Tips For Compiling Business Essay on Comparison of Two Managers

Tips For Compiling Business Essay on Comparison of Two ManagersWriting a business essay on Comparison of Two Managers can help you create a solid foundation in your school curriculum. In addition, it will open your eyes to new opportunities that your career could hold. Here are some tips for compiling the needed information for the essays.The first tip is to organize all the information that you have so that you can focus on only one sample businesses. Start with the companies that you have the most passion about and for which you have the least interest. Study each business' history and review its latest financial statements. These two items alone will help you to better understand how each business is different from the other.Then compile all the sample businesses that you have read. This will give you a better idea of how each of these businesses is similar and different from the other. It will also give you a better idea of how you can best integrate your skills and expertise int o these businesses. Your level of expertise and talent will be able to relate to the business owners and managers more effectively. Since your experiences and expertise will be deeper than what they have in the other businesses, it will be easier for you to connect and describe these elements accurately.Next, you should summarize the information that you gathered so that you can organize the business essay. This will make the essay more concise and more attractive. In addition, you should know if you will use it as a practice or reference for your next writing assignment. For this, you will need to write down at least three possible examples that could lead to your next assignment.Finally, make a list of all the sample businesses that you have used for comparison in your business essay. You will be able to organize the information as well as your next assignment with these ideas.So now that you have these tips, you should continue practicing to perfect your Comparison of Two Manager s Samples. By doing this, you will be able to achieve the desired result faster and more accurately.Writing a business essay on Comparison of Two Managers can help you develop your analysis and analytical skills. Additionally, it can help you take your career to a whole new level by taking you to the next level of success.

261 Intro to Am Literature since 1945 Professor Ramos Blog

261 Intro to Am Literature since 1945 Intro to American Literature since 1945 Intro to American Literature since 1945 1069 – 1086 Intro New Readers, New Writers, New Heroes Literature and American Media Experiment and Play in Twentieth- and Twenty-First-Century Literature Literature Now Modernism vs Postmodernism Modernism Postmodernism Difference between Modernism and Postmodernism

How to Fill Out a Check, Step by Step

How to Fill Out a Check, Step by Step SAT / ACT Prep Online Guides and Tips Between online bill pay and money-transferring apps like Venmo, many of us don’t fill out checks very often. On the occasion that we do need to write one, like to pay rent, take care of a bill, or send a birthday gift to a relative, we might find ourselves feeling uncertain about whether we’re doing it right. This guide will tell you everything you need to know about how to fill out a check. To start, let’s get up close and personal with this small but mighty piece of paper. Anatomy of a Check: Full Diagram Did you know that a check has your bank account number on it? Or that each check has its own number that shows up not once, but twice? Did you ever notice that official checks have a tiny image of a padlock to show they’re certified by the almighty Check Payment Systems Association? Check out this diagram of a personal check to take a close look at everything on it. This particular check belongs to Archibald Squiggles of Splitsville, Indiana. Sam Lindsay for PrepScholar/All rights reserved. As you can see, your checks will show your name and address, bank account and routing number, and a check number. They also may feature the name of your bank. Using this diagram for reference, let’s look at everything you need to do to fill out a check. How to Fill Out a Check First off, you should fill out your check in pen. You could use a pencil, technically, but then your writing could get smudged or, worse, an unsavory character could come along, erase what you wrote, and change it to something else! Pen is more secure and official, especially when a signature is required. When you’re writing a check, you just need a few pieces of information: Name of the recipient, whether it’s an individual or a company Amount of money you’re writing the check for The date you want the recipient to cash the check You’ll also need to know how to write out the amount of money in words, a task that most of us rarely do outside of the context of writing checks. You’ll find some more tips on how to do this below. Once you have all of this information, you’ll find that writing the check is easy. There are five required pieces of information, plus an optional sixth. You can add these five (or six) pieces of information in any order, as long as you fill them all out in the end. For the purposes of this guide, the steps for how to write a check are presented in the order that they appear on the check from top to bottom and left to right, starting with the date. Many of us write checks every month to a landlord or realty management company. Step 1: Write the Date First, you should write the date on its designated line near the top right corner. Put the date on which the recipient can first cash the check. That might be the current date, or a date in the future. For instance, if you’re writing a check for December, 2016 rent, then you might put the date as December 1, 2016. This means that you want the recipient to cash the check on or after December 1, but not before. You can write the date in long form or in the format MM/DD/YYYY. For instance, using the example above, you could write July 1, 2016 or 07/01/2016 (leaving out the zeros and writing 7/1/2016 is fine, too). If you’re writing a longer month, like November, you can also abbreviate it, e.g. Nov. 1, 2016. In the example below, Loretta Checkworth has started writing a check to pay back Archibald Squiggles. She’s writing the check in late September, but dates it as October 1, 2016. Since she and Archibald Squiggles are close friends, he doesn’t mind waiting a week to cash it until Loretta’s sure she has the funds in her account. You’ll notice that Loretta has redacted her home address and bank account number. She knows better than to share personal information with strangers on the internet. Like Loretta, you can date a check in the future if you want the recipient to wait to cash it. If you have insufficient funds in your account until that date, you should also pass the message along to the recipient to wait to deposit the check until the stated date. You could date your check for way in the future, but who knows if we’ll even still be using checks by then. Maybe we’ll pay for everything in flowers to our robot overlords. Step 2: Name the Recipient After you write the date, fill in the name of the recipient. If you’re writing a check to a person, then write his/her first and last name. Loretta writes out Archibald's full name, as you can see on the check below. If you’re sending money to a company, write the full name of the company (e.g., Acropolis Realty, Inc.). You can also write â€Å"cash† as the recipient. Writing cash means that anyone can cash the check. It’s