In The Planned Invasion Of Normandy Essay

In The Planned Invasion Of Normandy Essay In The Planned Invasion Of Normandy Essay Saving Private Ryan is a movie about an American family who had lost three of their four sons in the battle during World War II, and the search for the last remaining son. Captain John Miller was sent on the rescue team to save Private James Ryan, the fourth and only remaining brother. However, this mission was not easy; finding him was really hard, but surviving tanks and enemy bullets was harder. â€Å"Eventually, they located Ryan, but when they ask him to leave, he refuses. He said that he could not leave his unit, who was assigned to hold a key bridge† (worldwariifilms). Miller decided to help him defend his position. If they succeeded, they could save both Private Ryan and his position, but, unfortunately, they found Miller’s body lying on among the battle field. This was what the movie Saving Private Ryan told us. This movie is a real history of D-Day the day that the U.S. military invaded Normandy. This movie has some truth in that it locates the area of the bat tle field and the date of D-Day, but it is somewhat incorrect in that there was never a commander Private Ryan or a Captain John Miller. Talking about the accuracy of this movie, when we watch the first scene, â€Å"this movie accurately portrays the horrors of war.† (amankarios1). The bullets from the German troops are shot to the U.S. military that is on the LCVPs boat as the heavy rain. In the result of trying to land the army, â€Å"the blood soaked sand, bodies slain along the shore, and the bloody ocean tide bring the movie scene to life†(amankarios1) on June 6, 1944. Considering the uniforms of each side, for the U.S. Army the uniforms are fairly accurate- the helmets, combat soldiers’ pants and shirts, also the guns they use, â€Å"especially the 101st Airborne uniforms and patch.†(amankarios1). The plan is also accurate, we learn from the movie that all of the soldiers will try to move to higher ground and take over Pointe-du-Hoc. Then they will storm Omaha Beach; as a sign that the war will begin. In addition, one of the most accurate parts of the movie is how it portrays the wounds of each soldier. One lost his arm or both arms. One lost his legs. One could see his entrails- liver, stomach, or intestine. Many were screaming or crying and trying to get their organs back in. Also this movie accurately describes the hardships and obstacles that soldiers have to face. Both mental and physical issue attack their bravery and motivation. During their mission, they lose fellow soldiers every day. â€Å"David Kenyon Webster, a soldier in the Parachute Infantry described a situation with him and a fellow soldier with the other soldier being injured and asking Webster to leave him behind† (amankarios1). On the other hand, some scenes of this movie are exaggerated. The first one is when Captain John Miller leads the rescue of Private Ryan. In fact, it would almost be impossible to find someone among a ton of troops and crowds. We can assume that this team was very lucky, otherwise it was very skillful in tracing someone behind enemy line. The second inaccuracy is that the name Captain John Miller is not real. There is no such name appearing in the history of D-Day. That means this rescue team is not real. Also â€Å"many of the smaller battles either went unnamed or had fictitious names. The final battle of the movie was at ‘Rommelle’ which actually did not exist in real life. Rommel was actually a German Field Commander during World War II.† (discoveryuk). Unforgettable, a main fictitious character Private Ryan himself is also created by a director. This name, as well as Miller, never existed in history, nor is he ever rescued by this made-up rescue team. However, â€Å"there is a man named Frederick ‘Fritz’ Niland from the 101st Airborne Division, who Private Ryan is modeled after.†(discoveryuk). Likewise, Fritz is one of four brothers whose three older brothers were killed during World War II, two at Utah Beach and one at Burma. Nevertheless, there is no report that he was rescued by any

Which Delphi Files to Store in a Source Control System

Which Delphi Files to Store in a Source Control System Delphi employs a number of files for its configuration, some global to the Delphi environment, some project specific. Various tools in the Delphi IDE store data in files of other types. The following list describes the files and their filename extensions that Delphi creates for a typical stand-alone application, plus a dozen more. Also, get to know which Delphi generated files should be stored in a source control system. Delphi Project Specific .PAS - Delphi Source FilePAS should be stored in Source ControlIn Delphi, PAS files are always the source code to either a unit or a form. Unit source files contain most of the code in an application. The unit contains the source code for any event handlers attached to the events of the form or the components it contains. We may edit .pas files using Delphis code editor. Do not delete .pas files. .DCU - Delphi Compiled UnitA compiled unit (.pas) file. By default, the compiled version of each unit is stored in a separate binary-format file with the same name as the unit file, but with the extension .DCU (Delphi compiled unit). For example unit1.dcu contains the code and data declared in the unit1.pas file. When you rebuild a project, individual units are not recompiled unless their source (.PAS) files have changed since the last compilation, or their .DCU files cannot be found. Safely delete .dcu file because Delphi recreates it when you compile the application. .DFM - Delphi FormDFM should be stored in Source ControlThese files are always paired with .pas files. A DFM file contains the details (properties) of the objects contained in a form. It can be view as text by right clicking on the form and selecting view as text from the pop-up menu. Delphi copies information in .dfm files into the finished .exe code file. Caution should be used in altering this file as changes to it could prevent the IDE from being able to load the form. Form files can be saved in either binary or text format. The Environment Options dialog lets you indicate which format you want to use for newly created forms. Do not delete .dfm files. .DPR - Delphi ProjectDPR should be stored in Source ControlThe .DPR file is the central file to a Delphi project (one .dpr file per a project), actually a Pascal source file. It serves as the primary entry point for the executable. The DPR contains the references to the other files in the project and links forms with their associated units. Although we can modify the .DPR  file, we should not modify it manually. Do not delete .DPR files. .RES - Windows Resource FileA Windows resource file generated automatically by Delphi and required by the compilation process. This binary-format file contains the version info resource (if required) and the application’s main icon. The file may also contain other resources used within the application but these are preserved as is. .EXE - Application ExecutableThe first time we build an application or a standard dynamic-link library, the compiler produces a .DCU file for each new unit used in your project; all the .DCU files in your project are then linked to create a single .EXE (executable) or .DLL file. This binary-format file is the only one (in most cases) you have to distribute to your users. Safely delete your projects .exe file because Delphi recreates it when you compile the application. .~ - Delphi Backup FilesFiles with names ending in .~ (e.g. unit2.~pa) are backup copies of modified and saved files. Safely delete those files at any time, however, you might want to keep the for recovering damaged programming. .DLL - Application ExtensionCode for dynamic link library. A dynamic-link library (DLL) is a collection of routines that can be called by applications and by other DLLs. Like units, DLLs contain shareable code or resources. But a DLL is a separately compiled executable that is linked at runtime to the programs that use it. Do not delete a .DLL file unless you wrote it. Go see DLLs and Delphi for more information on programming. .DPK - Delphi PackageDPK should be stored in Source ControlThis file contains the source code for a package, which is most often a collection of multiple units. Package source files are similar to project files, but they are used to construct special dynamic-link libraries called packages. Do not delete .dpk files. .DCPThis binary image file consists of the actual compiled package. Symbol information and additional header information required by the IDE are all contained within the .DCP file. The IDE must have access to this file in order to build a project. Do not delete .DCP files. .BPL or .DPLThis is the actual design-time or run-time package. This file is a Windows DLL with Delphi-specific features integrated into it. This file is essential for the deployment of an application that uses a package. In version 4 and above this is Borland package library in version 3 its Delphi package library. See BPL vs. DLL for more information on programming with packages. The following list describes the files and their filename extensions that Delphi IDE creates for a typical stand-alone application   Ã‚  Ã‚  IDE Specific.BPG, .BDSGROUP - Borland Project Group (Borland Developer Studio Project Group)BPG should be stored in Source ControlCreate project groups to handle related projects at once. For example, you can create a project group that contains multiple executable files such as a .DLL and an .EXE. .DCRDCR should be stored in Source ControlDelphi component resource files contain a components icon as it appears on the VCL palette. We may use .dcr files when construction our own custom components. Do not delete .dpr files. .DOFDOF should be stored in Source ControlThis text file contains the current settings for project options, such as compiler and linker settings, directories, conditional directives, and command-line parameters. The only reason to delete .dof file is to revert to standard options for a project. .DSKThis text file stores information about the state of your project, such as which windows are open and what position they are in. This allows you to restore your project’s workspace whenever you reopen the Delphi project. .DROThis text file contains information about the object repository. Each entry in this file contains specific information about each available item in the object repository. .DMTThis proprietary binary file contains the shipped and user-defined menu templates information. .TLBThe file is a proprietary binary type library file. This file provides a way for identifying what types of objects and interfaces are available on an ActiveX server. Like a unit or a header file the .TLB serves as a repository for necessary symbol information for an application. .DEMThis text file contains some standard country-specific formats for a TMaskEdit component. The list of the file extensions you see when Developing with Delphi continues .... .CABThis is the file format that Delphi offers its users for web deployment. The cabinet format is an efficient way to package multiple files. .DBFiles with this extension are standard Paradox files. .DBFFiles with this extension are standard dBASE files. .GDBFiles with this extension are standard Interbase files. .DBIThis text file contains initialization information for the Database Explorer.   Ã‚  Ã‚  CautionNever delete files with names ending in .dfm, .dpr, or .pas, unless you want to throw away your project. These files contain the applications properties and source code. When backing up an application, these are the critical files to save.

