The 2008 Financial Crisis

The housing and monetary policies are the key causes of the 2008 economic crisis. Two main mortgage firms, the Fannie Mae and Freddie Mac Corporation eased the credit requirements on loans it purchased from lending institutions. In September 2008, the two giant mortgage companies faced the danger of bankruptcy as they had guaranteed close to half of the total mortgages in the US.Advertising We will write a custom essay sample on The 2008 Financial Crisis specifically for you for only $16.05 $11/page Learn More The Clinton administration came up with the idea of making poor citizens and low-income consumers own homes. As a result, banks were under pressure to lend to minorities and low-income consumers who even had no security for the loans (White par. 1). Notably, some of the borrowers who accessed the sub-prime loans had poor credit ratings, did not make down payments for homes, and had no verifiable assets. So misguided were the housing policies that u nqualified borrowers could access mortgages with the support of the federal government.  After the banks and other lending institutions had loaned the low-income earners, the prices of houses peaked and turned down completely. At this point, borrowers who had inadequate capital compared to their debt started to default the repayment of mortgages (FRONTLINE). Notably, these categories of borrowers were propelled to borrow with the hope of increased prices of houses in the future to repay the mortgages or sell their properties at high prices. This was not to be as prices of essential products went down too. The occurrence led to rise in the number of defaulters on nonprime-mortgages. The increased numbers of toxic mortgages made investment banks lose trillion of dollars. The rest of the Wall Street felt the effect with Federal Reserve Chairman Ben Bernanke making critical moves to salvage the Bear Stearns Investment Bank, which had remained the subject of rumours that it would be fa lling soon. Bear Stearns’s stock had slumped to a low of $57 from $171 thus making it clear that something had to be done to contain the situation. The then Treasury Secretary Henry Paulson had to try out different approaches to rescue the entire financial market from the crisis. At one instance, he persuaded the federal government to provide the Treasury with $700 billion for buying the high-risk mortgage securities. Rumours in the financial market are fears that market players have towards operations of a firm. For instance, market manipulators and short sellers can spread false information about the nature and operations of a company. The financial market deals in monetary issues and some of the institutions include Bear Stearns Bank, AIG Insurance Company, Lehman Brothers and Fannie Mae Corporation.Advertising Looking for essay on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More Bear’s chief executive, Al an Schwartz blamed falsehood on the loss of liquidity of $10 billion in one working day (â€Å"Bank Chief Blames Rumours for Bear’s Collapse† par. 4). This happened as customers, trading partners, and investors fled after listening to rumours and market manipulation from competitors. However, JP Morgan Bank salvaged Bear from collapsing after the Federal Reserve accepted to stand behind the institution with $30 billion of public funds. So intense was the crisis that the failure of Bear almost led to the collapse of the entire financial market. Clearly, from the occurrence of the 2008 financial crisis, rumours can be detrimental especially if they are false. Moral hazard is a situation where a party to a deal becomes dishonest as per the terms and conditions of the deal. In the case of assisting Bear not to go out of business, JP Morgan had a deal with Bear to buy the institution at $2 per share; however, mass outrage from shareholders made the firm raise the price to $ 10 per share. The initial price of $2 per share was meant to avoid scenarios of rewarding investors in a failed business. The principle prevents a situation where firms, which have been responsible for their downfall, receive financial support from the federal government. On the other hand, systematic risk entails the fall of an entire market. The fall of Bear Sterns followed by the collapse of the giant mortgage firms of Fannie Mae and Freddie Mac Corporation and finally Lehman Brothers Investment Bank, represents a clear example of systematic risk in the entire financial market (Moseley par. 8). Critics argue that moral hazard promotes systematic risk as it can encourage other firms to engage in malpractices with the aim of receiving aid from the Federal Reserve.  The 2008 financial crisis made policy makers alter their opinions on free trade. Firstly, they agreed that the rules of the World Trade Organization (WTO) are inadequate to the current dynamic and global economy. As a result, policy makers in both government and private institutions prefer regional free trade agreements as a way of making up for rules that have been missing in the multilateral trade option. With the Doha negotiation in force, multilateral trading system is losing its relevance in the international trade (United Nations). The financial crisis revealed that the state of overdependence on one nation by developing nations is extremely dangerous for the current global, dynamic, and unpredictable economy.Advertising We will write a custom essay sample on The 2008 Financial Crisis specifically for you for only $16.05 $11/page Learn More Works Cited Bank Chief Blames Rumours for Bear’s Collapse. Mailguardian. Mail Guardian Online, 6 Apr. 2008. Web. Frontline. † Inside The Meltdown.† PBS: Public Broadcasting Service. WGBH Educational Foundation, 8 Feb. 2009. Web. Moseley, Fred. â€Å"The U.S. economic crisis: Causes and solutions.† International Socialist Review – ISSUE 81 January-February 2012. International Socialist Organization, 8 Apr. 2009. Web. United Nations. â€Å"International Trade After the Economic Crisis: Challenges and New Opportunities.† United Nations Conference on Trade and Development. UNCTAD, 5 Aug. 2010. Web. White, Lawrence H. â€Å"Housing Finance and the 2008 Financial Crisis | Downsizing the Federal Government.† Downsizing the Federal Government. Cato Institute, 5 Aug. 2009. Web. This essay on The 2008 Financial Crisis was written and submitted by user Qu1nt1n to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here. The 2008 Financial Crisis

Classroom Observation Tool For Toddlers Children And Young People Essay Essays

Classroom Observation Tool For Toddlers Children And Young People Essay Essays Classroom Observation Tool For Toddlers Children And Young People Essay Essay Classroom Observation Tool For Toddlers Children And Young People Essay Essay Instruction manuals: Spend some clip merely detecting the schoolroom before entering. Use the checkboxes to observe when you observe specific indexs. Focus on the experiences of single kids, non merely a general sense of the schoolroom overall. Note grounds as to whether the standard is being met or non. All indexs must be checked for a standard to be to the full met. Supply remarks if you circle Yes but. If you observe all indexs in the standard, look into Yes. Count the figure of Yes boxes for each subject country and criterion. Number NAEYC Accreditation Criterion 1.B.01 Teaching staff surrogate kids s emotional wellbeing by showing regard for kids and making a positive emotional clime as reflected in behaviours such as frequent societal conversations, joint laughter, and fondness. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: It was clear that even the youngest instructors were already used to pull the leg of. There was largely ( 95 % + ) THE INDICATED BEHAVIORS. 1.B.02 Teaching staff express heat through behaviours such as physical fondness, oculus contact, tone of voice, and smilings. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: Most of the instructors were really sort and responsive. One was a small rough but that was over the fenced country at the Pre-K s. 1.B.03 Teaching staff are consistent and predictable in their i‚ physical and i‚ emotional attention of all kids. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: Again, there were evidently some kids who were destitute changeless weeping. I assumed nil was truly incorrect with them. They merely wanted attending, but it did look two or three of these cryers were left entirely for excessively long ( 5 6 proceedingss ) , with no grownup near by. 1.B.04 Teaching staff encourage and acknowledge kids s work and achievements. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: I observed several schoolrooms ( 5 ) and the teachers praised the kids frequently with smilings and sort words. 