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,

Ben & Jerrys Company Analysis - Short Essay Example for Free

Ben & Jerry’s Company Analysis – Short Essay Companies like Ben & Jerry’s could definitely be affected by high inflation because of the consumer spending. When the consumers are forced to pay higher prices for products or services that are a necessity, they cut back on products or services that are a luxury. Luxuries that are not a necessity to live like gasoline for vehicles or gas to heat homes or even food will not be bought. Any company that sells a luxury item that is not a necessity to live can be affected by high inflation. With inflation, the price of everything goes up. With that said, the price for companies to buy supplies goes up, meaning that in order to cover their overhead, they will need to find a way to make that money back which could mean layoffs or raising the price of their goods or products. In a recession, companies like Ben & Jerry’s could also face the possibility of being negatively affected because of the demand of consumers. Very much like inflation, recession has the same effect; the consumers do not want to spend their money on luxury items. With the recession, there are more people unemployed who are just barely getting by, therefore, will refuse to spend any money on something that does not decide whether they have a home or not, which includes a luxury item like ice cream. Ben & Jerry’s could also be affected because of their stock prices. During a recession, the price of stock usually declines. So, their revenue would be affected as well as their stock, which would result in bad overall performance of the company. Speaking from personal experience, any luxury item that I absolutely do not need, I do not buy. I simply cannot put myself in a position to not pay a bill because I want to â€Å"treat† myself. With all this said, Ben & Jerry’s provides a reasonably priced luxury item that I would consider a â€Å"feel-good† luxury item. Everyone loves ice cream, young and old. Consumers still need to have a quality of life with the changing economic conditions and if buying an affordable luxury item gives them that, they are going to splurge and buy it. Unlike other luxury items, such as getting clothing and spa appointments, the consumer still gets to feel good and not go broke. Ben & Jerry’s makes a one of a kind product, their flavored ice cream, which makes it an easy buying decision for the consumer. The text book also explains that McDonald’s is not hit as sensitive to the economic conditions for the same reason. Their food is reasonably priced and the consumer still gets to feel like they are â€Å"treating† themselves to restaurant food without breaking the bank. Ben & Jerry’s has social, product and economic condition missions that make them popular in their industry. Not only do they care about making a profit, but they care about their people, environment and planet. They have mission statements for each of these and they follow through. As a consumer, I would rather buy my luxury item from a company that cares about something other than making a buck like their competitors. They make their ice cream to support causes like the recent Imagine Whirled Peace flavor that hosted a competition and donated money to them to support their peace cause. They also have a foundation that gives grants to non-profit organizations that are working for progressive social change. They hold fund-raisers and rally days. They provide hope, awareness and celebration. They also use naturally and humanly produced ingredients as part of one of their missions as well, which is something that would usually increase the price of any products, but with this company, it is just part of their offering. All in all, they provide more than just ice cream to the consumers which makes them less vulnerable to the economic shocks. Ben & Jerry’s Company Analysis – Short. (2017, Jan 20).

Organizational Issues Essay Example | Topics and Well Written Essays - 1000 words

Organizational Issues - Essay Example This film features the manner in which many institution of learning handle the students with potential in athletics. The film also shows the failure of these institutions with regard to preparing of these students who are on various scholarships. This has made the students to be less responsive to the external environment after completion of studies. In this context social pressure means an external initiative by a particular sect aimed at influencing business operations to conform to its intentions. This culminates in misleading of the organizations given that they are compelled to pursue weird goals. The major sours of external pressures in organizations are highlighted in this film. These include activists, the government and the society. Institutions of learning are perfect example of organizations with the highest influence of external social influence. In this regard, it is incumbent upon these institutions to inculcate the students with proper skills, which will enable them to fit in the job market especially after graduations. Unfortunately, some institutions fail to consider the skill requirements of all eth students. In this regard, students with athletics talent are ignored, which leads to thwarting of their dreams of becoming champions in the athletic realm. This also slows the adoption of this group of students to the external environment of athletics after completion of The role of external social pressure in influencing of organizational ethics is great. In this regard, the institutions of learning are socially bound to perform to the expectation of the community and the government. Good performance is a good gesture and it is usually in response to the implied external social pressure from the community and the state. The community will require the institutions to perform well in order to provide the best candidates in