Disobedience Essay Example | Topics and Well Written Essays - 1000 words

Disobedience - Essay Example It was during this time that the Western Tradition Law was formed and begun to develop. Sometimes, citizens felt that some laws are unjust hence result to resisting them. Most often, the resistance is non-violent and the citizens seek to disobey certain laws, commands of the government as well as new rules introduced by those occupying power intended to benefit themselves at the expense of the citizens. It is a respectful disagreement for the sake of what is fair and true. Edward Joseph Snowden is an American Computer specialist. He is a former agent of the Central Intelligence Agency as well as a former contractor of National Security Agency. Edward decided to leak some classified documents to the media outlets, these documents contained some information of global surveillance. The surveillance systems collected and analysed information on foreigners and Americans. Snowden did this because he felt that it was interfering with the privacy of the citizens. His action received varied o pinions besides tagged a patriot, traitor, whistle-blower as well as a spy. Thomas More was born at a time when school emphasized the value of authority, hierarchy, and social disciplines. He grew up with the belief that law went hand in hand with morality and morality corresponded with religion (Watson 8-10). According to More, morality was superior compared to law and that creation of laws had to base on the moral ethics. However, More believed in obedience of law and authority. According to him, law was uniform and there would be social disorder the leaders used their moral beliefs to rule. He calmed that it was a moral duty for individuals to obey the law. One of the famous quotes from him was that â€Å"I will give the devil the benefit of law, for my own safety.† (Watson 8-10) More served under King Henry VIII, he considered his way of ruling to be unjust and not wise. As much as he was not happy with the ways of the king, he still served the king and followed some

Inclusive Education and SEN Essay Example | Topics and Well Written Essays - 2250 words

Inclusive Education and SEN - Essay Example Over the years, different nations have built systems that take care of associates with disabilities. The SEN and inclusion programs have developed a call for the liberty to education for disabled persons in response. The two bear complex linkages through various aspects such as policy interpretation, individual experiences and civic voices. The people in support of the inclusion systems for children with exceptional needs have brought out the idea that inclusive edification becomes essential for all children involved in the learning process. They additionally argue that differences can be a preserve that can be utilized in society development. The implication of all this is that inclusive edification offers to address the learning requirements for all individuals bearing an explicit concentration on the persons susceptible to marginalization and segregation. Inclusion of the people bearing additional needs in the education systems functions as the best or most effective step towards the prevention of discriminatory mindsets, creation of friendly communal backgrounds, developing or transforming the discriminatory society into an all inclusive society and finally achieving the edification goal for every person (Aniftos & McLuskie 2004, 2). The inclusion system implies that democracy has achieved societal action throughout the curriculum offered to all children despite their physical health. Democracy in education has to gain positive attitudes from all people, and the general populace has to be geared up to identify, and value the exceptional uniqueness of every person. Introduction of inclusive learning is meant to bring total transformation in the educational system and build a model through has greater orientation regarding inclusive ideas. To this effect, advanced intellect institutions have to come up with and incorporate new familiarity concerning inclusive learning supervision. The inclusion system raises concerns for teachers on its practicalities and the anomalies that it presents. The concerns have in response has led to development of mind-sets towards children with additional needs since most of them attain low on standard assessments (Robertson 2008, 9). Bearing in thoughts that regular education got strategically designed for typical children, the inclusion of children bearing additional needs means that certain features of special education have to be incorporated into regular education, in an attempt to cater for the assorted learners. The practices may offer barriers to effective learning for other learners even though such practices may seem effective for miniature groups of persons having disabilities (Aniftos & McLuskie 2004, 2). The fact that the traditional models have worked for unique people in the past may be biased taking into thought the recent periods. The medical and social paradigms are the two divergent models of disability that are considered most crucial. The models aim at conveying a better comprehension of disability taking into thought diverse, fundamental aspects. The medical model brings the implication that disability is a personal problem. According to this model, somebody bearing impairment either eyesight, earshot or mobility impairment gets considered as their disabilities. The model can also be referred to as the personal tragedy paradigm considering that it regards the complexities that impaired persons

