Contributions of Ancient Greece and Rome to the Western World Essay Example for Free

Contributions of Ancient Greece and Rome to the Western World Essay While both Roman and Greek cultures greatly influenced Western Civilization, Greeks contributed more to the western world than the Romans. The Greeks used their own ideas and thought of new ways to add to their culture, while the Romans mostly mixed and matched ideas from other civilizations and cultures to make their own. The Romans took up the inheritance of the Greeks adapted it to their own language and national traditions. (Grant 2)The Greeks introduced many new ideas and traditions, the most important being democracy Athenian democracy in particular. After the Dark Age, the population in Greece grew so quickly that soon, there were way too many free peasants. These peasants realized that nobody could stop them if they tried to make some changes because there was so many of them, so they insisted on having their voices heard by the government. Their wish was granted, and democracy in its simplest form became known. Now that the peasants had more freedom, some of them started to earn higher wages, and soon were rich enough to purchase hoplite armor. (Hoplites made up the majority of the army and fought on foot.) The peasants were also placing strong demands on the elite class, also known as the oligarchy. The system of citizenship in Greece was established as a result, during the late 7th century BCE (Martin 82), and enabled the peasants to have more influence on their leaders and protection under the law. There were three kinds of citizens the rich, the hoplites, and the poor. Only males were citizens. All citizens could attend open meetings in the Assembly, elect archons (leaders) each year, and were protected under the law. The peace of Greece had been slowly deteriorating, and in 621 BCE, it only got worse. The rich, elite class had been accumulating farmland from the poor farmers, who had to pack up and leave once a rich person took their land. A poor farmer had a hard time gaining wealth because any wealth they did gain would be in the form of surplus grain. Extra grain was not permanent, and could not be converted into money since coins were not invented yet. Then in 621 BCE, Draco was appointed to establish a code of laws to help bring stability by changing the situation. But his laws were so harsh that they only destabilized the people more. Civil war threatened to break out until 594 BCE when the Athenians gave Solon power to revise Dracos  laws and deal with the crisis. His new laws steered a middle course (Martin 84) between the demands of the rich and the demands of the poor. He introduced the right of appeal to the Assembly, forbade the selling of Athenians into slavery, and sorted male cit izens into four classes based on income. Overall, Solon helped to make democracy more peaceful. After a short period of tyranny, the democratic system was reinstalled and new rules were made yet again. Cleisthenes organized villages in Athens into trittyes according to location, and each of the trittyes was divided into phylai, or tribes. He also started to keep track of which males were old enough to vote and join the Assembly, with the voting age at eighteen. The Assembly would choose fifty representatives by lot from each tribe. Each representative would get to serve for one year on a council of five hundred men. Also, ten men were selected by officials with the highest military authority to serve as strategoi, or generals, in the army. (Martin 88)Another reform was made after an earthquake near Sparta in 465 BCE created tension between Sparta and Athens, and a crisis in formal affairs took place. Athens sent military help to Sparta that was rejected in a complicated series of events. As a result, in 461 BCE, Ephialetes convinced the Assembly to limit the influence of Areopagus the highest judicial and legislative council of ancient Athens that met on a hill west of the Acropolis. (Martin 110) A new judicial system was created with juries of males over thirty years old chosen by lot to serve for one year. Ostracism was also established. If the general public submitted over six thousand ballots, the man who had his name on the most ballots was exiled for ten years. In general, democracy rested on the belief that the cumulative political wisdom of the majority of the voters would outweigh the eccentricity and irresponsibility of the few. (Martin 113)In addition to democracy, the Greeks most important contribution to Western civilization, many elements of modern culture are rooted in ancient Greece. Philosophers, especially Plato, Aristotle, and Socrates impacted the way people thought about the world around them. Greek architecture is still commonly used today, as evidenced by our use of pillars and columns. The ancient Greeks