usually not recommended, for security reasons. Step 3: Fill in the Numerical Amount of Money In the payment box, write out the amount of money. Since the dollar sign should already be outside the box, you don’t need to repeat it. Just write the numbers. Include the cents, even if the amount of cents is zero. For instance, five dollars should be written as 5.00, rather than just 5. It is possible to write a check for less than a dollar. In that case, include the zero before the decimal point. An amount of 75 cents, for instance, would be written as 0.75. Loretta owes $150.99 to Archibald, which she indicates in the payment box below. Since the dollar sign is already outside the box, Loretta doesn't write it again when writing a check. Just the numbers, "150.99" are fine. This piggy bank just learned you can write checks for amounts less than a dollar and is rightfully alarmed. Step 4: Write Out the Amount of Money in Words Now comes the slightly less usual task. In addition to writing the numerical amount of money, you also need to write out the amount in words. You’ll write out the dollars in words and the cents in words or as a fraction out of 100. For instance, an amount of $5.00 could be written as â€Å"Five dollars and zero cents† or â€Å"Five dollars and 00/100.† Writing the cents as a fraction is more common because it saves room on a relatively short line. When there’s no change, you can also follow the amount in dollars with the word â€Å"even.† In this example, your third option would be to write, â€Å"Five dollars even.† If you’re writing a compound number between 20 and 100, you should include a hyphen. For example, $21 becomes â€Å"Twenty-one dollars† and $49 becomes â€Å"Forty-nine dollars.† If you’re writing an amount less than a dollar, then you could write out the cents in one of two ways. You could write â€Å"zero dollars and† followed by the fraction, or write the amount out in words preceded by the word â€Å"only.† For example, 50 cents would become â€Å"zero dollars and 50/100† or â€Å"Only fifty cents.† Using these rules, let’s look at a few more examples of how to write out numerical amounts of money in words. Example 1: $10.00 Ten dollars and 00/100 OR Ten dollars and zero cents OR Ten dollars even Example 2: $39.99 Thirty-nine dollars and 99/100 OR Thirty-nine dollars and ninety-nine cents Example 3: $0.75 Zero dollars and 75/100 OR Only seventy-five cents Example 4: $1,789.74 One thousand seven hundred and eighty-nine dollars and 74/100 As you can see, the fourth example only writes the cents as a fraction. While you technically can write out the change in words, you probably wouldn’t have space on the line with such a large number. You could also add clarifying commas when writing out big numbers, although you don’t have to. If you’re running into trouble writing out the numerical value in words, you can also enlist the help of a website, like Calculator Soup. It converts numerical currency values into words. It’s best to make sure you know how to write everything out before you start filling out the check, so you don’t waste a check. Before filling out your check, you can use another piece of paper for some check writing practice. You also want to make sure to write small enough so you can fit the amount all on one line. Loretta is used to writing checks, so she went ahead and wrote â€Å"One hundred fifty dollars and 99/100s† on her personal check in the correct check writing format without a practice run first. Loretta also added a dash after the amount to indicate that nothing should come after. You can include a line like this to safeguard your check and make sure no one can add any additional numbers. Personal checks, where words and numbers collide. Step 5: Add an Optional Memo See the memo line near the bottom left-hand corner on the diagram of the check? Filling out this line is optional. You can write a word or two as a note to the recipient or to describe what the check is for. For instance, you could write â€Å"July rent,† â€Å"Happy Birthday,† â€Å"IOU,† or â€Å"Laser tag.† If your recipient is getting several checks from you or other people, then it may be useful to fill out this memo line to make sure your check doesn’t get mixed up. Step 6: Sign It! Finally, once you’ve filled out the date, recipient, amount of money in numbers and words, and optional memo, you’ll sign your name! A signature is essential, as the check can’t be cashed or deposited if it’s not signed. Once you’ve completed these six steps, you’re all done! Your check is filled out and ready to go. After filling out all of the other essential information, Loretta signed her full name. Now the check is ready for Archibald. Besides knowing how to write a check, there's one other step you should take before sending off your check. Read on for one extra tip about check writing. Extra Tip: Write Down the Check Number Before sending off your check to your friend, landlord, laser tag partner, health insurance company, or whoever the recipient may be, you should take one additional step: write down the check number. Every check has its own number to help you keep track of it. As you can see on Archibald’s check, the check number can typically be found twice on the check, on the top right and bottom right corners. Recording the check number helps you keep track of which check you’re using in case it gets lost or you need to cancel it. Canceling a check costs between $15 and $36 depending on your bank, but it could be worth it if you’re worried about the check falling into the wrong hands. You may also want to cancel the check if you don’t have enough money in your account, depending on your bank’s overdraft fees. Usually, banks charge an overdraft fee between $20 and $40 if a check bounces. If you have overdraft protection, then your bank will cover the cost of the check, but this coverage will be a loan with interest, plus you may have to pay an additional fee. You'll have to compare your bank's overdraft fee with its cancellation fee to decide if the check is worth canceling. If you’re worried about a check bouncing, try to tell the recipient to wait to deposit until you’re sure you have enough money in your account. Writing down the check number is a smart move just in case you need to cancel your check or order new ones. When you order from a third party, like Costco, you need to know the number of your last check so your next group of checks can start with the following number. Loretta Checkworth, of course, recorded her check number before she paid back Archibald Squiggles for their laser tag weekend getaway. Archibald recently deposited Loretta’s check into his bank account, so there’s no longer a debt between them. While Loretta’s an old pro when it comes to check writing, what should you remember as you fill out your own personal checks? Remember to record the check number in case your check gets lost in transit... How to Write a Check: Key Takeaways Filling out a check is no great mystery. You just need a small amount of information, namely the name of the recipient, the amount of money, and the date on which they can cash or deposit the check. If you’re unsure about writing numerical values out in words, perhaps practice on another piece of paper first, so you don’t end up wasting a check. Before sending out your check, record the check number, just in case you need to cancel it. Knowing how to fill out a check a useful skill that anyone with a checking account should have. Next time you need to send a check for rent, a bill, or a gift, you can feel confident that your money transfer will go through.

