Cda Binders

Competency Goal 1: To establish and maintain a safe, healthy, learning environment Functional Area 1: Safe One of my goals is to promote safety and reduce all injuries in a preschool setting all day and every day. This is an important goal for the age group of children in my care because children aren’t aware of all the various types of things there are that might harm them. So childproofing something I do to promote safety for the children in my center.Another big safety precaution I follow is the never turn my back on children policy because if I am aware of what the children are doing more than likely no one will get hurt. Another safety precaution I take is to remind children to use walking feet, nice hands, listening ears, and indoor voices. These safety precautions will eliminate problems because if the children in a center listen and follow those simple rules things in the center will run smoothly. Separating different age groups will also help prevent safety issues wit hin a center.To secure the safety of the classroom it is locked from the inside . I am OSHA certified CPR and have Pediatric First Aid training to allow me to make good decisions in emergency situations. Our center practices safety drills regularly to familiarize the children with the routine. Functional Area 2: Healthy One of main goals in the functional area healthy is to prevent spread of germs in my child care center. This is an important goal for this age group children in my care because germs may cause serious illness. Hand washing is a practiced in our center.After playing in centers or eating, children and staff has to wash their hands. Staff follows a routine to clean and sanitize all the toys and surfaces in the center. Children in the center are fed nutritious snacks in order to keep them healthy and to keep the child from having too many sugars or fats in their diet. Another health precaution that is be used in my center is using non-latex gloves to change diapers. Empl oyees and babies could be allergic to latex and the gloves protect germs from employee’s hands from getting on child and keep germs from the child from getting on an employee.Gloves are a big health precaution in our center. In our center we have a nurse on staff to help if child isn’t feeling well. This will help other children from getting whatever the other student has. I do know how to complete an accident injury report if there is an incident because I received communicable disease recognition training. I also am aware of reporting that may be necessary to child protective services, because I have child abuse prevention training. Functional Area 3: Learning EnvironmentOne of my goals in the learning environment is to provide the kids with opportunities to play and learn something all at the same time. This is important to me because I remember dreading coming to school when I was younger because I got bored. We can all agree that lectures are boring so I want the kids in my center to have fun while learning. At the star table we have cassettes with fun stories for kids to read and follow along with to begin recognition of words.Play dough at the heart table from time to time to get their fine motor skills developed. At circle time we sing songs to learn patterns. Painting will help the teacher see what child is thinking. Also, coloring can help you see what child is thinking and how they feel. The art centers are to let the mind come alive it also is a great learning experience for children in our center it helps the creativity of a child and helps them learn on their own how to make objects over time. The learning environment is a very important part of a center.I offer plenty of space for large muscle and group activities, as well as, provide semi-secluded spaces for children to have down time. The shelving is low and serves as barriers to prevent toddling babies from interacting with crawling babies. I try to make the room as inviting as possible by using visuals, texture, and music, to create a soothing atmosphere for learning. My daily routine offers reading, movement, observation, sensory stimulation, creativity, and play to help young ones develop.

