4 Tips to Ensure Your Job Application Doesnt Get Tossed

4 Tips to Ensure Your Job Application Doesnt Get Tossed Employment form Essays Many employment forms necessitate that you answer a broad arrangement of article questions, even before you get a meeting. These inquiries may move you back to the times of school exposition applications †days you may have thought were securely behind you. It is safe to say that you are confronted with a rundown of inquiries to reply on an employment form? Peruse the accompanying cautiously: Indisputably the most significant thing you can do †in truth you MUST do †on that application is to address the inquiries. At the point when I state â€Å"answer the questions,† I don’t mean compose something in the crate gave. I mean answer the inquiries. Tip #1: Answer Whats Being Asked Appears to be sufficiently basic, isn't that so? Be that as it may, a significant number of the requests for employment I survey make a cardinal blunder. Certainly, there’s an answer in the crate gave, however it’s a response to some other inquiry than the one the organization has inquired. For example, one organization solicited the possibility to talk from a measure a business had set and to report how he had contrasted with that measure. The applicant expounded on the measure and afterward announced how he had matched others in the organization rather than to the standard itself. Warning goes up †it seems like this up-and-comer is concealing something. Also, he was. I instructed him to come clean, and we figured out how to state it so it despite everything sounded great! Tip #2: Follow the Instructions I once gave a discussion to a gathering of understudies applying to graduate school. I asked them, â€Å"If a school mentioned a 500-word paper, would you present a 511-word essay?† One of the potential graduate school candidates said that he would have no issue doing as such. Prepare to be blown away. The entrance advisory board would be legitimized in deciding not to peruse a solitary one of those 511 words. In the event that you were an affirmations official, okay need somebody in your graduate school who couldn't adhere to directions? Tip #3: Dont Go On †¦ and On †¦ and On †¦ Another normal propensity is to give more data than the organization has mentioned. This inclination can push you into difficulty. For example, a paper asked how the competitor had gotten keen on the field of news coverage. The applicant drafted just about a whole section regarding why she would not like to be a legal counselor despite the fact that she had gone to graduate school. She had added something extra to the inquiry something that essentially was not there. I ensured she composed an incredible tale about her way to news coverage, rather than a statement of regret regarding why she didn't accomplish something different. Tip #4: Get a Second Opinion It’s more troublesome than you may might suspect to address questions and to answer them precisely and well. In the event that you are taking a shot at a lot of article inquiries for work or school application, get a second pair of eyes to ensure your answers have tended to the inquiries posed †no more and no less. Don’t mess yourself up! On the off chance that you genuinely answer the inquiries, you will situate yourself to conceivably get a meeting †where you will get the chance to address yet more inquiries, and possibly get an opportunity to expand on the things you were so brilliant to keep separate from your expositions. In the event that youd like The Essay Expert to be your second pair of eyes, marry be glad to assist you with your application paper. Snap here to get in touch with us for more data.

To what extent can the scenic code be used to analyse the Withered Arm Essay Example For Students

What exactly degree can the picturesque code be utilized to investigate the Withered Arm? Exposition Thomas Hardy, the creator of The Withered Arm is presumably one of the best and to the point creators of his time. Everyone, each and every spot and each and every item in the book has a point. Regardless of whether it is an undeniable point, or an increasingly shrouded and equivocal point. Thusly individual, spot and item make a successful case of the grand code in this specific story by Hardy. The Withered Arm begins in a basic and stable and to some degree controlled condition, anyway when Hardy tosses in the unpleasant feelings of a sold out sweetheart and he overly common, the story turns into much increasingly mind boggling. One will likewise see, regardless of whether the story is perused just quickly, that Hardy, focuses on two of the characters, in spite of there being a few of significance in the story. They are Rhoda Brook and Gertrude Lodge, the ex fancy woman and his current spouse. We will compose a custom exposition on To what degree can the picturesque code be utilized to examine the Withered Arm? explicitly for you for just $16.38 $13.9/page Request now Rhoda and Gertrude are direct inverses as Hardy depicts them. Gertrude being portrayed as blushing cheeked, tisty tosty little body enough This statement is taken from the initial part, when the dairy individuals are tattling about Farmer Lodge coming back with is new spouse, Gertrude. While Rhoda who is portrayed soon a while later by the milkmaids, as they look over towards.. where a meager blurring lady of thirty drained fairly separated from the rest.. This is our first knowledge on Rhoda. she has been portrayed as blurring, just as she is bit by bit turning out to be nothing. ust the way that individuals are tattling about this demonstrates Farmer Lodge is an exceptionally material man, who is pleased with his truly youthful spouse, for simply those reasons. Maybe he deserted Rhoda when she started to age, and become less alluring? When Rhoda returns to her home she is considering just Farmer Lodges new spouse. As she might suspect, she is playing with the fire when .. The brilliance lit her pale cheeks Rhoda face gets red. The shading red is the sign of peril. The manner in which Hardy changes her fair skin to what we can envision as a splendid red is an admonition sign that Rhoda is a threat to somebody. One can, I think securely accept that since she has quite recently been pondering Gertrude. It will be Gertrude who she is a peril to. At this phase in the story we don't have any acquaintance with her name ,yet one can suspect that she is a significant character in his story. Which is as of now, on the main pages resembling a muddled love triangle. Rhodas child is one of the primary sanctions yet Hardy appears to make him simply mix into the backround. He assumes obviously a minor job in the book, for instance he is never called by a name, Hardy alludes to him as spot, kid, body and a few other comparable marks. The name spot is additionally utilized toward the finish of the story when the man is to be hung, this provides us some insight of the personality of who is in certainty to be hung. However the connection with this kid demonstrates a basic lement of the story when he unites all the characters by his passing. His passing by execution, is an execution which demonstrates to not be the normal peak to the book. Or maybe, the peak is the scene after the execution where Gertrude contacts thecorpse, and the resulting fierce obnoxious ambush by her significant other and Rhoda makes her fall oblivious and in the long run, to pass on. Davies is the killer , anyway in his extra time he gets a kick out of the chance to plant. This man clearly loves power, to have the option to control life and passing. Taking human life but then making vegetation. .u179b4128b91a0f335ca4db16b6aea98c , .u179b4128b91a0f335ca4db16b6aea98c .postImageUrl , .u179b4128b91a0f335ca4db16b6aea98c .focused content zone { min-tallness: 80px; position: relative; } .u179b4128b91a0f335ca4db16b6aea98c , .u179b4128b91a0f335ca4db16b6aea98c:hover , .u179b4128b91a0f335ca4db16b6aea98c:visited , .u179b4128b91a0f335ca4db16b6aea98c:active { border:0!important; } .u179b4128b91a0f335ca4db16b6aea98c .clearfix:after { content: ; show: table; clear: both; } .u179b4128b91a0f335ca4db16b6aea98c { show: square; progress: foundation shading 250ms; webkit-change: foundation shading 250ms; width: 100%; murkiness: 1; progress: darkness 250ms; webkit-change: obscurity 250ms; foundation shading: #95A5A6; } .u179b4128b91a0f335ca4db16b6aea98c:active , .u179b4128b91a0f335ca4db16b6aea98c:hover { mistiness: 1; change: haziness 250ms; webkit-progress: mistiness 250ms; foundation shading: #2C3E50; } .u179b4128b91a0f335ca4db16b6aea98c .focused content zone { width: 100%; position: relative; } .u179b4128b91a0f335ca4db16b6aea98c .ctaText { outskirt base: 0 strong #fff; shading: #2980B9; text dimension: 16px; textual style weight: striking; edge: 0; cushioning: 0; content design: underline; } .u179b4128b91a0f335ca4db16b6aea98c .postTitle { shading: #FFFFFF; text dimension: 16px; textual style weight: 600; edge: 0; cushioning: 0; width: 100%; } .u179b4128b91a0f335ca4db16b6aea98c .ctaButton { foundation shading: #7F8C8D!important; shading: #2980B9; fringe: none; fringe sweep: 3px; box-shadow: none; text dimension: 14px; textual style weight: intense; line-stature: 26px; moz-outskirt span: 3px; content adjust: focus; content enrichment: none; content shadow: none; width: 80px; min-tallness: 80px; foundation: url(https://artscolumbia.org/wp-content/modules/intelly-related-posts/resources/pictures/basic arrow.png)no-rehash; position: outright; right: 0; top: 0; } .u179b4128b91a0f335ca4db16b6aea98c:hover .ctaButton { foundation shading: #34495E!important; } .u179b4128b91a0f335c a4db16b6aea98c .focused content { show: table; stature: 80px; cushioning left: 18px; top: 0; } .u179b4128b91a0f335ca4db16b6aea98c-content { show: table-cell; edge: 0; cushioning: 0; cushioning right: 108px; position: relative; vertical-adjust: center; width: 100%; } .u179b4128b91a0f335ca4db16b6aea98c:after { content: ; show: square; clear: both; } READ: Chaucers the House Of Fame: The Cultural Nature EssayDavies is accordingly an inconsistency among life and demise. Along these lines that Rhoda and Gertrude become logical inconsistencies in the manner that they go after Farmer Lodges expressions of love. concealing a flame with one hand Davies was keeping down the light structure Gertrude, throwing her into murkiness. As I referenced before Hardy possibly talks in the event that it has significance, so why start the book in a dairy? I imagine that Hardy decide to set this experience in a dairy on the grounds that a dairy is the place a bovine is drained of its life power, milk. With out milk the new-conceived calf would go hungry, shrivel away beyond words. This could be viewed as a proleptic of what is to come in the story. The dairy animals are the primary thing referenced in the story. Solid, says and the dairy animals were in full bucket. this term can be found in two unique manners. It can simply be viewed as that the dairy is doing great on the grounds that the bovines are delivering a ton of milk. Anyway we can detect that Hardy doesn't simply compose things from a strict perspective, each sentence has a significant importance. For this situation I imagine that Hardy decide to incorporated this on account of its implications, for instance milk is white, white as a shading is regularly connected with virtue. Hence I took this to be a further pre elliptic case of whats to come. Gertrude Lodges immaculateness being drained away. Another case of this change of the characters happens when Gertrude arrives at the White Hart bar When it was nearly dusk,Gertrude arrived at the White Hart . Gertrude was initially a youthful and wonderful woman , yet not just that she was additionally mindful and magnanimous However step by step as her excellence has decreases so has her thoughtfulness. This basic statement taken from the book shows this. The whiteness which can be taken to ean virtue and the hart which one can accumulate to resemble a human heart , so the unadulterated heart is continuously turning out to be increasingly more concealed as dimness settles in until at last there will be no light and the unadulterated heart will seem to have gone. This depiction can be connected to the progressions occurring in Gertrude. Solid additionally utilizes scientific terms to cause us to feel that the world Hardy is developing in the story is strong and secure. The hour was around six at night, and three-fourths of the huge red, rectangular dairy animals This kind of account offers substance to a universe of physical security. Tough later portrays An attractive new gig with a lemon shaded body and red wheels This is obviously an of carriage, apparently very insignificant, anyway one can really gain so much from this concise depiction. These two adjectives,red and lemon can be deciphered as red, a notice shading and lemon an unpleasant organic product. This is our first depiction of Farmer Lodge and Gertrude, his new spouse. From simply these two, apparently innocuous hues one can assemble as of now that is this will be a troubled story. Lemon discloses to us that there is harshness. Rhoda love for Farmer hold up has clearly turned our, and she has guided her sharpness toward her replacement, and the red is an admonition that things will turn out badly for Gertrude and her significant other. I have utilized various models which plainly show Hardys incredible expertise in building up his characters and utilizing his expressive composition of articles and places to give joins and prolepticc intimations on how the story will create. I in this manner infer that the picturesque code is successful in dissecting the shriveled arm, and by taking a gander at the beautiful code we can intently look at and banter over the genuine significance of this book.

Is a Fear of the Number 8 Common

Is a Fear of the Number 8 Common Phobias Types Print Fear of the Number 8 or Octophobia Turned on its side, the number 8 means infinity By Lisa Fritscher Lisa Fritscher is a freelance writer and editor with a deep interest in phobias and other mental health topics. Learn about our editorial policy Lisa Fritscher Updated on February 06, 2020 Anthony Kushner / EyeEm / Getty Images More in Phobias Types Causes Symptoms and Diagnosis Treatment Octophobia is the fear of the number 8. If youre afraid of more than one number you have arithmophobia. In the United States, octophobia is not that common because the number eight is not a ubiquitous symbol of bad luck, the devil or other superstitions. Americans are more likely to have a phobia of the numbers 13 (triskaidekaphobia) and 666 (hexakosioihexekontahexaphobia) because of their negative connotations. In other countries, and in minority religions here in the US, the number eight can be a significant number, making those folks more likely to develop a phobia of it. Numerologists also ascribe meaning to the number eight. The Significance of the Number 8 in Other Cultures In order to understand octophobia, it is necessary to learn about the various meanings ascribed to the number. The number eight is a holy number in many cultures, which carries a great deal of power. Many cultures and religions recognize the number eight is significant because it represents: The major festivals of the Wiccan yearThe number of days in the Jewish HanukkahThe Angels carrying the Holy Throne of Allah in IslamThe Guardians of the Directions in HinduismThe Immortals of Chinese loreAn affiliation with wealth and prosperity Should I See a Therapist? If your fear of the number eight interferes with your personal relationships, your job or your ability to perform essential daily tasks, such as buying groceries and paying bills on time, mental health experts recommend seeking treatment. This is the general standard for most cases of a specific phobia or simple phobia. Number phobias, such as octophobia, can fall into the aforementioned category. As it is nearly impossible to avoid specific numbers, such as the number eight, on a daily basis (consider street signs, addresses, a trip to the grocery store, going to a baseball game...). Therapy for a specific phobia, such as octophobia, usually consists of cognitive behavioral therapy techniques, such as desensitization.

