Sexual Assault And The Criminal Justice System - 930 Words

University of Tennessee Knoxville was recently involved in a lawsuit for enabling athletes to sexually assault women by silencing the victims and failing to provide disciplinary actions or even investigation onto the accused. While this is a recent case, this is not the first time this sort of behavior involving a school has been brought into light. One in four women will be sexually assaulted by the end of their undergraduate career (Posluszny). Sexual assault happens throughout society no matter what the gender or age, seeming to be in increasing epidemic over the last few years. While the idea of sexual assault is largely met with public hostility in theory, actions often contradict this. This contradiction lies heavily in a culture that is unwelcoming to the victims and often leads to the perpetrators being tolerated. The existence of rape culture in western society occurs due to the preservation of violent media, patriarchal standards, and the state of the criminal justice syste m. This culture cannot be improved until we confront each of these problems to their roots. According to Marshall University’s Women Center, the definition of rape culture is â€Å"an environment in which rape is prevalent and in which sexual violence against women is normalized and excused in the media and popular culture.† (â€Å"Rape Culture.†) This can be found in ideas such as victim-blaming, trivialization of assault, and pressure for individuals to adhere to strict gender roles. This culture isShow MoreRelatedThe Imperfect Process Of Campus Sexual Assault Adjudication1421 Words   |  6 PagesThe Imperfect Process of Campus Sexual Assault Adjudication It’s a statistic that has circled around the nation for years, one that imprints fear into the minds of young adults and rage into those that demand justice: 1 in 5 female college students will experience sexual assault in the duration of their college career (Clark), with only 20% of those rapes being reported to the police (Hefling). As a topic that is so highlighted in American society, there is a strict demand for an organized, thoroughRead MoreThe Purpose of the Legislative Branch in Democratic Governmental Systems1661 Words   |  7 PagesThe purpose of the legislative branch in democratic governmental systems is to enact laws that determine which conduct will be considered illegal and subject to prosecution. 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According to a 1993 National Crime Victimization Survey conducted by the U.S. Department of Justice, about 500Read MoreMcp Proposal1292 Words   |  6 PagesThe State of Maine Department of Public Safety through the Maine Justice Assistance Council seeks proposals from eligible applicants for grant projects under the STOP (Services †¢ Training †¢ Officers †¢ Prosecutors) Violence Against Women Formula Grant Program (STOP Program) to support Maine communities in their efforts to develop and strengthen effective law enforcement and prosecution strategies to respond to violent crimes against women and to develop and stren gthen victim services in cases involvingRead More Female Sex Offenders: Perception is Not Reality1640 Words   |  7 Pagesthe court system often treats female sex offenders differently than male sex offenders, the punishments of female sex offenders are more lenient than men who commit the same types of crimes, and the differences between male and female victims are all perception and not reality. 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The Twilight Saga 2 New Moon Chapter 2 STITCHES Free Essays

CARLISLE WAS NOT THE ONLY ONE WHO STAYED calm. Centuries of experience in the emergency room were evident in his quiet, authoritative voice. â€Å"Emmett, Rose, get Jasper outside. We will write a custom essay sample on The Twilight Saga 2: New Moon Chapter 2 STITCHES or any similar topic only for you Order Now † Unsmiling for once, Emmett nodded. â€Å"Come on, Jasper.† Jasper struggled against Emmett’s unbreakable grasp, twisting around, reaching toward his brother with his bared teeth, his eyes still past reason. Edward’s face was whiter than bone as he wheeled to crouch over me, taking a clearly defensive position. A low warning growl slid from between his clenched teeth. I could tell that he wasn’t breathing. Rosalie, her divine face strangely smug, stepped in front of Jasperkeeping a careful distance from his teethand helped Emmett wrestle him through the glass door that Esme held open, one hand pressed over her mouth and nose. Esme’s heart-shaped face was ashamed. â€Å"I’m so sorry, Bella,† she cried as she followed the others into the yard. â€Å"Let me by, Edward,† Carlisle murmured. A second passed, and then Edward nodded slowly and relaxed his stance. Carlisle knelt beside me, leaning close to examine my arm. I could feel the shock frozen on my face, and I tried to compose it. â€Å"Here, Carlisle,† Alice said, handing him a towel. He shook his head. â€Å"Too much glass in the wound.† He reached over and ripped a long, thin scrap from the bottom of the white tablecloth. He twisted it around my arm above the elbow to form a tourniquet. The smell of the blood was making me dizzy. My ears rang. â€Å"Bella,† Carlisle said softly. â€Å"Do you want me to drive you to the hospital, or would you like me to take care of it here?† â€Å"Here, please,† I whispered. If he took me to the hospital, there would be no way to keep this from Charlie. â€Å"I’ll get your bag,† Alice said. â€Å"Let’s take her to the kitchen table,† Carlisle said to Edward. Edward lifted me effortlessly, while Carlisle kept the pressure steady on my arm. â€Å"How are you doing, Bella?† Carlisle asked. â€Å"I’m fine.