Argument2 Essay Example | Topics and Well Written Essays - 1500 words

Argument2 - Essay Example J. Lowther. The three characters are used to reveal major issues in the society and the impact of environment in changing believes of the people and character. Berry is a brought up in a staunch Jehovah Witness set-up, which makes him appear as captive in the movie with the hostage situation helping to define a new world. The world developed by Butch is different from the beliefs of Berry which includes the existence of freedom of choice and ability to party and enjoy celebrations. Such celebrations include Christmas and Halloween which Berry did not know. The life of the hostage and Butch leads to better understanding of the movie by encouraging the display of the family background of the Butch. In addition, the event that led to the arrest and conviction of Butch is brought in to light in his behavior towards the hostage Berry (Costner). The initial thought of hostage involved abuse, but latter Butch and Berry develop a father and son relationship, which is exhibited in the protect ion offered by Butch. He protects Berry against molesting by his escapee partner and exhibits the power of choice and change in behavior. However, the life of Butch ends in a tragedy. The character of Butch The prison break by the two convict lead to the creation of a negative notions about the two convicts. However, the character of Butch is later depicted in the relationship between him and the hostage which leads to the creation of a loving character of Butch. From the movie, it can be argued that Butch was not a bad person as depicted in the start of the movie when they escape from the penitentiary. The protection of Berry from the molesting and attack from Pugh illustrates virtue in the life of Butch. Butch states that the abuse from his father was the major cause of the murder he committed in the past. In order to protect against abuse, Butch murdered his father and the crime led to his imprisonment. However, the desire to protect young children against having the similar expe riences is depicted in the protection given by Butch to Berry. Despite giving Berry the freedom of choice and participation in various activities, Butch takes care of him and protects him exceptionally. Despite the ability to show reform, society is not ready to accept a convict back into the society leading to a tragic end of Butch’s life and illustrates the power of perception on the society. After sharing his life experience with the black farmer and witnessing how the black farmer mistreats his son, Butch becomes annoyed that the black farmer does not protect and treat his son fairly. The reaction of Butch indicates the need to take care of the children. It depicts that the failure to protect children or treating of children negatively will lead to the development of negative behaviors. These behaviors lead to the incrimination and jailing of the children in later life. The arrest and conviction of Butch is an example on the power of upbringing of character development. T he cognitive development of a child is based on the ability to relate well with the parents and society. The development of the necessary character depends on the upbringing and the development of social attachments with the parent. From the research conducted, several findings have been received, which include the evaluation of the parent’s welfare and emotional health. The effect of the parent’

Drugs and Economic Factors on crime Essay Example | Topics and Well Written Essays - 1500 words

Drugs and Economic Factors on crime - Essay Example Pennsylvania in 2000 had approximately a population of 12,281,054. For the year 2000 the State of Pennsylvania had a total crime index of 2,995.3 reported incidents per 100,000 people. Pennsylvania had the 43rd highest total crime index. Pennsylvania had an incident rate of 420.0 per 100,000 people for offences which were violent in nature. The state was ranked as having the 23rd highest occurrence for violent crime among the states. Washington D.C. unlike cities like Pennsylvania has very stringent gun restriction laws. These gun restrictions have not proved to be really effective. The crime rate of Washington D.C. is very high compared to the other neighboring states like Pennsylvania which do not have gun restriction laws. A review of the areas in the United States has shown that areas like Washington D.C., Chicago, New York which have the most regulative gun laws have the highest violent crime rate. Areas in the U.S. with have fewer gun control laws and higher gun ownership also surprisingly has the least crime rate Some scholars like John Lott believe that more gun restrictions lead to increased crime and violence. But scholars like Steven Levitt advocate that neither the presence nor absence of gun control laws have any significant effect on the crime rate. Steven Levitt believes that legalized abortion is one of the most important factors responsible for the crime rate in U.S. Levitt in his book Freakonomics has argued in favor of legalized abortion as the single most important factor responsible for reducing violent crime in U.S. ... Levitt has shown from statistics that legalized abortion has contributed immensely in bringing down the crime rate because he is of the opinion that unwanted children commit more crimes than wanted children. The legalization of abortion has resulted in fewer unwanted children and thus has helped in the reduction of crime over the years (Levitt, 2006). Even a comprehensive review of the published studies of gun control in 2004 by the Centers for Disease Control and Prevention was also unable to arrive at any statistically significant effect that either the pro gun or no gun laws had on the crime rate. (Gun Politics, 2006) A recent study in the journal of the American Medical Association has reported that the 1994 Brady Law has done effectively nothing to reduce the crime rate. Thus it can rightly be said that gun control schemes have no relation to crime or to prevention of brutality (Blanks, n.d.) But the supporters of gun control believe that the crime rate can only be brought down through effective gun control. These supporters by believing so overlook the multifaceted factors responsible for crime and violence (Blanks, n.d.) Thus it is a fallacy to suppose that gun control laws will help to reduce crime and violence in the United States. It is an erroneous belief because then the areas with most guns would not have had the least crime rates. There are multiple factors responsible for crime and violence. If the crime rate has to be reduced then unlawful drug use and addiction, age demographics and poverty are the areas that have to be improved and worked upon. There are multiple population characteristics. Age is one of them. It is widely believed that rising teenage population leads to increase in the crime rate. A separate juvenile justice system is gradually

Provide a critique of the research methodology contained in pdf file Essay

Provide a critique of the research methodology contained in pdf file - Essay Example A research methodology, which is to be used for one research study, say, incidence of HIV in underdeveloped countries may not be applicable for yet another study, say, role of governess in children welfare, etc. So there is nothing like the best, or most suitable research methodology. â€Å"A Research on reading comprehension needs to develop alternative methodologies which have a more qualitative orientation.† A lot would definitely depend upon the circumstances of the case study, its theoretical presentations, the research proposal and what exactly is needed to be achieved, through the proposed Research Study. Therefore, a lot would depend upon the availability of data, as is evidenced in the current study of the effects of e-commerce, on the developments of e-commerce in Russia. The growth of e-commerce in Russia has not kept pace with the growth rate experienced in other parts of the world, especially UK, USA and other countries of the European Union. Due to lack of purchasing power by the people (27%), lack of people with needed infra-structure (25%), poor quality of telephone services, (18%), inadequate postal system in the country (16%) and other impeding circumstances, it has not been possible to carry out an extensive research as would have been necessary to fully analyse the impact of ecommerce in Russia in recent years. (Doern 2006, p.315- 327). In the first place, the population sample concentrates of just the two big cities in Russia, St. Petersburg and Moscow, have been taken for research purposes. Therefore it could be said that the study has limited itself to study of samples available in these two cities. It is necessary that in order to assess the impact of ecommerce on the economy of Russia, it is necessary to take an extensive study which encompasses, nearly all the major computer using population of the country. It is seen that, in the first phase, the sample has been drawn from the

Geography Research Paper Example | Topics and Well Written Essays - 750 words