also excelled in sculpting. They figured out how to make graceful, emotional, and realistic statues which needed no additional support. Poetry,  theatre, and drama also made up an important part of Greek culture. Some Greeks studied science, math, history, and their studies form the basis of many of todays theories. Science helped others understand a little more of these subjects. In Greece, as in todays world, science was based on observation, not myth, even though myths were considered an important part of life to every Greek. The Greeks are also considered to be the first people who recorded history only after consulting witnesses, forming the base of modern history. One exceptionally significant custom of the Greeks still observed today is the Olympics. These ancient games incorporated a concept of free athletic competition without bloodshed. If the Greeks were engaged in war at the time the Olympics were to take place, they would pause for three days and compete in many different events. At first, there were only a few competitions, but as the Olympics became more popular, additional sports were included. The four main contests of the ancient Olympics were the long jump, the javelin throw, the discus throw, and wrestling. At one time, the Olympics were for male Greek citizens only, but today people of various nationalities, men and women, can take part in this unique Greek custom. The Olympics were also very different from the Roman sport games, such as gladiator fighting or the Roman form of wrestling, where humans and animals were killed. Even though Romans did use many ideas and designs from Greeks and other cultures, they also thought of their own. A considerable contribution of the Romans to the Western World is their system of government a Republic. Republic comes from the word respublica, which means a matter for the people. (Corbishley 15) Officers in the Republic included consuls, praetors, censors, quaestors, adiles, and the senate. Consuls had the same powers as a king, but unlike a king, they were elected each year by the citizens and had to serve in pairs. The praetors were the chief judges, the censors kept track of who could vote, the quaestors looked after the state finances, and the adiles were in charge of public works. The senate was a body made up of ex-officials that formed a parliament to discuss matters and advise the other officials. As in the Athenian democracy, only male citizens could vote, but the people of ancient Rome were glad they had a republic, and they  hated the word rex, or king. The Romans excelled in literature, poetry, law, engineering, state organization, military training and organization, painting, sculpture, and architecture. They also had games in the amphitheater sports like chariot races, gladiator fights, fake battles in ships, and fights with wild animals. The Romans had a complex law system that was the foundation for Italian, German, French, and Spanish law. The Roman techniques of interpreting the law and their legal system of lawyers and judges were also incorporated into many other cultures. There were three kinds of laws. Civil law was for Roman citizens only, and there were laws for those people who were not citizens, but lived in Roman provinces or on the outskirts of Roman towns. The third type of law was natural law, deciding between right and wrong. Civil law and the other laws could be created by the Assembly, praetors, senate, emperors, and jurists. They created many different laws. They made sure there was a variety of laws, to deal with every situation, and these multiple laws helped the kingdom of Rome run smoothly. The Romans were also great engineers. They paved roads wide enough for the whole army, built walls around their cities for protection, and even had apartment buildings. They also had aqueducts, built high above the ground to carry water to the cities. Arches, a very important Roman invention, helped the aqueducts to stand strong without collapsing. Arches were also used in buildings like the Coliseum, the Forum, and basilicas. Many early churches were built using the plans of the Roman basilicas. Other buildings had vast domes. Roman engineers did not want these magnificent domes to collapse, either, so they thought of coffering as a solution. Coffering is also known as placing decorative, sunken panels in a ceiling to make it lighter. Romans added other things to buildings to make them more attractive, like fountains, pillars, and sculptures. The Roman civilization made many of their buildings out of brick and mortar, and even concrete. Engineering is, indeed, the most noticeable Roman influence on Western civilization, seen in many public buildings and even houses. Beyond arches and coffers, Roman people did not focus so much on the structure of their buildings as the facades and interiors. They