Symptoms And Symptoms Of Schizophrenia - 1733 Words

Schizophrenia One may have heard of schizophrenia, but they might not understand what it is. Schizophrenia is â€Å"one of the most serious [psychological disorders that] involves severely distorted beliefs, perceptions, and thought processes† (Hockenbury 564). People who suffer from schizophrenia do not have a good grip on reality. Unfortunately, â€Å"they become engulfed in an entirely different inner world, one that is often characterized by mental chaos, disorientation, and frustration† (Hockenbury 564). People who have schizophrenia can develop positive or negative symptoms. Positive symptoms are defined as: â€Å"extra feelings or behaviors that are usually not present†(cite). Examples of positive symptoms include: â€Å"believing that what other people are saying is not true (delusions), hearing, seeing, tasting, feeling, or smelling things that others do not experience (hallucinations), or disorganized speech and behavior.† (I moved this so that it flowed a little better instead of jumping between positive and negative). On the other hand, negative symptoms are defined as: â€Å"lack of behaviors or feelings that usually are present† (cite). Negative symptoms include â€Å"losing interest in everyday activities, feeling out of touch with other people, family, or friends, lack of feeling or emotion, having little emotion or inappropriate feelings in certain situations, and having less ability to experience pleasure† (What 1). There are four different types of schizophrenia. The firstShow MoreRelatedSymptoms And Symptoms Of Schizophrenia1176 Words   |  5 Pages Symptoms The symptoms of schizophrenia are wide and varied, typically falling into three main categories, positive symptoms, negative symptoms, and cognitive symptoms. Each of these symptom types affect the patient in different ways, and in different degrees of severity. The symptoms may range from mildly irritating, to severe and debilitating. Positive symptoms are behaviors not normally seen in healthy people. Negative symptoms are behaviors that are usually exhibited in healthy people but areRead MoreSymptoms And Symptoms Of Schizophrenia1671 Words   |  7 Pages Schizophrenia is defined many ways, but each definition of this disorder is correct. No two individuals will have the exact same symptoms of schizophrenia. The word schizophrenia comes from the Greek words that mean â€Å"split mind†. This disorder can lead to many other problems throughout a person’s lifetime. There are many different symptoms that can help with a diagnosis of schizophrenia, but each of the sym ptoms can also be contributed to other disorders. The symptoms of schizophrenia appearRead MoreSymptoms And Symptoms Of Schizophrenia904 Words   |  4 Pagessigns symptoms observed. Some of the disorders are caused by different factors and reveal divergent signs and symptoms which are depended on the field of the body infected. This paper purposes at critically evaluating and analyzing psychological disorder referred to as schizophrenia by demonstrating its symptoms and their occurrences. It will discuss the causes of this type of psychological disorder and possible diagnostic together treatments mechanisms of this kind of disease. Schizophrenia is aRead MoreSymptoms And Symptoms Of Schizophrenia1077 Words   |  5 PagesIntroduction Schizophrenias is a serious mental illness characterized by incoherent or illogical thoughts, bizarre behavior and speech, and delusions or hallucinations, such as hearing voices (APA,2015). I choose to touch on the topic of schizophrenia because I always been interested the topic itself. The one thing I wondered is if there are different stages of schizophrenia and why it may be hard to diagnose. Schizophrenia is a mental disease that’s very hard to pinpoint in a person, whichRead MoreSymptoms And Symptoms Of Schizophrenia1210 Words   |  5 PagesIntroduction Schizophrenia Symptoms. Schizophrenia is a chronic and severe mental disorder which is characterized by an inability to distinguish what is real and subsequent abnormal behavior. Literally translating from the Greek skhizein and phrÄ“n meaning ‘split-mind’, schizophrenia is characterized by both positive symptoms, e.g. hallucinations, delusions, and disorganized thinking, and also negative symptoms, e.g. apathy, Anhedonia, and deficits in executive functioning. The Diagnostic and StatisticalRead MoreSymptoms And Symptoms Of Schizophrenia1153 Words   |  5 Pages 1 / 3 Cindy Tien 3-18-15 Per.6 Schizophrenia What is Schizophrenia? Can you imagine living day by day having to hear and see things that nobody else could? You feel alone, lost and different amongst other normal people. Believe it or not, approximately twenty five million people in America have been impacted by this disease called schizophrenia. What is schizophrenia? Schizophrenia is mental disorder distinguished by disturbances within thought patterns, attention, and emotions. UnfortunatelyRead MoreSymptoms And Symptoms Of Schizophrenia Essay858 Words   |  4 PagesSchizophrenia Over 2 million Americans suffer with schizophrenia each day. A vast majority of people diagnosed with schizophrenia suffer from hallucinations, delusions, paranoia, and disorganized speech. Hallucinations are sensory experiences in the absence of external stimulation; therefore, people with schizophrenia may see people or things that are not really there and may even hold conversions or have relationships with these â€Å"people†. Delusions are false beliefs about reality. Someone withRead MoreSymptoms And Symptoms Of Schizophrenia1569 Words   |  7 Pagesmental health professionals, Jaime was confirmed to have paranoid schizophrenia. Jaime was immediately put on antipsychotic medication, and after about 3 months of taking that medication, he started attending psychological treatment. He has been continuing with both procedures for about a year. Today, his medication dose has lowered and he has shown much improvement compared to when he first was diagnosed. Introduction Positive symptoms are behaviors that aren t seen in healthy people, people whoRead MoreSymptoms And Symptoms Of Schizophrenia1049 Words   |  5 Pages The Effects of Schizophrenia Madison M. Sulak Dr. Linstrum PSYCH 2301 East Texas Baptist University Fall 2015 Pg. 1 A brain disorder can be triggered by multiple different things such as a stroke, abnormal growths, any type of viral infection, or cancer. There are countless types of brain disorders that people are diagnosed with daily. According to the National Institute of Mental Health, â€Å"Schizophrenia is a chronic, severe, and disabling brain disorder that has affected peopleRead MoreSymptoms And Symptoms Of Schizophrenia1430 Words   |  6 PagesIntroduction Schizophrenia is very complex and â€Å"startling disorder characterized by a broad range of cognitive and emotional dysfunctions† (Barlow Durand, 2015, p. 477). It can greatly impact a person’s life in a negative manner: affecting physical, emotional, relational, and occupational health. The National Institute of Mental Health defines schizophrenia as a â€Å"chronic and severe disorder that affects how a person, think, feels, and acts† (National Institute of Mental Health, n.d., para. 1).