Geography - Research Paper Example On an average the city receives sunlight for most part of the year and summers are quite sunny and dry. During the winter months, the city experiences precipitation when the temperature drops excessively. The geological issue I chose to write about is about the threat of Tsunami’s in the Los Angeles region. Los Angeles has an approximate area of about 2000 sq. miles and is about 340 ft. above sea level. Besides many issues, Los Angeles faces the problem of unusual weather phenomena. Escalating the problem still further is the pollution of the air and the formation of smog. In addition to this, they have the Santa Ana winds that blow extensively at 50 miles per hour and brings with it hot and dusty air. In the canyon areas, they experience occasional flash floods that cause dangerous mudslides. Los Angeles lies on the sea coast near a geologic feature called a strike slip fault which is usually active. A strike slip fault is where two tectonic plates slide over each other and displaces a portion of that area that could trigger a Tsunami. Matt Hornbach, research associate from the University of Texas at Austin and his team carried out their research through Geological field surveys in the Los Angeles region to gauge the amount of risk involved due to Tsunami’s in that region. Their research vessel of 165ft. was called ‘Endeavor’ which the researchers used to collect important data on the faults on the sea floor. The also conducted an underwater topography to make a study of the land movement and the waves of the Tsunami. Haiti experienced an earthquake on January 12th and a team of Geologists were commissioned to make a study of the earthquake and the Tsunami’s that followed. The general belief by geologists was that there was a high risk of Tsuna mis when faults give up or rupture displacing part of the sea floor. However, latest research in the area has proved that even a moderate

Application of the Neuman Systems Essay Example for Free

Application of the Neuman Systems Essay With concerns of our day to day living we do not have enough time and budget to be choosy of the type of food or the nutritional value of it, what we think of nowadays is just to have something to satisfy our hunger without considering the nutrients that our body needs each day. When we hear diet nowadays often we see it as losing weight by means of controlling food intake, but the truth is diet could also mean eating nutritious foods to supplement our body’s needs of nutrients and the type of foods that we are going to consume. As statistics report show that in the United States as many as 20% of hospitalized patients are hypokalemic; however, hypokalemia is clinically significant in only about 4-5% of these patients. Severe hypokalemia is relatively uncommon. Up to 14% of outpatients who undergo laboratory testing are found to be mildly hypokalemic .Approximately 80% of patients who are receiving diuretics become hypokalemic. Sex Incidence is equal in males and females. The researcher chose hypokalemia as a topic for a case study in acute adult diseases for the reason that hypokalemia is a fatal disease that is often neglected by the people in the sense that people does not know what the disease is all about. The researcher believes that through studying the whole course of illness, insights and new information can be obtained in dealing with hypokalemia which could help students, nurses and any researcher who would endeavor in the study of hypokalemia Theoretical Framework The researcher aimed to utilize Neuman Systems Model in a client with hypokalemia. This theory holistically developed to meet or complement for the client’s needs the researcher wants to verify and to validate the theory by using it on an acute condition called hypokalemia. The unique focus of the Neuman Systems Model is the wellness of the client/client system in relation to environmental stress and reactions to stress (Fawcett,1995). In relation to its wholistic approach According to the Neuman Systems Model and systemic perspective in general, health and wellness is defined as the coordination or the degree of system stability, that is, the condition in which all parts and subparts (variables) are in balance or harmony with the whole of the client/client system (Neuman,2002) Betty Neuman’s Systems Model is based on concepts related to stress and reaction to stress. The Neuman Systems Model includes the physiological, psychological, sociocultural, developmental, and spiritual variables at all levels of the system (Neuman, 2002). The physiological variable deals with mental relationships and processes. The sociocultural variable deals with those functions of the system that involve social and cultural interactions and expectations. The developmental variable deals with developmental processes and needs that vary as the system matures. The spiritual variable deals with the system’s beliefs and their influence and is, according to Neuman, the least understood despite its importance (Frisch, 2006). Basic Structure consists of common client survival factors, as well as unique individual characteristics. It represents the basic system energy resources (Neuman, 2002). Client/client system a composite of variables (physiological, psychological, sociocultural, developmental, and spiritual), each of which is a subpart of all parts, forms the whole of the client. The client as a system is composed of a core or basic structure of survival factors and surrounding protective concentric rings. The concentric rings are composed of similar factors, yet serve varied and different purposes in either retention, attainment, or maintenance of system stability and integrity or combination of these. The client is considered an open system in total interface with the environment. The client is viewed as a system, and the term can used interchangeably with the client/client system (Neuman, 2002). Content the variables of a person in interaction with the internal and external environment comprise the whole client system (Neuman, 2002) Degree of reaction the degree of reaction is the amount of system instability resulting from stressor invasion of the normal lines of defense. Environment is defined as â€Å"all factors affecting and affected by the system† and is â€Å"all internal and external factors or influences surrounding the identified client or client system†. Neuman has identified three relevant environments. The internal environment â€Å" consists of all forces or interactive influences internal to or contained solely within the boundaries of the defined client/client system†. The external environment â€Å" consists of all forces or interactive influences external to or existing outside the defined client/client system† and is interpersonal and extrapersonal in nature(Neuman, 2002). Feedback the process within which matter, energy, and information, as system output, provide feedback for corrective action to change, enhance or stabilize the system. Flexible lines of defense is a protective buffer for the client’s normal or a stable state. Ideally, it prevents invasion of stressors and keeps the client system free from stressor reactions or symptomatology (Fawcett, 1995). Goal the system goal is stability for the purpose of client survival and optimal wellness. Health a continuum of wellness to illness, dynamic in nature, that is constantly subject to change. Optimal wellness or stability indicates that total system needs are being met. A reduced state of wellness is the result of unmet needs. The client is in a dynamic state either wellness or illness, in varying degrees, at any point in time. Input/Output the matter, energy, and information exchanged between client and environment that is entering or leaving the system at any point in time. Lines of resistance contain certain known and unknown internal and external resource factors that support the client’s basic structure and normal defense line thus protecting system integrity. An example is the body’s mobilization of white blood cells or activation of immune system mechanisms. Effectiveness of the lines of resistance in reversing the reaction to stressors allows the system to reconstitute; ineffectiveness leads to energy depletion (Neuman, 2002). Normal line of defense is the solid boundary line that encircles the broken internal lines of resistance. This line represents what the client has become, the state to which the client has evolved over time, or the usual wellness level. The normal defense line is a standard against any deviancy from the usual wellness state can be determined (Neuman, 2002). Prevention as intervention typology or modes for nursing action and determinants for entry of both client and nurse into the health care system. Primary prevention: before a reaction to stressors occurs. Secondary prevention: treatment of symptoms following a reaction to stressors Tertiary prevention: maintenance of optimal wellness following treatment. Reconstitution represents the return and maintenance of system stability, following treatment of stressor reaction, which may result in higher or lower level of wellness than previously. Stability a state of balance or harmony requiring energy exchanges as the client adequately copes with stressors to retain, attain, or maintain an optimal level of health, thus preserving system integrity. Stressors are environmental factors, intra-, inter-, extrapersonal factor in nature that have potential for disrupting system stability. A stress is any phenomenon that might penetrate both the flexible and normal lines of defense, resulting in either positive or negative outcome (Neuman, 2002). Intrapersonal stressors are within the internal environment of the client/client system and include such forces as conditioned and autoimmune responses. Interpersonal stressors are in the external environment. They occur at the boundary between the client/client system and the proximal external environment an include such forces as role expectations and communication patterns. Extrapersonal stressors also are in the external environment. They occur at the boundary of the