combined Greek columns with fancy arches to make majestic entrances, and painted splendid pictures on walls of mythical characters and nature scenes. Roman sculptors copied Greek masterpieces, adding to the collection of Greek works in existence. They learned how to sculpt faces more realistically and how to make better portraits, and as a result made some pretty remarkable portrait busts of famous people. In addition, the Romans developed a continuous sculpture relief, something like a comic strip that wound around pillars, the most famous of which is known as Trajans column. Many great rulers governed Rome, including Trajan, and over time helped develop an extremely organized empire. At one time, the Roman administration was split into four levels. Two emperors ruled over four prefectures, who in turn governed three or four vicars each. Each vicar presided over one diocese, and each diocese was split up into many provinces. Early Christians saw how organized this system of government was, that it was one of the reasons Rome was so powerful, and based their own leadership system on this Roman model. The Greeks and the Romans both contributed much to Western Civilization, but the Greeks seem to have contributed more. The Romans took many ideas from the Greeks and even copied sculptures and other artwork for their own houses and public places, so that much of what they had was Greek. Thus, without the Greeks, the Romans would not have been as impressive of a civilization. This quote best describes the influence of the Greeks and Romans on the world today: we ourselves, whether we like it or not, are the heirs of the Greeks and Romans. In a thousand different ways, they are permanently and indestructibly woven into the fabric of our own existences. The Romans intertwined Greek culture with other cultures and added their ideas to make what they called their own culture. They then showed it to the rest of Europe through conquering the people, who adopted it and blended it into their civilizations. These civilizations developed into strong European societies, and eventually the ideas and traditions became known as Western civilization. So, really, it all started with the Greeks. Bibliography Corbishley, Mike. Cultural Atlas for Young People: Ancient Rome. New York: Facts on File, 1989. De Fabianis, Valeria Manferto, ed. Ancient Rome: History of a Civilization that Ruled the World. New York: Stewart, Tabori Chang, 1996Grant, Michael. The Founders of the Western World: A History of Greece and Rome. New York: Charles Scribners Sons, Maxwell Macmillan Int., 1991Martin, Thomas R. Ancient Greece: From Prehistoric to Hellenistic Times. New Haven, Eng.: Yale University Press, 1996. Pomeroy, Sarah B., Stanley M. Burnstein, Walter Donlan, and Jennifer Tolbert Roberts. Ancient Greece: A Political, Social, and Cultural History. New York: Oxford University Press, 1999. Powell, Anton. Cultural Atlas for Young People: Ancient Greece. New York: Facts on File, 1989.

Key Elements In The Service Concept Tourism Essay

Key Elements In The Service Concept Tourism Essay INTRODUCTION In service organisations, in order to guarantee customer satisfaction, operation managers need to ensure that the customers are delivered the service they require. The service concept is a shared outstanding by customers, employees and shareholders of an organisation of the nature of the service provided and received. Service concept defines what an organisation is selling and what a customer is buying. The service concept can be described as follows : The organising idea : the essence of the service bought or used by the customer. The service experience : how the customer is treated by the service provider and the experience of the customer has of the organisation and its facilities. The service outcome : the end result of the service for the customer. The service process : the way in which the service is delivered. The service value : the benefits perceived by the customer against the cost of the service. In general we can say that : = A service concept acts as service specification. = A service concept should provide sufficient detail to make it clear what the organisation is selling/providing and what the customer is buying /receiving. = A service concept is more emotional than a business model, deeper than a brand, more complex than a good idea and more solid than a vision. = A service concept contains the organising idea for the service. There are some key elements in the service concept which is illustrated in the figure below : Service Concept Service Operation Organising idea Service experience Value of the service Service Outcome Figure : Key elements of Service concepts In this coursework I am going to explain the service concept of Radisson Blu Hotels Resorts. Radisson Blu Hotels Resorts is part of the Rezidor