Genetic Engineering Escherichia Coli - 1789 Words

Genetic engineering is the deliberate modification of the characteristics of an organism by manipulating its deoxyribonucleic acid (DNA). Bacteria possess plasmids which can be used as vectors for bacterial transformation. The plasmids can be altered to include donor DNA thus altering the physiological or physical characteristics of the bacterium. Escherichia coli have been found to be the most effective bacterium in genetic transformation and heterologous expression of human genes or proteins. It was hypothesised that Escherichia coli HB101 K12 could be transformed with a pGLO plasmid to express the genes encoded for green fluorescent protein (GFP), the bla gene for ampicillin resistance and the araC gene a regulatory protein in facilitating transcription and therefore the transformation efficiency for this bacteria could be calculated. Bacillus megaterium, E.coli B strain, Erwinia carotovora, Pseudomonas fluorescens, Staphylococcus epidermidis and Streptococcus lactis will also be subjected to transformation with the pGLO plasmid to collect transformation efficiency data for comparison against Escherichia coli HB101 K12. Escherichia coli HB101 K12 were found to have been successfully transformed with a transformation efficiency falling within the transformation protocol of 8.0 x 102 and 7.0 x 103. The incidence of Escherichia coli HB101 K12 on the LB/amp and LB/amp/ara pGLO+ plates indicated that the bacterial colonies present showed resistance to the ampicillinShow MoreRelatedBearing Light On Gene Expression : Streamlining Light Controllable Escherichia Coli1041 Words   |  5 PagesBearing Light on Gene Expression: Streamlining Light Controllable Escherichia coli Two-Component Transduction Systems Antonio Torres November 16, 2014 Advanced Biochemistry and Molecular Biology CHEM 4360/5383 Abstract Optogenetics is a rapidly evolving technology that, using a combination of optical methods and genetics, is capable of producing high resolution information on specific events of interest within biological systems, whether they be freely moving organisms or not (Diesseroth, 2011)Read MoreLara Guvelioglu. Bi 108 E2. Nahomie Rodriguez-Sastre. 04/13/17.1632 Words   |  7 PagesRodriguez-Sastre 04/13/17 Bacteria Escherichia coli’s Genetic Transformation Using Vector Plasmid DNA pGLO Abstract The field of biotechnology involves the concept of genetic engineering, altering the DNA/genetic material of an organism using information from a different one. The process in which bacteria can obtain this manipulated genetic information from another source is called genetic transformation. The goal of this experiment was to genetically transform Escherichia coli bacteria’s DNA by insertingRead MoreTransformation Of Escherichia Coli With pGLO Plasmid1560 Words   |  7 Pagesï » ¿Transformation Of Escherichia Coli With pGLO Plasmid April 24, 2013 ABSTRACT: This experiment focuses on genetic engineering and transformation of bacteria. The characteristics of bacteria are altered from an external source to allow them to express a new trait, in this case antibiotic resistance. In is experiment foreign DNA is inserted into Escherichia coli in order to alter its phenotype. The goal of the experiment is to transform E. coli with pGLO plasmid, which carries a gene forRead MoreIs Biofuel A Good Option Since Its Low Pollution?1588 Words   |  7 Pagesthese years and still has a large space for development. It contains high energy and has low toxicity, the original method to produce butanol through biological engineering is using Clostridium acetobutylicum. However, due to the uncontrollable field of butanol from C. acetobutylicum, and the well-studied history of E. coli, the organism E. coli has been engineered to produce butanol. Lignocellulosic Hydrolysate, chose as the feedstock in the report is a kind of renewable material which has a largeRead MoreGenetic Engineering And Its Effects On The Human Of The Alien Dna848 Words   |  4 Pagesown, usually from another organism, causing it to both inherit and express the genes of the alien DNA (Weedman, 2015). Transgenic transformation is used for a number of commercial purposes, from food crops to transgenic animals, the rise in genetic engineering has opened up a multitude of doors in the agricultural, as well as health and medical fields. Even the current epidemic with antibiotic resistant bacteria is due in part of this process (Weedman, 2015; Wheeler, Farrand, Widholm, 1991). InRead MoreTransformation Of Escherichia Bacteria And Dna1348 Words   |  6 PagesTransformation of Escherichia coli in different concentrations of Plasmid DNA Introduction This report discusses an experiment which students have to transform and plate competent Escherichia coli in different concentrations of plasmid DNA. This experiment uses four concentrations of plasmid DNA to perform four transformations. These concentrations are namely, 5  µl of distilled water, which acts as the control in this experiment; 2.5  µl of undiluted plasmid DNA; 1.0 µl of undiluted plasmid DNA; andRead MoreBacterial Transformation ( Escherichia Coli )1050 Words   |  5 Pages Bacterial Transformation (Escherichia coli) Kadian Jones Dr. F. Redway BIO 104- Lab 3 November 11, 2014 Introduction According to Medicine.net (2012), genetic transformation is a process by which the genetic material carried by an individual cell is altered by the incorporation of foreign/exogenous DNA into its genome. Competent cells are able to accept DNA presented by experimental influence or manipulation, and the application of genetic engineering with bacteria can aid in theRead MoreIdentifying An Unknown Bacterium Broth Culture1880 Words   |  8 Pagestyphimurium and Escherichia coli. The next test I did was a phenol red lactose (PRL) broth and a streak on an EMB plate, both incubated for 48 hours at 37 degrees Celsius. The PRL broth changed from a bright red color to a yellow color with gas bubbles present, this indicated a colony of bacteria were present. Lastly, I observed the results of the EMB, and saw a shiny metallic green color on top of the colonies. According to my gram-negative chart, this indicated I had E. coli. Escherichia coli is a gram-negativeRead MoreEssay On Engineering E. Coli Cells1019 Words   |  5 PagesObjective: This study aims to use synthetic biology methods to engineer E. coli cells to target, invade, and deliver therapeutic agents to breast cancer tumor growths. Non-pathogentic E. coli strains will be engineered to express an artificial plasmid which allows for eukaryotic cell invasion. Bacterial cells will be further programmed with an AND logic gate allowing for specificity for breast cancer cell invasion. Finally, E. coli cells will express a dual plasmid system to control population growthRead MoreEssay on Bacteria and Viruses1259 Words   |  6 Pagesthat are good, such as the ways that make cheese and yogurt, or clean up oil spills. They may also be commensals, such as Escherichia coli. The positive effects of viruses are less obvious. Viruses can function as vaccines for similar but more harmful diseases, be scientifically interesting and broaden our understanding of biology, or have applications in genetic engineering as transfer vectors (â€Å"Gene transfer vector†, 1999.) This is because of the way that viruses infect cells and replicate. Viruses

National Airspace System Free Essays

MGMT 203 Management for Aeronautical Science Manager’s Perspective Paper – The National Airspace System (NAS) March 16, 2013 Prepared for Dr. Daniel Nation Lecturer Prepared by Ong Wei Jian Lionel Introduction In this report, we will be looking at the National Airspace System (NAS). We will be taking an in depth look at the overview and the infrastructure of the NAS, discuss about the FAA Next Generation Air Transportation System (NextGen), and also examine the future needs of the National Airspace System. We will write a custom essay sample on National Airspace System or any similar topic only for you Order Now Overview of the NAS The National Airspace System is defined as a complex combination of systems, procedures, facilities, aircraft, and personnel which work together as one system to ensure safe and efficient air travel in the United States. The NAS consists of several components, and these include: †¢ NAS Operational Facilities (unstaffed) †¢ Air Route Traffic Control Centers (ARTCC) †¢ Air Traffic Control Towers (ATCT) †¢ Ground Radios and Radar Systems †¢ Airports †¢ Aircrafts (commercial, private, and military) Airline Personnel (operating, maintaining, and modernizing the system) †¢ Passengers (commercial and military) Infrastructure of the NAS The NAS helps to maintain a safe and efficient flight