client/client system and the distal external environment and include such forces as financial concerns or social policies (Fawcett, 1995). Wellness/Illness wellness is the condition in which all system parts and subparts are in harmony with the whole system of the client. Wholeness is based on interrelationships of variables, which determine the amount of resistance an individual has to any stressor. Illness indicates disharmony among the parts and subparts of the client system. Wholistic a system is considered wholistic when any parts or subparts can be organized into an interrelating whole. Wholistic organization is one of keeping parts whole or stable in their intimate relationships; individuals are viewed as wholes whose component parts are in dynamic interdependent interaction. Research Design The researcher in this study utilized the case study method. The case study design involves an intensive exploration of a single unit of study, such as a person, very small number of subjects, family, group, community, or institution ( Burns Grove, 2003). Research locale The study was conducted in Cebu City Medical Center located at N. Bacalso Avenue,Cebu City. Cebu City Medical Center (CCMC) is a 300 bed capacity government hospital that caters all residents of Cebu City. The client was admitted at the stroke ward, third floor which accommodates clients with physical complaints, classified under Internal Medicine (IM) as cardiovascular problems. It is a 10 bed capacity ward which caters patients admitted with cardiovascular problems. Research Instrument The researcher utilized Gordons functional health pattern as a research instrument which is categorized in 11 domains namely health perception management pattern which explains of what the client perceives in her condition, nutritional-metabolic pattern explains for the diet of the client and regarding food groups and the number of servings per day, elimination pattern pertains to urinary and bowel patterns, exercise- activity pattern points out to the activities of daily living of the client which also includes exercise, sleep-rest pattern defines the number of hours the client sleeps or on what time of the day the client takes his rest/ either its continuous or disturbed, cognitive perceptual pattern refers to the level of cognitive maturation of the client, self-perception pattern means on how the client perceives or sees herself, role-relationship pattern explains the role of the client in her family and society, sexuality-sexual functioning this domain explains if the client is sexually active or not and the number and age gap of the children the client has, coping-stress management pattern means on how the client would react to stress and what would the client do to resolve it , and values-belief system identifies the belief or religion of the client and their religious practices. Data gathering procedure A transmittal letter was sent to the chief nurse of cebu city medical center. The researcher chose a client which had an acute condition to be interviewed, prior to the interview the researcher explained to the client the purpose and the goals of the interview, wherein the client agreed with her full consent and understanding. The researcher conducted a chart review of the client followed by doing a physical assessment and did an interview utilizing Gordon’s Health pattern tool. Chapter 2 Results and Discussion This chapter presents an appraisal utilizing the Neuman Systems Model in assessing and dealing with clients with hypokalemia. Situational Appraisal The client is a 38-year old female, which currently resides at baranggay ylaya talamban Cebu City. She was born on march 10, 1975, she is a Roman Catholic by faith and is the youngest amongst two daughters of the second family her father had, and is now an orphan and a widow. She perceives her current condition as a payment for her sins, the client’s sister said that the client had times where she had epilepsy and sometimes with seizures but it disappeared later in time .She is currently unemployed and only works as an extra even though she had an unstable source of income she still managed to eat 3 times daily but with limitation of food intake vegetable is the main food source that they can afford and is only in a single food group drinks water depending on her needs or if she is thirsty. Elimination pattern is on a daily basis or depending upon the urge. Her daily activity includes waking up, sleeping, and goes to work which is considered as sedentary. Sleep and rest patterns are altered she sleeps 6-9 hours daily but is interrupted she wakes up at night and has difficulties in falling back to sleep. The client was a third year high school level but it was not a hindrance to her to find a job. The client views herself as helpless and hopeless at some times due to her illness. She was the youngest daughter she sought all the attention of her parents but she did not rely on them she worked hard to be employed and she found a job as a factory worker her elder sister was had a child and which she also loved as her own, and later was married. She was married but never had a child but she acted as a mother to her sister’s son, in her current state she has no partner in life and is not sexually active for her living a single life free of obligations is fine, following by the loss of both her parents she was on depressed and drowned herself in her work just to get over following her loss, it was also aggravated when her husband died in an accident which she had the hard time to accept and was depressed which made her let go of her job, the most depressed moment of her life where she resorted to the use of prohibited drugs happened when her nephew died it was the most painful loss for her because she treated her nephew as her own son. The only family member that is left with her is her elder sister all of her siblings on her father’s first family is not close to them. The client believed that her present condition is a punishment to her since she forgot her obligations in the church and thought being a creditor is a sin and she is paying for it. Theory-Based Assessment Physiological loss of system stability demonstrated in muscle weakness as seen in difficulty in breathing and inability to ambulate Psychological loss of system stability demonstrated in feelings of uselessness and helplessness Sociocultural loss of system stability seen in lack of financial support upon hospitalization and relative support Developmental loss of system stability seen in unemployment, dependence, and a decrease in competency in current age bracket. Spiritual loss of system stability in feelings of uselessness Psychopathophysiology The first is deficient intake. Poor potassium intake alone is an uncommon cause of hypokalemia but occasionally can be seen in very elderly individuals unable to cook for themselves or unable to chew or swallow well. Over time, such individuals can accumulate a significant potassium deficit. Another clinical situation where hypokalemia may occur due to poor intake is in patients receiving total parenteral nutrition (TPN), where potassium supplementation may be inadequate for a prolonged period of time. The second is increased excretion. Increased excretion of potassium, especially coupled with poor intake, is the most common cause of hypokalemia. The most common mechanisms leading to increased renal potassium losses include enhanced sodium delivery to the collecting duct, as with diuretics; mineralocorticoid excess, as with primary or secondary hyperaldosteronism; or increased urine flow, as with an osmotic diuresis. Gastrointestinal losses, most commonly from diarrhea, also are common causes of hypokalemia. Vomiting is a common cause of hypokalemia, but the pathogenesis of the hypokalemia is complex. Gastric fluid itself contains little potassium, approximately 10 mEq/L. However, vomiting produces volume depletion and metabolic alkalosis. These 2 processes are accompanied by increased renal potassium excretion. Volume depletion leads to secondary hyperaldosteronism, which, in turn, leads to enhanced cortical collecting tubule secretion of potassium in response to enhanced sodium reabsorption. Metabolic alkalosis also increases collecting tubule potassium secretion due to the decreased availability of hydrogen ions for secretion in response to sodium reabsorption. The third is due to a shift from extracellular to intracellular space. This pathogenetic mechanism also often accompanies increased excretion, leading to a potentiation of the hypokalemic effect of excessive loss. Intracellular shifts of potassium often are episodic and frequently are self-limited, for example, with acute insulin therapy for hyperglycemia. Regardless of the cause, hypokalemia produces similar signs and symptoms. Because potassium is overwhelmingly an intracellular cation and because a variety of factors can regulate the actual serum potassium concentration, an individual can incur very substantial potassium losses without exhibiting frank hypokalemia. Conversely, hypokalemia does not always reflect a true deficit in total body potassium stores. Variance from wellness| Nursing intervention| Reconstitution| Weak extremitiesSubjective cues: â€Å"dili nako malihok ako mga tiil† as verbalized by the client.Objective cues: * Client lying on bed * Foot plantar flexed. * Weak muscle strength and low muscle tone on extremities.Difficulty in breathingSubjective cues: â€Å" usahay mag lisod ko ug ginhawa† as verbalized by the clientObjective cues: * Enlarged chest cavity. * Use of accessory muscles in breathing * Fast deep breaths * Presence of nasal prongs at the bedside.Risks for muscle atrophy and foot droppingSubjective cues: mura ug ning gamay akong mga bati-is† as verbalized by the client.Objective cues: * Client is lying on bed * Foot plantar flexed * Immobility of the lower extremities * No presence of foot board * No ROM exercises done.