Heaney’s Poetry Essay

I have recently studied some of your poetry for my leaving certificate english course and I feel greatly changed by what I read. To say the least, it made a strong impression on me. It was a memorable experience. I looked into five of your poems with great depth and they were; â€Å"A Constable Calls†, â€Å"The Forge†, â€Å"The Underground†, â€Å"The Tollund Man†, and of course â€Å"The Skunk†. These poems inspired a range of emotions in me that I would never have expected to feel while reading poetry. In the poem â€Å"A Constable Calls† I feel that the predominant mood is one of tension and hostility. In my opinion it is an explanation of the relationship dynamic between two traditions juxtaposed in the north of Ireland. It is clearly not a friendly, personal relationship. I felt that the way in which you portrayed a young Heaney -an objective observer- was particularly effective to say the least. Even more impressive the young Heaney appears to offer up no opinion yet within the first couple of lines we have a clear sense of the constable. The image we are presented with of the constable is one of authority and control. It appears even â€Å"The pedal treads† are delighted to be â€Å"hanging relieved† from â€Å"the boot of the law†. It seems to me here that not only does this boot refer to the actual boot worn by the constable but also the impersonal, forceful, powerful presence that is the law. I think you captured equally successfully the significance of the exchange between your father and the constable and its meaning to you with the phrase â€Å"Arithmetic and fear†. The air of unease and fear on the part of your father is almost tangeable here. The lack of friendliness is accentuated by the brief exchange of words between your father and the constable. The stern, authoritarian tone of voice he takes with your father when he says â€Å"Any other root crops? Mangolds? Marrowstems? Anything like that? † and the single, unaccompanied response of your father â€Å"No† sent a shiver down my spine as I read. To me, this poem portrayed, extremely effectively, the relationship between your family and the law. â€Å"The Forge† in all its sensuous beauty is by far my favourite poem of yours. The manner in which the â€Å"door into the dark† presents the reader with an interior, strange and atramentous, that as a young boy you are unsure about whether the threshold should be crossed or not. On a literal level, the image you give us as readers and to me as a seventeen year old boy is one of staccato rhythym, life and an abundance of energy, which, while I read it, bestowed onto me a sense of the importance the forge holds in the protection of Irish heritage and tradition as the old is pushed to give way to the new. The incredible way that you blend together the â€Å"clatter/ Of hoofs† from the memory of the blacksmith and what now replaces it, â€Å"Traffic (is) flashing in rows† is enviable at least. This said, I believe too that there is a far deeper meaning, buried deep in under the skin of this poem, much more than just a celebration of local craftsmanship and of cultural roots. In my opinion you also mean to explore, rather ironically, the creative process and the writing of poetry through poetry. The forge in this case being an extended metaphor for the mind and the creative process. Possibly representative of the centre of creativity, you speak of the anvil which â€Å"must be somewhere in the centre† but is not visible to you, the eager observer. If someday I am married and it turns out the way your marriage appears to have in â€Å"The Underground† I will be a lucky man. It is my firm believe that there is a strong divide right in the middle of this poem. It changes from pure ecstasy and excitement to a more sombre, worried, unsure mood towards the end but this is not negative. This is merely pointing out that not everything is all hugs and kisses. It is saying that there are things that need thought to go with everything but that this is part of life. This, I believe, must be understood by the end of the poem to make it worth having read. At the start of any new journey there is aways a sense of excitement and exhiliration, but when things don’t go your way, you can be left â€Å"bared and tensed†. The poem encourages you to delve deep into yourself and seek out the part of your soul distant from even yourself and analyse why you have left this part of you isolate itself. I have an enormous admiration for the way you do this in this poem. As well as this, I feel the unconventional way through which you portray love while also proclaiming your undying love for your wife is fascinating. The mellifluous writing and easy reading of this poem is something admired and envied. â€Å"The Tollund Man† in my honest opinion the most morose, grave, hard hitting poem of yours. It inspires a lot of thought about the human nature. It was written in response to the troubles in Northern Ireland and I feel that using the medium of poetry you search for an answer to modern problems in the past as it is well known that history is constantly repeating itself. It is clear that you are drawing parallels between the ritual killings of the past and the murder of innocent victims nowadays in the north of the country. I feel that you search the memory of the Tollund to get answers but you do not want to â€Å"risk blasphemy† and â€Å"consecrate the cauldron bog/ Our holy ground and pray/ Him to make germinate†. It is my interpretation that in your mind the Tollund man is the key to enlightenment. Is it that you find it hard to confront the reality that is the mindless violence in Northern Ireland? As this is how it appears. You also create a witty but macabre oxymoron at the end when you say â€Å"Unhappy and at home† as you would assume that the one place where a person should be happy is at home but that’s not the case here and I felt that here also you refer to the people who live in Northern Ireland that must deal with the worry of â€Å"The Troubles† everyday. I feel that a nice poem to finish discussing is â€Å"The Skunk† as even thinking of this poem brings a small smile to my face. The lighthearted humourous approach to missing and longing in this poem is astonishing. I believe that this is a poem about your wife. It captures with an breathtaking level of finesse the beautiful nature of an everyday relationship. The ordinary mysteries at the heart of the normal relationship. The comparison of the skunk is probably to emphasise the animalistic naturalness of the relationship along with the primative, erotic nature of the attraction. As you â€Å"begin to tense as a voyeur† as you feel almost as if you are spying on the skunk as she passes, you are reminded of your wife and start to remember the way things were at the start, so romantic, so beautiful. â€Å"After eleven years I was composing/ Love letters again† is a lovely image showing that the excitement and spark that holds a relationship together will not be evident every minute of everyday but that in the end of the day, if you love someone you will always be ready to show them if you need to show them. The long lines, and the enjambement of the poem add to the excitement, playfulness and ease of the poem. It is both sensuous and sensual as you begin to smell â€Å"Small oranges† and see the â€Å"desk light softened†. The tension and expectation you feel is clearly akin to the way you felt about your wife at the time. This sensual imagery all portrays the richness of love. That is all I wanted to say. I believe that it was one of the most memorable experiences of my whole life reading your poetry and I mean that in a good way. It is something I will never look back upon doing in a negative light as I have gained some very important insights into life, love, tradition and conflict resolution from this.