Utopian Socialists Essay Example for Free

Utopian Socialists Essay Robert Owen was one of the founders of socialism ad cooperative movement, which in later years, Karl Marx had named as Utopian Socialist. Utopian ideals were derived from the three pillars his thought: (1) â€Å"no one was responsible for his will and his actions because his whole character is formed independently of himself†; this idea however, has earned him as a pioneer in the promotion of human capital; (2) he believed that â€Å"all religions were based on the same absurd imagination†; and though he did embrace spiritualism at the end of his life, still he was one amongst those who opposed religion; and (3) he supported the cottage system, and disliked the factory system. His first of his pillars of thought, the notion of environmentalism wherein he believed that all humans are product of the environment and that our human nature could not be changed, has become a cornerstone of all socialist theories. On his second idea, he rejected Christianity and its customs, and instead he relied on the guidance of Reason and Nature. And the third of his pillars, Owen revolutionized the factory system. As such he believed that factory system encouraged social responsibility, heartless individualism and destructive competition. Contrastingly, he recommended that a plain and simple plan will contain less danger to the society and individuals which will encourage the poor to become independent and self-supporting. Further, he instituted the establishment of villages and communities as a possible way of alleviating poverty. He also adopted the idea of private ownership and profit motivation despite of other humanistic measures that he had. And until his dying days, he proceeded on organizing the working classes in England (The History Guide). Saint-Simon Saint Simon was the founder of the French Socialism. His thoughts have greatly influenced the theories of industrialization and the realities of industrialism. In contrast to other socialist theorists, Saint Simon welcomed industrialization and capitalist growth. Further he found expertise and enterprise on the grounds of industrialism. One of his ideas â€Å"the Hand of Greed† described the basic avarice of the human beings. He believed that in the simplest form of society, man will always find a way to survive. Thus, he believes that all men strive to attain a higher place in the society’s innate hierarchy. Thus, his idea in achieving his utopian socialism, is for the society to eliminate this greed and way of thinking of human beings. The French Revolution became a starting point of his thoughts, when the opposition against destructive liberalism was strong, he advocated for a fresh social revolt and made appeals to the king to bring a new social order. Moreover, he found the dangers of uncontrolled individualism, thus he propagated the ideas towards an increase in productivity, organization, innovation, efficiency and technological discovery. Though, still he was not complacent enough to think that these ideas are to be achieved in a free market economy. Further, he was an elitist in nature. While he condemned kings, nobles and clergies as useless and parasitical, he placed the highest of glory, prestige and authority towards the technocrats. He believed that kings and nobles only should serve at a necessary and limited role, he distinguished technocrats with the role to lead and direct the development of the society (The History Guide). Charles Fourier was regarded as the â€Å"most utopian† amongst all the Utopian Socialists. He was aware of all that was happening in England after the Industrial Revolution. Further, he rejected the ideas of industrialization, laissez faire, and the factory system, due to what these can cause to the human society. And although he rejected the ideals behind industrialism, he made no actions to rectify the dangers incorporated in industrialism, his only action against it was to ignore it. But nonetheless, he had his own share of his philosophical writings. His ideas had told tremendous ideas for the future. His parable of the Four Apples, reflected a certain type of Enlightenment theme, wherein he used reason and nature as the main tenets of his writings. He also criticized bourgeoisie society for creating an â€Å"unnatural civilization†, and consequently added his paradigm for a â€Å"non-repressive society† wherein it shall provide an avenue for the expression and cultivation of human growth. For he believed, human nature was God-created, and that it must follow that the society should respect all avenues for human development rather than fighting it. Moreover, his idea of social success is attainable through concern and cooperation amongst humans – this also prompted him to organize â€Å"phalanxes† which he believed shall nurture cooperation among human. He also blamed poverty and inequality as the principal culprit for disorder in the society, thus bringing into the light the proposal to raise wages into sufficient level in order to eradicate poverty. His main concern was to liberate all individuals through education and the liberation of human passion (The History Guide). John Stuart Mill’s works were often perceived as works in contradiction. He was a proponent of classic liberalism, utilitarianism and held a utopian socialist aspect. He wrote â€Å"utility† as the greatest happiness principle, at which he regarded that actions are proportionately translated into happiness or its reverse accordingly. He also proposed for the hedonistic concept of happiness, as he equated it with the absence of pain. In his discourse of society growth, he consequentially failed to incorporate the process of human development, but rather extensively focused on his pleasure principle. Although he considered individual liberty as only secondary values, he admittedly related the problematic concepts of individual liberty in the course of economic entities. He regarded restrictions on trade and production as â€Å"evil† restraints, and consequently, he regarded the works of free trade as â€Å"one sided freedom†. He also believes that at any point in time wherein individual liberty clashes with liberty of economic entity, economics shall always prevail because it shall always provide for the greatest amount of happiness. And though he believes that given the chance, the best of human nature shall prevail, still he felt that individual liberty was only a secondary option and their needs are only second to be fulfilled. Further, he also developed an elitist mentality and formed his utopian concept rooted from his utilitarianism. He explicitly expressed contempt against the masses and expressed his doubt in the principles of democracy and instead suggested the rule of intellectual aristocrats (Galloway, 1996)

Media Comparison Research :: Compare Contrast Research Papers

Media Comparison Research There have been considerable debate on research of media comparison as it relates to education over the past few years. According to Richard Clark, there has been a "paradigm shift" that occurred in instructional media research during the past decade from a behavioral to a more cognitive approach. (Anglin 348). Clark felt that there was "consistent evidence found that there are no learning benefits to be gained from employing any specific medium to deliver instruction. Research showing performance on time saving gains from one or another medium is shown to be vulnerable to compelling rival hypothesis concerning the uncontrolled effects of instructional method and novelty. (Clark 445) Media Defined: Media refers to a class of instructional resources and representing all aspects of the mediation of instruction through the agency of reproducible events. It includes the materials themselves, the instruments used to deliver the materials to learners and the techniques or methods employed. (Allen 1) Media can be defined by its technology, symbol systems and processing capabilities. The most obvious characteristics of a medium are its technology: the mechanical and electronic aspects that determine its function and, to some extent, its shape and other physical features. (Kozma 180) Basics of Media Research There are three major objectives of media research: (1) obtain knowledge about the educational or instructional effectiveness of a chosen medium; (2) increase understanding of how media and technology function and what psychological effects they have on a learner; (3) improve the practice of education through the provision and evaluation of better materials, media, procedures and technologies (Salomon, Clark 1-2). Schramm, as cited by Salomon, stated that while all media can teach very effectively, "learning seem to be affected more by what is delivered than by the delivery system." (Schramm, 1977) (Salomon 1). This has become the basis of disagreement among experts. Discussion Clark’s article argued that most current summaries and meta-analyses of media comparison studies clearly suggest that media do not influence learning under any conditions. In El Salvador (Schramm, 1977), it was not the medium that caused a change in achievement, but rather a curricular reform that accompanied the change. The best current evidence is that media are mere vehicles that deliver instruction but do not influence student achievement any more than the truck that delivers our groceries causes changes in our nutrition.