| * Promote ROM exercises to prevent muscle atrophy on the affected limb * Provide foot board to support the foot and avoid plantarflexion which causes foot drop. * Encourage the client to eat a balanced diet paired with bananas for potassium replacement * Administer medications as prescribed * Monitor the client for any complications * Position the client on semi-fowlers position. * Instruct client to do abdominal breathing or pursed lip breathing. * Monitor for signs of hypoxia * Administer oxygen prn as prescribed. * Promote ROM exercises. * Provide foot board. * Encourage the S.O. to do sponge bathing to promote circulation. * Encourage the client to move the and exercise the toes of the feet.| Goal: demonstrated techniques and lifestyle changes to meet physiologic needs.Reconstitution: lines of resistance building.Goal: promoted techniques and exercises to meet physiologic needsReconstitution: lines of resistance buildingGoal: promoted techniques and exercises to prevent the occurrence of physiologic problemsReconstitution: lines of resistance building and strengthening the flexible lines of defense. Response of the client on the Interventions Provided The client was able to see through herself on identifying and prioritizing the problems through based on her judgment and of the researcher’s appraisal of her identified stressor the client was able to recuperate in the treatment, the client was able to come up with solutions on the problems that were most attainable and most important to her which is attaining the optimum level of functioning. The client was able to gain a boosted self-esteem and a positive outlook in life, reconstitution of her lines of defense and strengthening each lines is in progress, through positive feedback the client was able to see through it all that the physiological body is not just the only factor in healing but it should comprise the mind, the spirit, the society, and development to achieve a wholistic and faster recovery from illness. Conclusion and Recommendations Conclusions The Neuman Systems Model was effective, efficient in providing a wholistic nursing care to the client with hypokalemia. The assessment made was thorough and was based on the what the client and the care provider perceives thereby giving a collaborative and specific hint as to what the problem is wherein effective solutions can be brought up. Though the system is quite complicated and challenging at some times, it just needs practice in implementing the model to be able to familiarize it. The research concluded that the Neuman Systems Model is an effective tool which can enhance the nurses critical and analytical thinking by the data gathered based on the client’s initial response and the nurses judgment thereby minimizing the occurrence of an error in identifying problems and providing nursing care. Recommendations Based on the findings, observations and the conclusion utilizing the Neuman Systems Model is effective and wholistic enough in the approach of a client with hypokalemia. The following are the researchers suggestions and recommendations 1 nurse practitioners should do a thorough assessment on their clients not only by identifying the main problems but also by assessing the person as a whole it could be done through the use of the Neuman Systems assessment and evaluation tool. 2 Interventions differ from client to client others may vary but there is no such thing as a uniformed intervention thereby it is necessary for the nurse to assess for the needs of the client. Bibliography Burns and Grove (2003) Understanding Nursing research 3rd edition W. B. Saunders, Elsevier Company Fawcett, Jacqueline (1995) Analysis and Evaluation of Conceptual Models of Nursing 3rd ed. F.A. Davis Company Frisch N., Frisch L. (2006) Psychiatric Mental Health Nursing 3rd ed. Thomson Delmar Learning Company Karch, Amy (2008) Lippincotts Nursing Drug Guide: Wolters Kluwer Lippincott Williams Wilkins Company Medical-Surgical Nursing Made Incredible Easy (2004). Lippincott Williams Wilkins Company Springhouse Neuman, Betty and Fawcett, Jacqueline 2002 The Neuman Systems Model 4th edition Prentice Hall Company

Exploring Walt Disney World Tourism Essay

Exploring Walt Disney World Tourism Essay What is the largest and most visited resort in the world? Walt Disney World, Orlando, Florida is the largest and most visited place in the world. The Walt Disney World Resort contains a variety of places to visit. Disney World offers four famous theme parks, two water parks, along with many other Disney themed attractions. Walt Disney World has five golf courses total. Four of which are 18-hole courses. Those courses include, Disneys Palm Golf Course, Disneys Mangolia Golf Course, Bonnet Creek Golf Course, and Lake Buena Vista Course. Three of those courses are on the PGA Tour. Disney also offers one 9-hole course called Disneys Oak Trail Golf Course. The golf courses offer golf carts for guests to use. Fantasia Gardens and Winter Summerland are two of Disneys miniature golf course. Walt Disneys water parks include Typhoon Lagoon, and Blizzard Beach. Disneys Typhoon Lagoon has the largest outdoor water park in the world. Typhoon Lagoons mascot is called Lagoona Gator. The legend of this park is, a typhoon came and flung fishing supplies, surfing gear, and ships all around the park. In the middle of the park is a shrimp boat, Miss Tilly. The shrimp boat is on a mountain that gushes water out every half hour for a waterfall. This park offers raft rides, waterslides, a wave pool, and even a shark reef. Teens and adults can go snorkeling with stingrays and sharks at shark reef. Typhoon Lagoon offers rides for the whole family. Such rides at Typhoon Lagoon include Crush N Gusher which is a roller coaster water slide. Also there are single person flume rides known as Keelhaul Falls and Storm Slides. Mayday Falls is a curvy fun inner tube ride. There is also Castaway Creek, which is an inner tube ride that goes all through the park. This park offers a lot of excitement for guests to have fun in. Blizzard Beach is the other water park at the Walt Disney World Resort. It is one of the most unique water parks. The legend of this park is that huge snowstorms lead to the constructing of a ski resort that didnt happen because the snow didnt last long. As the resort was closing an alligator was spotted sliding down a flume. The ski resort was made into a water park with the alligator named Ice Gator as the mascot. This park has one of the largest free falling slides in the world. Many of the slides are from Mount Gushmore. Mount Gushmore is the fifth highest point in Florida. Blizzard Beach also has a ride called Teamboat Springs which is one of the longest family raft rides. Walt Disney has four theme parks that are very well-known. Disneys parks include, Magic Kingdom, Animal Kingdom, Disneys Hollywood Studios, and Epcot. There are always parades or shows involving Disney characters for children and adults to enjoy. Disney characters are almost everywhere you look at the parks to take pictures with the guests. Every park has Disney related shops and restaurants. Magic Kingdom is the most visited park in the world. The park is represented by Cinderellas Castle. Magic Kingdom includes seven magical lands. The lands include, Adventureland, Frontierland, Liberty Square, Main Street USA, Fantasyland, Tomorrowland, and Mickeys Toontown Fair. Magic Kingdom has many Disney movie themed rides for the whole family. This park contains some of the famous rides such as Splash Mountain. Adventureland is themed to resemble jungles in Asia, Africa, Middle East, and South America. The Pirates of the Caribbean ride is at this part of Magic Kingdom. At Adventureland take a magic carpet ride on The Magic Carpets of Aladdin. Also guests can find the Swiss Family Robinson Treehouse at this section of Magic Kingdom. Attractions such as Splash Mountain and the Country Bear Jamboree can be found in Frontierland. Frontierland is the more western part of the park. Tom Sawyer Island is a place that Walt Disney actually designed. Liberty Square contains the Haunted Mansion and the Hall of Presidents. It is based on an American Revolutionary town. Guests can dance with Goofy and characters from Toy Story 2 at Goofys Country Dancin Jamboree. Main Street USA is the most popular area of Magic Kingdom. Many shopping areas and restaurants are found there. Cinderellas Castle stands at the end of Main Street. The Bibbidi Bobbidi Boutique is a major attraction for young girls to get made over into a princess at Cinderellas Castle. Many of parades happen sporadically at this part of the park. Fantasyland is based on a carnival theme. Fantasylands main attractions include, Dumbo the Flying Elephant, its a small world, Snow Whites Scary Adventures, Mad Tea Party, and The Many Adventures of Winnie the Pooh. Mickeys PhilharMagic is popular here, its a 3-D adventure. Tomorrowland features the well-known ride, Space Mountain. Also guests can interact with Toy Story characters at Buzz Lightyears Space Ranger Spin. Mickeys Toontown Fair is the last of the seven lands at Magic Kingdom. This part of the park is exciting because it contains places that belong to the characters. Guests can meet Tinker Bell and her fairy friends at Pixie Hollow. At Toon Park guests can