Microcredit Essay Example | Topics and Well Written Essays - 1500 words

Microcredit - Essay Example From the research paper of Agnes Loteta Dimandja, the economical status of Africa and the status of the women of the region and the present situation of the country in context of the human rights of the women can be concisely understood. Statistics from IMF, World Bank and other institute revealed that the poorest person on the earth lives in the Sub-Saharan Africa and probably she is a woman. As per the current situation of the Africa, where the basic human right are being violated, women are denied their dignity. It has been observed that the women in these societies came to be some of the first victims of the ongoing situation of violence and this is because of their internal wars. Women in these nations are found to beg for peace as peace is something that should exist as the necessary condition for development. This picture depicts the dominated position of the African women (Dimandja, 2004). Niara Sudarkasa has conducted a study regarding the status of the women in the indigenous African Society. As per her view, in the African Societies the female and the male have been time and again described as the complementary and separate. Usually it has been seen that, whenever any writer compare female and male in Africa, in most of the occasions, they certify men with a higher status and to be in a better situation and the women are portrayed as a saddle in home and domesticity (Sudarkasa, 1986). Wail S. Hassan has discussed about the â€Å"Man & Masculinity† in his article â€Å"Gender (and) Imperialism†. In his article, he had added the view of Judith Butler, who argued that gender assumed normative masculinity which has balanced against the femininity interpreted as deviation. This normative masculinity declares itself in colonial dissertation. During that time, as per the Frantz Fanon and Cornel, the racial discourse has symbolized the

Macbeth Essay Example for Free

Macbeth Essay Since the Mesopotamian era of 3000 B. C. numbers have been an essential part of life and are easily found throughout society, imbedded in religion, intertwined in mythology and commonly related with superstitions. Even in the twenty-first century people still believe in ancient numerical superstitions, such as the lucky number seven, or the unlucky number thirteen. During the seventeenth century William Shakespeare uses societal superstitions in his famous tragedy, â€Å"Macbeth†, by writing in a threefold literary pattern. Shakespeare reinvents the number three by relating in to evil and darkness throughout the play, providing it with a new superstitious meaning. â€Å"Macbeth† follows the transformation of the title character from thane to king, sane to evil. After putting down two rebellions against the King of Scotland, Macbeth is awarded title and favor with the gracious King Duncan. When greeted by three mysterious witches, they prophesy that Macbeth will be made Thane of Cawdor and eventually King of Scotland. They also prophesize that Banquo will beget a long line of Scottish kings but will never be king himself. Macbeth and Banquo treat their prophecies sceptically until some of King Duncan’s men come to thank the two generals for their victories in battle and to tell Macbeth that he has indeed been named thane of Cawdor. In attempt to aid the prophecy, Macbeth murders the good Duncan and is crowned King of Scotland, but once his great goal to be king is achieved he begins to fear the prophecy brought forth to Banquo. In fear of being overthrown from the throne Macbeth goes on a psychotic rampage attempting to protect his future while ruining his sanity and brings upon himself his own demise. While entangling the threefold literary pattern into a tragic plot, William Shakespeare presents the appearance of three apparitions, the three murders, and the character choice of three witches to precipitate evil at the presence of the number three. Shakespeare turns the conventional and traditional meaning of three’s upside down in act one, scene one when he begins to relate the number to evil. Threes are commonly related to stability and completeness; in religion there is God omniscient, omnipresent and omnipotent, in time there are three divisions, past, present and future, and three grammatical persons- me, myself and I. In a dark and ominous meeting, Shakespeare introduces his audience to three women who will continue to haunt Macbeth throughout the play: the three weird sisters. As the first characters the audience has the pleasure of meeting, the witches set the mood for the entire play with a sense supernatural as â€Å"instruments of darkness† (I. iii. 136). In the opening scene of the play each witch speaks three times within the first eleven lines, the