Fiber Optic Security Systems Thesis Proposal Example | Topics and Well Written Essays - 2500 words

Fiber Optic Security Systems - Thesis Proposal Example They analyze the information such as calls, File systems and modifications application logs and other host information to detect and suppress attacks. Wireless IDPS: They are used to detect intrusions on the wireless system and rogue access points (unauthorized wireless access point used by hackers). Other IDPS systems PIDPS: (Packet Intrusion Detection System) used for packet sniffing to detect attacks. APIDS: It monitors a group of servers by analyzing and monitoring communication between the application protocols. Hybrid intrusion detection systems: Hybrid intrusion detection systems are more efficient and effective in detecting attacks and controlling them. They consist of a combination of several intrusion detection systems integrated into one device. The key function of IDPS systems are Detection of intrusion Recording of information on the detected events Notifying the administrator of the detected events Trigger preventive measures such as port blocking, limiting access of the suspect program as well as deleting infected files. The main parts of an IDPS system are: Sensor: generates the security event Console: monitors the event Engine: it records the events logged by the sensors in a specified database. 1.2.2 Methods of detecting intrusion Though there are many methods of detecting intrusions, the principal methods are: Signature based intrusion The IDPS detects a given pattern corresponding to a known threat. The known events are those that were detected and are known to cause harm in the past. For example, an email with an attached file (freepics.Exe) is usually a characteristic of malwares, or an operating system log with code 645 that depict that the host is disenabled or a...A malicious program or E-mail causes unwanted manipulation and alteration of information and files, deleting of vital information and emails, software corruption and the transfer of information without the authority or consent of the user or the system administrator (Crothers, 2002). The major roles of IDPS are to protect networks and computers from: Host based IDPS; Identifies intrusion on hosts and agents. They analyze the information such as calls, File systems and modifications application logs and other host information to detect and suppress attacks. Hybrid intrusion detection systems: Hybrid intrusion detection systems are more efficient and effective in detecting attacks and controlling them. They consist of a combination of several intrusion detection systems integrated into one device. The IDPS detects a given pattern corresponding to a known threat. The known events are those that were detected and are known to cause harm in the past. For example, an email with an attached file (freepics.Exe) is usually a characteristic of malwares, or an operating system log with code 645 that depict that the host is disenabled or a Telenet with user name 'root' that violates security policy.

E-waste Essay Example | Topics and Well Written Essays - 750 words

E-waste - Essay Example The technology that has been manufactured for the betterment of the society is now posing a threat as it is being dumped in larger quantities (Luther) This essay will revolve around the concept of E-Waste and how measures are being taken in order to minimize the threat that it poses to the world. E Waste is generally considered a part of the solid waste and is disposed off in the municipal solid waste along with the necessary precautions that need to be taken when disposing it off. This disposal creates a hazard for the society as these gadgets are made up of components that can be hazardous to the health of the individuals (Luther 1-3). The waste that is being disposed off consists of lead, mercury, selenium and other components which are known to be hazardous (Johri 3-4). As these products are being disposed off, the hazardous nature of E-Waste is taking a new leap and the state affairs are taking a keen interest in the aspect of recycling this waste. Many states have already implemented a strategy that forces the concerned authorities to recycle this waste rather than disposing it off. However this recycling has also caused an irk amongst the scholars as the products are being recycled and sent to the developing countries where the hazards of such material increases even further (Luther 1-3). E Waste forms around 0.01% to 1% of municipal solid waste in the developing countries. Televisions and computers that were being built previously consisted of an overwhelming amount of lead. If these computers and televisions are discarded at a ground, these dangerous elements can leak out in the soil and cause havoc. The computer chips and other circuitry are made up of other poisons that can contaminate the soil and this includes mercury which is known to be a cancer causing agent. It is thus very important for the concerned authorities to review the process of dumping this waste and

Exploring visions of capitalism exits

Exploring visions of capitalism exits What is capitalism? Based on (Fulcher J 2004), capitalism is en essentially investment of money in the expectation of making profit. Thus, capitalism is a special social structure where both the selling and buying of commodities organized by capital dominate human economic activities. Capitalism has expanded in social relations of production, distribution and consumption. In this essay, Im going to talk about the several visions and also the terms of capitalism, also not forget how has the global capitalist systemevolved over the two centuriesà £Ã¢â€š ¬Ã¢â‚¬Å¡ There are several types of visions of capitalism exits. Liberal vision means an economy with self-regulating market with free trade and no state will step in to interference. Marxian vision which expand global system but based on exploitation of workers by capitalists and liable to crisis as result of gap between total wages and value of goods and services. Schumpeterian vision stresses the role of entrepreneur investment and saving in order to gain profit and also over-investment in the market. Polanyian vision which is stresses utopian nature of free market and dependence on state intervention, leading to social strains to generate demand for state regulation. Lastly, Keynesian vision which is try to reach equilibrium below full employment levels. In order to keep the full employment, state has to put money into the economy to restore confidence and boost demand. According to (Makoto Itoh1988) merchant capitalism has grown about two and half centuries until the middle of the eighteenth century for the explosive expansion of world trade with the invention of new continent and worldwide sea routes. It is a term described by economist that an earliest phase in the development of capitalism. Based on ((Randy Hodson,Teresa A.Sullivan 2008), merchant capitalism grew not as a way to organized production but as a way to organize trade. (Fulcher J 2004) stated that merchant capitalism is the investment in order to generate huge profit by risk and long-distance trading ventures , and the profit is the result of scarcity and distance. Merchants have to made money by investing in goods that they sold at profit. According (Makoto Itoh1988) the beginning of seventeen century mercantilism appeared as bullionism, where silver and gold was treated as treasure. Thus, the growth of wealth was measured by accumulation of these metals which served as money. So, m ercantilist known the importance of manufacturing industries and foreign trade was the source of national wealth and treasure. After that, based on (Makoto Itoh1988) mercantilism turned to a typical police balance of trade system where the total nation balance of trade rather than the balance of each individual bargain was underlined. There is argument about state should export more goods than imported in order to let foreigners pay the bullion, and only raw materials that cant extract at home should be imported. Thus, subsidies for export and creation of monopolies among the trading companies in order to encourage home production of manufactured goods. Capitalism production is specific in commercial supplied inputs and outputs of production through the market. The whole production process is restructured with the economic rationality of capitalism, which price is described the relationships between input and output. The profit depended ultimately on workers so