† My voice was reasonably steady, which pleased me. Edward’s face was like stone. Alice was there. Carlisle’s black bag was already on the table, a small but brilliant desk light plugged into the wall. Edward sat me gently into a chair, and Carlisle pulled up another. He went to work at once. Edward stood over me, still protective, still not breathing. â€Å"Just go, Edward,† I sighed. â€Å"I can handle it,† he insisted. But his jaw was rigid; his eyes burned with the intensity of the thirst he fought, so much worse for him than it was for the others. â€Å"You don’t need to be a hero,† I said. â€Å"Carlisle can fix me up without your help. Get some fresh air.† I winced as Carlisle did something to my arm that stung. â€Å"I’ll stay,† he said. â€Å"Why are you so masochistic?† I mumbled. Carlisle decided to intercede. â€Å"Edward, you may as well go find Jasper before he gets too far. I’m sure he’s upset with himself, and I doubt he’ll listen to anyone but you right now.† â€Å"Yes,† I eagerly agreed. â€Å"Go find Jasper.† â€Å"You might as well do something useful,† Alice added. Edward’s eyes narrowed as we ganged up on him, but, finally, he nodded once and sprinted smoothly through the kitchen’s back door. I was sure he hadn’t taken a breath since I’d sliced my finger. A numb, dead feeling was spreading through my arm. Though it erased the sting, it reminded me of the gash, and I watched Carlisle’s face carefully to distract me from what his hands were doing. His hair gleamed gold in the bright light as he bent over my arm. I could feel the faint stirrings of unease in the pit of my stomach, but I was determined not to let my usual squeamishness get the best of me. There was no pain now, just a gentle tugging sensation that I tried to ignore. No reason to get sick like a baby. If she hadn’t been in my line of sight, I wouldn’t have noticed Alice give up and steal out of the room. With a tiny, apologetic smile on her lips, she disappeared through the kitchen doorway. â€Å"Well, that’s everyone,† I sighed. â€Å"I can clear a room, at least.† â€Å"It’s not your fault,† Carlisle comforted me with a chuckle. â€Å"It could happen to anyone.† â€Å"Could† I repeated. â€Å"But it usually just happens to me.† He laughed again. His relaxed calm was only more amazing set in direct contrast with everyone else’s reaction. I couldn’t find any trace of anxiety in his face. He worked with quick, sure movements. The only sound besides our quiet breathing was the soft plink, plink as the tiny fragments of glass dropped one by one to the table. â€Å"How can you do this?† I demanded. â€Å"Even Alice and Esme† I trailed off, shaking my head in wonder. Though the rest of them had given up the traditional diet of vampires just as absolutely as Carlisle had, he was the only one who could bear the smell of my blood without suffering from the intense temptation. Clearly, this was much more difficult than he made it seem. â€Å"Years and years of practice,† he told me. â€Å"I barely notice the scent anymore.† â€Å"Do you think it would be harder if you took a vacation from the hospital for a long time. And weren’t around any blood?† â€Å"Maybe.† He shrugged his shoulders, but his hands remained steady. â€Å"I’ve never felt the need for an extended holiday.† He flashed a brilliant smile in my direction. â€Å"I enjoy my work too much.† Plink, plink, plink. I was surprised at how much glass there seemed to be in my arm. I was tempted to glance at the growing pile, just to check the size, but I knew that idea would not be helpful to my no-vomiting strategy. â€Å"What is it that you enjoy?† I wondered. It didn’t make sense to methe years of struggle and self-denial he must have spent to get to the point where he could endure this so easily. Besides, I wanted to keep him talking; the conversation kept my mind off the queasy feeling in my stomach. His dark eyes were calm and thoughtful as he answered. â€Å"Hmm. What I enjoy the very most is when my enhanced abilities let me save someone who would otherwise have been lost. It’s pleasant knowing that, thanks to what I can do, some people’s lives are better because I exist. Even the sense of smell is a useful diagnostic tool at times.† One side of his mouth pulled up in half a smile. I mulled that over while he poked around, making sure all the glass splinters were gone. Then he rummaged in his bag for new tools, and I tried not to picture a needle and thread. â€Å"You try very hard to make up for something that was never your fault,† I suggested while a new kind of tugging started at the edges of my skin. â€Å"What I mean is, it’s not like you asked for this. You didn’t choose this kind of life, and yet you have to work so hard to be good.† â€Å"I don’t know that I’m making up for anything,† he disagreed lightly. â€Å"Like everything in life, I just had to decide what to do with what I was given.† â€Å"That makes it sound too easy.† He examined my arm again. â€Å"There,† he said, snipping a thread. â€Å"All done.† He wiped an oversized Q-tip, dripping with some syrup-colored liquid, thoroughly across the operation site. The smell was strange; it made my head spin. The syrup stained my skin. â€Å"In the beginning, though,† I pressed while he taped another long piece of gauze securely in place, sealing it to my skin. â€Å"Why did you even think to try a different way than the obvious one?† His lips turned up in a private smile. â€Å"Hasn’t Edward told you this story?† â€Å"Yes. But I’m trying to understand what you were thinking† His face was suddenly serious again, and I wondered if his thoughts had gone to the same place that mine had. Wondering what I would be thinking whenI refused to think ifit was me. â€Å"You know my father was a clergyman,† he mused as he cleaned the table carefully, rubbing everything down with wet gauze, and then doing it again. The smell of alcohol burned in my nose. â€Å"He had a rather harsh view of the world, which I was already beginning to question before the time that I changed.