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Senior Theses | Department of Physics
How to Write a Masterpiece of a Resume. This award-winning guide to resume writing will teach you to write a resume equal to one done by physics senior thesis, a top-notch professional writer. Of Critical Thinking? It offers examples, format choices, help writing the objective, the physics senior, summary and other sections. It is one of the most trusted resume-writing guide on the planet, recently updated, and viewed by more than 20 million people. Define your target market Play up transferrable skills Key in on the tribe. First: Focus Your Objective Your Summary Skills and Accomplishments.
Own your digital footprint Use social media to your advantage Leverage keywords. Visual appeal, format, and length Consistency Details that matter. Writing a great resume does not necessarily mean you should follow the 4 aspects of critical thinking, rules you hear through the grapevine. It does not have to be one page or follow a specific resume format. Every resume is a one-of-a-kind marketing communication. It should be appropriate to senior thesis, your situation and do exactly what you want it to do. Instead of a bunch of rules and tips, we are going to cut to the chase in this brief guide and gcse coursework help offer you the most basic principles of writing a highly effective resume. Who are we to physics thesis, be telling you how to write your resume? Our specialty at term Rockport Institute is thesis career change coaching, counseling and consulting.
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With this guide, you can do it yourself. The good news and the bad – The good news is implants research paper that, with a little extra effort, you can create a resume that makes you stand out as a superior candidate for a job you are seeking. Physics Senior? Not one resume in a hundred follows the cbest samples, principles that stir the physics senior thesis, interest of prospective employers. So, even if you face fierce competition, with a well written resume you should be invited to interview more often than many people more qualified than you. The bad news is that your present resume is of critical probably much more inadequate than you now realize. Physics Senior? You will have to short stories, learn how to think and write in a style that may be new to you. If you’ve been online trying to make sense of all that’s out there about physics senior resume writing – much of it conflicting advice – stay right here. We have the final word on those nagging questions (Length? Format?
Font? Keywords?). Of Critical? We have clear, no-nonsense guidance based on thousands of real-life success stories. Physics? Here’s how to do it yourself, broken down in 10 parts. Our guide is based on one fundamental premise: Your resume is a marketing document. It’s not the history of your past; it’s an ad. Paper Doll? You’re selling yourself to the employer, and competing against other people who are attempting to do the same thing. A great resume doesn’t just tell them what you have done but makes the same assertion that all good ads do: If you buy this product, you will get these specific, direct benefits . Physics Thesis? It presents you in the best light. It convinces the employer that you have what it takes to be successful in this new position or career. It inspires the breast, prospective employer to pick up the phone and ask you to come in.
YOU’RE ADVERTISING YOURSELF. Here’s a key thing we know based on deep research: Every resume is a one-of-a-kind marketing communication. It should be appropriate to your situation and thesis do exactly what you want it to one act plays, do. The reality is that most resumes fail to stir the interest of prospective employers. So, even if you face fierce competition, with a well-written resume you should be invited to interview more often than many people – even people more qualified than you.
A great resume doesn’t only tell the employer what you have done. It makes the same assertion that all good ads do: If you buy this product, you will get these specific, direct benefits. It presents you in the best possible light. It convinces the employer that you absolutely have what it takes to be successful in this new position or career. The very best marketing is physics senior research-based marketing. 4 Aspects Of Critical Thinking? So, do your research. Visit the employer’s website often and follow the organization on social media. (Do this of course after doing any necessary cleanup of your social media profile – more on that in thesis Section 8 of this guide, WORK ALL THE DIGITAL ANGLES .) What types of accomplishments do they celebrate and essay short stories one act plays how can you weave similar accomplishments into senior your resume? What kind of language do they use to describe achievements? If almost everything is “significant” or “breakthrough,” how do you tactfully place those words in various sections of your resume?
You have to know your customer’s needs – and have a very clear sense of the skills they’re looking for in their ideal job candidate. Our experience shows that your resume must demonstrate that you have at least 70% of a job’s requirements to have a legitimate hope of paper landing an thesis interview. Do all the research you can, from online searches and social media tracking to networking with people you know. If you know anyone who works there, definitely approach them for term, a conversation – or better yet, coffee or lunch. TIP: Avoid HR at thesis this stage: HR teams are constantly pushing back on unsolicited inquiries from breast implants people who want jobs. A sobering fact is physics thesis that job recruiters spend an average of six seconds on every resume as they sort through digital stacks of applicants.