production itself becomes directly a source of capital growth, based on the commercial exploitation of surplus labor. According to( Fulcher J 2004), capitalist production is based on wage labor and a clear line of division and conflict emerges between the owners of capital, who own what Karl Marx called the means of production and those who sell their labor in exchange for wages. Means of production are those factories, tools and the machinery to create a product. A worker can sell his labor to capitalist for a wage in any activity or investment that will bring profit to a capitalist. For the example of cotton mills, apart from heavy machinery cost, wages were the main cost o f the company. So, Wages costs were minimized by replace less skilled and cheaper labor as work together with invention of technology made this possible. On other hand, Industrial capitalism required continuous work , based on (Fulcher J 2004), workers had become, as Marx put it wage slaves. Anarchic capitalism also known as liberalization market was the stage in 18th and early 19thcenturies when industrial capitalism made its breakthrough. It was anarchic because participants can seize and defend resources without regulation. Economist Murray Rothbard defined the term of anarchy society as one where there is no legal possibility of coercive aggression against the person or property of any individual. According to anarchic capitalism, the personal activities or economic activities would be regulated by private law rather than politics yet entrepreneurs competitors will provide law enforcement, courts rather than through taxation. Anarchic capitalism argued that society should based on the voluntary trade of private property and services which consists of money, consumer goods, capitals goods or land to maximize individual liberty and wealth. (Kaletsky ) stated that the ideology is clear that a capitalist system based on private property and profit was an elemental force of nature, governed by iron laws of economics that were as immune to human manipulation as a hurricane. The general beliefs of laissez-fair which dominant throughout this 150 year period is that economics and politics are two different areas in human activity and emotion that should remain different in the interest of economic and political progress. In anarchic capitalism what is important is the way of gain property without roadblock from the compulsory state and the most economically beneficial is through voluntary trade rather than government intervention. Government intervention extensively in the economy, essentially through high and var iable trade tariffs and excise taxes in order to raise revenues. Not only that, according to (Kaletsky) there were also used to favor influential industries or social interests such as textile manufacturers or yeoman farmers. Nevertheless, according to (Kaletsky), laissez-faire capitalism has been succumbed because of its internal contradictions just like what Marx had predicted before. Anarchist romantics repulsed, according to Keyness description suggested, one of the reason might be the revolutionary groups of 1880-1915 period that exceed achievements in their destructive political impact by terrorists of PLO or IRA. So, by 1914, free market capitalism was declining and the internal contradiction that identified by Marx were toward a systemic breakdown. In 1919, Keynes warning there will be an economic catastrophe foreshadowed. Then, financial earthquakes of hyperinflation in Weimar Germany and also Great Depression happened on 1930s. Based on (Kaletsky), during nineteenth-century politico-economic system was still in death throws and capitalism had become extinct so the system has to opt for reform. Managed capitalism which born out of the economic disaster in the interwar period was begin in second half of 19th century which thrived for roughly 40 years and came to its peak in 1970s. Thus, its the policies that Keynes had been recommending to British government. The (Fulcher J2004) stated that competition and market regulation declined as both sides of industry become more organized and as state management and control increased. One of the remarkable transformation occurred in the 1930s was the invention of government economist. According to (Kaletsky), the interactions between the government and market in anarchic capitalism has been consider incidental to economic activity and generally damaging to it as government need to raise revenues by tariffs and taxes for the main reason which is fighting war. So, landlord or manufacturers have to pay for tariffs to protect them for low-cost foreign competition. There is no one belief that the working of the market will be improved eve n there is intervention of Bank England in money market and also motivation of self-interests of City London or British finance to quell panics. According to (Kaletsky), Prime minister has described that the governments reaction to Keyness early proposal to lift the British economy out of Great Depression. The macroeconomic condition was transformed by collapse of global trade and industry in early 1930. As what stated in (Kaletsky), public outrage intensified over mass unemployment, the twin threats of socialist revolution and fascist dictatorship forced democratic politicians to engage with the economy in ways that classical economist had never imagined. Next, government been offered a freedom of action by the time gold standard has been breakdown. Then, based on economists and politicians that the upshot was that if unguided by government, capitalism was ruinously and unstable. The (Kaletsky) stated that a competent government will protect the public and also economy from unavoid able anarchy of free market. But from the 1960 onwards, economy crisis hit the world. Not only Britain but also other countries like Italy, France were facing inflation and even assassination from terrorism. Thus, breakdown of the international monetary system in 1971 leads a death blows and collapsed to manage capitalism. According to (Kaletsky), a lethal combination of high inflation and mass unemployment known as stagflation appeared in the economy. After the 1979 Iranian Revolution, capitalism in this period was faced the same problem as the early one in 1930s, it had to transform itself to survive or choose to become extinct. Why did managed capitalism collapsed is probably caused of corporatist institution couldnt work in the end, government had failed to regulate prices and incomes because the cooperation wasnt been engineered between unions and employers. Remarketized capitalism period happened on 1980s after the collapsed of managed capitalism and its revival of market forces. Thus, in 1981-1982,based on (Kaletsky) monetarism has been applied to tame of inflation by revival of free or competitive markets, prevent distorted by state intervention, always keep a capitalist economy in balance, producing efficient and rational outside ,including economic stability and full employment. What causes the crisis of capitalism in 1970s? Its the consequence of errors in monetary policy. Additionally, another reason of the great inflation and breakdown of Keynesian capitalism was probably the private enterprise hard to afford the high taxes, the militant unions they empowered and especially the Increase of powerfu l labor movement brings class conflict and pressure for income redistribution. Next, Keynesian full-employment built a natural tensions over the distribution of wagers and profit between workers and capitalists in the economic system. By the late 1960s, the top priority of government policy was maintain full employment then the labor militancy intensified to achieve the escalate demand so a postwar generation of workers had grown up. Thus, according (Kaletsky), companies felt confident to pay offers that were needed to stave off labor militancy and strikes. So inflation was created as result. Government has to restore discipline into the labor market in order to stop the inflation. So, government has to abandon full employment policies and also create condition to millions workers who going to lose their jobs. In 1943, self-destruction of Keynesian full-employment was predicted by economist and he was argued that due to the labor militancy and inflation, the solution will create a new crisis of capitalism and force the capitalism system to reinvent itself again. Lastly, based on ( Kaletsky ) the thirty years epoch started with Thatcherism in 1979 and ended with the crisis of 2007-2009.