† Carlisle put all the dirty gauze and the glass slivers into an empty crystal bowl. I didn’t understand what he was doing, even when he lit the match. Then he threw it onto the alcohol-soaked fibers, and the sudden blaze made me jump. â€Å"Sorry,† he apologized. â€Å"That ought to do it So I didn’t agree with my father’s particular brand of faith. But never, in the nearly four hundred years now since I was born, have I ever seen anything to make me doubt whether God exists in some form or the other. Not even the reflection in the mirror.† I pretended to examine the dressing on my arm to hide my surprise at the direction our conversation had taken. Religion was the last thing I expected, all things considered. My own life was fairly devoid of belief. Charlie considered himself a Lutheran, because that’s what his parents had been, but Sundays he worshipped by the river with a fishing pole in his hand. Renee tried out a church now and then, but, much like her brief affairs with tennis, pottery, yoga, and French classes, she moved on by the time I was aware of her newest fad. â€Å"I’m sure all this sounds a little bizarre, coming from a vampire.† He grinned, knowing how their casual use of that word never failed to shock me. â€Å"But I’m hoping that there is still a point to this life, even for us. It’s a long shot, I’ll admit,† he continued in an offhand voice. â€Å"By all accounts, we’re damned regardless. But I hope, maybe foolishly, that we’ll get some measure of credit for trying.† â€Å"I don’t think that’s foolish,† I mumbled. I couldn’t imagine anyone, deity included, who wouldn’t be impressed by Carlisle. Besides, the only kind of heaven I could appreciate would have to include Edward. â€Å"And I don’t think anyone else would, either.† â€Å"Actually, you’re the very first one to agree with me.† â€Å"The rest of them don’t feel the same?† I asked, surprised, thinking of only one person in particular. Carlisle guessed the direction of my thoughts again. â€Å"Edward’s with me up to a point. God and heaven exist and so does hell. But he doesn’t believe there is an afterlife for our kind.† Carlisle’s voice was very soft; he stared out the big window over the sink, into the darkness. â€Å"You see, he thinks we’ve lost our souls.† I immediately thought of Edward’s words this afternoon: unless you want to dieor whatever it is that we do. The lightbulb flicked on over my head. â€Å"That’s the real problem, isn’t it?† I guessed. â€Å"That’s why he’s being so difficult about me.† Carlisle spoke slowly. â€Å"I look at my son. His strength, his goodness, the brightness that shines out of himand it only fuels that hope, that faith, more than ever. How could there not be more for one such as Edward?† I nodded in fervent agreement. â€Å"But if I believed as he does† He looked down at me with unfathomable eyes. â€Å"If you believed as he did. Could you take away his soul?† The way he phrased the question thwarted my answer. If he’d asked me whether I would risk my soul for Edward, the reply would be obvious. But would I risk Edward’s soul? I pursed my lips unhappily. That wasn’t a fair exchange. â€Å"You see the problem.† I shook my head, aware of the stubborn set of my chin. Carlisle sighed. â€Å"It’s my choice,† I insisted. â€Å"It’s his, too.† He held up his hand when he could see that I was about to argue. â€Å"Whether he is responsible for doing that to you.† â€Å"He’s not the only one able to do it.† I eyed Carlisle speculatively. He laughed, abruptly lightening the mood. â€Å"Oh, no! You’re going to have to work this out with him.†But then he sighed. â€Å"That’s the one part I can never be sure of. I think, in most other ways, that I’ve done the best I could with what I had to work with. But was it right to doom the others to this life? I can’t decide.† I didn’t answer. I imagined what my life would be like if Carlisle had resisted the temptation to change his lonely existence and shuddered. â€Å"It was Edward’s mother who made up my mind.† Carlisle’s voice was almost a whisper. He stared unseeingly out the black windows. â€Å"His mother?† Whenever I’d asked Edward about his parents, he would merely say that they had died long ago, and his memories were vague. I realized Carlisle’s memory of them, despite the brevity of their contact, would be perfectly clear. â€Å"Yes. Her name was Elizabeth. Elizabeth Masen. His father, Edward Senior, never regained consciousness in the hospital. He died in the first wave of the influenza. But Elizabeth was alert until almost the very end. Edward looks a great deal like hershe had that same strange bronze shade to her hair, and her eyes were exactly the same color green.† â€Å"His eyes were green?† I murmured, trying to picture it. â€Å"Yes† Carlisle’s ocher eyes were a hundred years away now. â€Å"Elizabeth worried obsessively over her son. She hurt her own chances of survival trying to nurse him from her sickbed. I expected that he would go first, he was so much worse off than she was. When the end came for her, it was very quick. It was just after sunset, and I’d arrived to relieve the doctors who’d been working all day. That was a hard time to pretendthere was so much work to be done, and I had no need of rest. How I hated to go back to my house, to hide in the dark and pretend to sleep while so many were dying. â€Å"I went to check Elizabeth and her son first. I’d grown attachedalways a dangerous thing to do considering the fragile nature of humans. I could see at once that she’d taken a bad turn. The fever was raging out of control, and her body was too weak to fight anymore. â€Å"She didn’t look weak, though, when she glared up at me from her cot. â€Å"Save him!’ she commanded me in the hoarse voice that was all her throat could manage. â€Å"I’ll do everything in my power,’ I promised her, taking her hand. The fever was so high, she probably couldn’t even tell how unnaturally cold mine felt. Everything felt cold to her skin. â€Å"You must,† she insisted, clutching at my hand with enough strength that I wondered if she wouldn’t pull through the crisis after all. Her eyes were hard, like stones, like emeralds. ‘You must do everything in your power. What others cannot do, that is what you must do for my Edward.