Hotel Group, and currently operates over 155 hotels in Europe, the Middle East and Africa, with another  47 projects under development. Radisson Blu is a first class full service hotel brand with key differentiators such as the 100% Guest Satisfaction Guarantee and the Yes I Can! spirit of service. The Rezidor Hotel Group is one of the fastest growing hotel companies in the world. Its current consists of 274 hotels in operation and under development in 47 countries accumulating nearly 55,000 rooms. Rezidor manages selected Carlson brands in Europe, the Middle East and Africa: Radisson, Park Inn, Regent and Country Inn. What make Radisson Blu unique to customers ? Most of their competitors have fantastic rooms, comfortable beds,  award winning  architecture and catchy advertisements aimed at achieving and exceeding guest service expectations, but due to some exceptional service concept , Radisson Blu is separate from similar hotels which make them unique to customers. The following exceptional service concepts make Radission Blu popular among customers : Yes I Can! Over a decade in the works, Yes I Can! is Radissions special service philosophy that sets them apart from the competition. Being hospitable is all about giving guests your undivided attention and when guests stay at a Radisson Blu hotel; the hotel manager, the waiter, the receptionist, the porter- everyone plays a vital role in delivering a memorable guest experience. At Radisson Blu , Yes I Can! is the companys mission and a way of life which guides them to meet any challenge and identify every opportunity. Whether their guests are in Glasgow or Capetown, Beijing or Rome, they are assured consistently excellent service. 100% Guest Satisfaction Guarantee In the fiercely competitive industry, they stand apart from the rest, thanks to their special Yes I Can! service spirit.   They love what they do and as proof of that, they promise to deliver a 100% Guest Satisfaction Guarantee. Their staff will do everything to ensure that customers leave their hotel happy, so if there is a complaint, it is noted and takes into serious considerations.. If customers complaint remains unresolved or they leave disappointed, any one of their staff can invoke the 100% Guest Satisfaction Guarantee. This means that customers will not have to pay for their room or the service in question. To keep customers coming back time and again, they strive to provide an exceptional service level at all times.   This is their promise to customers à ¢Ã¢â€š ¬Ã‚ ¦ or their money back. So, if any customer is dissatisfied with anything during their stay, the hotel wants to let them know so that they will Endeavour to make it right. Express Check-Out Even with their improved departure process with Satellite Reception desks, some guests cannot spare the time to check-out in the morning. For their guests in a rush they offer Express Check-Out to save valuable time and ensure an efficient and accurate check-out, by offering the options of sending invoice by email, mail or a quick pick-up at the reception desk. Late Check-Out Check-out from Radisson Blu hotels as late as  6 p.m. (subject to availability) instead of the normal check-out time at no extra cost. Their aim is to accommodate the needs of their guests and offer tailor made flexible solutions. [emailprotected] All guests staying at Radisson Blu hotels throughout Europe, the Middle East and Africa can now get Free high-speed Internet access as part of the Radisson Blu [emailprotected] service concept. Check-in to a Radisson Blu hotel and log on to customers corporate network, access email, download music, shop, customers can do whatever it is they like to do online, and do it for free! Free high-speed Internet access comes with easy-to-follow, simple instructions. The service includes high-speed as well as wireless Internet access. Since most Radisson Blu hotels are wired, all hotel guests can access the Internet from anywhere in the hotel: rooms, meeting facilities or public areas, by using their name and room number. Breakfast on the go! For their guests on the go with no time for a sit-down breakfast, they offer the Grab Run takeaway breakfast. Tea and coffee in disposable cups along with fresh fruits and energy bars are available on a special table in the lobby so that none of their guests miss out on the most important meal of the day. One Touch Service Customers can access the following services with the touch of a button : INFORMATION/CONCIERGE: request special information on local events   ROOM SERVICE: have meals delivered to customers room   WAKE-UP CALL: their front desk will make sure customers wake up on time LAUNDRY: obtain laundry service, or 3-hour express service   HOUSEKEEPING obtain an iron, ironing board or extra pillow and blankets   MAINTENANCE: 24 hour a day service to ensure their is