over the US airspace by allowing all control towers, control centers, radios, radars, and many airports to be interconnected to one another to form a NAS operational communications network. This NAS communications network helps pilots to communicate wi th air traffic controllers and airline operation centers to ensure a safe flight as they travel over the airspace. There are a three systems that make up the NAS, and these include the Digital Airport Surveillance Radar (DASR) System, the Voice Communication Switching System (VCSS), and the Department of Defense (DoD) Advanced Automation System, or DAAS for short. The DASR System is a traffic air control radar system that helps to detect aircraft position and weather conditions in the vicinity of civilian and military airfields. It consists of two main electronic subsystems: the primary surveillance radar and the secondary surveillance radar, which make use of electromagnetic waves reflected off aircraft to monitor their positions. The VCSS is the communications system used to manage the voice communications of any Air Traffic Control (ATC) facility. The VCSS must be able to support all analog and digital communications between the DoD, the ATC facilities, and the pilots. The DAAS is a system that is used to retrieve and process radar data, flight plans, and weather / airport environmental data to support DoD ATC services. The system transmits part or all of this processed data to a display or workstation (within geographical proximity) for air traffic controllers to access in order for them to control and monitor the activities in the airspace. FAA NextGen Air Transportation System The NextGen program is an initiative developed by the Federal Aviation Administration (FAA) to help improve the efficiency, convenience and dependability of the NAS. The NextGen modernization of the U. S. air traffic system seeks to increase the efficiency of the NAS through technological advancements; and as well as improved approaches and procedures. The NextGen program plans to make use of satellite navigation, which will allow pilots to know the precise locations of other airplanes around them and enhance the overall safety of air travel. Airports are now already benefitting from the NextGen program. These new capabilities include the national rollout of a network of Automatic Dependent Surveillance-Broadcast (ADS-B) ground transceivers. These transceivers will receive GPS position reports from aircraft equipped with ADS-B Out (an upgrade required by 2020 for aircraft flying in most controlled airspace); and by 2013, these transceivers will be installed to provide nationwide coverage. Air traffic data such as Traffic Information Service-Broadcast (TIS-B) and Flight Information Service-Broadcast (FIS-B) will be transmitted by the ADS-B transceivers. The FAA also tested a newly automated Collaborative Departure Queue Management (CDQM) system that aims to help airports improve departure management. The FAA is also putting in place tools that will enable airport operators, airlines, and other NAS users better access to shared surface surveillance data, which is vital for safe and efficient airport operations. The Future Needs of the NAS The current features of the NAS unfortunately, are not sufficient to guarantee efficient or uninterrupted operation in the future. The greater interconnectivity of systems brought about by the NextGen program means that the cyber risks to the NAS are also increased. The future cyber security needs of the NAS require a change in both the NAS infrastructure and safety culture in order to be effective against increased the potential cyber risks that will follow. Improved cyber security requires changes to the present NAS safety provisions. More safety reviews for continual monitoring is needed. Actions and responsibilities of each and every NAS staff now have to be carefully scrutinized and taken into consideration. Responsibilities of system administrators and network operators have to be expanded, from maintaining the performance of the system to detecting intrusive actions. Improved cyber security also requires changes to the current NAS infrastructure. Data provided by external partners and actions requested by external partners have to be made sure that they are not malicious in intent. The existing cyber security architecture also has to be modified and upgraded accordingly to counteract the changing cyber threats, all in a short timeframe; whilst not compromising on the operations of the NAS during these infrastructure changes and modifications. References †¢ NextGen for Airports. Retrieved March 15, 2013 from the Federal Aviation Administration website: http://www. faa. gov/nextgen/qanda/airports/ †¢ What is NextGen? Retrieved March 15, 2013 from the Federal Aviation Administration website: http://www. faa. gov/nextgen/slides/? slide=1 †¢ Houston, Sarina (n. d. ). The National Airspace System Explained. Retrieved March 15, 2013 from website: http://aviation. about. com/od/Air-Traffic-Control/a/The-National-Airspace-System-Explained. htm Wadas, Burt (n. d. ). National Airspace System (NAS) Overview. Retrieved March 16, 2013 from Armed Forces Communication and Electronics Association (AFCEA) website: http://www. afceaboston. com/documents/events/cnsatm2011/Briefs/01-Monday/07-Wadas-HBAG%20NationalAirspaceSystemOverview. pdf †¢ Williams, James H. (February 2011). National Airspace System Security Cyber Architecture. Retrieved March 16, 2013 from The Mitre Corporation website: http://www. mitre. org/work/tec h_papers/2011/10_4169/10_4169. pdf How to cite National Airspace System, Essay examples

Play materials by preschool teachers free essay sample

Play is essential for optimal development Play is a universal phenomenon with a pervasive and enduring presence in human history. 1,2,3 Play has fascinated philosophers, painters, and poets for generations. Article 31 of the UN Convention on the Rights of the Child recognizes the significance of play in the lives of children, acknowledging play as a specific right, in addition to and distinct from the child’s right to recreation and leisure. 4 Early childhood educators have long recognized the power of play. The significant contribution of play to young children’s development is well documented in child psychology, anthropology, sociology, and in the theoretical frameworks of education, recreation, and communications. 5 Being able to play is one of the key developmental tasks of early childhood. 6 Play is â€Å"the leading source of development in the early years†:7 it is essential to children’s optimal development. 8 Children’s opportunities to play are under threat Ironically, play is persistently undervalued, and children’s opportunities for uninterrupted free play – both indoors and out – are under threat. We will write a custom essay sample on Play materials by preschool teachers or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page The physical and social environments of childhood in the Western world have changed dramatically over the past several decades. 9,10 Many children are spending substantial time in peer-group settings from a very young age. Many of these settings focus on structured educational and recreational activities, leaving little time for participation in open-ended, selfinitiated free play. 11 Children’s play advocates are concerned that access to outdoor play opportunities in natural environments in neighborhoods is vanishing. Technology, traffic, and urban land-use patterns have changed the natural play territory of childhood. 12 Parents are increasingly concerned about safety and children find themselves in carefully constructed outdoor playgrounds that limit challenge in the name of safety. 13,14,15 The priority currently given to the early acquisition of academic skills is another threat to children’s play. 16 This emphasis often constrains and limits the scope of the learning that unfolds naturally in play. The question of how and what children should learn in preparation for formal school is a subject of vigorous debate in Canada. It used to be that children spent their preschool years playing, whether at home, in child care, or in preschool social settings. Many now advocate for early childhood programs focused on literacy and numeracy experiences, particularly in cases where social and environmental circumstances potentially compromise children’s readiness for school. In recent years, the trend has been to introduce more content via direct instruction into the practice of earlychildhood professionals. Research demonstrates that this approach, while promising in the short term, does not sustain long-term benefits and, in fact, has a negative impact on some young children. 