† â€Å"It frightened me. She looked it me with those piercing eyes, and, for one instant, I felt certain that she knew my secret. Then the fever overwhelmed her, and she never regained consciousness. She died within an hour of making her demand. â€Å"I’d spent decades considering the idea of creating a companion for myself. Just one other creature who could really know me, rather than what I pretended to be. But I could never justify it to myselfdoing what had been done to me. â€Å"There Edward lay, dying. It was clear that he had only hours left. Beside him, his mother, her face somehow not yet peaceful, not even in death.† Carlisle saw it all again, his memory unblurred by the intervening century. I could see it clearly, too, as he spokethe despair of the hospital, the overwhelming atmosphere of death. Edward burning with fever, his life slipping away with each tick of the clock I shuddered again, and forced the picture from my mind. â€Å"Elizabeth’s words echoed in my head. How could she guess what I could do? Could anyone really want that for her son? â€Å"I looked at Edward. Sick as he was, he was still beautiful. There was something pure and good about his face. The kind of face I would have wanted my son to have. â€Å"After all those years of indecision, I simply acted on a whim. I wheeled his mother to the morgue first, and then I came back for him. No one noticed that he was still breathing. There weren’t enough hands, enough eyes, to keep track of half of what the patients needed. The morgue was emptyof the living, at least. I stole him out the back door, and carried him across the rooftops back to my home. â€Å"I wasn’t sure what had to be done. I settled for recreating the wounds I’d received myself, so many centuries earlier in London. I felt bad about that later. It was more painful and lingering than necessary. â€Å"I wasn’t sorry, though. I’ve never been sorry that I saved Edward.† He shook his head, coming back to the present. He smiled at me. â€Å"I suppose I should take you home now.† â€Å"I’ll do that,† Edward said. He came through the shadowy dining room, walking slowly for him. His face was smooth, unreadable, but there was something wrong with his eyessomething he was trying very hard to hide. I felt a spasm of unease in my stomach. â€Å"Carlisle can take me,† I said. I looked down at my shirt; the light blue cotton was soaked and spotted with my blood. My right shoulder was covered in thick pink frosting. â€Å"I’m fine.† Edward’s voice was unemotional. â€Å"You’ll need to change anyway. You’d give Charlie a heart attack the way you look. I’ll have Alice get you something.† He strode out the kitchen door again. I looked at Carlisle anxiously. â€Å"He’s very upset.† â€Å"Yes,† Carlisle agreed. â€Å"Tonight is exactly the kind of thing that he fears the most. You being put in danger, because of what we are.† â€Å"It’s not his fault.† â€Å"It’s not yours, either.† I looked away from his wise, beautiful eyes. I couldn’t agree with that. Carlisle offered me his hand and helped me up from the table. I followed him out into the main room. Esme had come back; she was mopping the floor where I’d fallenwith straight bleach from the smell of it. â€Å"Esme, let me do that.† I could feel that my face was bright red again. â€Å"I’m already done.† She smiled up at me. â€Å"How do you feel?† â€Å"I’m fine,† I assured her. â€Å"Carlisle sews faster than any other doctor I’ve had.† They both chuckled. Alice and Edward came in the back doors. Alice hurried to my side, but Edward hung back, his face indecipherable. â€Å"C’mon,† Alice said. â€Å"I’ll get you something less macabre to wear.† She found me a shirt of Esme’s that was close to the same color mine had been. Charlie wouldn’t notice, I was sure. The long white bandage on my arm didn’t look nearly as serious when I was no longer spattered in gore. Charlie was never surprised to see me bandaged. â€Å"Alice,† I whispered as she headed back to the door. â€Å"Yes?† She kept her voice low, too, and looked at me curiously, her head cocked to the side. â€Å"How bad is it?† I couldn’t be sure if my whispering was a wasted effort. Even though we were upstairs, with the door closed, perhaps he could hear me. Her face tensed. â€Å"I’m not sure yet.† â€Å"How’s Jasper?† She sighed. â€Å"He’s very unhappy with himself. It’s all so much more of challenge for him, and he hates feeling weak.† â€Å"It’s not his fault. You’ll tell him that I’m not mad at him, not at all, won’t you?† â€Å"Of course.† Edward was waiting for me by the front door. As I got to the bottom of the staircase, he held it open without a word. â€Å"Take your things!† Alice cried as I walked warily toward Edward. She scooped up the two packages, one half-opened, and my camera from under the piano, and pressed them into my good arm. â€Å"You can thank me later, when you’ve opened them.† Esme and Carlisle both said a quiet goodnight. I could see them stealing quick glances at their impassive son, much like I was. It was a relief to be outside; I hurried past the lanterns and the roses, now unwelcome reminders. Edward kept pace with me silently. He opened the passenget side for me, and I climbed in without complaint. On the dashboard was a big red ribbon, stuck to the new stereo. I pulled it off, throwing it to the floor. As Edward slid into the other side, I kicked the ribbon under my seat. He didn’t look at me or the stereo. Neither of us switched it on, and the silence was somehow intensified by the sudden thunder of the engine. He drove too fast down the dark, serpentine lane. The silence was making me insane. â€Å"Say something,† I finally begged as he turned onto the freeway. â€Å"What do you want me to say?