interact with Chip and Dale. Guests can walk through Minne Mouses home in this section of Magic Kingdom. Mickeys house is also at this part of the park. Donalds Boat is another attraction here. One of Disneys other parks is Animal Kingdom. This is the newest park; it is also the largest Disney theme park in the world. Animal Kingdom allows animal encounters along with live entertainment. This park is themed around animals. The park contains 250 different types of animals making the park have more than 1,700 animals. Animal Kingdom has seven different areas which include, Oasis, Discovery Island, Camp Minnie-Mickey, Africa, Rafikis Planet Watch, Asia, and Dinoland. The Oasis is the main entrance to Animal Kingdom. This is where guests can encounter with animals such as wallabies, spoons, ducks, and giant anteaters. Rainforest Cafà © is a big attraction at Oasis. It is an animal themed restaurant that has a welcoming environment. The parks Tree of Life is found at Discovery Island. Discovery Island is a main part of Animal Kingdom because it connects to all of the parts of the park besides Rafikis Planet Watch. The parks largest shops and restaurants are located at Discovery Island. Another main attraction of the section of Animal Kingdom is, Its Tough to be a Bug. Mickey and Minnie can be found at Camp Minnie-Mickey. At this section of the park there is a theatre that features The Festival of the Lion King. Africas main attraction is the Kilimanjaro Safaris. Guests will be able to see giraffes, hippos, elephants, and wild animals on the safari. Guests take a Wildlife Express Train to learn about animal habitats on Rafikis Planet Watch. Around that area there is a small petting zoo for people to interact with the animals. Another part of Animal Kingdom is Asia. Asia contains the Maharajah Jungle Trek that guests can go through forests and see tigers, fruit bats, and komodo dragons. There is a river rapid ride located in Asia. There is also a roller coaster through the Himalayas at Expedition Everest. Dinoland has a Bone yard for kids to play in along with carnival games and gift shops. There are family rides and a roller coaster in this area of the park. One can also find Finding Nemo The Musical here. Another Walt Disney Park is Disneys Hollywood Studios. It is represented by The Sorcerers Hat, which is a symbol from the film Fantasia. This park is slightly different from the other parks because it is set up differently. It contains numerous amounts of buildings and streets. There is no defined layout. The park consists of six different areas that are, Hollywood Boulevard, Echo Lake, Streets of America, Animation Courtyard, Pixar Place, and Sunset Boulevard. Hollywood Boulevard is Hollywood Studios main entrance. There are venues everywhere you look selling Disney items. Live entertainment is always happening at this part of the park. There is a replica of the Chinese Theater that contains The Great Movie Ride inside of it. The Great Movie Ride is a dark ride that features old movies such as The Wizard of Oz. Another part of Hollywood Studios is Echo Lake. It is a small oval shaped lagoon with attractions such as The American Idol Experience and Hall of Fame Plaza. Another attraction at Echo Lake is the Indiana Jones Epic Stunt Spectacular! Kids can interact with plants and toys at the Honey I Shrunk the Kids Movie Set Adventure at Streets of America. This area of the park is where a lot of stunts are performed. Disneys Toy Story Plant Pizza Arcade is at this area as well. Animation Courtyard is where guests can meet Disneys Pixar characters. Playhouse Disney and the Voyage of the Little Mermaid are live performances at Animation Courtyard. At the Pixar Place the attraction is Toy Story Midway Mania!, which contain all of the Toy Story characters. Guests are able to see animations in movies. Last but not least, Hollywood Studios Sunset Boulevard contains the Twilight Zone Tower of Terror and the Rock and Roll Roller Coaster. Sunset Boulevard also features Beauty and the Beast Live on Stage. Walt Disney Worlds final theme park is Epcot. Epcots icon is Spaceship Earth. This park is focused on international culture and technological innovation. This park only has two sections which are, World Showcase, and Future World. This park is twice the size of Disneys Magic Kingdom. Epcot has a variety of attractions from just a simple boat ride to fast thriller rides. Epcot has Kidcot stations which offer creations of one-of-a kind souvenirs. World Showcase contains 11 pavilions that represent different countries. Every pavilion has shops and restaurants that resemble their culture. The pavilions include Mexico, Norway, China, Germany, Italy, The American Adventure, Japan, Morocco, France, United Kingdom, and Canada. An attraction at World Showcase is the Kim Possible World Showcase Adventure. The Kim Possible World Showcase Adventure is in most pavilions. It is an electronic scavenger hunt using a type cell phone, presented by Verizon Wireless. At the Germany pavilion characters from Snow White make appearances. In addition to Italy features Pinocchio characters. The Great American pavilion features all of the flags throughout the history of the United States. Guests take a tour through American history at this pavilion. The France pavilion shows a replica of the Eiffel Tower. There are shops that sell French items. Disneys Beauty and the Beast make frequent appearances at the France pavilion. Characters from The Aristocats along with The Hunchback of Notre Dame also make appearances at France. The United Kingdom has a Beatles tribute band known as The British Invasion who performs frequently there. In stores at this pavilion you are able to find Beatles souvenirs. Characters from Alice in Wonderland, Winnie the Pooh, Mary Poppins, and Pirates of the Caribbean are usually at this part of World Showcase. Canada is a more outdoor pavilion. Characters from the Disney film, Brother Bear, appear in this pavilion. The other section of Epcot is called Future World. Future World also has many pavilions. The pavilions of Future World are Spaceship Earth, Innoventions, Universe of Energy, Mission: SPACE, Test Track, The Seas with Nemo and Friends, The Land, and Imagination. The pavilions explore innovative technology. Each pavilion is sponsored by a corporation who helped fund its construction. Spaceship Earth is one of the most known and recognizable structures that the Walt Disney World Resort has. It takes guests on a time machine experience that shows advancement in human communication. It has a timeline from how humans used to be, to how they are now. A German company called Siemens sponsors Spaceship Earth. Another pavilion in Future World is Innovations which deals with advancements in everyday life. The Great Piggy Bank Adventure, Club Cool, Segway Central, and SlapStick Studios are some of the exhibits this pavilion has to offer. Universe Energy itself was the attraction. It talked about battery powered cars and natural gas, petroleum, coal, and natural gas. Mission: SPACE is a motion simulator ride; it gives off the feeling of an astronaut. Future Worlds Test Track is sponsored by General Motors. Guests can actually drive the test cars around the track. The cars maximum speed is 64.8 miles per hour. Next to Disneys Rock and Roll Roller Coaster, this is the fastest attraction Disney has made. The Seas with Nemo and Friends is a pavilion based on underwater discovery. It is the largest man-made underwater exhibit in the world. Attractions at this park include, Talk with Crush where kids can ask questions about the sea. The Land is a pavilion to show how we can use our land or destroy it. Nestle sponsors this part of Future World. The Circle of Life is performed here, from the film The Lion King. Eastman Kodak sponsors Imagination. An Attraction at Imagination is Honey I Shrunk the Audience. The four parks are similar yet different. They each have different aspects and features about them. Each park has different icons and a different set up. They are alike because they all are Disney themed and have rides, shops, and food. The Disney parks are some of the most visited parks in the world. After all of the parks are closed there is Downtown Disney. Downtown Disney is opened to the public. Downtown Disney is an outdoor shopping, dining, entertaining area. It has three sections, Pleasure Island, Marketplace, and West Side. The Marketplace has a lot of shopping places that include, Lego Imagination Center, Once upon a Toy, and Goofys Candy Company. The Marketplace has the largest Disney character store in the world. Disneys West Side has many large stores and nice restaurants. Attractions such as Planet Hollywood, The House of Blues, and Wolfgang Puck Cafà © can be found here. Outdoor beverages and food can be found at Pleasure Island. The Orlando Harley Davidson is located at Pleasure Island. Also there is a lot of dancing that goes on at this part of Downtown Disney. One of the main attractions at Downtown Disney is Disney Quest. Disney Quest is an indoor interactive theme park. It offers five floors of fun entertainment. The genie from Aladdin is the parks unofficial mascot. On the first floor the attractions are a Virtual Jungle Cruise where guests may get wet while dodging dinosaurs, and Pirates of the Caribbean where guests search for gold. The second floor features Sids Create a Toy from Toy Story where guests can make a toy then later purchase it. Radio Disney Song Maker allows guests to make a song and later purchase it. In addition to Living Easels, guests can draw something on them and later buy it. Guests can