skills and talents; it will also provide th em with the opportunity to have pride in their work. Managers who delegate effectively also receive several personal benefits; most importantly, they have more time to do their own jobs when they assign tasks to others.Given the hectic nature of  managerial  work, time is a precious commodity. Effective delegation frees the manager to focus on  managerial  tasks such as planning and control. Managers also benefit from the development of  subordinates' skills. With a more highly skilled workforce, they have more  flexibility  in making assignments and are more efficient decision makers. Managers who develop their workforce are also likely to have high personal power with their staff and to be highly valued by their organization. Straub, Joseph T. (1998) AC 1. 2 Explain how delegation can be used to empower others.Empowerment is the force that makes teamwork effective. An empowered team is significantly more productive than a group of individuals working under strict gui delines. As the people in workgroup become aware that leaders are willing to empower them, they are more committed to the tasks. Meyer, Paul J. (2007). Empowering team members through delegation involves transferring not only the responsibility for performing tasks, but also the authority, resources, rewards, and knowledge necessary to perform them. In some situations, standardization and inflexibility are essential.However, in giving assignments, recognize when teamwork and flexibility are the better approach. Empowering people requires a leader to become teacher, coach, colleague, and mentor, not just boss. Followers and peers in some cases even exceed leader’s abilities, ideas, and expectations. Successful delegation requires planning, careful introduction and training, commitment of all team members, and effective follow-up. Effective delegation always involves adequate communication. People accept responsibility and act when they know what you expect.Talk informally with a person before actually turning over responsibility. Non-threatening approach allows the person to express fears or enthusiasm about the idea of accepting delegated responsibility. Moving up to a higher level of delegation provides more time empowers the team member for increased productivity. Roebuck, Chris. (1998). In many ways, empowerment embodies principles effective managers and leaders have practiced for years. Two new driving forces in business, increased diversity and high-speed change, magnify the need for empowerment.Empowering people is now indispensable for effective personal productivity and maximum team success. AC 2. 1 Justify an appropriate process to follow when delegating work within your area of responsibility? When delegating work within one’s area of responsibility, following process can be tracked for appropriate process (UK’s NMC’s Council, 2007) – Treat people as individuals * Leader must treat people as individuals and respect their dignity. * Must not discriminate in any way. * Must treat people kindly and considerately. Must act as an advocate for those in one’s care, helping them to access relevant health and social care, information and support. Respect people's confidentiality * Leader must respect people's right to confidentiality. * Must ensure people are informed about how and why information is shared by those who will be providing their care. * Must disclose information if leader believe someone may be at risk of harm, in line with the law of the country in which leader is practicing. Collaborate with those in leader’s care * Leader must listen to the people in his/her care and respond to their concerns and preferences. Must support people in caring for themselves to improve and maintain their health. * Must recognise and respect the contribution that people make to their own care and wellbeing. * Must make arrangements to meet people's language and communication needs. * Must shar e with people, in a way they can understand, the information they want or need to know about their health. Ensure gain consent * Leader must ensure that one’s gain consent before begin any treatment or care. * Must respect and support people's rights to accept or decline treatment and care. Must uphold people's rights to be fully involved in decisions about their care. * Must be aware of the legislation regarding mental capacity, ensuring that people who lack capacity remain at the center of decision making and are fully safeguarded. * Must be able to demonstrate that you have acted in someone's best interests if you have provided care in an emergency. Maintain clear professional boundaries * Leader must refuse any gifts, favours or hospitality that might be interpreted as an attempt to gain preferential treatment. Must not ask for or accept loans from anyone in your care or anyone close to them * Must establish and actively maintain clear sexual boundaries at all times with people in leader’s care, their families and cares. AC 2. 2 Allocate and monitor work that you have delegated within your own area of responsibility. To allocate and monitor work that one have delegated within his/her own area of responsibility following matters are required to be achieved (Barter M, Furmidge ML. UAP, 1994) and (BuerhausPI, Needleman J, Mattke S, Stewart M, 2002)- a) Outcomes Of Effective PerformanceOne must be able to do the following: 1. Confirm the work required of the team with his/her manager and seek clarification, where necessary, on any outstanding points and issues. 2. Plan how the team will undertake its work, identifying any priorities or critical activities and making best use of the available resources. 3. Allocate work to team members on a fair basis taking account of their skills, knowledge and understanding, experience and workloads and the opportunity for development. 4. Brief team members on the work they have been allocated and the standard or level of expected performance. . Encourage team members to ask questions, make suggestions and seek clarification in relation to the work they have been allocated. 6. Check the progress and quality of the work of team members on a regular and fair basis against the standard or level of expected performance and provide prompt and constructive feedback 7. Support team members in identifying and dealing with problems and unforeseen events. 8. Motivate team members to complete the work they have been allocated and provide, where requested and where possible, any additional support and/or resources to help completion. . Recognize successful completion of significant pieces of work or work activities by team members and the overall team etc. b) Behaviors Which Underpin Effective Performance One must knowledge about the following: 1. make time available to support others. 2. clearly agree what is expected of others and hold them to account. 3. 3prioritise objectives and plan work to mak e best use of time and resources. 4. show integrity, fairness and consistency in decision-making. 5. seek to understand people’s needs and motivations. 6. take pride in delivering high quality work. 7. ake personal responsibility for making things happen. 