† he asked in a detached voice. I cringed at his remoteness. ‘Tell me you forgive me.† That brought a flicker of life to his facea flicker of anger. â€Å"Forgive you? For what?† â€Å"If I’d been more careful, nothing would have happened.† â€Å"Bella, you gave yourself a paper cutthat hardly deserves the death penalty.† â€Å"It’s still my fault.† My words opened up the floodgate. â€Å"Your fault? If you’d cut yourself at Mike Newton’s house, with Jessica there and Angela and your other normal friends, the worst that could possibly have happened would be what? Maybe they couldn’t find you a bandage? If you’d tripped and knocked over a pile of glass plates on your ownwithout someone throwing you into themeven then, what’s the worst? You’d get blood on the seats when they drove you to the emergency room? Mike Newton could have held your hand while they stitched you upand he wouldn’t be righting the urge to kill you the whole time he was there. Don’t try to take any of this on yourself, Bella. It will only make me more disgusted with myself.† â€Å"How the hell did Mike Newton end up in this conversation?† I demanded. â€Å"Mike Newton ended up in this conversation because Mike Newton would be a hell of a lot healthier for you to be with,† he growled. â€Å"I’d rather die than be with Mike Newton,† I protested. â€Å"I’d rather die than be with anyone but you.† â€Å"Don’t be melodramatic, please.† â€Å"Well then, don’t you be ridiculous.† He didn’t answer. He glared through the windshield, his expression black. I racked my brain for some way to salvage the evening. When we pulled up in front of my house, I still hadn’t come up with anything. He killed the engine, but his hands stayed clenched around the steering wheel. â€Å"Will you stay tonight?† I asked. â€Å"I should go home.† The last thing I wanted was for him to go wallow in remorse. â€Å"For my birthday,† I pressed. â€Å"You can’t have it both wayseither you want people to ignore your birthday or you don’t. One or the other.† His voice was stern, but not .is serious as before. I breathed a silent sigh of relief. â€Å"Okay. I’ve decided that I don’t want you to ignore my birthday. I’ll see you upstairs.† I hopped out, reaching back in for my packages. He frowned. â€Å"You don’t have to take those.† â€Å"I want them,† I responded automatically, and then wondered if he was using reverse psychology. â€Å"No, you don’t. Carlisle and Esme spent money on you.† â€Å"I’ll live.† I tucked the presents awkwardly under my good arm and slammed the door behind me. He was out of the truck and by my side in less than a second. â€Å"Let me carry them, at least.† he said as he took them away. â€Å"I’ll be in your room.† I smiled. â€Å"Thanks.† â€Å"Happy birthday,† he sighed, and leaned down to touch his lips to mine. I reached up on my toes to make the kiss last longer when he pulled away. He smiled my favorite crooked smile, and then he disappeared into the darkness. The game was still on; as soon as I walked through the front door I could hear the announcer rambling over the babble of the crowd. â€Å"Bell?† Charlie called. â€Å"Hey, Dad,† I said as I came around the corner. I held my arm close to my side. The slight pressure burned, and I wrinkled my nose. The anesthetic was apparently losing its effectiveness. â€Å"How was it?† Charlie lounged across the sofa with his bare feet propped up on the arm. What was left of his curly brown hair was crushed flat on one side. â€Å"Alice went overboard. Flowers, cake, candles, presentsthe whole bit.† â€Å"What did they get you?† â€Å"A stereo for my truck.† And various unknowns. â€Å"Wow.† â€Å"Yeah,† I agreed. â€Å"Well, I’m calling it a night.† â€Å"I’ll see you in the morning.† I waved. â€Å"See ya.† â€Å"What happened to your arm?† I flushed and cursed silently. â€Å"I tripped. It’s nothing.† â€Å"Bella,† he sighed, shaking his head. â€Å"Goodnight, Dad.† I hurried up to the bathroom, where I kept my pajamas for just such nights as these. I shrugged into the matching tank top and cotton pants that I’d gotten to replace the holey sweats I used to wear to bed, wincing as the movement pulled at the stitches. I washed my face one-handed, brushed my teeth, and then skipped to my room. He was sitting in the center of my bed, toying idly with one of the silver boxes. â€Å"Hi,† he said. His voice was sad. He was wallowing. I went to the bed, pushed the presents out of his hands, and climbed into his lap. â€Å"Hi.† I snuggled into his stone chest. â€Å"Can I open my presents now?† â€Å"Where did the enthusiasm come from?† he wondered. â€Å"You made me curious.† I picked up the long flat rectangle that must have been from Carlisle and Esme. â€Å"Allow me,† he suggested. He took the gift from my hand and tore the silver paper off with one fluid movement. He handed the rectangular white box back to me. â€Å"Are you sure I can handle lifting the lid?† I muttered, but he ignored me. Inside the box was a long thick piece of paper with an overwhelming amount of fine print. It took me a minute to get the gist of the information. â€Å"We’re going to Jacksonville?† And I was excited, in spite of myself. It was a voucher for plane tickets, for both me and Edward. â€Å"That’s the idea.† â€Å"I can’t believe it. Renee is going to flip! You don’t mind, though, do you? It’s sunny, you’ll have to stay inside all day.† â€Å"I think I can handle it,† he said, and then frowned. â€Å"If I’d had any idea that you could respond to a gift this appropriately, I would have made you open it in front of Carlisle and Esme. I thought you’d complain.† â€Å"Well, of course it’s too much. But I get to take you with me!† He chuckled. â€Å"Now I wish I’d spent money on your present. I didn’t realize that you were capable of being reasonable.† I set the tickets aside and reached for his present, my curiosity rekindled. He took it from me and unwrapped it like the first one. He handed back a clear CD jewel case, with a blank silver CD inside. â€Å"What is it?