try to find the genie and collect gems on Aladdins Magic Carpet Ride. The third floor of Disney Quest contains Buzz Lightyears Astro Blaster which is bumper cars and Mighty Ducks Pinball Slam which is a giant pinball game. The fourth floor is a comic adventure. The fifth floor resembles the fourth floor. Disney Quest also has games such as Pac-Man, Donkey Kong, and many other arcade games. They also have games like skee ball and air hockey. They also have photo booths and claw machines. There are over 20 Disney themed hotels within the Walt Disney Resort. There are different categories of the hotels which include, moderate, deluxe, campgrounds, value, and club villas. Most of these hotels contain a pool, shops, variety of food, room service, arcades, and playgrounds. Disney hotels are fun themed such as Disneys All Star Movie Resort has characters from 101 Dalmatians and Toy Story. Pop Century hotel has Play-Doh and Rubiks Cube figures to show the hotels toy, catch phrase theme. All Star Sports Resort has large statues of sports like basketball or cheerleading to make guests feel the sport theme. Disneys Animal Kingdom Lodge has fun features like Pumbaas Fun Games Arcade where guests can play new and classic games. Another feature this hotel has Hakuna Matata Playground where kids can play all day next to the flamingo habitat. At Disneys campgrounds guests can go horse-back riding, fish, enjoy Mickeys Backyard Barbeque, get involved with water activities, and sing with Chip and Dale at the fire. The Disney hotels are fun and have everything in them to accommodate guests the best they can. The Walt Disney World Resort would not be here today if it wasnt for Mr. Walt Disney himself. Walt Disney has inspired many of people. Walt Disney changed the lives of many people. He changed the entertainment business. He was a magical person. He has touched the hearts of children along with adults. Who knew that by starting out drawing cartoons that Disney would have came this far! He always had a dream of owning a theme park. Walts dream came true. Walt is popular all over the world. He loved history, and slowly introduced us to the future. He is a legend of the 20th century. He won seven Emmy Awards, fifty-nine Academy Award nominations, and twenty-six Oscars. How did Walt get where he is today? Walt Disney was born on December 5, 1901. He had three brothers and one sister. In Walts younger days he would sell paintings to local people to make extra cash. Instead of doing his school work, Walt would doodle sketches. He went to college to study art and photography. At night he attended a place to better his drawing abilities. Walt always had a thing for nature and wildlife. Walt was even involved in acting. He would sneak out at night just to go perform somewhere. Walts father was somewhat stern at times. Walts mother and brother, Roy urged Walt to pursue his dreams. Walt was rejected because of young age from the military. He then went to France with the Red Cross. His ambulance had images of Disney cartoons on it. When Walt came back from France, he focused on comical art which led to animation. He produced short animations for local places. When Walt ran out of money, he packed up with The Alice Comedies and went to Hollywood. Walt married Lillian Bounds, an employee in 1925. They later had two daughters. He was not the typical Hollywood star. He didnt care for socializing; the people that knew Walt were his family. Soon after Lillian and Walt got married, Walt created Mickey Mouse. Mickey Mouse first made his appearance in Steamboat Willie. Steamboat Willie was the worlds first cartoon with sound. Walt produced the first colored cartoon known as, Flowers and Trees. Moving on, in 1937 Walt produced the first full-length animated film, Snow White and the Seven Dwarfs. This film is a classic, and is still popular today. Right after Snow White came out, an unexpected death of Walts mother took place. This was one time Walt showed emotion. Disney was hard at work and within five years he produced more full-length films such as, Pinocchio, Dumbo, and Bambi. In 1955, Disneys dream of the amusement park came true. Disneyland was opened. After it opened, Walt Disney expanded. More and more parks popped up. Walt Disney died of lung cancer December 15, 1966 right before the Walt Disney Resort was opened. Walt Disney has changed the world today. New Disney movies keep coming out. Walt Disney created something that will never end. He was a true hero.

Classroom Observation Tool For Toddlers Children And Young People Essay

Classroom Observation Tool For Toddlers Children And Young People Essay Instructions: Spend some time simply observing the classroom before recording. Use the checkboxes to note when you observe specific indicators. Focus on the experiences of individual children, not just a general sense of the classroom overall. Note evidence as to whether the criterion is being met or not. All indicators must be checked for a criterion to be fully met. Provide comments if you circle Yes but. If you observe all indicators in the criterion, check Yes. Count the number of Yes boxes for each topic area and standard. Number NAEYC Accreditation Criterion 1.B.01 Teaching staff foster childrens emotional well-being by demonstrating respect for children and creating a positive emotional climate as reflected in behaviors such as frequent social conversations, joint laughter, and affection. Fully met? (circle): Yes Yes, but No Evidence/comments: It was clear that even the youngest teachers were already used to kids. There was mostly (95%+) THE INDICATED BEHAVIORS. 1.B.02 Teaching staff express warmth through behaviors such as physical affection, eye contact, tone of voice, and smiles. Fully met? (circle): Yes Yes, but No Evidence/comments: Most of the teachers were very kind and responsive. One was a little harsh but that was over the fenced area at the Pre-Ks. 1.B.03 Teaching staff are consistent and predictable in their    physical and    emotional care of all children. Fully met? (circle): Yes Yes, but No Evidence/comments: Again, there were obviously some children who were needy constant crying. I assumed nothing was really wrong with them. They just wanted attention, but it did seem two or three of these cryers were left alone for too long (5 6 minutes), with no adult close by. 1.B.04 Teaching staff encourage and recognize childrens work and accomplishments. Fully met? (circle): Yes Yes, but No Evidence/comments: I observed several classrooms (5) and the instructors praised the children often with smiles and kind words. 1.B.05 Teaching staff function as secure bases for children. They respond promptly in developmentally appropriate ways to childrens    positive initiations,    negative emotions, and    feelings of hurt and fear    by providing comfort, support, and assistance. Fully met? (circle): Yes Yes, but No Evidence/comments: I observed that the instructors responded more to positive than negative. One teacher was very constant in applying physical attention to one of the more difficult children, but the face / wrods were not as kind as the gestures. 1.B.06 Teaching staff encourage childrens appropriate expression of emotions, both positive (e.g., joy, pleasure, excitement) and negative (e.g., anger, frustration, sadness). Fully met? (circle): Yes Yes, but No Evidence/comments: I observed no children acting really badly for their age. The instructors were not restricitive allowing the children to be children. 1.B.07 Teaching staff evaluate and change their responses based on individual needs. Teachers vary their interactions to be sensitive and responsive to   differing abilities,   temperaments,    activity levels, and    cognitive and    social development. Fully met? (circle): Yes Yes, but No Evidence/comments: The teachers and the students and admin staff, of course, all have their own personalities and it ranges throughout the day. No one I know is perfvectly consistent and that is not expected. 1.B.08 Teaching staff support childrens competent and self-reliant exploration and use of classroom materials. Fully met? (circle): Yes Yes, but No Evidence/comments: I saw the instructors allow the toddlers to roam wherever they wanted with little to no intervention. 1.B.09 Teaching staff never use physical punishment such as shaking or hitting and do not engage in psychological abuse or coercion. Fully met? (circle): Yes Yes, but No Evidence/comments: I saw no instances of abuse. 1.B.10 Teaching staff never use threats or derogatory remarks, and do not withhold nor threaten to withhold food as a form of discipline. Fully met? (circle): Yes Yes, but No Evidence/comments: I saw no instances of abuse. 1.B.13 Teaching staff adjust their interactions to infants and toddlers/twos various states and levels of arousal. Fully met? (circle): Yes Yes, but No Evidence/comments: 1.B.14 Teaching staff quickly respond to infants and toddlers/twos cries or other signs of distress by    providing physical comfort and    needed care.    Teaching staff are sensitive to infants and toddlers/twos signals and learn to read their individual cries. Fully met? (circle): Yes Yes, but No Evidence/comments: I observed that the problem children were generally left alone longer than the compliant, well-behaved children. 1.B.15 Teaching staff talk frequently with children and listen to children with attention and respect. They respond to childrens questions and requests. use strategies to communicate effectively and build relationships with every child. engage regularly in meaningful and extended conversations with each child. Fully met? (circle): Yes Yes, but No Evidence/comments: I observe that in rare instances during my visits, the communications between the instructors and the children was respectful and consistent. 