1.B.05 Teaching staff map as secure bases for kids. They respond quickly in developmentally appropriate ways to kids s i‚ positive inductions, i‚ negative emotions, and i‚ feelings of injury and fright i‚ by supplying comfort, support, and aid. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: I observed that the teachers responded more to positive than negative. One instructor was really changeless in using physical attending to one of the more hard kids, but the face / wrods were non every bit sort as the gestures. 1.B.06 Teaching staff encourage kids s appropriate look of emotions, both positive ( e.g. , joy, pleasance, exhilaration ) and negative ( e.g. , choler, defeat, unhappiness ) . Fully met? ( circle ) : Yes Yes, but No Evidence/comments: I observed no kids moving truly severely for their age. The teachers were non restricitive leting the kids to be kids. 1.B.07 Teaching staff evaluate and alter their responses based on single demands. Teachers vary their interactions to be sensitive and antiphonal to i‚ differing abilities, i‚ dispositions, i‚ activity degrees, and i‚ cognitive and i‚ societal development. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: The instructors and the pupils and admin staff, of class, all have their ain personalities and it ranges throughout the twenty-four hours. No 1 I know is perfvectly consistent and that is non expected. 1.B.08 Teaching staff support kids s competent and autonomous geographic expedition and usage of schoolroom stuffs. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: I saw the teachers allow the yearlings to roll wherever they wanted with small to no intercession. 1.B.09 Teaching staff neer use physical penalty such as agitating or hitting and make non prosecute in psychological maltreatment or coercion. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: I saw no cases of maltreatment. 1.B.10 Teaching staff neer usage menaces or derogatory comments, and do non keep back nor endanger to keep back nutrient as a signifier of subject. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: I saw no cases of maltreatment. 1.B.13 Teaching staff adjust their interactions to babies and toddlers/twos assorted provinces and degrees of rousing. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: 1.B.14 Teaching staff rapidly respond to babies and toddlers/twos calls or other marks of hurt by i‚ supplying physical comfort and i‚ needed attention. i‚ Teaching staff are sensitive to babies and toddlers/twos signals and larn to read their single calls. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: I observed that the job kids were by and large left entirely longer than the compliant, well behaved kids. 1.B.15 Teaching staff talk often with kids and listen to kids with attending and regard. They respond to kids s inquiries and petitions. usage schemes to pass on efficaciously and construct relationships with every kid. prosecute on a regular basis in meaningful and drawn-out conversations with each kid. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: I observe that in rare cases during my visits, the communications between the teachers and the kids was respectful and consistent. 1.C.02 Teaching staff support kids s development of friendly relationships and supply chances for kids to play with and larn from each other. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: The yearlings had rather a spot of interaction with each other. Again, distinguishable personalities already. Some kids really gregarious, others preferred play clip entirely. 1.C.03 Teaching staff support kids as they pattern societal accomplishments and construct friendly relationships by assisting them i‚ enter into, i‚ sustain, and i‚ enhance drama. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: I sam several cases where the instructors were promoting the kids to group together for common drama such as on the slides in the resort area, and assisting put the nutrient out at tiffin. 1.C.04 Teaching staff assist kids in deciding struggles by assisting them i‚ identify feelings, i‚ describe jobs, and i‚ try alternate solutions. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: The struggles were all really minor, except one where one kid I think accidently bopped another on the caput in the gym. It was resolved in under a minute, though. 1.C.05 Teaching staff guide kids who bully, isolate, or ache other kids to larn and follow the regulations of the schoolroom. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: I saw no grounds of the above issues. 1.C.06 Teaching staff facilitate positive equal interaction for kids who are i‚ socially reserved or withdrawn and for i‚ those who are bullied or excluded. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: I saw no grounds of the above issues. 1.D.01 Teaching staff counter possible prejudice and favoritism by handling all kids with equal regard and consideration originating activities and treatments that build positive self-identity and learn the valuing of differences. step ining when kids tease or reject others. supplying theoretical accounts and ocular images of grownup functions, differing abilities, and cultural or cultural backgrounds that counter stereotyped restrictions. avoiding stereotypes in linguistic communication mentions. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: I saw no grounds of the above issues. 1.D.02 Teachers provide kids chances to develop the schoolroom community through engagement in determination doing about schoolroom i‚ regulations, i‚ plans, and i‚ activities. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: I observed that at this age, there was limited ability of the kids to actively understand and take part, though there was more on the activity side and none on the regulations side. There are extended regulations posted everyplace. 1.D.03 Teaching staff anticipate and take stairss to forestall possible behaviour jobs. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: 1.D.04 Teaching staff aid kids speak about i‚ their ain and i‚ others emotions. They provide chances for kids to i‚ research a broad scope of feelings and the different ways that those feelings can be expressed. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: Again, limited because of the developmental age of yearlings. 1.D.05 Teaching staff advance pro-social behaviour by interacting in a respectful mode with all staff and kids. They theoretical account bend taking and sharing every bit good as caring behaviours. aid kids negotiate their interactions with one another and with shared stuffs. engage kids in the attention of their schoolroom. guarantee that each kid has an chance to lend to the group. encourage kids to listen to one another. encourage and assist kids to supply comfort when others are sad or distressed. usage narrative and description of ongoing interactions to place pro-social behaviours. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: Again, limited because of the developmental age of yearlings. There is a 1:5 ratio and by and large when in a group which is all the clip, all of the above is at least sculptural or encouraged. 1.E Addressing Challenging Behaviors 1.E.03 Rather than concentrate entirely on cut downing the disputing behaviour, instructors focus on learning the kid societal, communicating, and emotional ordinance accomplishments and utilizing environmental alterations, activity alterations, grownup or peer support, and other learning schemes to back up the kid s appropriate behaviour. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: Most of this was being taught from a mold ( by the teachers ) . Not excessively much intellectualizingaˆÂ ¦again, seems age dependant. 1.E.04 Teaching staff respond to a kid s ambitious behaviour, including physical aggression, in a mode that provides for the safety of the kid. provides for the safety of others in the schoolroom. is unagitated. is respectful to the kid. provides the kid with information on acceptable behaviour. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: I observed no yearling aggression, and merely three kids who had some ambitious behaviour ( all three were cryers ) . However, in the schoolroom, instructors were extremely positive reinforcing stimuluss of positive behaviours and largely ignored the bad behaviours. 1.F.01 Teaching staff actively teach kids i‚ societal, i‚ communicating, and i‚ emotional ordinance accomplishments. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: Proverb this invariably from staff A ; teachers throughout installation. 