† I asked, perplexed. He didn’t say anything; he took the CD and reached around me to put it in the CD player on the bedside table. He hit play, and we waited in silence. Then the music began. I listened, speechless and wide-eyed. I knew he was waiting for my reaction, but I couldn’t talk. Tears welled up, and I reached up to wipe them away before they could spill over. â€Å"Does your arm hurt?† he asked anxiously. â€Å"No, it’s not my arm. It’s beautiful, Edward. You couldn’t have given me anything I would love more. I can’t believe it.† I shut up, so I could listen. It was his music, his compositions. The first piece on the CD was my lullaby. â€Å"I didn’t think you would let me get a piano so I could play for you here,† he explained. â€Å"You’re right.† â€Å"How does your arm feel?† â€Å"Just fine.† Actually, it was starting to blaze under the bandage. I wanted ice. I would have settled for his hand, but that would have given me away. â€Å"I’ll get you some Tylenol.† â€Å"I don’t need anything,† I protested, but he slid me off his lap and headed for the door. â€Å"Charlie,† I hissed. Charlie wasn’t exactly aware that Edward frequently stayed over. In fact, he would have a stroke if that fact were brought to his attention. But I didn’t feel too guilty for deceiving him It wasn’t as if we were up to anything he wouldn’t want me to be up to. Edward and his rules â€Å"He won’t catch me,† Edward promised as he disappeared silently out the door . . and returned, catching the door before it had swung back to touch the frame. He had the glass from the bathroom and the bottle of pills in one hand. I took the pills he handed me without arguingI knew I would lose the argument And my arm really was starting to bother me. My lullaby continued, soft and lovely, in the background. â€Å"It’s late,† Edward noted. He scooped me up off the bed with one arm, and pulled the cover back with the other. He put me down with my head on my pillow and tucked the quilt around me. He lay down next to meon top of the blanket so I wouldn’t get chilledand put his arm over me. I leaned my head against his shoulder and sighed happily. â€Å"Thanks again,† I whispered. â€Å"You’re welcome.† It was quiet for a long moment as I listened to my lullaby drift to a close. Another song began. I recognized Esme’s favorite. â€Å"What are you thinking about?'† I wondered in a whisper. He hesitated for a second before he told me. â€Å"I was thinking about right and wrong, actually.† I felt a chill tingle along my spine. â€Å"Remember how I decided that I wanted you to not ignore my birthday?† I asked quickly, hoping it wasn’t too clear that I was trying to distract him. â€Å"Yes,† he agreed, wary. â€Å"Well, I was thinking, since it’s still my birthday, that I’d like you to kiss me again.† â€Å"You’re greedy tonight.† â€Å"Yes, I ambut please, don’t do anything you don’t want to do,† I added, piqued. He laughed, and then sighed. â€Å"Heaven forbid that I should do anything I don’t want to do,† he said in a strangely desperate tone as he put his hand under my chin and pulled my face up to his. The kiss began much the same as usualEdward was as careful as ever, and my heart began to overreact like it always did. And then something seemed to change. Suddenly his lips became much more urgent, his free hand twisted into my hair and held my face securely to his. And, though my hands tangled in his hair, too, and though I was clearly beginning to cross his cautious lines, for once he didn’t stop me. His body was cold through the thin quilt, but I crushed myself against him eagerly. When he stopped it was abrupt; he pushed me away with gentle, firm hands. I collapsed back onto my pillow, gasping, my head spinning. Something tugged at my memory, elusive, on the edges. â€Å"Sorry,† he said, and he was breathless, too. â€Å"That was out of line.† â€Å"I don’t mind,† I panted. He frowned at me in the darkness. â€Å"Try to sleep. Bella.† â€Å"No, I want you to kiss me again.† â€Å"You’re overestimating my self-control.† â€Å"Which is tempting you more, my blood or my body?† I challenged. â€Å"It’s a tie.† He grinned briefly in spite of himself, and then was serious again. â€Å"Now. why don’t you stop pushing your luck and go to sleep?† â€Å"Fine,† I agreed, snuggling closer to him. I really did feel exhausted. It had been a long day in so many ways, yet I felt no sense of relief at its end. Almost as if something worse was coming tomorrow. It was a silly premonitionwhat could be worse than today?’ Just the shock catching up with me, no doubt. Trying to be sneaky about it, I pressed my injured arm against his shoulder, so his cool skin would sooth the burning. It felt better at once. I was halfway asleep, maybe more, when I realized what his kiss had reminded me of: last spring, when he’d had to leave me to throw James off my trail, Edward had kissed me goodbye, not knowing whenor ifwe would see each other again. This kiss had the same almost painful edge for some reason I couldn’t imagine. I shuddered into unconsciousness, as if I were already having a nightmare. How to cite The Twilight Saga 2: New Moon Chapter 2 STITCHES, Essay examples

The History of Public Health and the Role of the Community/Public Health Nurse free essay sample