Childcare Essay

Birth-12 months- Babies will begin to smile at adults especially at their careers. Will gaze at faces and will copy facial movements. They respond to faces and voices of familiar people around them, they are still shy around strangers but enjoy affection from their careers. They enjoy being held, cuddled and tickled by adults. They will start to talk using babble noises. â€Å"Temper tantrums† may have started. They start to become more demanding and assertive and can express rage at being told ‘no’, they have no idea of sharing and a strong sense of ‘mine’. 1-2years- Are becoming aware of others around them, they may begin to start to display attachment and anxiety separation from carers and adults they are close to. They will begin to start exploring their environment knowing there is a familiar adult nearby for reassurance. As they develop they can start showing signs of emotions e. g. when another child cries they may start crying as well, when another child smiles at them they will smile back. Are very possessive of toys they may have and find it hard to share. Play becomes more fun with other children, and they will mostly be cooperative. They may start to display temper tantrums. 2-3 years-Children will begin to learn about relationships and will start to seek others to share in their experiences and for reassurance. They tend to find it hard to control their feelings especially when they are excited and frustrated. They tend to still look for adults for comfort if they are upset. They are starting to become more independent in things they do. 3-4years- children will begin to social with in a group of children and began to play cooper actively some of the time. They began to take control of their toilet needs and become more independent in the in self-help. They are starting to develop own feelings and start to show empathy towards others. Most children will have started school at the age 4 and will be enjoying their independence. 5-7years-Children will become independent by dressing and undressing themselves. Begin to choose own friends. They start to understand rules and boundaries and like to have structure and routines. They will seek out adults for approval and praise. They have good sense of when other children are upset or sad. Their social skills will be growing as play becomes more cooperative with other children as they enjoy turn taking. They will have a developed a good sense of self-awareness both positive and negative. They now know the difference between right and wrong. Progression towards teenage years- They are a lot more independent in what they do and become less reliant on others. They begin to form good relationships with others and are more aware of their gender. They begin to understand what behaviour is acceptable and what is unacceptable and have a strong sense of what is right and wrong. They are beginning to what their own privacy. They become more concerned of what other people think of them and can often become unsure about new changes. 13-19 years- Become more self-motivated within themselves. Need a lot more reassurance as they start to approach adolescence/puberty, do not appreciate that parent’s get involved in how independent they become as they get older. Mood swings and confrontation become more apparent. Will start to engage in new friendships especially as they progress to further education in a new environment. Becomes more self-conscious about their appearance and social status. Will begin to engage in more adventures activities but may be aware of the forth coming actions due to their involvement. Will begin to think things through before undertaking the action and are more independent in their decisions and intellectual interests. They begin to set goals for their future in education/employment but still worry about failure. Language Birth-12 months-Will communicate with others in different ways such as crying, babbling and squealing and will use their vocal voice and enjoy vocal play alongside adults , will use gestures such as putting arms up to be picked up, when talked to from a familiar person will make own sounds in response. 1-2 years- Speech is starting to develop as they start to respond and understand more words. They are starting to acquire new words on a regularly basis. May start to use one-two word questions and is able to put two words together. 2 years-3years- Will start to become more able to express what they want to adults and start to understand a little more of what adults are saying to them through words and gestures. They will start to extend their vocabulary rapidly up to about 70 words between 1-2 years old; will tend to have conversations with themselves about what they are doing and uses personal words which as they begin to develop their vocabulary and is able to follow one instruction when given by an adult. 3-4 years- Children begin to develop their language skills further by beginning able to say their own name and how they old they are. They begin to have a vocabulary of between 250 words to 500 words and starting to use more complex sentences. Can begin to describe things they are doing and explain why things are happening. 5-7years-Children are becoming to have good communication skills as their conversations and questions they ask become more complex. They are beginning understand the meaning of text and are starting to recognise letters, sounds and words as well as their own written name. They start to understand that one word can mean two things for example orange for fruit and orange as a colour. They are still building on their language in spoken and written form. Progression towards teenage years- They will still be developing their language skills but in a more complex way. Are starting to talk problems through to be able to solve them as their ability to think logically begins to mature. 13-19years- Their language skills are still developing but in a more complex way. Physical Birth-12months- A baby will grow rapidly during their first year of development within weeks a child will begin smiling and will turn the head to respond to different sounds in their environment. They will begin to have a pattern in their own routine for example feeding time and sleep time. On the approach to six months they will begin to roll over from their front to their back and start grasping objects which they will tend to put in their mouth. By 8 months they begin to crawl and by 9 months they begin to start walking. 1-2 years- Most babies will be crawling or possibly still shuffling; they start to pull themselves up on furniture to the standing position to support them to move along from one end to the other. They may start to take a few steps independently or with adult support, they start to become curious about different objects passing toys from one hand to the other , hand eye coordination is developing as they start holding an object in each hand and bringing them together in the middle. They will start to attempt to self-feed themselves with their hands or a spoon and use a cup with two hands. Fine motor skills are developing as they begin to use crayons/pencils in the palmer grasp when mark making. 2-3years- Begins to climb on equipment with confidence, and is able to walk up and down stairs holding onto the rail using two feet at a time. Fine motor skills when mark marking is developing from palmer grasp to tripod grasp as they begin to scribble/draw lines. They have developed the skills to kick a ball and throw a ball, increasingly able to manipulate small objects with hands. They become more independent in their feeding skills as they begin to easily use a spoon and possibly a fork. Potty training will start being introduced as a child begins to control their bowel movements. Bricks will be built into larger towers than before usually with six or seven bricks. 3-4 years- Children are becoming more independent in their choices. Gross motor skills are developing quickly as they begin to run, jump, climb up climbing frames and start to try and ride a tricycles, when mark making will hold pencil between thumb and finger and begins to draw lines and circles and may start to copy some letters from their name. Independence in dressing and undressing has developed and toilet training is more independent. Has more confidence in Self-feeding using a knife and fork. 5-7 years- Children begin to have rapid muscle growth in these years. Pencil control is developing as they start to draw circles, peoples and copying words. Preference for dominant hand is starting to show. Is able to care for own toilet needs independently. Begin to have preferences for likes and dislikes. Dressing becomes more independent as they start to learn how to do buttons laces etc. 7-12 years- They have well established hand eye coordination as mark making skills develop in drawing and printing. They are very active as they start to enjoy team games with other children/adults e. g. hitting balls and chasing each other. Boys begin to engage in a lot of rough and tumble games. The development of girl’s physical development is developing quicker than the boys. 13-19years- These years are classed as the transition from child hood to adult hood (adolescence) as they will start to experience changes in their bodies. The physical development in each child is different at this age as some may just start to mature physically and some may have fully physically matured. Intellectual Birth-12months- babies start to learn through their senses especially by putting things in and out of their mouths. 1-2years- They are still learning through their senses. They start to be curious about things and like to explore objects by using their fingers especially poking their fingers into things and taking things apart. They will start to say the names of familiar objects, people and familiar body parts. Start to use one word sentences â€Å"no† â€Å"bye bye† and starts to enjoy simple songs and rhymes. 2-3years-Are still learning through all their senses, they are still very curious about things in their environment. They are starting to use three to four word senses and start singing simple songs and rhymes. 3-4years- At this age they are still learning through using their senses. Are beginning to use their imagination in play using one object to represent another object and are starting to enjoy role play situations. Begin to start to become more curious and inquisitive about their environment. Has large vocabulary, 1500 to 2000 words as they start to approach the age of 5. 5-7years- children will start to follow instructions by adults and will accept help, although they are still unsure about trying new things if they are unfamiliar with them. Some children may begin to stutter when they get excited to tell someone something or if they are nervous. Colour and number recognition is apparent and may start to write a few letters they recognise. At this age most children are learning to read and write. 