1.C.02 Teaching staff support childrens development of friendships and provide opportunities for children to play with and learn from each other. Fully met? (circle): Yes Yes, but No Evidence/comments: The toddlers had quite a bit of interaction with each other. Again, distinct personalities already. Some children very gregarious, others preferred play time alone. 1.C.03 Teaching staff support children as they practice social skills and build friendships by helping them   enter into,   sustain, and   enhance play. Fully met? (circle): Yes Yes, but No Evidence/comments: I sam several instances where the teachers were encouraging the children to group together for common play such as on the slides in the playground, and helping set the food out at lunch. 1.C.04 Teaching staff assist children in resolving conflicts by helping them    identify feelings,   describe problems, and    try alternative solutions. Fully met? (circle): Yes Yes, but No Evidence/comments: The conflicts were all very minor, except one where one child I think accidently bopped another on the head in the gym. It was resolved in under a minute, though. 1.C.05 Teaching staff guide children who bully, isolate, or hurt other children to learn and follow the rules of the classroom. Fully met? (circle): Yes Yes, but No Evidence/comments: I saw no evidence of the above issues. 1.C.06 Teaching staff facilitate positive peer interaction for children who are    socially reserved or withdrawn and for   those who are bullied or excluded. Fully met? (circle): Yes Yes, but No Evidence/comments: I saw no evidence of the above issues. 1.D.01 Teaching staff counter potential bias and discrimination by treating all children with equal respect and consideration initiating activities and discussions that build positive self-identity and teach the valuing of differences. intervening when children tease or reject others. providing models and visual images of adult roles, differing abilities, and ethnic or cultural backgrounds that counter stereotypical limitations. avoiding stereotypes in language references. Fully met? (circle): Yes Yes, but No Evidence/comments: I saw no evidence of the above issues. 1.D.02 Teachers provide children opportunities to develop the classroom community through participation in decision making about classroom   rules,   plans, and   activities. Fully met? (circle): Yes Yes, but No Evidence/comments: I observed that at this age, there was limited ability of the children to actively understand and participate, though there was more on the activity side and none on the rules side. There are extensive rules posted everywhere. 1.D.03 Teaching staff anticipate and take steps to prevent potential behavior problems. Fully met? (circle): Yes Yes, but No Evidence/comments: 1.D.04 Teaching staff help children talk about   their own and   others emotions. They provide opportunities for children to   explore a wide range 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 toddlers. 1.D.05 Teaching staff promote pro-social behavior by interacting in a respectful manner with all staff and children. They model turn taking and sharing as well as caring behaviors. help children negotiate their interactions with one another and with shared materials. engage children in the care of their classroom. ensure that each child has an opportunity to contribute to the group. encourage children to listen to one another. encourage and help children to provide comfort when others are sad or distressed. use narration and description of ongoing interactions to identify pro-social behaviors. Fully met? (circle): Yes Yes, but No Evidence/comments: Again, limited because of the developmental age of toddlers. There is a 1:5 ratio and generally when in a group which is all the time, all of the above is at least modeled or encouraged. 1.E Addressing Challenging Behaviors 1.E.03 Rather than focus solely on reducing the challenging behavior, teachers focus on teaching the child social, communication, and emotional regulation skills and using environmental modifications, activity modifications, adult or peer support, and other teaching strategies to support the childs appropriate behavior. Fully met? (circle): Yes Yes, but No Evidence/comments: Most of this was being taught from a modeling (by the instructors). Not too much intellectualizingà ¢Ã¢â€š ¬Ã‚ ¦again, seems age dependent. 1.E.04 Teaching staff respond to a childs challenging behavior, including physical aggression, in a manner that provides for the safety of the child. provides for the safety of others in the classroom. is calm. is respectful to the child. provides the child with information on acceptable behavior. Fully met? (circle): Yes Yes, but No Evidence/comments: I observed no toddler aggression, and only three children who had some challenging behavior (all three were cryers). However, in the classroom, teachers were highly positive reinforcers of positive behaviors and mostly ignored the bad behaviors. 1.F.01 Teaching staff actively teach children   social,   communication, and   emotional regulation skills. Fully met? (circle): Yes Yes, but No Evidence/comments: Saw this constantly from staff instructors throughout facility. 1.F.02 Teaching staff help children manage their behavior by guiding and supporting children to persist when frustrated. play cooperatively with other children. use language to communicate needs. learn turn taking. gain control of physical impulses. express negative emotions in ways that do not harm others or themselves. use problem-solving techniques. learn about self and others. Fully met? (circle): Yes Yes, but No Evidence/comments: Again, mostly saw positives toddlers visible absorption and understanding are limited. 2.A.04 The curriculum can be implemented in a manner that reflects responsiveness to   family home values, beliefs, experiences, and    language. Fully met? (circle): Yes Yes, but No Evidence/comments: At this age, childrens developmental skills in language are so limited, that curriculum does not directly address. 2.A.07 The curriculum guides the development of a daily schedule that is predictable yet flexible and responsive to individual needs of the children. The schedule provides time and support for transitions. includes both indoor and outdoor experiences. is responsive to a childs need to rest or be active. Fully met? (circle): Yes Yes, but No Evidence/comments: Same as above. Saw evidence in the older: pre-K, though. 2.A.08 Materials and equipment used to implement the curriculum reflect the lives of the children and families as well as the diversity found in society, including   gender,    age,    language, and    abilities. Materials and equipment provide for childrens safety while being appropriately challenging. encourage exploration, experimentation, and discovery. promote action and interaction. are organized to support independent use. are rotated to reflect changing curriculum and to accommodate new interests and skill levels. are rich in variety. accommodate childrens special needs. Fully met? (circle): Yes Yes, but No Evidence/comments: Same as above: limited formal curriculum. 2.A.10 The curriculum guides teachers to incorporate content, concepts, and activities that foster    social,    emotional,    physical,    language, and    cognitive development and    that integrate key areas of content including literacy, mathematics, science, technology, creative expression and the arts, health and safety, and social studies. Fully met? (circle): Yes Yes, but No Evidence/comments: Same as above: limited formal curriculum. 2.A.11 The schedule    provides children learning opportunities, experiences, and projects that extend over the course of several days and it incorporates time for:    play,    self-initiated learning,    creative expression,    large-group,    small-group, and    child-initiated activity. Fully met? (circle): Yes Yes, but No Evidence/comments: Yes. Each instructor (which there is three assigned per class on average) has all of these posted and the teachers refer to the schedule regularly. 2.A.12 The curriculum guides teachers to plan for childrens engagement in play (including dramatic play and blocks) that is integrated into classroom topics of study. Fully met? (circle): Yes Yes, but No Evidence/comments: Yes. Each instructor (which there is three assigned per class on average) has all of these posted and the teachers refer to the schedule regularly. 2.B.01 Children have varied opportunities to engage throughout the day with teaching staff who are attentive and responsive to them. facilitate their social competence. facilitate their ability to learn through interacting with others. Fully met? (circle): Yes Yes, but No Evidence/comments: All the instructors were constantly engaged. Even the 1:5 ratio meant the instructors were constantly interacting with their charges. 2.B.02 Children have varied opportunities to recognize and name    their own and    others feelings. Fully met? (circle): Yes Yes, but No Evidence/comments: Limited vocabulary and I saw little negative acting out between the children. 2.B.03 Children have varied opportunities to learn the skills needed to regulate their emotions, behavior, and attention. Fully met? (circle): Yes Yes, but No Evidence/comments: 2.B.04 Children have varied opportunities to develop a sense of competence and positive attitudes toward learning, such as persistence, engagement, curiosity, and mastery. Fully met? (circle): Yes Yes, but No Evidence/comments: The instructors and staff were very attentive, but not smothering even in the infant rooms. 