The History of Public Health and the Role of the Community/Public Health Nurse When considering the evolution of healthcare and the role of the nurse in the United States, many people might first consider this in the context of the hospital setting. While the history of acute care is an important area to consider, it is imperative that equal attention be given to the history of public health and the role played by the nurse in this segment of the healthcare continuum. The purpose of this paper is to outline the history of the public health nurse and to specifically look at the role of nursing in home health and hospice. History of Public Health Nursing In the late 1800’s there was a large number of people living in poverty throughout the world, with New York City being no exception. Lillian Wald was a pioneer of the public health movement whose role as a public health nurse in New York City was born out of true necessity. Wald â€Å"believed that public health nurses must treat social and economic problems, not simply take care of sick people† (Fee Bu, 2010, p. 1206). In the latter part of the 19th century, there was an increasing understanding about the science behind communicable disease and the importance of educating people regarding disease prevention to reduce the spread of illness (Stanhope Lancaster, 2012). Settlement houses were one avenue used to reach the community in need and teach disease prevention strategies, along with helping this population gain access to social services often including childcare, public kitchens, public baths, and shelter for the homeless. In 1893, two trained nurses in New York City, Lillian Wald and Mary Brewster, established the Henry Street Settlement. This led into the development of the Visiting Nurse Service of New York City (Stanhope Lancaster, 2012). Wald’s work as a nurse in the public health realm continued and she â€Å"emerged as the established leader of public health nursing during its early decades† (Stanhope Lancaster, 2012, p. 27). PUBLIC HEALTH AND ROLE OF THE COMMUNITY HEALTH NURSE 3 Historically, public health nurses have worked to improve the quality of life of vulnerable populations by striving to optimize health and social conditions. The population targeted by this profession is still consistent with this premise in the 21st century. Public health nurses in this day and age still work with vulnerable groups, but also with the general public. In public health nursing today, â€Å"high-risk, vulnerable populations are often the focus of care and may include the frail elderly, homeless individuals, sedentary individuals, smokers, teen mothers, and those at risk for a specific disease† (Kulbok, Thatcher, Park, Meszaros, 2012, para 3) Impact on Nursing Practice The role of the community or public health nurse in regards to hospice care is the position to be elaborated upon for this assignment. Generally, in order for a patient to qualify for healthcare coverage for hospice care, they must have a life expectancy of six months or less. Traditionally, people have considered patients with cancer to be the primary recipients of hospice care, but most any terminal disease process should qualify for this in home end of life care if the patient’s needs can be adequately met. There are also hospice care facilities where the patient is either transferred to a unit specified for this level of care, or a patient with a shorter life expectancy might be considered to be receiving hospice care on a regular unit while only palliative measures are being taken. For the purposes of this assignment, the focus is being kept on hospice in the home setting. Hospice care delivered in the community is either primary care or secondary care, depending on the specific situation. The patient’s primary physician might refer the patient to the hospice care team who may then take over the primary care role. Another scenario is that a hospice team could be consulted to assist with care, yet the primary physician would remain responsible for the routine decisions about patient care (Weckmann, 2008). The primary care PUBLIC HEALTH AND ROLE OF THE COMMUNITY HEALTH NURSE 4 provider, be it hospice care physician or primary care physician, must strive diligently to communicate clearly with the patient and family about desires and expectations for end of life care. There are may be ethical dilemmas that arise in the hospice setting that could be worked through more easily if the patient’s wishes are made clear. The decision to provide hydration and or nutrition parenterally or enterally when a patient cannot eat or drink for themselves can often pose a dilemma. At what point should this life prolonging sustenance be stopped? At what point is this ordinary humane care, and when does it become an extraordinary measure that prolongs life and therefore perpetuates discomfort. The home hospice nurse can play a vital role in assuring that this issue is addressed as early and thoroughly as is feasible given the individual situation. It is important to gently encourage the patient and family to have these conversations before the patient is unable to communicate their wishes (Lamers, 2013). Summary The community health nurse in a hospice care practice setting plays a key role in helping a person fulfill their wishes and face impending death with as much dignity as possible. The evolution of hospice care has enabled terminally ill individuals to feel some sense of control over their situation, which can help afford a sense of peace for the patient and help with the grieving process (Holdsworth King, 2011). When a patient receives end of life hospice care, the team focuses on the patient’s quality of life and comfort level, not on curing or fixing the disease process. The home hospice nurse should work toward affirming the patient’s life and help them to view death as a natural life process. PUBLIC HEALTH AND ROLE OF THE COMMUNITY HEALTH NURSE

The Great Gatsby Essay Research Paper English free essay sample