Child Observation

Child Observation Background The child that I chose to observe was a nine year old boy that I will refer to as Dan. Dan is a highly gifted child who, unfortunately, suffers from cerebral palsy, as well as panic attacks. His parents are divorced and he lives with his mother, who has remarried. His father who also has remarried, does have contact with him, though the relationship is somewhat strained. He comes from an upper middle class background, and has no brothers or sisters. I observed Dan in the waiting room for about an hour (his mother was good enough to bring him in for his appointment a little early so that I could observe him).The room contained many toys and books for varying ages, as well as a number of magazines for both kids and adults. The walls were covered with different pictures and posters, and there were a number of chairs. Observation Dan’s mother, Molly, helped him into the office by supporting him under his arms. His upper body works normally but he has t rouble with his legs, particularly his lower legs, and is unable to walk on his own. His mother took him immediately to the corner of the room containing the toys and books, then lowered him to the floor.Dan picked out a science book that appeared to be geared towards children a few years older than he. Lying on the floor, he began to read aloud and frequently questioned his mother, who sat in a nearby chair, about pronunciation of words, as well as dates and background information on famous scientists mentioned in the text. His mother answered all of his questions, and when she did, he engaged her in further conversation about the subject until he was sure that he understood. His mother was then called into the office to speak with the doctor alone.Before leaving, she asked Dan if he needed to use the restroom (he needs her help to do so). He told her he was fine, and she went into the office. At this point, Dan and I were the only two people in the room. He continued to read aloud after his mother had left. With her gone, he engaged in private speech when he came to a word he did not know, or a subject he was unfamiliar with. His conversations with himself were very similar to those he had with his mother. About ten minutes after his mother had left, Dan began looking over at me occasionally, but only for a second before going back to his reading.When he was unsure of a word, he repeated it several times before moving on. His reading grew gradually quieter until I could not always make out the words. At one point, he came across a word that he did not know and began reasoning to himself as follows: â€Å"This must be an English word†¦although I speak English, so maybe it’s from a different country†¦ or maybe they only use it in England. † Dan looked at me several times as he attempted to reason through this, but did not ask me for help. After that, he closed the book and looked around the room.He pulled a rock the size of a large marb le from his pocket, and began brushing it lightly against first a nearby chair leg, then his own sneaker. He sat up, experimented with throwing the rock at his left hand, which he held open, palm facing his right hand. I should note that he did not appear to be trying to catch it, but I could not be sure. At any rate, he never did catch it in the several times that he threw it. He then rolled it down his arm a couple of times, before throwing it straight up in the air, leaving his hand out, but not moving it at all as the rock fell past it.At this point Dan looked at me for about five or ten seconds straight, the first time he had done more than glance at me. He then pushed the book away and crawled over to a large aluminum can with a lid on it that was filled with toys. He brushed the rock lightly against it, but did not open it. Next, he looked at me and smiled. He asked me if he was bothering me and I told him he was not. He told me he did not want to distract me if I was studyin g. I answered that I was just writing something for school and that he was not distracting me at all.He said that he did not want to be bothersome and that he had been trying to be as non-distracting as possible. I told him not to worry about it and to just do whatever he wanted. After that, he began to talk to me a great deal. He told me about a book that he had read in the waiting room before and asked if I had ever read it. I answered that I had not and he told me all about it. He said it allowed you to put different wigs and clothes on different people and that he really liked it a lot. He went on to say that it was â€Å"a lot of fun, but it’s not here anymore so someone must have took it.I don’t know who took it though. † He then pulled down another book with big wobbly eyes that were placed to be on a different picture every time you turned the page. He asked me if I ever saw this book and I told him that I had. He said that it was â€Å"a really cool bo ok. † He then started reading it aloud, looking over at me occasionally as he did so. A little later, as he continued to read, his mother came back in and asked again if he needed to use the restroom. He told her he did not, and she lifted him up and helped him into the office for his appointment.Interpreting the Observation The first thing that struck me about Dan’s behavior was that he ignored the toys and magazines, and went straight for the books. Not only that, the first book that he picked out was obviously geared towards kids several years older than he. I knew going into the observation that Dan was highly gifted, and combining that with his physical disability, it made sense that he would be an avid reader and , relative to the other kids his age, a very advanced one. This proved to be true.Gambrell (1994) says that a child who is motivated to learn will read for a number of reasons, including to gain knowledge. This certainly seemed to be the case with Dan as he was very intent on being sure that he understood exactly what he was reading. Many kids read because they have to, and they learn so that they will get an â€Å"A† in school; Dan was reading and learning for the sole purpose of gaining knowledge. This is not surprising given the fact that gifted children have been found to have significantly higher intrinsic motivation to learn all subject areas than do their peers (Gottfried & Gottfried 1996).This study went on to say that â€Å"From the early years through adolescence, children who are identified as gifted evidence superior persistence, attention, curiosity, enjoyment of learning and orientation toward mastery and challenge. This was mirrored in the enthusiasm with which Dan went about the task of reading and being sure that he understood what he had read. The fact that his mother allowed him to pick out a book himself could be relevant to Dan’s apparent motivation to read.Gambrell (1994) reports that over 80% of children