8. encourage and support others to make the best use of their abilities etc. c) Knowledge and Understanding One needs to know and understand the following: i. General knowledge and understanding 1. Different ways of communicating effectively with members of a team. 2. The importance of confirming/clarifying the work required of the team with your manager and how to do this effectively. 3. How to plan the work of a team, including how to identify any priorities or critical activities and the available resources. 4.How to identify and take due account of health and safety issues in the planning, allocation and checking of work. 5. Ways of encouraging team members to ask questions and/or seek clarification and make suggestions in relation to the work which they have been allocated. 6. Effective ways of regularly and fairly checking the progress and quality of the work of team members. 7. The type of problems and unforeseen events that may occur and how to support team members in dealing with them. 8. How to log information on the ongoing performance of team members and use this information for performance appraisal purposes etc. i) Industry/sector specific knowledge and understanding 1. Industry/sector specific legislation, regulations, guidelines, codes of practice relating to carrying out work. 2. Industry/sector requirements for the development or maintenance of knowledge, understanding and skills. iii) Context specific knowledge and understanding 1. The members, purpose and objectives of his/her team. 2. The work required of his/her team. 3. The available resources for undertaking the required work. 4. His/hers team’s plan for undertaking the required work. 5.The skills, knowledge and understan ding, experience and workloads of team members. 6. Reporting lines in the organization and the limits of his/her authority. 7. Organizational standards or levels of expected performance. 8. Organizational policies and procedures for dealing with poor performance. AC 3. 1 Review how well you delegated the task, based on the outcomes of the delegated task and feedback from others. Here are 10 ways  for effective delegation and reviewing delegation based on the outcomes of the delegated task and feedback from others: 1. Delegate early.Make an effort to delegate the task early to avoid unnecessary pressure. This allows the  person to better plan the task. 2. Select the right person. Ensure that the person has the time to take on the responsibility. Assess the skills and capabilities of his/her staff  and assign the task to the most appropriate person. Make sure the person has the training and resources  to succeed. 3. Communicate the rationale and benefit. Identify  the reason for the task and how it will contribute to the goals of the company or department or team. Also, point out how the  delegated task could benefit the person.For example, develop a specific skill that is needed to get promoted. 4. Delegate the entire task to one person. This gives the person the responsibility, increases their motivation and avoids ambiguity in accountability. Otherwise, different people will have different ideas about who does what when. 5. Set clear goals and expectations. Be clear and specific on what is expected. Give information on what, why, when, who and where. Be prepared to accept input from subordinates. Confirm and verify task goals and expectations. 6. Delegate responsibility and authority.Ensure that the subordinate is given the relevant responsibility and authority to complete the task. Let the subordinate complete the task in the manner they choose, as long as the results are what you specified. Be willing to accept ideas from the subordinate on task fulfillment. 7. Provide support, guidance and  instructions. Point subordinates to the resources they may need to complete the task or project. That could be people they need to coordinate with,  crucial information or  be willing to be a resource his/herself. 8. Take personal interest in  the progress of delegated task.Request to be updated on the progress of the task, provide assistance when necessary. Be careful not to be intrusive; giving the perception that he/she does not trust the subordinate. Keep communication lines open, regular meetings on large tasks can provide this ongoing feedback. 9. If he/she is not satisfied with the progress, don’t take the project back immediately. Rather, continue to work with the employee and ensure they understand the project to be their responsibility. Give advice on ways to improve. This ensures accountability and dependability. 10. Evaluate and recognize performance.Evaluate results more than methods. Analyze cause of insuff icient performance for improvements and recognize successes as soon as possible. AC 3. 2 Assess how you can improve your own ability to delegate and empower others. Here are some suggestions for improving one’s own ability to delegate and empower others (Credit Research Foundation, 1999): 1. Understand the purpose of delegating very clearly. 2. Decide specifically what one can delegate. Generally delegate as much of ones work as possible. 3. Recognize that subordinates will make mistakes. Make sure they understand what they are to do.Be willing to take blame for mistakes that may be made. 4. Clarify what he/she is delegating. Agree on what the task is and how much â€Å"power† he/she is delegating to them to perform a particular job. Also, let others know of the arrangements so that proper cooperation will be extended to get the job done. 5. Most important,  follow-up. Remember that although you have delegated responsibility and empowered others to get the job done, he/she still have the final accountability for the job. Ask his/her team for progress reports or discuss with them from time to time.Empowerment This newer strategy may in-fact be the culmination of all the points above. Simply put, empowerment is delegation taken a step farther. In delegation, the supervisor is not only accountable for the results, but also assumes some responsibility since in most cases the delegated tasks most often are the job of the supervisor. Empowerment is the total, unmistakable passing on of responsibility to a person or team to accomplish a job or perform a process. As coach or supervisor, one have to maintain accountability for the overall outcome or results of the process.Empowerment brings with it a challenge for the organization to provide state-of-the-art systems, education, tools and most importantly support to the team for maximum performance. Applying empowerment frequently shifts ownership of a function or process from a traditional supervisor to a group, and with that ownership transfer; pride, job satisfaction, motivation and creativity develop. References Barter M, Furmidge ML. UAP: issues relating to delegationand supervision. J Nurs Adm. April 1994;24:36-40 BuerhausPI, Needleman J, Mattke S, Stewart M.Strengthening hospital nursing. HealthAff. Credit Research Foundation, (1999), www. crfonline. com. Roebuck, Chris. (1998). Effective Delegation. New York: American Management Association. September-October 2002;21:56-64. Straub, Joseph T. (1998). The Agile Manager's Guide to Delegating Work. Bristol, VT: Velocity Business Publishing. UK’s NMC’s Council (6 December 2007), Standards of conduct, performance and ethics for nurses and midwives for implementation. Yukl, G. (1998). Leadership in organizations (4th ed. ). Englewood Cliffs, NJ: Prentice–Hall.