Affects of Low Socio-economic Status in Children Essay

Socio-economic status remains a theme of great interest to those who study children’s development. This interest derives from a belief that high socio-economic status families pay for their children an array of services, goods, parental actions, and social connections that potentially redound to the benefit of children and a concern that many low socio-economic status children lack access to those same resources and experiences, thus putting them at risk for developmental problems (Briscoe, 1994). The interest in socio-economic status as a worldwide construct persists despite evidence that there is wide inconsistency in what children experience within every socio-economic status level, despite evidence that the link between socio-economic status and child well-being varies as a function of geography, and culture, and despite evidence that the relation between socio-economic status and child well-being can be disrupted by catastrophes and internal strife (Bornstein, Hahn, Suwalsky & Haynes, 2003, p. 45). The major factor that affects child development is the socio-economic status. It is an indicator of a person’s social and economic standing, measured through a combination of income, level of education, residency, occupation, and social status in the community (Briscoe, 1994). Families with a high socio-economic status often have more success because they typically have more access to more resources to improve their child’s development (Bornstein, Hahn, Suwalsky & Haynes, 2003, p. 54). They are able to afford high-quality child care and books that would encourage children to learn. Children from low socio-economic status families lack the financial, educational and social support they need to be considered equivalent to children from high socio-economic status families. These differences can cause a child to become unconfident, non-motivated, and even isolation from society. It is a problem that could stay with the child through adolescences and on into adulthood (Bradley & Corwyn, 2002). It is only as an adult that the person has the independence and the ability to change his socio-economic status. He makes the choice of where to live, what job to pursue, how he fits in society; becoming his own person but a child can not (Bornstein, Hahn, Suwalsky & Haynes, 2003, p. 223). Family’s Influence on a Child’s Educational Success The family is a key element in every person’s life. They have the greatest impact on a child’s socialization and their development. Socialization is a learned behavior that remains with a human being his entire life. Family influences nearly every aspect of children’s life, most significantly, their education. Increasing evidence indicates that schools are not solely responsible for promoting our children’s academics and success; rather, families must be engaged in helping youths develop the understanding and skills they need to function in tomorrow’s workplace (Bradley & Corwyn, 2002). Therefore, the question is not whether parents influence education, but rather how and to what degree they do. A variety of explanations exist, including the size of the family, the parenting techniques, and the family’s economic status. Three major constructs are believed to be parents’ basic involvement decisions. First, a parents’ role construction defines parents’ viewpoint about what they are supposed to do in their children’s education and appears to set up the basic range of actions that parents construe as important, necessary, and permissible for their own actions with and on behalf of children. Second, parents’ sense of efficacy for helping their children succeed in school focuses on the degree to which parents believe that through their contribution, they can exert positive influence on their children’s educational outcomes. Third, general invitations, demands, and opportunities for involvement refer to parents’ opinion that the child and school want them to be involved (Bradley & Corwyn, 2002). However, even well-designed school programs welcoming involvement will meet with only limited success if they do not address issues of parental role construction and parental sense of efficacy for helping children succeed in their schools. Academic Attainment and Low Socio-economic Status For over 70 years findings on the relationship between socio-economic status and intellectual/ academic competence has accumulated. The association between socio-economic status and cognitive performance begins in infancy. Numerous studies have documented that poverty and low parental education are associated with lower levels of school achievement and IQ later in childhood (Bornstein, Hahn, Suwalsky & Haynes, 2003, p. 103+). There has been some debate regarding which aspects of socio-economic status most strongly connect to cognitive development. Each socio-economic status measure used in the Health Examination Survey (family income, maternal education, paternal education) highlighted intellectual attainment, with education being the best predictor. Maternal education was a stronger predictor than paternal education. Maternal and paternal education is good predictor. Socio-economic status accounts for about 5% of the variance in academic achievement. Among the traditional measures of socio-economic status, family income accounts for the greatest amount of variance. In a recent study, it has been found that each socio-economic status indicator (income, education, occupation) was associated with better parenting, which in turn affected school achievement via skill-building activities and school behavior. Evidence suggests a particularly strong relation between socio-economic status and verbal skills. Major differences were found in the language proficiency of children from high socio-economic status and low socio-economic status families. The relation between socio-economic status and cognitive attainment may be quite complex, with different components of socio-economic status contributing to the development of particular cognitive skills in different ways and with some components of socio-economic status serving to moderate the effects of other components. Several analyses have indicated that the relations for family income and parental education depend on the number of siblings present in the household (Bornstein, Hahn, Suwalsky & Haynes, 2003, p. 34). The affect of Socio-economic status and intellectual/academic attainment diminishes with age. However, the effects of family income on achievement among 7-year-olds are similar to the effects on intelligence for 3-year-olds. Socio-economic status also appears to affect school attendance and number of years of schooling completed. The impact on years completed appears to be less than the impact on school achievement. Even so, socio-economic status remains one of the most consistent predictors of early high school dropout, with evidence suggesting that it is connected both to low parental expectations and to early initiation of sexual activity (Bradley & Corwyn, 2002). Students from lower-income families suffer further disadvantages as well. Economic hardship and stress have been known to affect the relationship between the parent and child. If the socio-economic status of the student is low, the amount of parental support, control, and consistency is usually low as well. Adolescents from intact families have been found to be more optimistic and confident about the future than those from homes in which there has been a separation, divorce, or parental death. References Bornstein, M. H. & Bradley, R. H. (Eds. ). (2003). Socioeconomic Status, Parenting, and Child Development. Mahwah, NJ: Lawrence Erlbaum Associates. Bradley, R. H. , & Corwyn, R. F. (2002). Socioeconomic Status and Child Development. 371+. Briscoe, J. (1994, December). The Cost of Child Abuse and Neglect. Corrections Today, 56, 26+. Education Is Critical to Closing the Socioeconomic Gap. (2003, February). World and I, 18, 18. Ellis, L. (Ed. ). (1994). Social Stratification and Socioeconomic Inequality (Vol. 2). Westport, CT: Praeger Publishers.