name books that they picked out themselves when asked about those they most enjoyed. In contrast, only 10% talked about books that were chosen for them. A strong correlation was shown to exist between a child’s being allowed to choose his own book and his intrinsic motivation to read. Gambrell further reports that learning through books is enhanced by social interactions, which further increase his desire to read. Dan obviously demonstrated this through the conversation he had with his mother while reading.After his mother left, Dan made frequent use of Vygotsky’s private speech (overt verbalizations not intended for a listener), particularly in the form of questions to himself. I saw this as both modeling his earlier conversations with his mother, and actively trying to learn new words and information. Goodman (1981) found that, in problem solving tasks, questions to self occurred more frequently following failures. This too, was the case with Dan who would often ask himself questions after being unable to pronounce a word or figuer out its meaning.Goodman also found that a hight rate of verbaliztions during problem solving tast was associated with increased efficiency. This is consistent with the fact that Dan, who made frequent use of such verbalizations, was a very advanced reader for his age. His frequent glances at me during particularly troublesome spots could have been related to social referencing. He appeared to want to ask me for help, but never did. Instead he simply looked at me as he tried to pronounce the word, as if trying to guage my facial reaction to see if he was right.Conclusion Dan appeared to be, aside from his diagnosed problems of cerebral palsy and panic attacks, a fairly normal, though cognitively advanced, nine year old boy. His reading every thing aloud struck me as somewhat unusual, and I have no sure explanantion as to why; perhaps he feels that he learns better through auditory stimulation. He also seemed to use private speech more than the average nine year old would, but as I discussed earlier, some studies have linked this to better problem solving abilities and high cognitive performance.References Gambrell, L. B. , (1994). What motivates children to read? Scholastic Literacy Research Paper, 2 Gottfried, A. E. & Gottfried, A. W. , (1996). A longitudinal study of academic intrinsic motivation in intellectually gifted children; Childhood through early adolescence. Gifted Child Quarterly, 40 (4), 179-183 Goodman, S. H. , (1981). The intergration of verbal and motor behavior in preschool children. Child Development. 52 (1), 280-289 Child Observation PSY 122 Child Growth and Development *Key Assessment: OBSERVATION *OF A CHILD and GROUP OF CHILDREN (This key assessment will be in 2 parts; *a total of 4 separate observation papers*) NAEYC Standards and Supportive skills: Standard 1 Promoting Child Development and Learning a Knowing and understanding young children’s characteristics and needs 1b Knowing and understanding the multiple influences on development and learning Standard 3 Observing, Documenting, and Assessing to Support Young Children and Families 3b Knowing about and using observation, documentation, and other appropriate assessment tools and techniques 3c Understanding and practicing responsible assessment Supportive Skill 2 Mastering and Applying Foundational Concepts from General Education Supportive Skill 3 Written and Verbal communication Skills Supportive Skill 4 Skills in Making Connections between Prior Knowledge/Experience and New Learning Observation 2: Observe a different child in 2 new area/activities* Part 2: *Observation 3: Observe a group of children inte*racting in one of the following *area/*activities* Observation 4: Observe another group of children interacting in a different area/activities* *Areas/Activities include: PSY 122 Child Growth and Development Key Assessment: OBSERVATION *OF A CHILD and GROUP OF CHILDREN (This key assessment will be in 2 parts) Observation Paper Format Observation Paper # 4 REMEMBER: To use pseudonym (not real name) Describe what the child (ren) are doing and saying (use quotation marks) during the length of your observation. Be specific, objective, and descriptive. Avoid judgmental statements (i. e. â€Å"That little boy was bad. † ). Kids Towne day care is located in an industrial park in Branford, CT. It currently has 75 children enrolled. Inside, the daycare is broken up into class rooms by age. On this day, I chose to observe the preschool room. The classroom currently has 20 children enrolled but not all the children attend daily. On this day there were 14 children in the classroom. The ages range from 3 years old to 4. 5 years old. The ratio of boys to girls is 2:1. Around 8:00am, I began watching the entire group of children. The structure of their day begins at 8:00am with â€Å"circle time. † Miss Sam, the teacher of the preschool room, announces to the children â€Å"Circle time! † I watched as they all came running. â€Å"Sit on a letter. † Miss Sam instructs the children. In the middle of the room there is a huge carpet with all the letters of the alphabet on it. Each child sits on a letter of their choice. â€Å"I want J† says a little boy named Jonah. Once all the children are seated Miss Sam begins with the date and the weather. â€Å"Its chilly outside today† she tells the students. â€Å"Mommy made me wear my jacket but I didn’t want to. † Says a boy named Alex. Shortly after the date and weather, the room breaks out in song. â€Å"The wheels on the bus go round and round†¦Ã¢â‚¬  sing the children. I notice that one girl is not singing. She is sitting with her legs crossed with her elbows on her knees and her head down. When the song finishes, Miss Sam asks Meghan, â€Å"What’s wrong? † â€Å"I have a headache Miss Sam. † â€Å"Well, maybe you’ll feel better after we make our monster puppets? † Meghan didn’t answer. â€Å"Who wants to make monster puppets? † asks Miss Sam. â€Å"Meeeeeeee! † several children proclaimed. I watched as the kids ran to the art center where two long rectangular tableswere side by side. All the boys sat at one table, and all the girls sat at the other. Miss Sam gave each child a brown lunch bag and spread crayons, markers, feathers, pom poms and glue on the table. Miss Sam showed the children a monster puppet that she had made. Mine is going to be pink† said one of the little girls. â€Å"Mine too† said another. I watched as the children worked on their puppets. â€Å"Roarrrrrrrr† said one boy who was coloring his bag green. When the children finished their puppets they all held them up and shared them with pride. Section II. Inferences/Interpretations: Section III: Theorist: Choose a theory/theorist (i. e. Piaget, Vygotsky, Erikson, Skinner, Bronfenbrenner, etc. ) and include a discussion on how this theory would explain what you have observed about the child (ren)’s behavior and development. Child