17 Long uninterrupted blocks of time for children to play – by themselves and with peers, indoors and outdoors – are becoming increasin ­ gly rare. The developmental literature is clear: play stimulates physical, social, emotional, and cognitive development in the early years. Children need time, space, materials, and the support of informed parents and thoughtful, skilled early-childhood educators in order to become â€Å"master players. †18 They need time to play for the sake of playing. What is play? Why is it important? Almost any adult you meet can recall a pleasurable childhood play experience, often in rich and vivid detail. When we recall our childhood play, we talk about feelings – of freedom, of power, of control, and of intimacy with friends. Many of us remember endless, delicious time spent in secret places – the time and place still palpable. We remember the feel of the wind, the touch of the grass, the sound of creaking stairs, and the smell of a dusty attic. Play is meaningful experience. It is also tremendously satisfying for children, a pursuit they seek out eagerly, and one they find endlessly absorbing. Anyone who has spent any time watching children play knows they engage deeply and they take their play very seriously. Although play is a common experience, and a universal one, it is difficult to define precisely for the purposes of multidisciplinary scholarly research. Play is paradoxical – it is serious and non-serious, real and not real, apparently purposeless and yet essential to development. It is resilient – children continue to play in the most traumatic of situations – and yet fragile – there is increasing evidence that play deprivation has a damaging impact on development. 19 In a much-quoted review of play theory and research, authors Rubin, Fein, and Vandenburg20 draw together existing psychological definitions, developing a consensus around a definition of play behaviour as †¢ Intrinsically motivated †¢ Controlled by the players †¢ Concerned with process rather than product †¢ Non literal †¢ Free of externally imposed rules †¢ Characterized by the active engagement of the players These characteristics now frame much of the scholarly work on children’s play. Anthropological investigations of children’s play focus on the complex relationships between play and culture: the obvious links between children’s play and adult social roles, and the sense in which play creates a culture among children, with rules of engagement and rites of passage. 21 An intriguing perspective in play research considers the meaning of play from the perspective of the players themselves. 22 Children have their own definitions of play and their own deeply serious and purposeful goals. In a recent study, children defined play based on the absence of adults and the presence of peers or friends. 23 Taken together, these definitions give us a glimpse of the complexity and depth of the phenomenon of children’s play. There are many forms of play in childhood, variously described as exploratory play, object play, construction play, physical play (sensorimotor play, rough-and-tumble play), dramatic play (solitary pretense), socio-dramatic play (pretense with peers, also called pretend play, fantasy play, make-believe, or symbolic play), games with rules (fixed, predetermined rules) and games with invented rules (rules that are modifiable by the players). These forms of play evolve over the course of early childhood. Naturally occurring episodes of play often have a mix of different types of play. For example, a block construction representing buildings leads naturally to a dramatic play episode with toy cars and people. The complexity of each type of play develops over the course of childhood. For example, symbolic play begins in toddlers with simple pretense – pretending to say hello to grandma on a toy telephone – peaking during the preschool years in complex extended episodes of pretend play with peers. The developmental progression that we observe in different types of play mirrors development in other areas; for example, language and symbolic play emerge in young children at approximately the same time in cultures around the world. Children begin to create and play active games with predetermined rules and with invented rules when they develop sufficient physical strength and coordination and the capacity for concrete operational thought. 32 Play and Diversity Recent research emphasizes the importance of interpreting children’s pretend play within a social and cultural context. 24 The sociocultural context is important in informing practice in diverse societies such as Canada. Cultures have different attitudes and values about play. The prominence given to the development of socio-dramatic play in Western culture is not universal. 25 This is increasingly a significant consideration for early childhood educators in Canada. There are sociocultural themes in pretend play26,27 and these have implications for the way we design play environments in communities as well as early childhood 2 LET THE CHILDREN PLAY: Nature’s Answer to Early Learning settings. 28 Children find it difficult to engage in pretend play if the props and settings are unfamiliar. In a culturally sensitive context, play has the potential to bridge between cultures, helping newcomer children develop bicultural competence. 29,30 Children explore and express their understanding of aspects of diversity in their play. It is important for adults to respond to children’s interpretations of diversity in their play – gender roles, ability and disability, socioeconomic class – particularly if they are inaccurate or hurtful to other children. 31 KIND OF PLAY DESCRIPTION AGE RANGE OF GREATEST INCIDENCE Exploratory play/object play/ sensory play Very young children explore objects and environments – touching, mouthing, tossing, banging, squeezing. Sensory play appears in children’s early attempts to feed themselves. As they get older, materials like playdough, clay, and paint add to sensory-play experiences. 0–2. 5 years Dramatic play (solitary pretense) Many young children spend a lot of time engaged in imaginative play by themselves throughout the earlychildhood years. They invent scripts and play many roles simultaneously. Toys or props, (e. g. , dolls, cars, action figures) usually support this kind of play. As children get older, they create entire worlds in solitary pretense, often with large collections of small objects or miniature figures. 3–8 years Construction play Children begin to build and construct with commercial toys (Lego, Tinkertoys, blocks), with found and recycled materials (cardboard boxes, plastic tubing) and with a variety of modelling media, (clay, playdough, plasticine). Older children play for extended periods with complex commercial model sets. Children across the age range engage in this kind of play by themselves and in groups, often combining it with episodes of solitary pretense or socio-dramatic play. 3–8 years Physical play Sensorimotor play begins as young infants discover they can make objects move; e. g. , kicking the figures on a crib mobile or crawling after a rolling ball. Physical play in the preschool years often involves rough-and-tumble play, a unique form of social play most popular with little boys. Rough and tumble play describes a series of behaviours used by children in play fighting. Adults often mistake it as aggression. Older preschoolers engage in vigorous physical activity, testing the boundaries of their strength by running, climbing, sliding, and jumping, individually and in groups. This kind of play often develops spontaneously into games with invented rules. 3–8 years Socio-dramatic play Pretend play with peers – children take on social roles and invent increasingly complex narrative scripts, which they enact with friends in small groups. 3–6 years Games with rules Children begin to play formal games in social groups. These games have fixed, predetermined rules; e. g. , card games, board games, soccer, and hockey. 5 years and up Games with invented rules Children begin to invent their own games and/or modify the rules of traditional playground games in their self-organized playgroups; e. g. , tag, hide-andseek, red rover, hopscotch. 5–8 years LET THE CHILDREN PLAY: Nature’s Answer to Early Learning 3 The Pedagogical Value of Play: What do children learn? Play nourishes every aspect of children’s development– physical, social, emotional, intellectual, and creative. The learning in play is integrated, powerful, and largely invisible to the untrained eye. Much of this learning happens without direct teaching. It is learning that is important to the learner. Play has an intrinsic value in childhood and long-term developmental benefits. Play develops the foundation of intellectual, social, physical, and emotional skills necessary for success in school and in life. It â€Å"paves the way for learning. †33 Block building, sand and water play lay the foundation for logical mathematical thinking, scientific reasoning, and cognitive problem solving. 