first two being â€Å"When shall we three meet again / In thunder, lightning, or in rain? coupling three undesirable and threatening circumstances, suggesting constrictions and limitations as these three things generally happen at the same time. The triplet pattern begins with this, giving a false sense of stability until to the audience until the witches state that what is â€Å"fair is foul, and foul is fair† (I. i. 12). This suggests that the stability of threes is actually a farce and will bring instability and chaos. Before t heir meeting with Macbeth, the fist witch informs her sisters that she has planned revenge against a sailor whose wife refused to share her chestnuts. Through her description of her plan, Shakespeare reveals to his audience that they posses great power but with limits unlike an instrument of fate would have. She plans to transport through a â€Å"sieve† (I. iii. 9) to curse him but she is not powerful enough to have him shipwrecked, only to have his ship â€Å"tempest-tossed† (I. iii. 26), showing their limits. As the first witch explains her plan she speaks in triplets, â€Å"I’ll do, I’ll do, and I’ll do† (I. iii. 11), to emphasize her evil intentions. When Macbeth and Banquo present themselves to the witches just moments later, they greet Macbeth â€Å"All hail, Macbeth! Hail to thee, Thane of Glamis! / All hail, Macbeth! Hail to thee, Thane of Cawdor! / All hail, Macbeth, thou shalt be king hereafter! † (I. iii. 51-53). Three greetings that seem so fair â€Å"of noble having and of royal hope† (I. iii. 59) are sure to turn foul. The greetings mimic the common greeting of the New Testament, â€Å"All Hail† (Matthew 28. 9). In Matthew 26. 49, Judas prepares to betray Jesus to the Sanhedrin and Roman soldiers. His plan is to identify Jesus by greeting him with a kiss so that the soldiers will know which man to arrest. Judas approaches Jesus, saying, Hail Master. The witches greet Macbeth in a similar fashion, and, as Judas betrayed Jesus, so do the witches betray Macbeth. This mirroring comparison shows Shakespeare cutting all biblical and holy beliefs in the number three, using religious evidence to eliminate the idea that three is a number of stability. Shakespeare even has his three witches speak in contradictions to create moral confusion and increase the presence of evil, such as when the witches characterize Banquo as â€Å"lesser than Macbeth, and greater† (I. iii. 68). After stirring up quite a bit of trouble, the witches vanquish, not to be seen again until the first scene of the fourth act. The signal to begin their evil incantations is brought to the witches by three meows of a â€Å"brinded cat† (IV. i. 1). Again, the witches take turns, speaking in a threefold pattern, taking their turns and presenting a rhyming, triple statement to open the act; â€Å"Thrice the brinded cat hath mewd. / Thrice, and once the hedge-pig whined. / Harpier cries â€Å"‘Tis time, ‘tis time† (IV. i. 1-3). While working on concocting brew the witches chant around a cauldron, throwing in various items, taking turns to add their contributions, dividing the ingredients into three separate groups. When Macbeth arrives to the cavern he greets the witches as â€Å"secret, black, and midnight hags† (IV. i. 48), three negative descriptions dripping with evil connotations. The â€Å"weird sisters† (III. iv. 165) conclude the evil presence within triplet patterns by presenting three mysterious visions or apparitions to Macbeth, in order to provide him with the same sense of false security that the audience had felt initially. With thunder roaring in the background, Shakespeare thrusts his main character into various situations that would terrify any person â€Å"milk of human kindness† (I. v. 7). When Macbeth is faced with the three apparitions they bring him fair sounding news that is doomed to be destructive and â€Å"foul† (IV. iii. 28) because of the threefold predictable pattern. When the first of the three mystical spirits appears to Macbeth in the form of a floating warhead, warning him to â€Å"beware Macduff† (IV. i. 81), Macbeth shrugs it off, already knowing this. When the second apparition appears as a bloody child, it tells Macbeth that no man born of a woman can do him harm. This gives Macbeth great confidence: Then live Macduff: what need I fear of thee (IV. . 93). Finally, the third ghost appears as a child wearing a crown with holding a tree in hand. This phantom is the one to stir Macbeth’s blood and spook him and has him demanding to know the meaning of the final vision. The child tells Macbeth that he â€Å"shall never be vanquished [†¦] until/ Great Birnam Wood [comes] to high Dunsinane Hill† (IV. i. 105-106), a seemingly impossible task, but in the Shakespearean world of three’s, things are not as they seem. This, giving Macbeth false security, is followed by a procession of eight crowned kings all similar to the one before. The final king carries a mirror, showing a seemingly endless lineage of kings, frightening Macbeth into overbold, unthinking irrationality, contrary to his previous semi-thoughtful behaviour. The three apparitions all in still a false sense of self-assurance in Macbeth but after Shakespeare’s triplet patterns have caused nothing but grief during the play, the audience is able to see through the prophetic ghouls that act as symbols, foreshadowing the way the prophecies will be