7-12years- Children start to have a good attention span and are able to solve more complex problems. Enjoys working hard to complete tasks they are set and enjoys challenging experiences. Are curious about how things work and why things happen. Reasoning and thinking becomes more abstract. They may start to enjoy reading, writing and using books. 13-19years- They start to begin to think logically about concepts. They become more argue mental with others Moral. Birth-12months- Babies do not have moral development at this age. 1-2 years- Are sensitive to adult approval/disapproval, despite tantrums and bursts of anger. No understanding of right from wrong, but starting to understand yes or no. 2-3 years- appears to be independent and self-reliant and wants to be good, but is not yet mature enough to be able to carry out most promises. They are starting to understand the word â€Å"no†, they still do not understand right from wrong. 3-4 years- Is starting to understand right from wrong. They are becoming more self-controlled and less aggressive, and may use extreme verbally threats such as â€Å"I will kill you† without realising the full consciousness. 5-7 years- Is becoming aware of right and wrong; is wanting to be good and please adults but may tell lies to blame others for own wrongdoing because of intense desire to please and do right . 7-12 years- Is very concerned with personal behaviour, particularly as it affects family and friends; May experience guilt and shame. Has difficulty in admitting to mistakes but are becoming more capable of accepting failure and mistakes and are aware of consequences of their behaviour. Is aware of right and wrong; wants to do right. 13-19 years- Understands right from wrong and consciences of their actions. They try to weigh alternatives and arrive at a decision of their own. They are very unlikely to lie and are concerned about how other people are treated. They will experience numerous feelings of anger, sorrow and frustration. They may even be interested in sex as response to physical-emotional urges. 1. 2 Analyse the difference between sequences of development and rate of development and why the distinction is important. Identifying the difference between the sequence of rate and the rate of development of children is important as it helps to identify a child’s ability and helps to meet the needs of individual children. It also enables you to be able to identify any special educational needs and helps you to plan effectively to make sure they are getting the help and support they may need in areas they may have gaps in. Sequencing- means a pattern of development in children but this can vary in each child. The sequence is a definite order of developmental milestones that children meet and accomplish over time as they need to finish one area of development before moving to another developmental stage. e. g. rolling over and sitting up occur before learning to walk, a toddler being able to walk before they can run Rate- Is the speed of which children develop but this may vary greatly in each individual child e. g. a child’s will start to babble before they begin to use words. 1. 3 Analyse the reasons why children and young people’s development may not follow the pattern normally expected There are many factors which contribute to a child not following the pattern of development disability either physical or mental will make them find it harder to learn the same as another child the same age, resources, facilities, possibly restrictions due to a disability, environment (poverty) due to lack of essential resources needed, emotional problems may cause a child to have lack of concentration or interacting skills, culture how people bring up their children. There are reasons why development may not follow expected patterns they are: †¢ Disability can affect development because if children can’t use certain parts of their body for example they may not be able to use their legs they won’t be able use a climbing frame their physical development won’t be able to develop in the expected way. The nursery or school they attend may not have the equipment needed for the child to achieve their desire to use the climbing frame. †¢ Emotional difficulties can affect expected patterns of development because a child who is not settled into a nursery and does not have solid relationships with the adults in their life are more likely to have low self-esteem and are less likely to try new activities that would help their development. †¢ Environmental factors such as poverty and family could affect a child’s development because if they do not have much money some opportunities such as nursery will not be available. Family could also affect a child because single parents may not have the time and energy to engage and challenge their child to try new things that would help their development. Food may not be as nourishing and nutritious. †¢ Cultural reasons for example girls in many cultures are not given the same opportunities as boys this will limit their development because they are not expected to go to school. †¢ Social factors such as transport could result in development not following expected patterns because parents who don’t drive may have difficulties in getting their children to school regularly which could result in poor attendance so the child could miss out on key factors of their education. Home schooling could also affect children’s social development as they won’t have had many opportunities for social interaction with children their own age which could result in a social delay. †¢ Particular learning needs may affect development because a child having difficulties with reading and writing and they are not receiving the extra help they need is likely to fall behind in school work. †¢ Communication difficulties could result in development not happening in the expected way because children who have a hearing impairment can cause a delay as we learn to speak by listening this could lead on to a speech impairment which may result in children only expressing what they can and not what they really mean. Parents who don’t talk or read to their children will also affect the child’s development. 2. 1 Analyse how children and young people’s development is influenced by a range of personal factors Family Environment- Family life has the most important impact on children‘s development due to the various family structures and stability each individual child has. Cramped Housing – May share a room with several other children, this can lead to cramped spaces for children, not enough room to play, no personal space. Single parents – where children may have lack of male/female role models which may cause social stigma. Parents divorcing/separating- This is very stressful on everyone involved, children can become emotionally withdrawn, suffer lack of confidence and can create lack of self-esteem. Working Parents- When parents have to work all week this will leave little room for direct social, emotional and intellectual support. Step families- When children become part of a new step family it may cause friction, hatred and jealousy between the children from each family and children towards their new step parent. This could lead to the child/teenager to become socially and emotionally withdrawn. Health Problems – health problems can be a genetic problem or due to the poor living environment they grow up in. If a child is raised in poor quality housing this may lead to health problems e. g. damp can trigger asthma and other breathing problems, if a child is not getting a good variety of healthy food/nutrition this could lead to health problems. Children who suffer from health problems may miss out on a lot of their education, which could be departmental in the future learning. Learning difficulties – A child with learning difficulties will need extra support in certain areas of development and may develop a low self-esteem because they get annoyed with themselves for not being able to do something, such as a simple numeracy problem, or read a book. A child with language/communication difficulties may find it hard to socialise with other people/children. Disability A child in a wheelchair or with a serious physical impairment would find it hard to do many activities, particularly those that are physically demanding. Gross motor skills would be at a less developed rate than peers and fine motor skills may be affected if the child had little or no control over their limbs. Genetic A baby’s genes are determined at conception. If something is faulty at this stage, this can have a huge impact on the child’s development. This may be physical or intellectual. If a mother takes drugs, drinks alcohol or smokes when pregnant, there is an increased chance of delivering an underweight baby at birth. It can also lead to cognitive problems for the child as they get older . Visual impairment Children who have visual impairment usually have some vision; this can vary from each child. Some children may be able to see outlines of objects while others may only be able to tell the difference between light and dark. If a child has vision problems this nearly always initially delays their physical development. Their gross and fine motor skills would be affected because they would be unable to be as adventurous as children with good vision. Fine motor skills may not be in line with other children as the child would find it hard to do tasks that require precision such as threading beads or colouring. Hearing impairment Hearing is a very important part of learning language and being able to communicate effectively with others. Children will need to learn to speak and listen. Their language and cognitive development would almost certainly be affected, but their social development might be hindered as well. They may speak in a monotone voice and not respond when spoken to. People may start to treat them differently and this might make them feel isolated and secluded from daily experiences 2. 