comfortable and convenient Super Breakfast Breakfast is the most important meal of the day and the last impression a guest has of a hotel before leaving. The Radisson Blu Super Breakfast is an extensive buffet featuring a range of food items selected from the best of Continental, North European, and American cuisine. Free high-speed Internet With their easy-to-follow instructions, customers can log on to their corporate network, access email, download music, shop, do whatever it is they like to do online. Long committed to being among the first to anticipate the needs of the busy traveller, Radisson Blu has been offering Free high-speed Internet access to all guests who stay in their hotels. Just check-in to Radisson Blu hotels across Europe, the Middle East and Africa get free access to the Internet as a part of their [emailprotected] Connect service concept. Room Styles They Offer their guests a choice of room styles. A popular feature of Radisson Blu hotels and resorts for over 12 years, there are now more than 20 different room designs to choose from. 3-hour Express Laundry The average guests stays at a hotel for less than two days, which makes getting laundry done a complicated matter. But at Radisson Blu they have dispensed of this complication with 3-Hour Express Laundry. All shirts, blouses, socks, underwear, pants and other pieces of clothing, handed in before 8 p.m. will be returned fresh and clean that same evening. Satellite Reception Satellite Reception desks are individual counters in the lobby that offer guests a more personalized, efficient, informal and relaxed service when checking-in/out. Anne Sà ©monin Bath products Offering a holistic and personal approach to beauty, Anne Semonin is a high-end French brand that is known for its philosophy Every skin is unique. Anne Sà ©monin was among the first to combine essential oils and trace elements, a standard that today is a benchmark in the industry.   Customers can check into one of their hotels and be spoiled with a unique range of her products, exclusively produced only for Radisson Blu Hotels and Resorts. CONCLUSION Thinking about the service concept not only help managers understand their business but also challenges them to view their business in ways that can make it stand apart from other organisations. Service concept is a strong strategic tool that can make an organisation successful if implementations of those concepts are done properly. Every organisations service concept is different and focus is needed on those ideas to get the competitive advantage.

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

El Gringo :: essays research papers

El Gringo   Ã‚  Ã‚  Ã‚  Ã‚  Way back before there was such a thing as toothpaste, there lived a man by the name of Jesse Pruitt. Jesse Pruitt was not your typical young man. Although he was of normal size, six foot 165 pounds, he had immeasurable strength. When he was a baby he was able to life objects three times his weight. For example when he was only ten months old he picked up his older brother, Wayne, and threw him clear across the yard. From then on his strength only grew his age. Although he had this amazing strength, he did not like to show it off much because he did not like the attention that came along with it. Not to say he was a shy guy he was just very humble. Well that is until one day he up and left his family in Virginia and explored his way to a little piece of land called Tejas. Now Tejas had never been intruded upon by a white man or any other ethnicity for that matter other than Hispanic. But nothing got in the way of the determination of ole Jesse.   Ã‚  Ã‚  Ã‚  Ã‚  Jesse road his horse, Stick, from Virginia to Tejas in only 8 days. Though he was a little nervous about invading the land of Tejas, Jesse decided that he was going to go in there and just be a happy-go-lucky kind of guy and make friends with all of the natives there. The very first people Jesse and Stick stumbled upon was a group of natives that consisted of about 350 people who called themselves El Jefe. Although they were the smallest â€Å"tribe† in Tejas, the refused to be known by anything other than â€Å"The Boss.† To make a long story short the tribe of El Jefe was a very accepting group and ended up nicknaming Jesse and called him El Gringo or Gringo. In their time together Jesse would teach the natives new techniques about hunting and even introduced to them the idea about bathing. In return the natives would teach their Gringo about such things as making clothes out of animal skin, new was to cook things over an open flame and how play a wooden flute. Needless to say, the natives and Jesse were meant to be.   Ã‚  Ã‚  Ã‚  Ã‚  Although Jesse had been with the natives for almost six years, Jesse had not revealed his amazing strength and he had no intention of sharing his secret.