Beowulf Comprehension Questions Essay

Please be sure that you answer in complete sentences using quotes from the text to support your responses. After reading Section 1: 1. What role does Hrothgar play in the epic? -The role that Hrothgar played in the epic was the role of the king. 2. Who/what is causing so much grief in Hrothgar’s kingdom? -Grendel, the monster, was causing a lot of grief in the kingdom. â€Å"How Grendel wasn’t about to stop, or pay damages.† 3. How many years has this battle with Grendel been going on? -The battle with Grendel had been going for twelve years. 4. What attempts have been made to rid the land of this beast? -The council attempted to plan many attacks against Grendel. â€Å"They even went to heathen temples, worshipped idols, and called to the Devil for help.† After reading Section 2: 1. What causes Beowulf to want to help Hrothgar? How does he get there, and how many men accompany him? -Beowulf hears of the terrors of Grendel and wanted to help the king. â€Å"So the good Geat chose the bravest warriors, fourteen of them, and that crafty sailor led them to the land’s brim,to the ship.† 2. Why does Hrothgar’s soldier question Beowulf about his lineage? -Hrothgar’s soldier questions Beowulf’s lineage because he is simply guarding his kingdom. â€Å"I wish to know your lineage now so I know you are not spies going into the land of the Danes.† 3. Why is this important to that time period? -It is important because at this time there were spies who would come to kingdoms. So they do not have any traitors coming into the kingdom. 4. Do you see any examples of alliteration or kennings? -Yes you do see examples of alliteration or kennings. An example is the â€Å"Lord of the Seamen.†.

Autism Essay Example | Topics and Well Written Essays - 750 words - 1

Autism - Essay Example In many children, autism develops before the age of 3. A relationship between autism and psychology has been established by defining and associating their dynamics. Psychology is a field of study that deals with the human mind. The study of psychology has helped in the understanding and treatment of autism through methods such as psychotherapy, applied behavior analysis, and developmental psychology. Both psychology and autism deal with the brain and are complementary in nature. Psychology is largely used to understand the dynamics of autism, and develop methods to treat it. Psychologists use several types of therapies to treat autism. Autism impairs the communication and interaction skills of children (Cohen, 2002). Consequently, children become psychologically affected for being different from other children. Inability to communicate and interact effectively causes them social anxiety and depression that has far-reaching psychological implications (PubMed Health, 2012). Psychologis ts use various variations of talk therapy to correct strained communication skills. A psychologist is able to help autistic individuals improve their communication skills, overcome anxiety and depression, and learn how to interact effectively with other people (Flusberg, 1999). ... One of the roles of psychologists is to diagnose and recommend treatment methods for autism (Flusberg, 1999). Therefore, autism cannot be effectively diagnosed and treated without the services of psychologists. They aid autistic individual to eradicate depression, anxiety, and preservative behaviors that affect them adversely (Corsello, 2005). Psychologists accomplish these roles because they fully understand the effects and consequences of autism. On the other hand, psychologists also help victims to manage their lives, improve social interactions, and understand various social cues that determine the effectiveness of communication. Autism and psychology are related through the methods used to treat the disorder. These methods include psychotherapy, applied behavior analysis, and developmental psychology. Psychotherapy is a method that involves use of talk as a way of solving a patient’s emotional problems (Corsello, 2005). Psychologists use methods such as role-play and expo sure therapy to assist autistic individuals (PubMed Health, 2012). Applied behavior analysis manages the disorder by teaching autistic individuals new behaviors that replace existing behaviors that could have resulted from the effects of the disorder. Psychologists use rewards to teach patients certain behaviors thus conditioning them in ways that eradicate the disorder (Corsello, 2005). Development psychology deals with aspects of child development. A direct link can be established between this branch of psychology and autism because autism interferes with the normal development of a child’s brain while psychology studies the functioning of the brain. It forms the foundation for autism remedies such as relationship