2.B.05 Children have varied opportunities to develop skills for entering into social groups, developing friendships, learning to help, and other pro-social behavior. Fully met? (circle): Yes Yes, but No Evidence/comments: Same as above. 2.B.06 Children have varied opportunities to interact positively, respectfully, and cooperatively with others. learn from and with one another. resolve conflicts in constructive ways. Fully met? (circle): Yes Yes, but No Evidence/comments: Same as above, but I saw almost no conflicts. 2.B.07 Children have varied opportunities to learn to understand, empathize with, and take into account other peoples perspectives. Fully met? (circle): Yes Yes, but No Evidence/comments: Limited development of toddlers means this is not fully utilized yet. 2.C. Areas of Development: Physical Development 2.C.03 Children are provided varied opportunities and materials that support fine-motor development. Fully met? (circle): Yes Yes, but No Evidence/comments: Drawing centers, etc. all available inside room and out in play area. Though I did not see any children take advantage of these activities except a few in the classrooms. The children seemed more into gross motor development. 2.D.01 Children are provided with opportunities for language acquisition that align with the program philosophy. consider family perspectives. consider community perspectives. Fully met? (circle): Yes Yes, but No Evidence/comments: Again, toddler limitations, but within program posted guidelines. 2.D.02 Children are provided opportunities to experience oral and written communication in a language their family uses or understands. Fully met? (circle): Yes Yes, but No Evidence/comments: As above. 2.D.03 Children have varied opportunities to develop competence in verbal and nonverbal communication by responding to questions. communicating needs, thoughts, and experiences. describing things and events. Fully met? (circle): Yes Yes, but No Evidence/comments: As above, but instructors definitely not limiting childrens attempts and mostly encouraging their understanding. 2.D.04 Children have varied opportunities to develop vocabulary through   conversations,   experiences,    field trips, and    books. Fully met? (circle): Yes Yes, but No Evidence/comments: Conversations and experiences, yes. Not yet in the book stage though there was a reading time assigned. 2.D.05 Children who are nonverbal are provided alternative communication strategies. Fully met? (circle): Yes Yes, but No Evidence/comments: All the children were variously verbal. 2.E.02 Toddlers/twos have varied opportunities to experience books, songs, rhymes, and routine games through individualized play that includes simple rhymes, songs, and sequences of gestures (e.g., finger plays, peekaboo, patty-cake, this little piggy). daily opportunities to hear and respond to various types of books including picture books, wordless books, and books with rhymes. access to durable books that enable independent exploration. experiences that help them understand that pictures represent real things in their environment. Fully met? (circle): Yes Yes, but No Evidence/comments: Time is set aside everyday for these activities as age appropriate to toddlers. The concentration was in the first area mentioned: simple items. 2.E.03 Children have opportunities to become familiar with print. They are actively involved in making sense of print, and they have opportunities to become familiar with, recognize, and use print that is accessible throughout the classroom: Items belonging to a child are labeled with his or her name. Materials are labeled. Print is used to describe some rules and routines. Teaching staff help children recognize print and connect it to spoken words. Fully met? (circle): Yes Yes, but No Evidence/comments: No yet developing in this age group. 2.F.01 Infants and toddlers/twos are provided varied opportunities and materials to use language, gestures, and materials to convey mathematical concepts such as more and less and big and small. see and touch different shapes, sizes, colors, and patterns. build number awareness, using objects in the environment. read books that include counting and shapes. Fully met? (circle): Yes Yes, but No Evidence/comments: Children encouraged and a wide range of these items available through the facility. 2.F.02 Children are provided varied opportunities and materials to build understanding of numbers, number names, and their relationship to object quantities and to symbols. Fully met? (circle): Yes Yes, but No Evidence/comments: Available but children not yet showing real interest. 2.F.03 Children are provided varied opportunities and materials to categorize by one or two attributes such as shape, size, and color. Fully met? (circle): Yes Yes, but No Evidence/comments: Same 2.F.04 Children are provided varied opportunities and materials that encourage them to integrate mathematical terms into everyday conversation. Fully met? (circle): Yes Yes, but No Evidence/comments: Same 2.G.01 Infants and toddlers/twos are provided varied opportunities and materials to use their senses to learn about objects in the environment. discover that they can make things happen and solve simple problems. Fully met? (circle): Yes Yes, but No Evidence/comments: Yes, throughout the facility 2.H.01 The use of passive media such as television, film, videotapes, and audiotapes is limited to developmentally appropriate programming. Fully met? (circle): Yes Yes, but No Evidence/comments: I saw there was AV equipment, but saw none in use for this age group. 2.J.01 Children are provided varied opportunities to gain an appreciation of   art,   music,   drama, and   dance in ways that reflect cultural diversity. Fully met? (circle): Yes Yes, but No Evidence/comments: I saw more of this in the pre-K, not toddler, but the posters etc showed a wide variety of people of color, gender and dress. 2.J.02 Infants and toddlers/twos are provided varied opportunities to explore and manipulate age-appropriate art materials. Fully met? (circle): Yes Yes, but No Evidence/comments: This was well constructed with large chalk, crayons, craft paper, etc. 2.J.03 Infants and toddlers/twos have varied opportunities to express themselves creatively by    freely moving to music and    engaging in pretend or imaginative play. Fully met? (circle): Yes Yes, but No Evidence/comments: 2.J.04 Children are provided varied opportunities to learn new concepts and vocabulary related to    art,    music,    drama, and    dance. Fully met? (circle): Yes Yes, but No Evidence/comments: As contained in the schedules but still limited for the toddlers. 2.J.05 Children are provided varied opportunities to develop and widen their repertoire of skills that support artistic expression (e.g., cutting, gluing, and caring for tools). Fully met? (circle): Yes Yes, but No Evidence/comments: Really not allowed yet in this age group. 2.K.01 Children are provided varied opportunities and materials that encourage good health practices, such as serving and feeding themselves, rest, good nutrition, exercise, hand washing, and brushing teeth. Fully met? (circle): Yes Yes, but No Evidence/comments: Very well documented program and I observed the instructors helping the children with these activities and encouraging some self-suffiency. 2.K.02 Children are provided varied opportunities and materials to help them learn about nutrition, including    identifying sources of food and   recognizing,   preparing,   eating, and   valuing healthy foods. Fully met? (circle): Yes Yes, but No Evidence/comments: Again, plenty of signage for this, but age limited. 2.K.03 Children are provided varied opportunities and materials that increase their awareness of safety rules in their   classroom,    home, and    community. Fully met? (circle): Yes Yes, but No Evidence/comments: Ditto 2.K.04 Children have opportunities to practice safety procedures. Fully met? (circle): Yes Yes, but No Evidence/comments: Ditto. Was glad to see children either helping to open doors or avoiding closing doors. 2.L.01 Children are provided varied learning opportunities that foster positive identity and an emerging sense of    self and    others. Fully met? (circle): Yes Yes, but No Evidence/comments: The instructor were great about letting the children be free to do so. 2.L.02 Children are offered opportunities to become a part of the classroom community so each child feels accepted, and gains a sense of belonging. Fully met? (circle): Yes Yes, but No Evidence/comments: 2.L.03 Children are provided varied opportunities and materials to build their understanding of diversity in   culture,    family structure,    ability,    language,    age,   gender in non-stereotypical ways. Fully met? (circle): Yes Yes, but No Evidence/comments: Yes, but same as general comments: children not yet old enough for these concepts, directly. 2.L.04 Children are provided opportunities and materials to explore social roles in the family and workplace through play. Fully met? (circle): Yes Yes, but No Evidence/comments: NA 2.L.05 Children are provided varied opportunities and materials to learn about the community in which they live. Fully met? (circle): Yes Yes, but No Evidence/comments: NA some very limited church related community chats. 3.A.01 Teaching staff, program staff, or both work as a team to implement daily teaching and learning activities, including Individualized Family Service Plans (IFSPs), Individualized Education Programs (IEPs), an