fulfilled. The warhead suggests a third rebellion, the first two put down by Macbeth while the third is caused by his treacherous ways in a turn of events that can only suggest that if Macbeth hasn’t died the first two times, then the third time’s the charm. The bloody child of the second vision is the image of Macduff as a babe â€Å"from his mother’s womb / untimely rippd† (V. viii. 19-20), delivered through caesarean section. This minor technicality that evades Macbeth is the key to his downfall, and thanks to his ignorance he believes he is invincible. The line of kings, thrust in Macbeth’s face is his last hope, the finishing blow. With the knowledge that there will be men who â€Å"are too like the spirit of Banquo† (IV. i. 127) Macbeth subconsciously knows that all hope is lost to him, but he clings to the second apparitions speech, claiming that he cannot be harmed by any person born of a woman. The terrible three’s that Shakespeare entangles into the apparition’s doom-filled messages not only anticipate the death of Macbeth, but also lead him to it. It is by his self-assurance, pride and ambition that Macbeth believes he will survive, hearing only what he wishes from the prophecies. Since the prophecies suggest he will be fine, Macbeth takes it to heart and believes so without watching out for himself; he does not attempt to prevent the rebellion, nor does he stay in the castle when he knows he is a target because â€Å"none of woman born [can] harm Macbeth† (IV. i. 91-92). By presenting these ghoulish visions, the witches lead Macbeth to his death by power of suggestion and lack of a complete digestion of the situation on the title characters part. The witches’ prophetic ways also lead Macbeth to far worse things than pride. Macbeth is urged by the third prophecy of being king to kill Duncan, King of Scotland. Although his wife is the â€Å"spur† (I. vi. 25) who pricks the horse of intent, the intent is spawn from the prospect of his hopes coming true. The third prophecy leads him to murder, using trickery to make the fair prospect of being King derive from such a foul act as unjust murder against the â€Å"gracious Duncan† (III. vi. 3-4). If Macbeth had stayed content with the first murder he could have lived a happier life, but troubled by the prophecy presented to Banquo, Macbeth fears for his throne and sets out to murder his best friend in a foolish attempt to disprove the prophecy. Macbeth performs his second murder. While this time, instead of doing it himself, Macbeth hires two murders, but as the fates have it a third joins the informal party. With the third murderer present, a seemingly easy kill has become a challenge and struggle because three is a crowd. If the third murderer was Macbeth, unable to stay away from the murder of his self-sworn enemy, it is no doubt that he tagged along to fulfill the destruction of a prophecy, only intensifying its after effects. Macbeth becomes miserable and his mind is unclear; the second murder had haunted him and caused him great fear. If not for the prophecies and initial trickery, Macbeth would have not stopped to rage against a friend that had been so dear to him and would have not killed Banquo in an attempt to save his own life, that was previously not in danger. The first two murders written by Shakespeare mainly show cause, but the third and final brings a big effect. With Macbeth murdering the innocent wife and children of Macduff, just because he fears Macduff knows the truth about Duncan’s murderer, the intent of murder changes. The first two were intended to attain and keep a powerful position, but when his pride and fear get the better of him, Macbeth hires men to commit the third murder with no sense of regret, as he had after murdering Duncan (â€Å"I am afraid to think what I have done† (II. ii. 66)). Nor is Macbeth mentally disturbed, as he had been after murdering Banquo, seeing ghosts. After the third murder, Macbeth is a well-seasoned professional and becomes emotionally detached from his victims as they become but another dead. The third murder backfires and works against Macbeth, only spurring the intent of Macduff to slaughter him more savagely than before. Shakespeare pushes the idea that there needs to be a third murder in order for symmetry and regulation, but by adding in a third murder, Shakespeare is able to, again, shatter all former pretences about the stability of the number three, changing its relationship to represent evil. While using triplet speaking patterns, triplet events and groups of three people, Shakespeare uses three savage murders, three frightening apparitions and three ugly, diabolical and manipulative witches to present the number three as a superstition, dragging along evil wherever it goes. While Shakespeare uses the number three to predict and present evil throughout the tragedy â€Å"Macbeth†, he strives toward changing societal views of the number. With a simple beheading, Macbeth’s tragic downfall is complete and caused entirely by the three prophecies foretold by the three witches who showed Macbeth the three apparitions and encouraged him to commit three murders. By introducing the three witches first, Shakespeare relates the number three to the hags immediately and through their chaotic destruction of people’s lives by influencing their sins, the witches represent all the evil of the prophecy.