34 Rough-and-tumble play develops social and emotional self-regulation35 and may be particularly important in the development of social competence in boys. 36 Play fosters creativity and flexibility in thinking. There is no right or wrong way to do things; there are many possibilities in play – a chair can be a car or a boat, a house or a bed. Pretend play fosters communication, developing conversational skills,37 turn taking, and perspective taking,38 and the skills of social problem solving – persuading, negotiating, compromising, and cooperating. 39 It requires complex communication skills: children must be able to communicate and understand the message, â€Å"this is play. †40 As they develop skill in pretend play, children begin to converse on many levels at once, becoming actors, directors, narrators, and audience,41 slipping in and out of multiple roles easily. There is considerable fascination among play researchers and theorists with the correlations between children’s pretend play and cognitive development. 42,43 The capacity for pretense, developed so elaborately in socio-dramatic play, is inextricably intertwined with the development of the capacity for abstract, representational thinking. 44,45 We marvel at the developmental progression in thinking as the child gives up the need for a realistic object in pretend play – a banana, shoe, or simple hand gesture replaces the toy telephone. In play, children construct knowledge by combining their ideas, impressions, and intuitions with experiences and opinions. 47 They create theories about their world and share them with one another. They establish a culture and a social world with their peers. In play, children make sense – and sometimes nonsense – of their experience. They discover the intimacy and joy of friendship as they explore their own emerging identity. Because it is self-directed, play leads to feelings of competence and self-confidence. Play is a significant dimension of early learning. â€Å"Young children learn the most important things not by being told but by constructing knowledge for themselves in interaction with the physical world and with other children – and the way they do this is by playing. † Source: Jones, E. , Reynolds, G. (1992). The play’s the thing: Teachers’ roles in children’s play, p. 1 The relationship between play and learning is complex, reciprocal, and multidimensional. The processes of play and learning stimulate one another in early childhood – there are dimensions of learning in play and dimensions of play in learning. Play and learning are â€Å"inseparable dimensions in preschool practice. †48 There is immediate and obvious learning in play and learning that is not so obvious. For example, it is obvious that outdoor play experiences contribute to children’s physical development, in particular to motor development. Less obvious is the learning that happens as children test their strength, externally and internally: How high can I climb? Why does my heart pound when I run? Am I brave enough to jump from this platform? Although the learning in play is powerful, oddly enough, it is often incidental to the play, at least from the child’s perspective. The toddler absorbed by balancing blocks on top of one another is not necessarily motivated by a need or even a desire to learn the principles of stable physical structures, though this may indeed be what is fascinating to him; this learning is the byproduct of his play, and generally speaking, not its purpose. Play and Literacy There are consistent findings in research about the close relationship between symbolic play and literacy development and good evidence that increasing opportunities for rich symbolic play can have a positive influence on literacy development. 46 Pretend play with peers engages children in the same kind of representational thinking needed in early literacy activities. Children develop complex narratives in their pretend play. They begin to link objects, actions, and language together in combinations and narrative sequences. They generate language suited to different perspectives and roles. 4 LET THE CHILDREN PLAY: Nature’s Answer to Early Learning â€Å"Children don’t play in order to learn, although they are learning while they are playing. † Source: Kalliala, M. (2006). Play Culture in a Changing World, p. 20 Not all play is learning and not all learning is play. It is also important to remember that not everything children do is play. 49 Play-based learning in early childhood is a valuable, effective, and appropriate pedagogy and much good work has been done on the process of playful approaches to early learning. 50,51,52 â€Å"Learning through play† is an approach to curriculum and planning promoted by many early childhood programs in Canada. Early educators see such tremendous potential in play for children’s learning that we sometimes run the risk of overemphasizing the learning and under ­ emphasizing the play. 53 There are unique and fundamental developmental benefits that derive from spontaneous free play. The child’s experience of intrinsic motivation in play is fundamental to successful life-long learning. Play is a valid learning experience in and of itself – albeit one that has been difficult to justify and sustain in formal educational settings. We know that development is rapid in the early years, the domains of development are interdependent and that children need environments that stimulate overall development without forcing it prematurely. Play provides a natural integration of learning domains, integrating social, emotional, and physical learning with cognitive and academic learning. This integration is difficult to achieve and maintain in teacher-directed instruction. 54 One of the challenges facing early-childhood educators is teaching in the context of extraordinary individual variation in development. Play helps to balance learning for individual children – the child engages at the level and with the intensity needed to support his or her own learning. Play is uniquely responsive to each child’s developmental needs and interests. A well-designed environment meets multiple individual developmental needs simultaneously. â€Å"The pedagogical value of play does not lie in its use as a way to teach children a specific set of skills through structured activities called ‘play. ’† Source: Bergen, D. 1998. Play as a Medium for Learning and Development, p. 7 Towards a Pedagogy of Play: The Role of the Adult â€Å"Supporting children’s play is more active than simply saying you believe that it is important. When children’s play culture is taken seriously, the conditions which make it flourish are carefully created. Children’s play culture does not just happen naturally. Play needs time and space. It needs mental and material stimulation to be offered in abundance. Creating a rich play environment means creating good learning environments for children. † Source: Kalliala, M. 2006. Play Culture in a Changing World, p. 139 Creating environments where children can learn through play is not a simple thing to do consistently and well. Children must have time to play in order to learn through play. The role of the adult is critical. In order for children to become skilled at play, they need uninterrupted time and knowledgeable adults who pay attention to and support their right to play. Children learn to play all by themselves, given time and materials. The environment for play and the attitudes of the supporting adults towards play shapes the quality of the play experience for children. One of the most important roles is a facilitative one – the adult sets the stage, creating and maintaining an environment conducive to rich, spontaneous play, and interacting in ways that enhance children’s learning in play, without interrupting the flow and direction of play. â€Å"The skillful teacher of young children is one who makes†¦. play possible and helps children keep getting better and better at it. † Source: Jones Reynolds. 