Ross Assessment of Activities in the Middle East :: Politics Political Regimes Essays Papers

Ross' Assessment of Activities in the Middle East Winds of change continue to sweep through lands traditionally ruled by cruel regimes, as the people of these nation-states set aside their fears and vote with their feet. Participation in nations such as Georgia, Ukraine, and Lebanon has increased, and the question lingers as to whether these changes will be merely a breeze, or have more far-reaching and lasting effects. As former U.S. envoy to the Middle East, Dennis Ross, comments on the situations in the Middle East, he analyzes possible outcomes and makes policy suggestions on how to catalyze and encourage further movement away from corrupt authoritarian regimes. In his assessment of activities in the Middle East, Ross recognizes the doubtfulness of any kind of swift and complete transition away from the corruption that so often characterizes the governments of the region. The nuclear situation in Iran, and one of the proposals on how to deal with it, provide a small scale representation of the problems that result from cooperative dealings. Just as the carrots-and-sticks approach to the situation in Iran presents the problem of Iran?s compliance with the terms, so does the general climate of the Middle East. The way in which a nation chooses to present itself and its actions does not always reflect what is actually occurring; gestures and actions are not necessarily supported by genuine sentiment. Despite the fact that his calls for collective action by the United States, Europe, and Japan provide a hypothetically effective solution, the fear may arise that no action will be taken, regardless of the presence of an agreement. Though multilateralism seems to be a good way of handling these issues of corruption, transition, and hopefully, liberalization, it is by no means foolproof. As long as self-interest is prioritized above collective interest on the international agendas of nations like the United States, multilateralism cannot be a sure-fire solution. There exist no guarantees that the continued oppressiveness of various Middle Eastern regimes will prove the greatest threat to national and international security; therefore, there lies the possibility that other issues prove to be more urgent and take precedence. As a result, nations involved in this agreement may have more pressing concerns to address, and choose to withdraw or not participate fully if a response is needed . Ross acknowledges the capability of liberal activity in the region as a force with a possible spillover effect.

Upton Sinclair :: essays research papers

	At the turn of the century America was in the face of economic downfall. Laissez Faire Industrialism had been in place and citizens were at the disposal of big business. Poor working conditions and poverty were the norm in a time where Socialism was an irrelevant ideology. Big business was making the government rich. But according to Upton Sinclair and his "Conditions at the Slaughterhouse," unsafe and repulsive sanitary conditions were at play, putting thousands of carnivorous Americans and factory workers in danger of death, disease and poverty. Although America had expanded to be the most rapidly industrious nation in the world, few agree that it was worth the expense of its populous' health and well being. 	Upton Sinclair was among a swarm of Muckrakers that erupted during American industrialism. He was among many journalists to expose the wrongs of society and propose ways to fix it. But few muckrakers took their stories as deeply as Sinclair. His depiction of the terrible sanitary conditions at one specific meat packing plant in Chicago touched the publics stomachs rather that their hearts. Although he certainly wanted to give the public a view from the inside, public uproar was his among lesser expectation. The details regarding the unsanitary and disgusting conditions in meat packing factories appear to be background details of a much larger picture. Sinclair's main fight in his "Conditions at the Slaughterhouse" was to bring about the ideology of Socialism and how government needed to step in and take control. 	The grotesque ways in which the meat was being processed in these plants also relates to the ways in which workers were being treated as well. People working in these plants were about as valuable to the owners as the individual pigs themselves. Although they were not necessarily slaves, they were often foreigners and unskilled workers who had no choice but to work for low wages under poor living conditions. Most of these people lived in the plants themselves or in small tenant housings nearby. The beaten workers in the plants found it hard to work in such deprivation and to them their only way to continue living was to drink their problems away. For alcohol seemed to be their only form of enjoyment. 	 	Americans of the 19th century were supposedly granted freedoms to live and work to provide a family and live the American dream with prosperity and happiness. Upton Sinclair :: essays research papers 	At the turn of the century America was in the face of economic downfall. Laissez Faire Industrialism had been in place and citizens were at the disposal of big business. Poor working conditions and poverty were the norm in a time where Socialism was an irrelevant ideology. Big business was making the government rich. But according to Upton Sinclair and his "Conditions at the Slaughterhouse," unsafe and repulsive sanitary conditions were at play, putting thousands of carnivorous Americans and factory workers in danger of death, disease and poverty. Although America had expanded to be the most rapidly industrious nation in the world, few agree that it was worth the expense of its populous' health and well being. 	Upton Sinclair was among a swarm of Muckrakers that erupted during American industrialism. He was among many journalists to expose the wrongs of society and propose ways to fix it. But few muckrakers took their stories as deeply as Sinclair. His depiction of the terrible sanitary conditions at one specific meat packing plant in Chicago touched the publics stomachs rather that their hearts. Although he certainly wanted to give the public a view from the inside, public uproar was his among lesser expectation. The details regarding the unsanitary and disgusting conditions in meat packing factories appear to be background details of a much larger picture. Sinclair's main fight in his "Conditions at the Slaughterhouse" was to bring about the ideology of Socialism and how government needed to step in and take control. 	The grotesque ways in which the meat was being processed in these plants also relates to the ways in which workers were being treated as well. People working in these plants were about as valuable to the owners as the individual pigs themselves. Although they were not necessarily slaves, they were often foreigners and unskilled workers who had no choice but to work for low wages under poor living conditions. Most of these people lived in the plants themselves or in small tenant housings nearby. The beaten workers in the plants found it hard to work in such deprivation and to them their only way to continue living was to drink their problems away. For alcohol seemed to be their only form of enjoyment. 	 	Americans of the 19th century were supposedly granted freedoms to live and work to provide a family and live the American dream with prosperity and happiness.