Observation Child Observation Background The child that I chose to observe was a nine year old boy that I will refer to as Dan. Dan is a highly gifted child who, unfortunately, suffers from cerebral palsy, as well as panic attacks. His parents are divorced and he lives with his mother, who has remarried. His father who also has remarried, does have contact with him, though the relationship is somewhat strained. He comes from an upper middle class background, and has no brothers or sisters. I observed Dan in the waiting room for about an hour (his mother was good enough to bring him in for his appointment a little early so that I could observe him).The room contained many toys and books for varying ages, as well as a number of magazines for both kids and adults. The walls were covered with different pictures and posters, and there were a number of chairs. Observation Dan’s mother, Molly, helped him into the office by supporting him under his arms. His upper body works normally but he has t rouble with his legs, particularly his lower legs, and is unable to walk on his own. His mother took him immediately to the corner of the room containing the toys and books, then lowered him to the floor.Dan picked out a science book that appeared to be geared towards children a few years older than he. Lying on the floor, he began to read aloud and frequently questioned his mother, who sat in a nearby chair, about pronunciation of words, as well as dates and background information on famous scientists mentioned in the text. His mother answered all of his questions, and when she did, he engaged her in further conversation about the subject until he was sure that he understood. His mother was then called into the office to speak with the doctor alone.Before leaving, she asked Dan if he needed to use the restroom (he needs her help to do so). He told her he was fine, and she went into the office. At this point, Dan and I were the only two people in the room. He continued to read aloud after his mother had left. With her gone, he engaged in private speech when he came to a word he did not know, or a subject he was unfamiliar with. His conversations with himself were very similar to those he had with his mother. About ten minutes after his mother had left, Dan began looking over at me occasionally, but only for a second before going back to his reading.When he was unsure of a word, he repeated it several times before moving on. His reading grew gradually quieter until I could not always make out the words. At one point, he came across a word that he did not know and began reasoning to himself as follows: â€Å"This must be an English word†¦although I speak English, so maybe it’s from a different country†¦ or maybe they only use it in England. † Dan looked at me several times as he attempted to reason through this, but did not ask me for help. After that, he closed the book and looked around the room.He pulled a rock the size of a large marb le from his pocket, and began brushing it lightly against first a nearby chair leg, then his own sneaker. He sat up, experimented with throwing the rock at his left hand, which he held open, palm facing his right hand. I should note that he did not appear to be trying to catch it, but I could not be sure. At any rate, he never did catch it in the several times that he threw it. He then rolled it down his arm a couple of times, before throwing it straight up in the air, leaving his hand out, but not moving it at all as the rock fell past it.At this point Dan looked at me for about five or ten seconds straight, the first time he had done more than glance at me. He then pushed the book away and crawled over to a large aluminum can with a lid on it that was filled with toys. He brushed the rock lightly against it, but did not open it. Next, he looked at me and smiled. He asked me if he was bothering me and I told him he was not. He told me he did not want to distract me if I was studyin g. I answered that I was just writing something for school and that he was not distracting me at all.He said that he did not want to be bothersome and that he had been trying to be as non-distracting as possible. I told him not to worry about it and to just do whatever he wanted. After that, he began to talk to me a great deal. He told me about a book that he had read in the waiting room before and asked if I had ever read it. I answered that I had not and he told me all about it. He said it allowed you to put different wigs and clothes on different people and that he really liked it a lot. He went on to say that it was â€Å"a lot of fun, but it’s not here anymore so someone must have took it.I don’t know who took it though. † He then pulled down another book with big wobbly eyes that were placed to be on a different picture every time you turned the page. He asked me if I ever saw this book and I told him that I had. He said that it was â€Å"a really cool bo ok. † He then started reading it aloud, looking over at me occasionally as he did so. A little later, as he continued to read, his mother came back in and asked again if he needed to use the restroom. He told her he did not, and she lifted him up and helped him into the office for his appointment.Interpreting the Observation The first thing that struck me about Dan’s behavior was that he ignored the toys and magazines, and went straight for the books. Not only that, the first book that he picked out was obviously geared towards kids several years older than he. I knew going into the observation that Dan was highly gifted, and combining that with his physical disability, it made sense that he would be an avid reader and , relative to the other kids his age, a very advanced one. This proved to be true.Gambrell (1994) says that a child who is motivated to learn will read for a number of reasons, including to gain knowledge. This certainly seemed to be the case with Dan as he was very intent on being sure that he understood exactly what he was reading. Many kids read because they have to, and they learn so that they will get an â€Å"A† in school; Dan was reading and learning for the sole purpose of gaining knowledge. This is not surprising given the fact that gifted children have been found to have significantly higher intrinsic motivation to learn all subject areas than do their peers (Gottfried & Gottfried 1996).This study went on to say that â€Å"From the early years through adolescence, children who are identified as gifted evidence superior persistence, attention, curiosity, enjoyment of learning and orientation toward mastery and challenge. This was mirrored in the enthusiasm with which Dan went about the task of reading and being sure that he understood what he had read. The fact that his mother allowed him to pick out a book himself could be relevant to Dan’s apparent motivation to read.Gambrell (1994) reports that over 80% of children