1.F.02 Teaching staff aid kids manage their behaviour by steering and back uping kids to persist when frustrated. drama hand in glove with other kids. usage linguistic communication to pass on demands. learn bend taking. addition control of physical urges. express negative emotions in ways that do non harm others or themselves. use problem-solving techniques. learn about ego and others. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: Again, largely saw positives yearlings seeable soaking up and apprehension are limited. 2.A.04 The course of study can be implemented in a mode that reflects reactivity to i‚ household place values, beliefs, experiences, and i‚ linguistic communication. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: At this age, kids s developmental accomplishments in linguistic communication are so limited, that course of study does non straight reference. 2.A.07 The course of study guides the development of a day-to-day agenda that is predictable yet flexible and antiphonal to single demands of the kids. The agenda provides clip and support for passages. includes both indoor and out-of-door experiences. is antiphonal to a kid s demand to rest or be active. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: Same as above. Saw grounds in the older: pre-K, though. 2.A.08 Materials and equipment used to implement the course of study reflect the lives of the kids and households every bit good as the diverseness found in society, including i‚ gender, i‚ age, i‚ linguistic communication, and i‚ abilities. Materials and equipment provide for kids s safety while being suitably disputing. encourage geographic expedition, experimentation, and find. promote action and interaction. are organized to back up independent usage. are rotated to reflect altering course of study and to suit new involvements and accomplishment degrees. are rich in assortment. accommodate kids s particular demands. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: Same as above: limited formal course of study. 2.A.10 The course of study guides instructors to integrate content, constructs, and activities that Foster i‚ societal, i‚ emotional, i‚ physical, i‚ linguistic communication, and i‚ cognitive development and i‚ that integrate cardinal countries of content including literacy, mathematics, scientific discipline, engineering, originative look and the humanistic disciplines, wellness and safety, and societal surveies. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: Same as above: limited formal course of study. 2.A.11 The agenda i‚ provides kids larning chances, experiences, and undertakings that extend over the class of several yearss and it incorporates clip for: i‚ drama, i‚ self-initiated acquisition, i‚ originative look, i‚ large-group, i‚ small-group, and i‚ child-initiated activity. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: Yes. Each teacher ( which there is three assigned per category on norm ) has all of these posted and the instructors refer to the agenda on a regular basis. 2.A.12 The course of study guides instructors to be after for kids s battle in drama ( including dramatic drama and blocks ) that is integrated into schoolroom subjects of survey. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: Yes. Each teacher ( which there is three assigned per category on norm ) has all of these posted and the instructors refer to the agenda on a regular basis. 2.B.01 Childs have varied chances to prosecute throughout the twenty-four hours with learning staff who are attentive and antiphonal to them. ease their societal competency. ease their ability to larn through interacting with others. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: All the teachers were invariably engaged. Even the 1:5 ratio meant the teachers were invariably interacting with their charges. 2.B.02 Childs have varied chances to acknowledge and call i‚ their ain and i‚ others feelings. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: Limited vocabulary and I saw small negative moving out between the kids. 2.B.03 Childs have varied chances to larn the accomplishments needed to modulate their emotions, behaviour, and attending. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: 2.B.04 Childs have varied chances to develop a sense of competency and positive attitudes toward larning, such as continuity, battle, wonder, and command. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: The teachers and staff were really attentive, but non surrounding even in the baby suites. 2.B.05 Childs have varied chances to develop accomplishments for come ining into societal groups, developing friendly relationships, larning to assist, and other pro-social behaviour. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: Same as above. 2.B.06 Childs have varied chances to interact positively, respectfully, and hand in glove with others. learn from and with one another. resoluteness struggles in constructive ways. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: Same as above, but I saw about no struggles. 2.B.07 Childs have varied chances to larn to understand, sympathize with, and take into history other people s positions. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: Limited development of yearlings agencies this is non to the full utilised yet. 2.C. Areas of Development: Physical Development 2.C.03 Childs are provided varied chances and stuffs that support fine-motor development. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: Pulling centres, etc. all available inside room and out in drama country. Though I did non see any kids take advantage of these activities except a few in the schoolrooms. The kids seemed more into gross motor development. 2.D.01 Childs are provided with chances for linguistic communication acquisition that align with the plan doctrine. see household positions. see community positions. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: Again, yearling restrictions, but within plan posted guidelines. 2.D.02 Childs are provided chances to see unwritten and written communicating in a linguistic communication their household uses or understands. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: As above. 2.D.03 Childs have varied chances to develop competency in verbal and gestural communicating by reacting to inquiries. pass oning demands, ideas, and experiences. depicting things and events. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: As above, but teachers decidedly non restricting kids s efforts and largely promoting their apprehension. 2.D.04 Childs have varied chances to develop vocabulary through i‚ conversations, i‚ experiences, i‚ field trips, and i‚ books. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: Conversations and experiences, yes. Not yet in the book phase though there was a reading clip assigned. 2.D.05 Childs who are gestural are provided alternate communicating schemes. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: All the kids were diversely verbal. 2.E.02 Toddlers/twos have varied chances to see books, vocals, rimes, and everyday games through individualized drama that includes simple rimes, vocals, and sequences of gestures ( e.g. , finger dramas, bopeep, patty-cake, this small piglet ) . day-to-day chances to hear and react to assorted types of books including image books, wordless books, and books with rimes. entree to durable books that enable independent geographic expedition. experiences that help them understand that images represent existent things in their environment. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: Time is set aside mundane for these activities as age appropriate to yearlings. The concentration was in the first country mentioned: simple points. 2.E.03 Childs have chances to go familiar with print. They are actively involved in doing sense of print, and they have chances to go familiar with, acknowledge, and utilize print that is accessible throughout the schoolroom: Items belonging to a kid are labeled with his or her name. Materials are labeled. Print is used to depict some regulations and modus operandis. Teaching staff aid kids acknowledge print and link it to talk words. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: No yet developing in this age group. 2.F.01 Babies and toddlers/twos are provided varied chances and stuffs to usage linguistic communication, gestures, and stuffs to convey mathematical constructs such as more and less and large and little. see and touch different forms, sizes, colourss, and forms. build figure consciousness, utilizing objects in the environment. read books that include numbering and forms. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: Children encouraged and a broad scope of these points available through the installation. 2.F.02 Childs are provided varied chances and stuffs to construct apprehension of Numberss, figure names, and their relationship to object measures and to symbols. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: Available but kids non yet demoing existent involvement. 2.F.03 Childs are provided varied chances and stuffs to categorise by one or two properties such as form, size, and colour. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: Lapp 2.F.04 Childs are provided varied chances and stuffs that encourage them to incorporate mathematical footings into mundane conversation. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: Lapp 2.G.01 Babies and toddlers/twos are provided varied chances and stuffs to utilize their senses to larn about objects in the environment. discover that they can do things go on and work out simple jobs. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: Yes, throughout the installation 2.H.01 The usage of inactive media such as telecasting, movie, videotapes, and audiotapes is limited to developmentally appropriate scheduling. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: I saw there was AV equipment, but saw none in usage for this age group. 2.J.01 Childs are provided varied chances to derive an grasp of i‚ art, i‚ music, i‚ play, and i‚ dance in ways that reflect cultural diverseness. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: I saw more of this in the pre-K, non yearling, but the postings etc showed a broad assortment of people of colour, gender and frock. 2.J.02 Babies and toddlers/twos are provided varied chances to research and pull strings age-appropriate art stuffs. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: This was good constructed with big chalk, crayons, trade paper, etc. 2.J.03 Babies and toddlers/twos have varied chances to show themselves creatively by i‚ freely traveling to music and i‚ engaging in make-believe or inventive drama. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: 2.J.04 Childs are provided varied chances to larn new constructs and vocabulary related to i‚ art, i‚ music, i‚ play, and i‚ dance. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: As contained in the agendas but still limited for the yearlings. 2.J.05 Childs are provided varied chances to develop and widen their repertory of accomplishments that support artistic look ( e.g. , cutting, pasting, and caring for tools ) . Fully met? ( circle ) : Yes Yes, but No Evidence/comments: Truly non allowed yet in this age group. 2.K.01 Childs are provided varied chances and stuffs that encourage good wellness patterns, such as functioning and feeding themselves, rest, good nutrition, exercising, manus lavation, and brushing dentitions. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: Very good documented plan and I observed the teachers assisting the kids with these activities and promoting some self-suffiency. 2.K.02 Childs are provided varied chances and stuffs to assist them larn about nutrition, including i‚ identifying beginnings of nutrient and i‚ recognizing, i‚ preparing, i‚ feeding, and i‚ valuing healthy nutrients. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: Again, plentifulness of signage for this, but age limited. 2.K.03 Childs are provided varied chances and stuffs that increase their consciousness of safety regulations in their i‚ schoolroom, i‚ place, and i‚ community. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: Ditto mark 2.K.04 Childs have chances to pattern safety processs. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: Ditto. Was glad to see kids either assisting to open doors or avoiding shutting doors. 2.L.01 Childs are provided varied acquisition chances that foster positive individuality and an emerging sense of i‚ ego and i‚ others. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: The teacher were great about allowing the kids be free to make so. 2.L.02 Childs are offered chances to go a portion of the schoolroom community so each kid feels accepted, and additions a sense of belonging. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: 2.L.03 Childs are provided varied chances and stuffs to construct their apprehension of diverseness in i‚ civilization, i‚ household construction, i‚ ability, i‚ linguistic communication, i‚ age, i‚ gender in non-stereotypical ways. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: Yes, but same as general remarks: kids non yet old plenty for these constructs, straight. 2.L.04 Childs are provided chances and stuffs to research societal functions in the household and workplace through drama. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: Sodium 2.L.05 Childs are provided varied chances and stuffs to larn about the community in which they live. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: NA some really limited church related community confabs. 3.A.01 Teaching staff, plan staff, or both work as a squad to implement day-to-day instruction and acquisition activities, including Individualized Family Service Plans ( IFSPs ) , Individualized Education Programs ( IEPs ) , and other single programs as needed. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: A batch of interaction between staff and teachers. Each kid has a booklet at their category with a program and day-to-day, hebdomadal, etc. prosodies and studies. 3.A.02 Teachers design an environment that protects kids s wellness and safety at all times. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: There were a twosome of little concerns, such as mercantile establishments in the gym non blocked with childproof screens, and some metal overseas telegrams and steel pieces to available to play with. Playground gates did non all meet federal criterions. 3.A.03 Teaching staff support kids s demands for i‚ physical motion, i‚ centripetal stimulation, i‚ fresh air, i‚ remainder, and i‚ nutriment. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: 3.A.04 Teachers organize infinite and choice stuffs in all content and developmental countries to excite i‚ geographic expedition, experimentation, find and i‚ conceptual acquisition. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: Dedicated acquisition centres in and out of schoolrooms. 3.A.05 Teachers work to forestall challenging or riotous behaviours through environmental design. agendas that meet the demands and abilities of kids. effectual passages. prosecuting activities. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: Largely 3rd and 4th points for this age group. 3.A.06 Teachers create schoolroom shows that help kids reflect on and widen their acquisition. Teachers guarantee that kids s recent plants predominate in schoolroom shows ( e.g. , art, emergent authorship, in writing representation, and 3-dimensional creative activities ) . Some shows are at kids s oculus degree. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: Tonss of the kids ; s work displayed, though some manner above childs oculus degree. Not truly a mistake. Parents want to see, excessively. 3.A.07 Teaching staff and kids work together to set up schoolroom stuffs in predictable ways so kids know where to happen things and where to set them off. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: The schoolrooms are by and large organized in a unvarying mode. 3.B.01 Teaching staff s day-to-day interactions demonstrate their cognition of the kids they teach. the kids s households. the societal, lingual, and cultural context in which the kids live. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: The instructors seem to make about 100 % of age appropriate interaction with their pupils. 3.B.02 Teaching staff create and keep a scene in which kids of differing abilities can come on, with counsel, toward increasing degrees of: i‚ liberty, i‚ duty, and i‚ empathy. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: I did non see any grounds of favouritism or keeping back / forcing favourites frontward. It was really much self-paced. 3.B.03 Teaching staff develop single relationships with kids by supplying attention that is i‚ antiphonal, i‚ attentive, i‚ consistent, i‚ comforting, i‚ supportive, and i‚ culturally sensitive. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: Clearly, some of the cryers were good known: could non be consoled, so left entirely until they worked themselves out of whatever was straitening them. 3.B.04 Teaching staff are active in placing and countering any instruction patterns, course of study attacks, or stuffs that are degrading toward gender, sexual orientation, age, linguistic communication, ability, race, faith, household construction, background, or civilization. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: No grounds of Title VII issues. 3.B.05 Teachers help single kids learn socially appropriate behaviour by supplying counsel that is consistent with the kid s degree of development. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: Teachers were positively reenforcing appropriate behaviour particularly at drama clip and repasts. 3.B.06 Teachers i‚ manage behaviour and i‚ implement schoolroom regulations and outlooks in a mode that is consistent and predictable. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: Yes. 3.B.07 Teachers responses to disputing, unpredictable, or unusual behaviour are informed by their cognition of kids s i‚ place and i‚ schoolroom life. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: Not surer of the place life facets, but most of the kids had arrived as babies, so good known by the staff. 3.B.08 Teachers notice forms in kids s disputing behaviours to supply thoughtful, consistent, and individualised responses. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: No adequate challenging behaviours that this appeared as an overarching job. Teachers and admin were consistent with what I read and observed. 3.B.10 Teaching staff individualise everyday attention ( e.g. , larning to utilize the lavatory and to feed oneself ) by integrating household patterns whenever possible and by esteeming the place civilization and the household s preferable linguistic communication. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: Staff promote these general criterions. I observed no particular cultural patterns. All kids treated the same. 3.B.11 Teaching staff make a clime of common regard for kids by being interested in their i‚ thoughts, i‚ experiences, and i‚ merchandises. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: Limited in this age group due to linguistic communication development. 3.B.12 Teachers address disputing behaviour by measuring the map of the kid s behaviour. convening households and professionals to develop individualised programs to turn to behaviour. utilizing positive behavior support schemes. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: No so much of figure one at this age. I did non detect any of figure two. Number three most apparent in pattern. 3.C.01 Teaching staff supervise by positioning themselves to see as many kids as possible. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: Yes, peculiarly making caput counts traveling from one location to another. 3.C.02 Teaching staff supervise babies and toddlers/twos by sight and sound at all times. ( This is a needed standard. ) Fully met? ( circle ) : Yes Yes, but No Evidence/comments: 3.C.03 When babies and toddlers/twos are kiping, mirrors, picture, or sound proctors may be used to augment supervising in kiping countries, but such proctors may non be relied on in stead of direct ocular and audile supervising. Sides of cots are checked to guarantee they are up and locked. Teachers, helper instructors, or teacher Plutos are cognizant of, and positioned so they can hear and see, any dormant kids for whom they are responsible, particularly when they are actively engaged with kids who are awake. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: There was a 1:2 ratio in the infant room and 1:5 in the yearling suites. Staff stayed in the room to personally supervise kids. No trust on electronic monitoring. 3.D.01 Teachers provide clip day-to-day for i‚ indoor activities i‚ out-of-door activities ( except when conditions pose a wellness hazard as defined by local wellness functionaries ) . Fully met? ( circle ) : Yes Yes, but No Evidence/comments: Approximately 30 % of entire clip allowed for out-of-door drama ; 20 % for gym drama. Balance in category. 3.D.02 Teaching staff usage modus operandi attention to ease kids s i‚ self-awareness, i‚ linguistic communication, and i‚ societal interaction. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: One and three, decidedly. Language bucked up, but limited formal direction. 3.D.03 Teachers provide clip and stuffs daily for kids to choose their ain activities. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: Constantly and systematically 3.D.04 Teaching staff offer kids chances to interact with kids of assorted ages. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: The kids were segregated by age: 0 to 11 months ( baby ; 1 to 2 old ages ( yearling ) ; 3 to 5. Separate drama countries. 3.D.05 Teachers plan for kids to revisit experiences and stuffs over periods of i‚ yearss, i‚ hebdomads, and i‚ months. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: Each kid has a development program and booklet with periodic studies included. 3.D.07 At bite times, learning staff i‚ sit and eat with kids and i‚ prosecute them in conversation. When provided, repasts are i‚ served household manner, and learning staff i‚ sit and eat with kids and i‚ prosecute them in conversation. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: All kids parents bring their kids s nutrient. There are kitchen installations, but I observed each kid had their ain snuggery with jammed nutrient, including the babies who had household supplied expression. 3.D.08 Teaching staff manager and support kids as they learn to take part in day-to-day killing and care of the schoolroom. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: Limited to kids ; s personal hygiene at this age. 3.D.09 Teaching staff aid kids follow a predictable but flexible day-to-day modus operandi by supplying i‚ clip and i‚ support for passages. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: Wholly. Plenty of forbearance shown during room passages particularly in the Bye Bye Buggies. 3.D.10 Teachers organize clip and infinite on a day-to-day footing to let kids to work or play i‚ separately and i‚ in braces, i‚ to come together in little groups, and i‚ to prosecute as a whole group. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: Teachers allowed kids to group and ungroup as the kid felt. 3.D.11 Teachers create chances for kids to prosecute in group undertakings and learn from one another. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: Not truly so much undertakings as free signifier / find acitivites. 3.E.01 Teaching staff reorganise the environment when necessary to assist kids research new constructs and subjects, sustain their activities, and extend their acquisition. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: Yes. Age appropriate harmonizing to what I have reas. 3.E.02 Teachers scaffold kids s acquisition by modifying the agenda, deliberately set uping the equipment, and doing themselves available to kids. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: The agenda is reasonably stiff, and the equipment is surely arranged. The staff is ever available with such a low ratio. 3.E.03 Teachers use kids s involvement in and wonder about the universe to prosecute them with new content and developmental accomplishments. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: Yes. Age dependant. 3.E.04 Teachers use their cognition of single kids to modify schemes and stuffs to heighten kids s acquisition. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: 3.E.05 Teachers use the demands and involvements of babies to act upon agendas, modus operandis, and larning experiences. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: Of class, really individualised, though I saw that their eating times and nap times were extremely correlated. 3.E.06 Babies who show involvement or pleasance in an activity are encouraged and supported in protracting that activity. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: Yes. One male child was really much into researching the soft edifice blocks. Did this for over 30 proceedingss and seemed really happy in making so ever looking around to see who was detecting his drama. 3.E.07 Teaching staff actively seek to understand babies demands and desires by i‚ recognizing and reacting to their gestural cues and by i‚ utilizing simple linguistic communication. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: Tonss of snuggling babies. Any chirp or cheep got at least a expression of involvement by the staff. 3.F.04 Teaching staff aid kids understand spoken linguistic communication, ( peculiarly when kids are larning a new linguistic communication ) , by utilizing i‚ images, i‚ familiar objects, i‚ organic structure linguistic communication, and i‚ physical cues. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: NA but saw some starting in preK 3.F.05 Teaching staff back up the development and care of kids s place linguistic communication whenever possible. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: NA. Ditto 3.F.06 Teachers offer kids chances to prosecute in schoolroom experiences with members of their households. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: Sodium on my yearss, but I am told this can go on if the household wants to. 3.G.01 Teachers have and use a assortment of learning schemes that include a wide scope of attacks and responses. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: Teaching schemes are limited at this age. 3.G.02 Teachers use multiple beginnings ( including consequences of informal and formal appraisals, every bit good as kids s inductions, inquiries, involvements, and misinterpretations ) to place what kids have learned. adapt course of study and learning to run into kids s demands and involvements. surrogate kids s wonder. extend kids s battle. support self-initiated acquisition. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: As supra, really limited in yearlings. 3.G.03 As kids learn and get new accomplishments, instructors i‚ use cognition of kids s abilities to polish their instruction support. i‚ Teachers adjust challenges as kids gain competency and apprehension. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: Ditto mark 3.G.04 Teaching staff aid kids i‚ enter into and i‚ sustain drama. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: Yes. Changeless encouragement even for those yearlings who appeared to necessitate more alone clip. 3.G.05 Teachers support and challenge kids s larning during interactions or activities that are i‚ instructor initiated and i‚ kid initiated. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: Same as above 4.D.05 Teachers talk and interact with babies to measure and promote usage of linguistic communication ( e.g. , smilings, sounds, oculus contact, and cooing ) . Fully met? ( circle ) : Yes Yes, but No Evidence/comments: Yes. Fairly consistent and changeless, particularly during feeding when singing / humming were ever in grounds. 4.D.06 Teachers talk and interact with single kids and promote their usage of linguistic communication to inform appraisal of kids s strengths, involvements, and demands. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: Limited at this phase. 5.A.09 The plan follows these patterns sing manus lavation: Staff members and those kids who are developmentally able to larn personal hygiene are taught hand-washing processs and are sporadically monitored. Hand lavation is required by all staff, voluntaries, and kids when manus rinsing would cut down the hazard of transmittal of infective diseases to themselves and to others. Staff assist kids with manus rinsing every bit needed to successfully finish the undertaking. Children wash either independently or with staff aid. Children and grownups wash their custodies on reaching for the twenty-four hours ; after diapering or utilizing the lavatory ( usage of wet rubs is acceptable for babies ) ; after managing organic structure fluids ( e.g. , blowing or pass overing a nose, coughing on a manus, or touching any mucous secretion, blood or puke ) ; before repasts and bites, fixing or functioning nutrient, or after managing any natural nutrient that requires cooking ( e.g. , meat, eggs, domestic fowl ) ; after playing in H2O that is shared by two or more people ; after managing pets and other animate beings or any stuffs such as sand, soil, or surfaces that might be contaminated by contact with animate beings ; and when traveling from one group to another ( e.g. , sing ) that involves contact with babies and toddlers/twos. Adults besides wash their custodies before and after feeding a kid ; before and after administrating medicine ; after helping a kid with toileting ; and after managing refuse or cleansing. Proper hand-washing processs are followed by grownups and kids and include utilizing liquid soap and running H2O ; rubbing custodies smartly for at least 10 seconds, including dorsum of custodies, carpuss, between fingers, under and around any jewellery, and under fingernails ; rinsing good ; drying custodies with a paper towel, a single-use towel, or a drier ; and avoiding touching the spigot with just-washed custodies ( e.g. , by utilizing a paper towel to turn off H2O. ) Except when managing blood or organic structure fluids that might incorporate blood ( when have oning baseball mitts is required ) , have oning baseball mitts is an optional addendum, but non a replacement, for manus rinsing in any needed hand-washing state of affairs listed above. Staff wear baseball mitts when taint with blood may happen. Staff do non utilize hand-washing sinks for bathing kids or taking smeared faecal stuff. In state of affairss where sinks are used for both nutrient readying and other intents, staff clean and sanitise the sinks before utilizing them to fix nutrient. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: Very evidently followed: signage, staff assisting the kids, a twosome of yearlings seeking to assist other yearlings. Very nice and complete. 5.A.10 Precautions are taken to guarantee that communal H2O drama does non distribute infective disease. No child drinks the H2O. Children with sores on their custodies are non permitted to take part in communal H2O drama. Fresh drinkable H2O is used, and the H2O is changed before a new group of kids comes to take part in the H2O drama activity. When the activity period is completed with each group of kids, the H2O is drained. Alternately, fresh drinkable H2O flows freely through the H2O drama tabular array and out through a drain in the tabular array. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: No issues. There were no H2O play tabular arraies or other direct H2O activities. 5.B.02 Staff take stairss to guarantee the safety of nutrient brought from place: They work with households to guarantee that nutrients brought from place meet the USDA s CACFP nutrient guidelines. All nutrients and drinks brought from place are labeled with the kid s name and the day of the month. Staff make sure that nutrient necessitating infrigidation corsets cold until served. Food is provided to supplement nutrient brought from place if necessary. Food that comes from place for sharing among the kids must be either whole fruits or commercially prepared packaged nutrients in factory-sealed containers. ( This index merely is an Emerging Practice. ) Fully met? ( circle ) : Yes Yes, but No Evidence/comments: All of the above done. There is a full commercial kitchen due to the size of the church and all that needed infrigidation was given it, and all the kids s nutrients were suitably segregated until meal times. 5.C.02 Procedures for standard safeguards are used and include the followers: Surfaces that may come in contact with potentially infective organic structure fluids must be disposable or made of a stuff that can be sanitized. Staff usage barriers and techniques that minimize contact of mucose membranes or of gaps in tegument with potentially infective organic structure fluids and that cut down the spread of infective disease. When spills of organic structure fluids occur, staff clean them up instantly with detergent followed by H2O rinse. After cleansing, staff sanitize nonporous surfaces by utilizing the process for sanitising designated altering surfaces described in the Cleaning and Sanitation Frequency Table. Staff clean carpets and rug by blotting, topographic point cleansing with a detergent-disinfectant, and shampooing or steam cleansing. Staff dispose of contaminated stuffs and nappies in a fictile bag with a secure tie that is placed in a closed container. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: Every room, including the gym and out-of-doorss had clearly marked bottles of assorted cleaning merchandises suitably stored off from the kids. Staff used throughout the twenty-four hours. 5.C.03 A plaything that a kid has placed in his or her oral cavity or that is otherwise contaminated by organic structure secernment or elimination is either to be ( a ) washed by manus utilizing H2O and detergent, so rinsed, sanitized, and air dried or ( B ) washed and dried in a mechanical dish washer before it can be used by another kid. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: Not 100 % certain about this. I saw a UV autoclave cab in usage. Some of the yearlings still had conciliators. 5.C.O5 Classroom pets or sing animate beings appear to be in good wellness. Pets or sing animate beings have certification from a veterinary or an carnal shelter to demo that the animate beings are to the full immunized ( if the animate being should be so protected ) and that the animate being is suited for contact with kids. Teaching staff closely supervise all interactions between kids and animate beings and instruct kids on safe behaviour when in near propinquity to animate beings. Program staff make sure that any kid who is allergic to a type of animate being is non exposed to that animate being. Reptiles are non allowed as schoolroom pets because of the hazard for salmonella infection. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: NA. I saw no animals in any of the categories. 9.A.08 Materials and equipment are available to ease focused single drama or drama with equals. in sufficient measures to busy every kid in activities that meet his or her involvements. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: No extra remarks. Plenty of equipment for all. 9.A.09 Program staff arrange the environment to be welcoming and accessible. A welcoming and accessible environment contains elements such as multicultural stuffs that promote grasp for diverseness while being respectful of the cultural traditions, values, and beliefs of households being served ; clearly defined topographic points where households can garner information sing the day-to-day agenda and approaching events ; clearly defined topographic points where households mark in, mark out, and gather information about their kid s twenty-four hours ; topographic points for exposing kids s work ; and characteristics that moderate ocular and audile stimulation. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: All really good thought out. Al ot of wall shows promoting a positive ambiance. Staff warm and friendly. 9.A.12 Indoor infinite is designed and arranged to accommodate kids separately, in little groups, and in a big group. divide infinite into countries that are supplied with stuffs organized in a mode to back up kids s drama and acquisition. supply semiprivate countries where kids can play or work entirely or with a friend. supply kids with disablements full entree ( with versions as necessary ) to the course of study and activities in the indoor infinite. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: Yes. This is a big installation within a big established church that has been in the country over 150 old ages. The community is evidently good in melody with its kids s demands and wants. really impressive. 9.A.13 Staff select and usage stuffs, equipment, and trappingss to support the course of study, meet plan ends, and foster the accomplishment of coveted results for kids. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: Same as above. Very professionally developed including a dedicated concern director / comptroller. 9.B.01 Outdoor drama countries, designed with equipment that is age and developmentally appropriate and that is located in clearly defined infinites with semiprivate countries where kids can play entirely or with a friend, suit motor experiences, such as running, mounting, equilibrating, siting, jumping, creeping, darting or singing. activities such as dramatic drama, block edifice, manipulative drama, or art activities. geographic expedition of the natural environment, including a assortment of natural and manufactured surfaces and countries with natural stuffs such as non-poisonous workss, bushs, and trees. The plan makes versions so kids with disablements can to the full take part in the outdoor course of study and activities. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: Yes. As stated, the three age scopes are physically separated ( though seeable to each other ) and with the exclusion of the fencings, as noted, a really safe non-threatening environment. 9.C.06 The everyday frequence of cleansing and sanitation in the installation is carried out as indicated in the Cleaning and Sanitation Frequency Table. Staff clean and sanitize lavatory seats, lavatory grips, lavatory bowls, doorhandle, or cell grips and floors either day-to-day or instantly if visibly soiled. Staff clean and sanitise enamored chairs, if in usage, after each kid s usage. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: Yes, as stated elsewhere in this papers. A batch of consistent cleaning including 2 dedicated cleaning support staff ( full clip ) . 9.C.07 The edifice is good maintained: Walls, floors, trappingss, the out-of-door drama country, and equipment are kept in good fix and are safe, with no crisp borders, matchwoods, stick outing or rusty nails, or losing parts. All countries, both indoors and out-of-doorss, are free from glass, rubbish, crisp or risky points, and seeable dirt, and are in a clean status. Staff observe all countries of the installation, both indoors and out-of-doorss, and take stairss to rectify or avoid insecure conditions. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: Spotless, though bathrooms showed grounds of the kids losing the grade. To be expected! 9.C.12 Any organic structure of H2O, including swimming pools, constitutional wading pools, pools, and irrigation ditches, is enclosed by a fencing at least four pess in tallness, with any Gatess childproofed to forestall entry by unattended kids. To forestall submerging accidents, staff supervise all kids by sight and sound in all countries with entree to H2O in bath, buckets, and H2O tabular arraies. Fully met? ( circle ) : Yes Yes, but No Evidence/comments: Sodium TECA 1311 CLASSROOM OBSERVATION OUTLINE ( my work follows this rubric ) Include the undermentioned demographic informations for each schoolroom visited Date of Observation: 9/10. 9/12 2012 for 2012FA-CDEC-1311-2001 Chris Shelby Name of School or Child attention centre: First United Methodist Church,

Not sure Essay Example | Topics and Well Written Essays - 750 words - 5

Not sure - Essay Example The Navigation Act trade law that was passed by the British parliament in 1651 mandated that the colonists only sell their products to Britain. Furthermore, the colonists were required to pay soaring taxes on goods imported from Dutch and France. Nevertheless, these policies ensured that the colonies and Britain benefited equally. Despite the numerous trade restrictions imposed by the British government the colonial merchants thrived. In 1754, the French and the English were embattled in a war for the control of North America. It is necessary to note that ‘the French also had colonies in North America during the 1600s and 1700s.’ The British and her colonies defeated the French in 1763, taking almost all of the land occupied by the French. Another impact of the victory was that it created tensions between the British colonies and the ‘motherland.’ Great Britain had incurred huge debts in fighting the war. The colonies also benefited from the victory; therefore, Britain felt that it is necessary for the colonists to aid in paying the debts incurred during the war. Therefore, the Stamp Act came into force in 1765. This law required all colonists to pay taxes in order to get an official stamp on newspapers, deeds, wills and other printed material. This move by the British government to impose taxes outraged the colonists in America. In addition, throughout history they had never directly paid taxes to the British government. Their argument was that the Stamp Act desecrated the natural rights of colonists, and they resolved that the British government was wrong to tax them without representation. According to the British system of governance representatives of citizens in parliament, defined the tax rates agreeable with their people. However, in this case the colonists had no representatives in parliament, and thus they saw it as an act of injustice that ought to be resisted (Bailyn). This tax laws fostered the growth of hostility between the colonists

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Principles of Finance 1 - Term Paper Example The risk and return of the proposed investment project requires a study of the project’s cash flows. To analyze the profitability of the investment project, one method that may be done is to make use of the net present value (NPV) method. NPV is the difference between the present value of cash inflows and the present value of cash outflows. A positive NPV means that the project is acceptable while a negative NPV means that the project is not profitable. Once a decision has been reached to undergo the project, the next step is to determine the sources of financing and establish the appropriate financing mix. Here lies the decision on whether to use debt or equity to maximize the value of the investment. Also, the source of financing should match the nature of the asset being financed. If a decision is made to finance the project through debt, it must also be determined whether it will be a long-term debt or a short-term debt. Long-term debt can be a term loan with a bank or a b ond issuance. A bond is like a loan because it is also a debt instrument. It is issued for a period of more than a year with the purpose of raising capital for borrowing. Its difference from a term loan is that it is generally offered to the public rather than to a single lender or a small group of lenders.