1992. The Play’s the Thing, p. 1 The adult designs an environment with hands-on, concrete materials that encourage exploration, discovery, manipulation, and active engagement of children. The quantity, quality, and selection of play materials influence the interactions that take place between children. The adult protects the time needed for exploration, discovery, and uninterrupted play. There are multiple roles for the adult in facilitating children’s play experiences. Jones and Reynolds55 describe the teacher as stage manager, mediator, player, scribe, assessor and communicator, and planner. Van Hoorn et al. 56 describe several similar roles in â€Å"orchestrating children’s play† along a continuum from indirect to direct involvement. Jones and Reynolds57 point out that teachers tend to have more difficulty with indirect roles than with direct ones. This presents a challenge. The indirect roles are most facilitative of children’s spontaneous free play, with its unique developmental benefits. While some play advocates maintain that children should be left alone to play without adult interruption, there is good evidence to support the positive benefits of some active adult involvement in children’s play. When skillfully done, adult involvement results in longer, more complex episodes of play. 58 Early childhood educators pay close attention to children’s play while they are playing; they are respon ­ sive observers and skilled play watchers. 59 They support children’s learning in play by becoming co-players, guiding and role modelling when the play becomes frustrating for the child or when it is about to be abandoned for lack of knowledge or skill. Based on their observations, they provide new experiences for children to enrich and extend play. LET THE CHILDREN PLAY: Nature’s Answer to Early Learning 5 They pose challenging questions for young children to consider, assisting them to develop new cognitive understanding. They interact in ways that maximize the potential for peer learning, continually seeking opportunities for children to learn from one another. Facilitating children’s play Young children need a balance of opportunities for different kinds of play, indoors and out. They need the support of knowledgeable adults and parents who do the following: †¢ Provide long, uninterrupted periods (45-60 minutes minimum) for spontaneous free play. †¢ Provide a sufficient variety of materials to stimulate different kinds of play – blocks and construction toys for cognitive development; sand, mud, water, clay, paint, and other openended materials for sensory play, dress-up clothes and props for pretend play; balls, hoops, climbing places, and open space for gross motor play. †¢ Provide loose parts for play, both indoors and out, and encourage children to manipulate the environment to support their play. †¢ Consider the opportunities for challenge and age-appropriate risk-taking in play. †¢ Ensure that all children have access to play opportunities and are included in play. †¢ Let children play for their own purposes. †¢ Play with children on their terms, taking the occasional ride down the slide, or putting on a hat and assuming a role in pretend play. †¢ Recognize the value of messy play, rough-andtumble play, and nonsense play. Caring Spaces, Learning Places: Children’s Environments that Work Greenman, J. (2005). Redmond, WA: Exchange Press. Canadian Association for the Right to Play (IPA Canada): www. ipacanada. org International Play Association: www. ipaworld. org Playing for Keeps: www. playingforkeeps. org Invest in Kids: www. investinkids. ca Click on â€Å"Comfort Play and Teach† for activities and information on play for parents of children from birth to eight years old. The Value of Outdoor play There is an emerging body of evidence on the developmental significance of contact with nature and its positive impact on children’s physical and mental well being. 60,61,62,63 Natural landscapes in the outdoors typically provide †¢ rich, diverse, multisensory experiences; †¢ opportunities for noisy, boisterous, vigorous, physically active play; †¢ opportunities for physical challenge and risktaking that is inherent in the value of play; †¢ rough, uneven surfaces, with opportunities for the development of physical strength, balance, and coordination; and †¢ natural elements and loose parts that children can combine, manipulate, and adapt for their own purposes. Adults – parents and early educators – must design the outdoor play environment with equal care and attention as they pay to the indoor environments, ensuring that these opportunities are inclusive of all children, especially those of differing abilities. †¢ Understand that children need to feel a sense of belonging to the play culture of childhood. †¢ Take an interest in their play, asking questions, offering suggestions, and engaging eagerly as co-players when invited. †¢ Useful Resources and Links USEFUL RESOURCES AND LINKS Preschool Outdoor Environment Measurement Scale DeBord, K. , Hestenes, L. L. , Moore, R. C. Cosco, N. G. , McGinnis, J. R. (2005). Lewisville, NC: Kaplan Early Learning. Tumbling over the edge: A rant for children’s play Bos, B. Chapman, J. Roseville. (2005). CA: Turn the Page Press. The Great Outdoors: Restoring Children’s Right to Play Outdoors Rivkin, M. (1995). Washington, D. C. : NAEYC. Making Space for Children: Rethinking and Recreating Children’s Play Environments Society for Children and Youth of B. C. (1999). Available at www. scyofbc. org. The Play For All Guidelines: Planning, Design, and Management of Outdoor Play Settings For All Children (2nd ed. ) Moore, R. , Goltsman, S. , Iacofano, D. (Eds. ). (1992). Berkeley, California: MIG Communications. 6 LET THE CHILDREN PLAY: Nature’s Answer to Early Learning The Geography of Childhood: Why Children Need Wild Places. Nabhan, G. P. , Trimble, S. (1994). Boston, MD: Beacon Press. Canadian Child Care Federation: www. cccf-fcsge. ca. Go to the e-store to view the following titles: Outdoor play in early childhood education and care programs and Quality environments and best practices for physical activity in early childhood settings. Natural Learning Initiative: www. naturalearning. org Evergreen: www. evergreen. ca The Challenge for the Future In the current climate of concern over school readiness, we must preserve some opportunity for children to play for their own purposes. If we trust the evidence that children’s play is at the very heart of healthy growth and development and early learning, we must ensure that children have sufficient time and adequate resources and support to develop the ability to engage independently in extended free play. If play always and exclusively serves adult educational goals, it is no longer play from the child’s perspective. It becomes work, albeit playfully organized. In many early childhood programs, the â€Å"free play† environment is synonymous with unstructured time. Teachers do the important work of teaching during centre time and circle time; spontaneous free play is unimportant in the educational endeavour. Early childhood educators must find a way to devote equal time and interest to facilitating the spontaneous free play of children and to promoting playful approaches to early learning. Families have little incentive to make time for play. They need good information about the benefits of unstructured free play in early childhood and regular opportunities to engage with their children in play. Early childhood educators and elementary school teachers need specialized preparation to engage comfortably in child-initiated free play, as well as more structured play-based learning experiences. It is incumbent upon early-childhood educators, parents, play advocates and researchers to do the following: †¢ Ensure that there is adequate time, space, and conditions for play to develop, both indoors and outdoors. †¢ Ensure that early learning environments have an appropriate balance of child-initiated free play and more directed learning. †¢ Improve the quality and scope of play in early-learning environments. †¢ Create tools to assess the quality of play environments and experiences. †¢ Articulate the learning outcomes of play – social, emotional, cognitive, creative, and physical. †¢ Create tools to assess the learning of individual children and groups of children in play contexts. †¢ Provide a clear focus in both preservice and inservice teacher training on developing the full range of roles for adults facilitating children’s play. †¢ Promote the value of play and the child’s right to play. The formal education system and structured preschool educational environments tend to emphasize the benefits of play as a means to an end. As the debate in Canada continues over what, when and how to facilitate learning in early childhood, the philosophy of early-childhood education – developed over several decades of practice – has much to contribute. A comprehensive approach to promoting learning through play must recognize the whole continuum of play and the value of skilled educators in facilitating opportunities for spontaneous free play in early childhood.