2 Analyse how children and young people’s development is influenced by a range of external factors Education- Children deserve the best start in life in education as it will help them become very academic and achieve their full potential. If they are unable to access the resources they need for their education e. g. books, stationary and internet this will hinder their learning and they may not develop as well as those who have the opportunities. Poverty- Poverty effects children’s development in various ways; if they have a poor diet it may cause them to be unfit, lack of energy to be able to concentrate which will affect their progression of development. Children who come from low income families may have fewer opportunities to participate in out of school activities, and have limited access to equipment they may need for their education which will cause lack of motivation. Poor hygiene will lead to low self-esteem in a child as they become paranoid about their appearance and in some cases can lead to bullying. Foster Care- can cause long term effects on children due to lack of stability in their life. They have fewer opportunities to make positive relationships with others. They may be confused about why they are in foster care due to un answered questions. They are more venerable, as they have already had experience of the negative experience of being separated from family. Their self-esteem will be low which will make it harder for them to relate and socialise with others and to form attachments Personal choices- As children begin to develop they start to make personal choices for themselves, the choices they make can have a major effect on their development e. g. starting to smoke, using drugs, drinking, food choices, exercise choices. †¢ Family environment and background. In some homes education is not at the front of their things to do list. We can often see this where the parents/ carers are of a lower educational development. This could also show that there is no support at home as the parents do not understand the required educational elements needed to complete the work. †¢ Personal choices. If a child or young person as decided for what ever reason they do not want to be educated or leave school before they finish their education, this is their choice and we cannot always show them alternative choices for staying at school. †¢ Looked after/ care status. This again could have a huge influence as a lot of looked after children are moved around regularly. This will affect their education enormously. Separation and attachment issues are quite often the cause of many reasons not to want to be in school. This is constantly worked on by schools to find the best way to include these children in school and to be able to give them a good standard of education. †¢ Education. If for example a child has not attended a nursery or play group in their early years this can often set them back from what development stage they should be at when attending school. This could be the lack of nursery places, not good enough teachers to the child having a learning disability that has not been identified yet. †¢ Boyfriends/girlfriends. This is more apparent in young people more than children, but starting and finishing a relationship can be a huge influence on learning. Distracted and even heartbroken pupils will not learn to the same degree as others who are not at that stage. 2. 3 Explain how theories of development and frameworks to support development influence current practice Maslow- Believes everyone has fundamental needs that must be met in order for people to reach their full potential. The needs include warmth, food and shelter, love, security and self-esteem. His hierarchy needs has five stages which was expanded to include cognitive aesthetic needs. In our setting we ensure the children are well cared for, environment is clean and tidy, and temperature of nursery is at a comfortable level, we provide a healthy balanced diet. Children are allocated a key worker on entry in nursery key worker is responsible for ensuring each child’s needs are meet under the EYFP. Maslows theories of development include Humanist. Bandura – Created a theory that children learn by observing others, they do not need to be taught directly as they will imitate and observe what those around them are doing. This is a natural process and does not require the force of an adult. This learning is known as observational learning. In our setting we have a calm approach to all situations modelling good behaviour. We create an environment where observational learning can take place on a daily basis. Banduras theories including Social Learning. Skinner – Believes that children learn language through principles of conditioning and that they learn words by associating sounds with objects, actions and events. They also learn words by imitating other people. We support this in our setting by having a language rich environment, asking open ended questions, lots of interaction. Skinners theories including Operant Conditioning, Behaviourist and Attachment. Bowlby – Believes that attachment behaviours are instinctive and that early relationships and early experiences with care givers have a major role on development and behaviour and influence how children will react to social interactions with other people. Early attachment were children are secure to main carer will allow the child to have high self-esteem and will enjoy intimate relationships; they will start to have the ability to share their feeling and seek out others for support. We support this in my setting for new starters by introducing them gradually into the setting through visits which will start off with main carer staying with them and then progressing to the child having visits on their own to ensure they feel comfortable in their new environment. Lev Vygotsky- His theory is that children’s development depends on interaction with people and the tools that the culture provides. . He had three different ways cultural tools could be passed from one individual to another. Imitative learning where one person tries to imitate or copy another e. g. when a parent sings an action song and the child tries to copy, Instructed learning which involves remembering the instruction of an adult and then using these instructions, collaborative learning involves a group of peers who strive to understand each other and work together. He believes every new interaction is a learning experience to for children that they must be guided through until they know how to react properly. In our setting staff support this by supporting children who are having difficulty in managing certain tasks. We encourage turn taking and sharing, and provide plenty of opportunities for social interaction with adults and children. Piaget- Believes that children’s cognitive development moves through four different stages of mental development: – Sensorimotor birth-2 years were a child recognises self as agent of actions and begins to act intentionally, preoperational 2-7years were they learn to use language and represent objects by images and words. , concrete operational 7-11 years were children can begin to think logically about objects and events and classify objects according to several features, Formal operational 11-adult hood were they can think logically about abstract propositions. He believed all children pass through these phases to advance to the next level of cognitive development. In our setting we encourage a more hands on approach and more relevant tasks for age/stage of development of child. We emphasise strongly on â€Å"child- Imitated† activities and observations to be able to plan for children’s needs. Freud- Believed that our personalities are made up with three parts; the â€Å"id†-is the instinctive part of our personality, the â€Å"ego†- is the planning part of our personality, and the â€Å"superego†- develops later in childhood it is known as the control part of our personality ,which are not all present at birth but will develop as the child develops. Freud theories of develop include Psychoanalytic. 3. 1 Analyse the importance of early identification of development delay Early identification and intervention is the best thing for a child’s long term benefits. Early intervention has a dual effect it helps children develop skills that are expected at their age but it also prevents the child from developing negative behaviours. Being able to identify signs of delay in a child’s development allows practitioner to make swift assessments and to involve outside agencies to make their own observations of the child. It is an important role for a practitioner to know and understand children’s learning and development in order for them to able to identify any early signs. 3. 2 Explain the potential risks of late recognition of development delay Late recognition of development, can lead to problems later on in life for young person understanding or a child being able to express their own feelings, leaving them feeling angry or frustrated and causing them to act out and maybe develop behaviour problems. It can also affect their confidence and self-esteem causing problems building relationships with peers and becoming. 3. 3 Evaluate how multi agency teams work together to support all aspects of development in children and young people Professionals from multi agency bring together all practitioners from different sectors that may need to be involved in working to support children, young people and families. Working with multi agency is a way of ensuring that children and young people who need additional support have exactly the right professionals supporting them. When a child needs additional support the SENCO of a setting will fill in a CAF form with relevant information and concerns about a child which will then be referred to relevant sector to enable team members to share information and support one another so the child’s needs are addressed efficiently and effectively. Regularly meetings are set to discuss the needs of the child or young people to plan for child’s development for example action plans. IEPs and to discuss child’s progress. The involvement of multi-agencies will vary as the needs of children and young people will be very different. What is important is that each person brings with them their own specialist skills, expertise and insight so that the child or young person gets the best support possible. Multi-agency working is a varied number l of services that have the collective aim to provide the best for children and their carers who are in need. The people involved to support a child’s needs could be a social worker, play specialist, early year’s practitioners, educational psychologists, health workers and any person with the ability to step in and help a child when their development is being hindered. Early years settings are more of an integrated working because they offer a cocktail of services within the setting, rather than external services which is multi-agency. England’s government framework, Every Child Matters, lists five outcomes that reinforce the importance of working together to achieve the best outcomes for children. The Early Years Framework also states that when professionals work together the results are better essentially, if all the people involved in a child’s life are aware of what that child needs, then development c