The Great Gatsby Essay, Research Paper English 1000 F. SCOTT FITZGERALD The Great Gatsby In today? s society, people use money in many different ways. The Great Gatsby, by F. Scott Fitzgerald, portrays this really efficaciously. In the novel, Tom Buchanan and Jay Gatsby are both really affluent work forces, but they use their money for really different grounds. The storyteller, Nick Carraway, who we must swear, because we take his position throughout the novel, draws out the differences between these two work forces. He besides exposes what each of these characters represent in the novel. Tom is the adversary of the novel. Pleasure motivates him, and he lives his life with luxury and easiness. Gatsby on the other manus, is the supporter in the novel. Even though he may be every bit rich as Tom, he does non populate in elegance for the same ground. All Gatsby truly wants is the love of his life, Daisy Buchanan. We will write a custom essay sample on The Great Gatsby Essay Research Paper English or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Knowing that luck is the lone manner to win Daisy, he spends his money merely to pull Daisy. Basically, Tom is covetous, and he cares for no 1 but himself, and in the narrative he represents the stereotyped grandiloquent rich individual, whereas Gatsby represents the people who are dedicated in life to transport out one undertaking, and will travel through any agencies possible to acquire it. Tom Buchanan is the primary adversary in The Great Gatsby. He inherits his luck from his household, and lives his whole life without working, populating in elegance and indulgence, doing him a spoilt adult male. All of Tom? s actions are envious and his feelings are all for himself. He boasts in forepart of his invitees about his ownerships, he says? I? ve got a nice topographic point here? , with eyes blinking about restlessly ( Fitzgerald 7 ) , and even glees about his kept woman, doing no effort to maintain his matter secret. ? I want you to run into my miss? Tom insists ( 24 ) . He shows no concern for the effects of his actions, because all his life, he hasn? T had to worry about any effects. Tom shows small fondness throughout the novel and shows marks of apprehensiveness merely when he sees marks of losing both Myrtle and Daisy. After doing Gatsby? s decease, he shows no marks of sorrow or repent for doing his decease, merely self-pity over the loss of his kept woman, Myrtle. Tom is a really violent individual. From the beginning, when Nick pays them a visit, Tom is really forceful with him, and this strength comes of course. Before I could answer that he was my neighbour [ Gatsby ] dinner was announced ; lodging his tense arm peremptorily under mine, Tom Buchanan compelled me from the room as though he were traveling a checker to another square. ( 12 ) Tom even breaks Myrtle? s nose without any idea, or any regret. This is an act of pure ferociousness, non of regard for his married woman, because if he respected his married woman, he would non be holding an matter. At the terminal of the narrative, Tom and Daisy leave, so they can go forth their jobs behind them. Tom does this because he is a casual individual, who will non be bothered by the jobs he causes. Tom symb olizes the authoritative, chesty rich category of society. Gatsby is the supporter of the narrative. He starts immature as a hapless adult male and makes his luck himself. Although it is non clear how he made his luck, it is apparent that he is involved with organized offense. ? This is Slage talking # 8230 ; ? ? Yes? ? The name was unfamiliar. ? Hell of a note, International Relations and Security Network? t it? Get my wire? ? ? There haven? t been any wires. ? ? Young Parke? s in problem, ? he said quickly. ? They picked him up when he handed the bonds over the counter. They got a handbill from New York giving? em the Numberss merely five proceedingss earlier. What vitamin D? you know about that, heh? You neer can state in these bumpkinly towns? ? The motive for doing this money is to win his past lover, Daisy Buchanan. After he left her to travel to the war, she was romanced by Tom, and finally married him, because Gatsby didn? t have the wealth to maintain her at the clip. His later-acquired wealth was made because of a phantasy he created with his return from the war. That fantasy being to do adequate money and wealths to win back the love of his life, Daisy. His phantasy was symbolized in the narrative with the green visible radiation at the Buchanan place across the bay. Gatsby? s full battles in this narrative are focussed on conveying him and Daisy back together, in a manner, conveying back clip. ? Can? t repetition the yesteryear? ? Gatsby cried unbelievingly. ? Why of class you can! ? ( 111 ) . Gatsby is non a violent individual, despite his connexion with organized offense, and Nick overlooks the moral significance of Gatsby? s bootlegging, and his association with Meyer Wolfsheim, who seemingly rigged the World Seri es in 1919. When Gatsby is about to run into Daisy for the first clip in old ages, he is more nervous and incapacitated than a immature male child. Because of his motive, and his committedness, he is fond, and by and large a more baronial individual compared to Tom. Gatsby signifies in the novel, the aspiring, the wishful, and the hopeful people of today? s society. He besides conveys an image of an obsessional fiend. The lone existent fondness Nick shows in the novel is towards Gatsby. ? You? re worth the whole darn clump put together? said Nick ( 154 ) . He admires his optimism, and his ability to woolgather and populate as if the dream were to come true. This is the ground he overlooks Gatsby? s condemnable associations. These two characters, Tom Buchanan and Jay Gatsby, are really similar in that they are both every bit affluent, nevertheless they both have differences that are really important, and the storyteller, Nick, displays these differences really good. Tom lives his life with luxury and easiness, without any loads. Gatsby on the other manus, is the good cat of the novel. All Gatsby truly wants is the love of his life, Daisy. Gatsby will travel through any agencies necessary to acquire this love he so long desires. This is what Nick appreciates about Gatsby # 8211 ; his optimism and finding. Fitzgerald, F. Scott, The Great Gatsby 1925 New York: Charles Scribner? s Sons, 1953

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,