name books that they picked out themselves when asked about those they most enjoyed. In contrast, only 10% talked about books that were chosen for them. A strong correlation was shown to exist between a child’s being allowed to choose his own book and his intrinsic motivation to read. Gambrell further reports that learning through books is enhanced by social interactions, which further increase his desire to read. Dan obviously demonstrated this through the conversation he had with his mother while reading.After his mother left, Dan made frequent use of Vygotsky’s private speech (overt verbalizations not intended for a listener), particularly in the form of questions to himself. I saw this as both modeling his earlier conversations with his mother, and actively trying to learn new words and information. Goodman (1981) found that, in problem solving tasks, questions to self occurred more frequently following failures. This too, was the case with Dan who would often ask himself questions after being unable to pronounce a word or figuer out its meaning.Goodman also found that a hight rate of verbaliztions during problem solving tast was associated with increased efficiency. This is consistent with the fact that Dan, who made frequent use of such verbalizations, was a very advanced reader for his age. His frequent glances at me during particularly troublesome spots could have been related to social referencing. He appeared to want to ask me for help, but never did. Instead he simply looked at me as he tried to pronounce the word, as if trying to guage my facial reaction to see if he was right.Conclusion Dan appeared to be, aside from his diagnosed problems of cerebral palsy and panic attacks, a fairly normal, though cognitively advanced, nine year old boy. His reading every thing aloud struck me as somewhat unusual, and I have no sure explanantion as to why; perhaps he feels that he learns better through auditory stimulation. He also seemed to use private speech more than the average nine year old would, but as I discussed earlier, some studies have linked this to better problem solving abilities and high cognitive performance.References Gambrell, L. B. , (1994). What motivates children to read? Scholastic Literacy Research Paper, 2 Gottfried, A. E. & Gottfried, A. W. , (1996). A longitudinal study of academic intrinsic motivation in intellectually gifted children; Childhood through early adolescence. Gifted Child Quarterly, 40 (4), 179-183 Goodman, S. H. , (1981). The intergration of verbal and motor behavior in preschool children. Child Development. 52 (1), 280-289 Child Observation PSY 122 Child Growth and Development *Key Assessment: OBSERVATION *OF A CHILD and GROUP OF CHILDREN (This key assessment will be in 2 parts; *a total of 4 separate observation papers*) NAEYC Standards and Supportive skills: Standard 1 Promoting Child Development and Learning a Knowing and understanding young children’s characteristics and needs 1b Knowing and understanding the multiple influences on development and learning Standard 3 Observing, Documenting, and Assessing to Support Young Children and Families 3b Knowing about and using observation, documentation, and other appropriate assessment tools and techniques 3c Understanding and practicing responsible assessment Supportive Skill 2 Mastering and Applying Foundational Concepts from General Education Supportive Skill 3 Written and Verbal communication Skills Supportive Skill 4 Skills in Making Connections between Prior Knowledge/Experience and New Learning Observation 2: Observe a different child in 2 new area/activities* Part 2: *Observation 3: Observe a group of children inte*racting in one of the following *area/*activities* Observation 4: Observe another group of children interacting in a different area/activities* *Areas/Activities include: PSY 122 Child Growth and Development Key Assessment: OBSERVATION *OF A CHILD and GROUP OF CHILDREN (This key assessment will be in 2 parts) Observation Paper Format Observation Paper # 4 REMEMBER: To use pseudonym (not real name) Describe what the child (ren) are doing and saying (use quotation marks) during the length of your observation. Be specific, objective, and descriptive. Avoid judgmental statements (i. e. â€Å"That little boy was bad. † ). Kids Towne day care is located in an industrial park in Branford, CT. It currently has 75 children enrolled. Inside, the daycare is broken up into class rooms by age. On this day, I chose to observe the preschool room. The classroom currently has 20 children enrolled but not all the children attend daily. On this day there were 14 children in the classroom. The ages range from 3 years old to 4. 5 years old. The ratio of boys to girls is 2:1. Around 8:00am, I began watching the entire group of children. The structure of their day begins at 8:00am with â€Å"circle time. † Miss Sam, the teacher of the preschool room, announces to the children â€Å"Circle time! † I watched as they all came running. â€Å"Sit on a letter. † Miss Sam instructs the children. In the middle of the room there is a huge carpet with all the letters of the alphabet on it. Each child sits on a letter of their choice. â€Å"I want J† says a little boy named Jonah. Once all the children are seated Miss Sam begins with the date and the weather. â€Å"Its chilly outside today† she tells the students. â€Å"Mommy made me wear my jacket but I didn’t want to. † Says a boy named Alex. Shortly after the date and weather, the room breaks out in song. â€Å"The wheels on the bus go round and round†¦Ã¢â‚¬  sing the children. I notice that one girl is not singing. She is sitting with her legs crossed with her elbows on her knees and her head down. When the song finishes, Miss Sam asks Meghan, â€Å"What’s wrong? † â€Å"I have a headache Miss Sam. † â€Å"Well, maybe you’ll feel better after we make our monster puppets? † Meghan didn’t answer. â€Å"Who wants to make monster puppets? † asks Miss Sam. â€Å"Meeeeeeee! † several children proclaimed. I watched as the kids ran to the art center where two long rectangular tableswere side by side. All the boys sat at one table, and all the girls sat at the other. Miss Sam gave each child a brown lunch bag and spread crayons, markers, feathers, pom poms and glue on the table. Miss Sam showed the children a monster puppet that she had made. Mine is going to be pink† said one of the little girls. â€Å"Mine too† said another. I watched as the children worked on their puppets. â€Å"Roarrrrrrrr† said one boy who was coloring his bag green. When the children finished their puppets they all held them up and shared them with pride. Section II. Inferences/Interpretations: Section III: Theorist: Choose a theory/theorist (i. e. Piaget, Vygotsky, Erikson, Skinner, Bronfenbrenner, etc. ) and include a discussion on how this theory would explain what you have observed about the child (ren)’s behavior and development.