Out of My Comfort Zone

The whole month my friends have been continuously asking me to come ice skate with them. I had denied them several times, because I felt very uneasy going on a low friction surface on metal skates and was almost sure I would fall flat on my face. Public skate bothered me even more because I knew there would be several people there watching me, and potentially getting in the way of my skating. When the group decided to each get out of our comfort zones, I realized I should go with my friends this weekend, even though I felt very uncomfortable. Upon putting my skates on, I wasn’t sure what I was doing, and it took me a couple minutes to finally step out onto the ice. I held on to the railing for a long time, and my friend told me that was no way to learn something new, and that I should go in head first without being scared of failure. I felt ridiculous for caring so much, and let go and started skating around. I came to realize it was extremely similar to roller skating, and started enjoying it. When small children or fast skaters came by me, I was still a bit uneasy and would stop or slow down, but I realized it wasn’t as bad as I made it. Having everyone support me and show me tricks to go faster or make turns was very encouraging. I realized there were actually very many beginners during public skate that were going even slower than me. I didn’t feel so alone and realized I shouldn’t have chickened out for so long. My main fears were being out of control, that I would fail, or be embarrassed. Sometimes these things would pop up a bit, but in the end the experience gave me motivation to try new things and to wipe away the fear. It’s hard to grow and learn without taking risks, so I was proud I did it. To many it may have seemed like a small situation, but for me personally it was a bold step. Taking small bold steps may lead me to take larger more uncomfortable steps to get ahead. I realized that very few of the decisions or actions that you take are life or death. If you look at challenges through that lens it becomes much easier to step out of your comfort zone. As a concluding thought, I feel that if people don’t challenge themselves, chances are they will be drifting. If you want to be known as a leader, you need to be the first one to step outside of the box.

Free Essays on Gwendolyn Brooks

Writing with uncommon strength, Gwendolyn Brooks creates haunting images of black America, and their struggle in escaping the scathing hatred of many white Americans. Her stories, such as in the "Ballad of Rudolph Reed", portray courage and perseverance. In those like "The Boy Died in My Alley" Brooks portrays both the weakness of black America and the unfortunate lack of care spawned from oppression. In "The Ballad of Chocolate Mabbie" Brooks unveils another aspect of her skill by entering the domestic arena with the lingering limitations imposed by prejudice. These aspects, such as strength and finesse, are among Brooks great attributes. Worthy of exploration, Brooks powerful and haunting techniques can be separated and explored in the above mentioned poems. Each work contains a specific tactic, which effectively promotes her ideas. It is for that reason, tactics mixed with ideas, which have placed Brooks among the finest poets. Perhaps because of Brooks' use of a stiff format, "The Ballad of Rudolph Reed" may be her strongest work. Imbuing the poem with incredible lines and description, Brooks transforms Rudolph Reed, who is the character the poem is built around, into a storybook hero, or a tragic character whose only flaw was the love he held for his family. Brooks creates a strong, solid character who is more than another fictional martyr, but a human being. The Finesse she imbued in this work from the first stylized stanza: "Rudolph Reed was oaken. His wife was oaken too. And his two girls and his good little man Oakened as they grew." (1081, 1-4) Here brooks' symbolic use of the word oakened, coupled with the use of a rhyme scheme of the second and last sentence of every stanza causes the reader to more deeply feel what the character and his family are going through. Using the idea of a dream home, Brooks stabbed to the heart of the American dream and where those of African descent fit into it. Eve ry person, man or woman, h... Free Essays on Gwendolyn Brooks Free Essays on Gwendolyn Brooks Writing with uncommon strength, Gwendolyn Brooks creates haunting images of black America, and their struggle in escaping the scathing hatred of many white Americans. Her stories, such as in the "Ballad of Rudolph Reed", portray courage and perseverance. In those like "The Boy Died in My Alley" Brooks portrays both the weakness of black America and the unfortunate lack of care spawned from oppression. In "The Ballad of Chocolate Mabbie" Brooks unveils another aspect of her skill by entering the domestic arena with the lingering limitations imposed by prejudice. These aspects, such as strength and finesse, are among Brooks great attributes. Worthy of exploration, Brooks powerful and haunting techniques can be separated and explored in the above mentioned poems. Each work contains a specific tactic, which effectively promotes her ideas. It is for that reason, tactics mixed with ideas, which have placed Brooks among the finest poets. Perhaps because of Brooks' use of a stiff format, "The Ballad of Rudolph Reed" may be her strongest work. Imbuing the poem with incredible lines and description, Brooks transforms Rudolph Reed, who is the character the poem is built around, into a storybook hero, or a tragic character whose only flaw was the love he held for his family. Brooks creates a strong, solid character who is more than another fictional martyr, but a human being. The Finesse she imbued in this work from the first stylized stanza: "Rudolph Reed was oaken. His wife was oaken too. And his two girls and his good little man Oakened as they grew." (1081, 1-4) Here brooks' symbolic use of the word oakened, coupled with the use of a rhyme scheme of the second and last sentence of every stanza causes the reader to more deeply feel what the character and his family are going through. Using the idea of a dream home, Brooks stabbed to the heart of the American dream and where those of African descent fit into it. Eve ry person, man or woman, h... Free Essays on Gwendolyn Brooks Although she was born on 7 June 1917 in Topeka, Kansasthe first child of David and Keziah BrooksGwendolyn Brooks is "a Chicagoan." The family moved to Chicago shortly after her birth, and despite her extensive travels and periods in some of the major universities of the country, she has remained associated with the city's South Side. What her strong family unit lacked in material wealth was made bearable by the wealth of human capital that resulted from warm interpersonal relationships. When she writes about families thatdespite their daily adversitiesare not dysfunctional, Gwendolyn Brooks writes from an intimate knowledge reinforced by her own life. Brooks attended Hyde Park High School, the leading white high school in the city, but transferred to the all-black Wendell Phillips, then to the integrated Englewood High School. In 1936 she graduated from Wilson Junior College. These four schools gave her a perspective on racial dynamics in the city that continues to influence her work. Her profound interest in poetry informed much of her early life. "Eventide," her first poem, was published in American Childhood Magazine in 1930. A few years later she met James Weldon Johnson and Langston Hughes, who urged her to read modern poetryespecially the work of Ezra Pound, T. S. Eliot, and e. c. cummingsand who emphasized the need to write as much and as frequently as she possibly could. By 1934 Brooks had become an adjunct member of the staff of the Chicago Defender and had published almost one hundred of her poems in a weekly poetry column. In 1938 she married Henry Blakely and moved to a kitchenette apartment on Chicago’s South Side. Between the birth of her first child, Henry, Jr., in 1940 and the birth of Nora in 1951, she became associated with the group of writers involved in Harriet Monroe's still-extant Poetry: A Magazine of Verse. From this group she received further encouragement, and by 1943 she had won the Mid...