Pompeii Apartments :: Architecture Building History Essays

Pompeii Apartments The Pompeii apartments are located in the middle of a town called La Habra, population roughly fifty-five thousand. They lie nestled in an apartment community, nearby two other apartment complexes. For the residents, this offers a moderately inexpensive housing alternative to living in a house, most of which are small or expensive in La Habra. Nearby, actually on the other side of a wall, pass the cars on Beach Boulevard, the major thoroughfare of the town, which connects La Habra to the rest of Orange County and four freeways that participate in the Los Angeles/Orange County freeway system, notorious nationwide for its complexity. Hence, the apartments offer convenient access to the rest of the southland. In ancient Rome, Pompeii was a typical town, founded in the seventh century BCE between two Greek colonies in what is now southern Italy. When the neighboring volcano Mt. Vesuvius erupted in 79 CE, the city and many of its inhabitants were encased in ash, which served to preserve the area in its same condition for centuries. For this reason, Pompeii is an extraordinary example of the Roman towns and their inhabitants' ways of life. Many of the paintings on the walls of the houses, for example, still survive, as well as imprints in the ash of the various plants used in the gardens of wealthy townhouses. These townhouses, or domuses, offer a glimpse into the lives of the upper class of Roman citizens and their expressions through art and architecture, much of which remains as it did almost two thousand years ago. There are many similarities between the Pompeii apartments and a townhouse of historical Pompeii, accompanied by just as many differences. To begin with, the modern construction materials of the apartments are nothing similar to the brick and concrete walls of the Pompeiian domus. The apartments use wooden frameworking with drywall and fiberglass insulation, covered on the outside with a flame resistant stucco. Typical to apartment construction now, these materials are a technological leap from ancient Rome. Another difference appears in the ground plan and design of the structure as a whole compared to that of a Roman townhouse in Pompeii. Where a domus would have an axial design centered on the line of the fauces, atrium and tablinum in the front of the building, the apartments have a central grass area with trees, bordered on all sides by the building. Access to the apartments comes through gates at the corners of this quadrangle design instead of through a single front entrance.

Does Culture Determine Your Theory of Mind Essay

What has distinguished Homo sapiens from non-human organisms is their ability to develop a theory of mind (Scholl & Leslie, 2001). Premack & Woodruff (1978) originally defined theory of mind as being the tendency to make attributions about behaviour based on acquired knowledge of mental states, such as belief, desire and intention. An equally important aspect of theory of mind concerned the individual’s ability to understand the subjectivity of mental states, comprehending that other individuals have desires and beliefs that differ significantly from one’s own, an understanding that is highly important to human functioning (Baren-Cohen, 1995). This essay questions the influence that culture has on the development of a theory of mind. What was of primary interest in this essay was to investigate the extent to which theory of mind was characterized by universal processes of development and whether underlying cultural factors were responsible for the timing and development of theory of mind. Certain marked cultural differences were suggested as influential variables which could determine the development of a theory of mind, these being parenting styles, number of siblings and executive function which were thought to play a pivotal role in the development of a cultural identity (Lillard, 1998). In the context of cross-cultural comparison, a critical assessment of the false-belief task was conducted. The validity and reliability of the false-belief task was analyzed in relation to the development of theory of mind, and alternative explanations and measurement tools were provided which would allow for a more sensitive and reliable cross-cultural comparison to be made. Described as onto-genetically universal, theory of mind is a construct of human psychology and biology that is universally applicable to every culture (Liu, Wellman, Tardif & Sabbagh, 2008) . A unanimous result from twenty five years of research has reported that a theory of mind is developed in early childhood and exhibited from the age of five or six years old as result of progressive stages of development (Lillard, 1998). Many researchers (e. g Liu et al. , 2008; Wellman, Cross & Watson, 2001) have observed parallel developmental trajectories between western and non-western cultures in relation to the age at which a child acquires a theory of mind. Callghan, Rochat, Lillard, Claux, Odden & Itakura (2005) observed the cross-cultural development of theory of mind in samples of 12-31 children and declared there to be a ‘critical period’ of development between the ages of three and five years old when children begun to conceptualize and understand the difference between belief and reality. From a remote bush community in western Africa, to a mountain village in Peru, researchers (e. g. Avis & Harris, 1991) have observed the universal development of a theory of mind. The communicative purposes of theory of mind are invaluable to the survival and higher functioning of human kind. Cross-culturally, theory of mind is relevant in order to teach, deceive, inform and share planned actions (Baren-Cohen,1999). However, although this cognitive development is fundamental and pivotal to