Patient Hourly Rounding Term Paper Example | Topics and Well Written Essays - 1250 words

Patient Hourly Rounding - Term Paper Example This understanding only reinforces the need for changes in the delivery of nursing care and health care services, towards excellence in ensuring patient safety and patient satisfaction. To satisfy this objective, however, the best means to changes that provide it have to be uncovered (Grove, 2008). Patient Hourly Rounding The concept of patient hourly rounding originated in England, where it was termed patient comfort rounds. Patient hourly rounding is built on predetermined definite protocols. The norm for protocols in patient hourly rounding is founded on four P’s, which stand for pain, personal needs, positioning, and placement. Other issues that could be a part of the protocol for hourly rounding include changing of dressings, administration of medications, and patient education. The concept of hourly rounding is based on compassionate care, and the strengthening of interpersonal relationship between the patient and the nurse, with the essential ingredient of anticipation of the needs of patients and meeting these needs (Charmel, Frameton, & Plantree, 2009). Patient hourly rounding are, thus a systematic nursing function that consists of nurses undertaking bedside rounds of patients, with a specific set of actions, and conducted over specific intervals. Thought the ultimate goal in patient hourly rounding is patient safety and patient satisfaction, the immediate objective is prevention of potential patient problems or to inhibit exacerbation of actual problems (McCartney, 2009). Recommended Change Patient hourly rounding is the recommended change in nursing care practice. The specific actions included in the patient hourly rounding are: Greet the patient Inquire if the patient needs toileting, pain control, repositioning, and blanket Place call light, telephone, tissue box, bed table, and TV control within convenient reach of the patient Provide mouth care, if required Give oral fluid, if required Provide any clarifications sought by the patient Inqu ire if the patient requires any other assistance Inform the patient when the next round will be performed (Adapted from Gardner et al, 2009, & Olrich, Kalman & Nigolian, 2012). The specific time interval will be hourly rounding. Evidence suggests that hourly rounding is superior to bi-hourly rounding in delivering patient safety and patient satisfaction (Meade, Bursell & Ketelsen, 2006). Theoretical Framework Lewin’s Change Model is an early model for planned change. The concept in this model is that a static state of behaviors in an organization occurs when the forces pushing for change and the forces striving to maintain status quo are almost equal. In other words, change is possible only when the forces pushing for change is increased, and the forces striving to maintain status quo is decreased. Lewin’s change model recommends a three step process towards attaining this objective in planned change. The first step is unfreezing, which consists of reducing the forces striving to maintain status quo. In this case, the first step is reducing the support among nurses for opposition to patient hourly ro

Classify three types of addiction Essay Example | Topics and Well Written Essays - 250 words

Classify three types of addiction - Essay Example It encompasses the development of dependence on any substance that chemically alters the body’s normal functioning. Drugs and substances addicts live for the next â€Å"high†; as such, they channel all their finances towards purchasing drugs neglecting their financial obligations. In addition, their social relationships suffer, as they rely on manipulation tactics to get money for their next hit. Sex addiction encompasses an individual’s dysfunctional preoccupation with sex, which in turn hinders them from fulfilling other obligations or executing their social roles. Sex addiction is also a common form of addiction; however, because of the culturally imposed stigma, many people suffering from sex addiction shy away from seeking help. Gambling addiction, although not as prevalent as the other two, affects a vast number of people. It encompasses an individual’s dependence on taking unnecessary risks financially with the hope of gaining extra financial incentives. Success in gambling depends entirely on luck, as there is no certain criterion for predicting the outcome. Gambling addicts are perpetually in