Respose to He-y, Come on Ou-t! by Shinichi Hoshi Essay Example for Free

Respose to He-y, Come on Ou-t! by Shinichi Hoshi Essay What would a life be without sunshine or moonlight, without the sound of the wind rushing through the trees, the smell of crisp autumn air, or without the feel of dewy grass brushing our feet? Our environment gives us a source of peace, happiness and relaxation. But what about a life filled with ringing cell phones, angry bosses, tight deadlines and traffic jams? Living with these aggravations causes us stress, anger and chaos, but what are the benefits? Oh, but of course! How could I forget about money! People will go to any lengths for prosperity, even as far as destroying our precious environment. Shinichi Hoshi demonstrates this mania in his short story He-y, Come on Ou-t!. Upon the discovery of the infinite hole, we are first introduced to mans willingness to sacrifice the Earths well-being. A concessionaire claims the hole with a profitable plot in mind and launches a vigorous campaign. Weve got a fabulously deep hole! Scientists say its at least five thousand meters deep! Perfect for the disposal of such things as waste from nuclear reactors! (154), he chanted. Since its not environmentally safe to dispose of nuclear waste above ground, it must be perfectly harmless to put it in ground, right? Id hoped that the villagers would object to this ridiculous arrangement, and they did. They balked at the idea until it was explained that there would be absolutely no above-ground contamination for several thousand years and that they would share in the profits. Into the bargain, a magnificent road was built from the city to the village (154). I am sadly disappointed in you, villagers. You are all in the mindset of Oh, it wont affect us for awhile, plus were getting money and a new road! What could be wrong with that? Has it not occurred to you that even though you are benefiting from this proposal, that it might be causing harm elsewhere, in serious areas such as the environment? Of course not! As human beings we dislike thinking about the eventual consequences (155) and are extremely ambitious, therefore being much too preoccupied with our thoughts of success and growth. Our society has become so preoccupied with visions of wealth and expansion that weve failed to notice the state of our weakening environment. We are concentrating solely on producing one thing after another (155), no matter  the price the Earth is forced to pay. I have a hard time to believe that such an intelligent species could be so horribly ignorant about such a matter. Although some are aware of the way we are wrecking havoc against our planet, so little being done to protect our earth. We all need to realize that all of our selfish and inconsiderate deeds that we are pressing upon our planet will be back to haunt us. We are sitting in the drivers seat, chattering away on our cell phones, too engrossed to spot the danger. In the blink of an eye we see the impending collision, but its too late. We are all so absorbed with dollar signs that we cant appreciate Mother Earths true value. The man, however, was gazing in idle reverie at the citys skyline growing ever more beautiful, and he failed to notice (155).

Societys Rejects and Barry Hines Kestrel for a Knave Essay -- Barry

Society's Rejects and Barry Hines' "Kestrel for a Knave" A kestrel for a knave is about a poor troubled Yorkshire lad by the name of Billy Casper. What he imagines to be out of reach and unbelievable are things we take for granted. He imagines love from his parents and just normal, every day things like fish and chips for supper and someone being nice to him. For Billy, that is a dream that will never become reality. Treated as a failure at school and unhappy at home, Billy discovers a new passion in life when he finds Kes, a kestrel hawk. Billy identifies with her silent strength and she inspires in him the trust and love that nothing else can. I don’t think that Kes gives Billy the power to revolutionize and turn around his social life, because she doesn’t. But Kes is extremely close to Billy’s heart. Kes gives Billy a sense of satisfaction and achievement. Kes gives Billy the will to live another day while other is Billy’s position would have given up on life long ago. Kes is effectively Billy’s best friend and whom he spends most of his spare time with and would have continues to do so after he left school if event wouldn’t have gone the way they had done. Billy is portrayed as someone who has given up on everything as he knows he wont get a second chance, and that he’s future is going down the same road as his older brother Jud. Billy has been made to look after himself for most of his life as he’s dad has left him and his mum is too busy worrying about herself. He’s had to learn to find ways to find food and that is stealing from anyone, anywhere. For example he takes a bottle of milk from the milkman, he steals sweets from the little store where he has a job to deliver newspapers. The shop ... ...assroom. This is also a good example for his punctuation as he uses short sentences, â€Å"the scuffle of a turning page† etc. the problem with using so much description is that it leaves the readers having no imagination on the scene or character. Most of the book is written as Billy’s thoughts on things and he doesn’t use speech that much to describe things. This book reflects on many issues that still carry on today but have got even more serious. It shows how lucky we are to have a family who care and love us and how important it is not to take it for granted, as there are many children who don’t know the feeling of being loved. I think Barry Hines used a very good story to bring the message across on how people can be made to feel. And that everyone deserves a second chance and should not be judged on wealth but on the persons morals and personality.

Jewish teaching within family Essay

In this essay I will look at what Jews believe they must do to bring up and care for their family, what rabbi’s say on this and what is written in the bible. The first thing I will examine is contraception many Jews consider a large family as a blessing from god and for this reason see contraception as a hindrance and interference with the divine plan. â€Å"God formed the world†¦. He created it not to remain empty; he made it to be populated† Isaiah but on the other hand Judaism regards preserving life as of much importance or more. Where there may be complications or a hazard to the woman if she falls pregnant contraception should be used . using contraceptives for convenience how ever is not regarded as an excuse i. e. paying for their TV instead of having children is not considered acceptable in Judaism. Judaism considers it wrong for anyone Jew or not to have sex out of marriage, although it does not attach a stigma to a child born out of wedlock. Within Jewish marriage sexual behaviour is guided by a code of conduct from the torah in which a man and his wife are not allowed to have sexual relations during the wife’s menstruation period and for an entire week after couples find this actually strengthens their marriage with each buying each other gifts or doing other non physical acts, after this a woman is supposed to go to a pool called a mikveh where she immerses her entire body in water, this is supposed to create an atmosphere almost like the engagement period. â€Å"A wife returning from the mikveh is as fresh to her husband as on their wedding day†. Parents and children: Judaism teaches that parents and children have a certain responsibilities towards each other. â€Å"Honour your father and mother† a rabbi once said this works both ways he said this is not only an instruction to the child but also to the parent â€Å"make yourselves the kind of people your child wants to respect†. Parents are expected to feed clothe, and educate their children, and see that they can support themselves. â€Å"Teach your son a trade† says the Talmud â€Å"or teach him to become a robber†. They are supposed to teach them basic survival skills like swimming and a craft they are also supposed to teach them some things about the world like don’t accept lifts from strangers which is considered as basic common in some places but in Judaism these are considered as religious obligations. They also are supposed to teach them morale obligations and to be morale people. They are given guidance and a guide sometimes it is necessary to punish a child says the Talmud but do not threaten to do so either do it right away or let it drop. Children are supposed to be as equally respectful to their parents though â€Å"see that they eat and drink, and take them where they need to go† Talmud. They must treat their parents with respect and avoid hurting them. `