human functioning, research in this field of investigation has challenged the universality and applicability of theory of mind postulating that cross-cultural variations were responsible for determining and influencing the timing and stages at which theory of mind developed. Many prominent research studies have been published in the literature, arguing for the influence of culture on the development of a theory of mind (Wellman et al. , 2001). Astington (2001) has argued that although cross-cultural variation does not reflect a child’s ability to acquire a theory of mind, there may perhaps be sociocultural variances in early childhood experience that could potentially influence how and when a child achieves theory of mind. Similarly, studies have observed a discrepancy in the timing of development across certain industrialized cultures, an example being Canada and the United Kingdom (Wellman et al. 2001), and Japan and North Korea (Oh & Lewis, 2008). A meta-analysis of cross-cultural performance on false-belief tasks was conducted by Liu et al. , (2008) which investigated whether culture contributed to the development of theory of mind. A meta-analysis was conducted on 200 conditions (16-24 children per condition) of children from mainland china and Hong-Kong in order to assess whether the difference in cultural beliefs and values between these two culturally diverse samples had a significant impact on the timing of development. Increasingly more westernized and individualistic, Hong-Kong was predicted to mirror the North American trajectory of development in that children would be more likely to perform above chance on the false-belief task. Liu et al. , (2008) observed that Chinese children were more likely to under-perform on false-belief tasks in relation to their Japanese counterparts and that this resulted in a difference of up to 2 years in timing of false-belief acquisition. However, like many comparison studies, the results of this study were potentially confounded due to relatively small sample size. A condition of 16-24 participants did not allow for methodological error or research bias. Contradictory evidence and potential methodological errors in relation to cross-cultural comparisons has resulted in a thorough examination of the measurement tools used to study theory of mind. A seemingly reliable and valid measurement tool, the false-belief task has to some extent dominated the theory of mind model over the course of twenty five years (Dennet, 1978 as cited by Wellman et al. 2001). Astington (2001) reported that there exists â€Å"a danger in letting a single task become a marker for complex development†, as reliance on a single measurement construct can record potentially confounding results, leading to improbable and invalid conclusions. The ‘chocolate and cupboard’ false-belief task was developed by Wimmer & Perner, (1983) in order to assess whether a child had the ability to understand that their mental representations of the world differed from reali ty. Many researchers have found methodological flaws in the false-belief task claiming that it is unnecessarily difficult (Sullivan & Winner, 1993). A cross-cultural study conducted by Wellman et al. , (2001) confirmed that many children failed the false-belief task due to confusion and lack of understanding. A secondary criticism of the false-belief task has been made in relation to the limitations it places on performance in that it does not take into account fundamental components of theory of mind (De Rosnay, Pons, Harris & Morrell, 2004). Therefore, in order for a valid cross-cultural comparison to be made it was necessary to examine other important mental states such as emotion, desire and intention (De Rosnay et al. , 2004). A five step Theory of Mind scale was developed by Wellman & Liu (2004) in order to conduct a cross-cultural comparison of theory of mind. Preschoolers in North America (Wellman & Liu, 2004) , Australia (Peterson & Wellman, 2009) and Germany (Kristen, Thoermar et al. 2006) were found to follow the same ordered sequencing of conceptual developments, these being diverse desires, diverse beliefs, knowledge access, false beliefs, hidden emotions (Shahaeian, Peterson, Slaughter & Wellman, 2011). Although an identical trajectory of development was reported in many western cultures, a study conducted by Wellman et al. , (2004) discovered an interesting cross-cultural difference in relation to Chinese preschoolers who, although following the same steps of development, completed them in a different order with knowledge access being learned before diverse beliefs. Although there does not appear to be a cross-cultural difference in the mastery of theory of mind, the emphasis placed on knowledge access in Chinese preschoolers over diverse beliefs in western preschoolers is consistent with the importance that collectivist societies associate with social harmony over self-expression and individual beliefs. Reliance on one particular measurement tool has resulted in many extravagant and inconclusive claims being made, one such example being that researchers have associated a below chance performance on a false-belief task with an underdeveloped theory of mind (Astington, 2001). However, many researchers have argued that a three year old’s failure on the false-belief task could be indicative of linguistic underdevelopment or confusion rather than an absence of theory of mind. Leslie (2000) conducted qualitative reviews of cross-cultural performance on false-belief tasks in order to assess whether certain aspects of the methodology were inconsistent across cross-cultural testing. Methodology was found to differ in relation to the type of question asked, nature of the protagonist and type of task. Similarly, there was an inconsistency in the phrasing of the questions across