Development of Jim in Huckleberry Finn

This article demonstrates the different phases of Jim’s development to show how Twain used him as a tool to condemn mistreatment of black people. The author begins with the analysis of Jim as a simple gag routine which was a common role of African Americans during this time period. However, Twain slowly makes the audience realize that the Jim is a real person, beginning with a profound statement of self-awareness and destiny â€Å"Jim's reflection that ‘I's rich now, come to look at it. I owns mysef, en I's wuth eight hund'd dollars. I wisht I had de money, I `wouldn' want no mo'’ moves outside the world of low comedy, and Jim becomes something more than the ordinary stage Negro.† By this point in the book, the reader begins to realize, along with an unwilling Huck, that Jim is an intelligent and respectable man, equal with any white of the South. Jim’s continuing demonstration of intellectuality and compassion lead the reader to believe that he is the only true â€Å"adult† or â€Å"human† person in the novel while acting as a foil to the emotionally young and adamant Huck. Eventually, the reader is lead to sympathize and relate to Jim while he takes on the traditional role of a â€Å"white man† and Huck that of a â€Å"black man†, evidence of Twain’s slow transformation of Jim from the typical comic relief to the unusual source of reason and humanity. Citation: Hansen, Chadwick. â€Å"The Character of Jim and the Ending of `Huckleberry Finn'.† DISCovering Authors. Detroit: Gale, 2003. Discover Collection. Web. 27 Oct. 2011. This article talks about how Jim starts off as a stereotypical negro. Jim starts off very superstitious. Jim also believes that his hairball can tell the fortunes. In the beginning, Jim uses Tom’s trickery to his advantage. Instead of saying that somehow his hat ended up in a tree when he woke up, he told everyone that he was possessed by the devil and that witches had ridden him all over the south. Later in the story Jim does not act so foolishly. Jim develops into a sort of role model near the end of the story. Jim actually takes responsibility and cares for both Huck and Tom and protect them from harm. Jim could have easily have left both Tom and Huck and escaped to freedom near the end of the story yet he protected both of them and actually cared for them. Jim went to being naà ¯ve to becoming a responsible role model for Huck and Tom. Citation: James, Pearl. â€Å"Overview of The Adventures of Huckleberry Finn.† EXPLORING Novels. Detroit: Gale, 2003. Discover Collection. Web. 24 Apr. 2012. The article talks about how Jim is second only to Huck in this novel. However, when we meet Jim at the beginning of the book, Jim is portrayed as a dumb negro. When Jim is introduced in chapter 2, it is thought that Jim is just the widow’s slave and really has no more importance than that rather than the fact that Tom enjoys to mess with him. In the beginning of the book, Jim is a superstitious fool who believes that he has a hairball that can tell the future. However, Jim’s character develops greatly throughout the book and Jim becomes a major character in the story. The events in the story most likely would have never been able to take place if it hadn’t been for Jim. In the end, he came a long way from being the foolish negro working for the widow.