Long Island University C.W. Post Admissions Statistics

Long Island University C.W. Post Admissions Statistics Long Island University Admissions Overview: LIU University Post has an acceptance rate of 81%, making it largely accessible. In general, students with good grades and test scores have a good chance of being admitted. Students interested in Post will need to submit an application (the school uses the Common Application), along with high school transcripts and scores from the SAT or ACT. Will You Get In? Calculate Your Chances of Getting In  with this free tool from Cappex Admissions Data (2016): LIU C.W. Post Acceptance Rate: 81%Test Scores 25th / 75th PercentileSAT Critical Reading: 480 / 570SAT Math: 490 / 590SAT Writing: - / -What these SAT numbers meanACT Composite: 21  / 26ACT English: 21  / 30ACT Math: 22  / 25ACT Writing: - / -What these ACT numbers mean Long Island University Post Description: Long Island University C.W. Post Campus is a private university located in Brookville, New York, and the largest campus of the Long Island University system. The 307-acre suburban campus sits among the rolling hills of the Brookville area of Glen Head along the north shore of Long Island, just 50 minutes from New York City. Academically, the university has a 13 to 1 student / faculty ratio, and class sizes typically average between 15 and 20 students. LIU Post offers more than 70 undergraduate majors and over 60 graduate degree programs, including three doctoral programs in information studies, clinical psychology and interdisciplinary educational studies. Popular undergraduate areas of study are business administration, childhood education and criminal justice, while graduate students commonly study library and information science, business administration and special education. Student life is active with over 80 clubs and organizations and an active Greek life. The LIU Post Pioneer s compete in the NCAA Division II in the Eastern College Athletic Conference, the  East Coast Conference  and the Pennsylvania State Athletic Conference. Enrollment (2016): Total Enrollment: 8,634  (6,280 undergraduates)Gender Breakdown: 42% Male / 58% Female46% Full-time Costs (2016- 17): Tuition and Fees: $36,256Books: $2,000 (why so much?)Room and Board: $13,426Other Expenses: $2,500Total Cost: $54,182 Long Island University Post Financial Aid (2015- 16): Percentage of New Students Receiving Aid: 95%Percentage of New Students Receiving Types of AidGrants: 94%Loans: 64%Average Amount of AidGrants: $21,178Loans: $7,843 Academic Programs: Most Popular Majors:  Business Administration, Criminal Justice, Elementary Education, PsychologyWhat major is right for you?  Sign up to take the free My Careers and Majors Quiz at Cappex. Transfer, Graduation and Retention Rates: First Year Student Retention (full-time students): 74%Transfer Out Rate: 40%4-Year Graduation Rate: 27%6-Year Graduation Rate: 46% Intercollegiate Athletic Programs: Mens Sports:  Basketball, Lacrosse, Soccer, Wrestling, Track and Field, Cross Country, Football, BaseballWomens Sports:  Field Hockey, Fencing, Soccer, Volleyball, Swimming, Tennis, Softball, Lacrosse, Track and Field, Cross Country Data Source: National Center for Educational Statistics If You Like LIU Post, You May Also Like These Schools: Adelphi University: Profile | GPA-SAT-ACT GraphFordham University: Profile | GPA-SAT-ACT GraphStony Brook University: Profile | GPA-SAT-ACT GraphHofstra University: Profile | GPA-SAT-ACT GraphBinghamton University: Profile | GPA-SAT-ACT GraphUniversity of New Haven: Profile | GPA-SAT-ACT GraphSyracuse University: Profile | GPA-SAT-ACT GraphCUNY Brooklyn College: Profile | GPA-SAT-ACT GraphSt. Johns University: Profile | GPA-SAT-ACT GraphSUNY Cortland: Profile | GPA-SAT-ACT GraphPace University - New York: Profile | GPA-SAT-ACT GraphMolloy College: Profile

Leadership and Direction Essay Example | Topics and Well Written Essays - 500 words

Leadership and Direction - Essay Example These answers will provide the members of the team with added information that can be used in the decision making process. When performing brainstorming sessions that lead to lots of questions being asked one of the team members should serve the role of secretary to take notes about the topics been discussed in the meeting. The secretary should also record the entire meeting in order to document the meeting and the questions that were discussed during brainstorming. There are different types of questions that must be asked to ensure a project is appropriate for the organization. Some of the first questions that must be discussed are regarding the content and scope of the project. Is the project aligned with the organization’s mission and goals? A second very important concern is the finances of the project. Does the company have sufficient funds to undertake the project? The company must ask itself whether the firm has sufficient human resources available for the project. The firm must also ask itself if there is a need for the recruitment of new personnel for the project. During the planning phase two questions that must be asked are: The leader will know if the right questions were asked for the project based on the collective input of the entire team staff. Once the team concludes its brainstorming and question asking the leader must document the data and ask for a second opinion from other managers of the company including the general manger, controller, marketing president, COO, and CFO, and CEO of the firm. These members of the executive management team have vast knowledge about how to run a team project efficiently. Their input will validate whether the project manager performed his job adequately in regards to gathering the information necessary to proceed with the project. The project manager should discuss the meeting he or she had with the executive management team with the rest of the