many of the studies, with certain children being asked a question in terms of belief (Where does John think his chocolate is? ) or in terms of speech (where does John say his chocolate is? ). Efforts to reduce methodological error and improve performance have been made by many researchers (e. g. Chandler, Fritz & Hala (1989) in order to demonstrate the plasticity and flexibility of theory of mind. Chandler et al. (1989) found that if the experimental design of the false-belief task was manipulated by implying deception and trickery, performance was more likely to increase. A cross cultural comparison reported similar results when young children actively participated in deception. However, although these results may have provisionally provided an explanation for improved performance, it must be noted that above chance performance on this task did not confirm a child’s ability to conceptualize but mere ly emphasized their ability to ‘play along’ . Due to flaws in methodology and reliance on the false-belief task, researchers have failed to provide consistent and valid results in relation to a cross-cultural comparison of theory of mind. In light of these contradictory results and inconclusive explanations, alternative variables have been analyzed in order to expand on the literature pertaining to cross-cultural differences in theory of mind. Vinden (2001) was of the opinion that the development of a theory of mind aptly reflected parental influence in relation to cultural and moral expectations. Children emulated and modified their behaviour according to their parents’ example, therefore for a child to be capable of predicting and understanding another individuals’ mental state positively reflected parent-child intervention in the early years of their childhood. A cross-cultural comparison of theory of mind assessed whether parental attitudes of Korean-American and Anglo-American mothers influenced how their children developed mental states such as desires, beliefs and intentions (Vinden, 2001). Two previous studies conducted by Kim, Kim & Rue (1997) and Farver, Kim & Lee (1995) reported certain cultural differences between Korean-American and Anglo-American individuals. Korean-Americans were reported as valuing interdependency, social harmony and self-control in favour of individual orientation, symbolic play and independence, traits which were synonymous with the individualistic Anglo-american society. Importantly Korean-American parents were seen as obeying an authoritarian structure of parenting in contrast with Anglo-American parents who favoured an authoritative model . In light of the results obtained by the Kim et al. , (1997) study, it was hypothesized by Vinden (2001) that children of authoritative mothers would be more likely to outperform children of authoritarian mothers on the theory of mind tasks. The results reported were surprising, in that five year old children of authoritarian Korean-American mothers outperformed their Anglo-American age mates on theory of mind tasks, however children of authoritarian Anglo-American mothers were found to under-perform on theory of mind tasks. What could be concluded from this study was that performance on theory of mind tasks could in fact be influenced by parenting styles, but what constituted acceptable parenting was subjective to cultural introspection. In other words, a similar endpoint of development was reached across cultures, due to parenting styles that obeyed a cultural value system (Vinden, 2001). Similarly, a cross-cultural comparison of theory of mind has been made in relation to the number of siblings a child may have. A study conducted by Ruffman, Perner, Naito, Parkin & Clements, (1998) reported a remarkable finding that suggested how a child’s theory of mind could be predicted based on the number of older siblings they possessed. According to Brown, Donelan-McCall & Dunn (1996), children with older siblings developed mental representations about the world around them through symbolic play. Many researchers have argued for the importance of symbolic play in establishing a theory of mind (Leslie, 1987) due to the fact that through discussion and pretend play younger children were exposed to false-belief situations enabling them to emulate the behaviour exhibited by older siblings. However, it is important to remain critical when discussing the importance of symbolic play due to the fact that although above-chance performance on theory of mind tasks may be recorded, the extent to which conceptualization and false-belief is properly understood demands further explanation. Reiterating what has been previously stated by Vinden (2001), it was important to acknowledge that, although the same end point of development was reached across cultures, the stages of development differed based on cultural intervention. In recent years, the skills associated with executive function have been proposed to contribute to the development of theory of mind (Moses, 2001). Many researchers interested in cross-cultural comparison have conducted studies in order to ascertain whether the development of executive skills is directly influenced by cultural beliefs and values. Interest in this area of research has come about due to the importance of understanding theory of mind in conjunction with the development of cognitive processes (Moses, 2001). Executive function is an umbrella term used to describe a plethora of cognitive processes such as inhibition, verbal reasoning, problem solving and working memory which contribute to the development of theory of mind. Executive function has been assessed across a diverse range of cultures in order to determine whether development of executive function skills differ across cultures, and whether this difference in development affects the acquisition of a theory of mind.