So, focus on the employer’s needs, not yours . It is imperative that you take what you learn during your research and apply it as you customize your resume. There is no shame in adjusting your resume to cbest essay, appeal to senior thesis, your target audience; in fact, the opposite gcse resistant, is true. It would be inadvisable not to adapt your resume – even if slightly – for each job application. Imagine that you are the person doing the physics, hiring. This someone with skin in the game. Often, it’s the person who is breast implants paper responsible for the bottom-line performance of the project or team you hope to join.
This is someone who cares deeply how well the senior thesis, job will be done. Essay Stories One Act? You need to write your resume to appeal directly to him or her: If this person thinks you can be an asset and help make them look good, you have a real shot. To reiterate: Your resume is a very informed, targeted advertisement. At the physics senior, end of the day it’s an ad…nothing more, nothing less. 2. Paper Doll House? YOUR RESUME’S #1 JOB: LAND AN INTERVIEW. It’s critical to always bear in physics mind that your resume is a tool with one specific purpose: to of critical, win an interview. If it doesn’t, it isn’t an effective resume. So how do you prevail? First, embrace some basic truths about the job-seeking landscape. First, let go of physics any misguided preconceptions about what your resume is: It’s not about you. Like any strong piece of 4 aspects advertising, it’s not about the product being sold – it’s about the buyer and what they want.
Consider Coke advertisements: They say very little about the senior, soft drink; they say a lot about how people who drink the beverage are happy and have a lot of happy people around them. The focus is on the benefits of drinking Coke. Your resume is about the term paper doll, benefits of hiring you. Your resume is not a place to brag; nor is it a place to be modest. Its sole purpose is to generate interest in you. What differentiates you from the competition. In addition to including all relevant information about your skills, background, accomplishments, etc. (see Section 5 and Section 6), find ways to include details that could generate curiosity.
Were you born in a different country? Is there community or volunteer work that’s appealing? Are you fluent in multiple languages? Did you go through college in three years – or later in life? These are real people reading your resume, and maybe there’s a fact about you they’ll relate to or find interesting. What does that mean? In The Pathfinder, we discuss how roughly 75% of people have a personality type we describe as Tribal. Senior Thesis? They are group workers, usually most successful and gcse resistant coursework satisfied working with and physics senior thesis through other people as members of an organization, group, or ‘tribe.’” They are at breast implants research their best when they are attuned to the tribe and contributing to its goals. (For the physics senior thesis, record, the other 25% are what we call Maestros who identify as specialist – e.g., “I am a software developer” versus “I work for essay short one act, Microsoft” – for more, see The Pathfinder.)
Back to physics senior thesis, the tribe: If you’re selling yourself to an organization, you’re selling yourself to implants research, a tribe. The tribe’s members will have to be convinced that you’re “one of them.” Use the physics thesis, research conducted in Section 1 to inform your approach in how you construct and write your resume. Consider the term paper, scenario of physics senior thesis two tribes living on opposite sides of research paper a lake. If you want to be hired by the tribe across the lake, you want to senior, appear as though you’re already one of them. This will inform everything you put in your resume – from the adjectives you use to the aspects of your education and work experience that you emphasize, to essay, the outside interests you include. If the physics senior, employer’s mission statement includes language about university “customer focus” and its website talks about “innovation,” those words should be reflected in your resume (in a not-too-obvious way). If the employer is thesis “results-driven” and thinking cares about senior thesis “sustainable solutions,” make it clear that you are results-focused and understand the importance of sustainable progress. You have to learn how to write powerful but subtle advertising copy. An effective way to do this is to think of it as telling an short plays introductory story.
When you meet someone, you want to know “their story,” right? It’s the physics, same for research paper, that hiring manager looking at your resume. Thesis? It’s important that all of the information you present fits together cohesively, and helps the hiring manager understand your background, skills and capacities, and the educational and work experiences that have led to you to term paper, where you are today. While you are selling a product, you shouldn’t “hard sell” or make any claims that are not true. Most employers respond to physics senior, resumes that are both impressive as well as credible. 4 Aspects? They are not fond of hyperbole; they also have no way of knowing if you’re being overly-modest. Physics? It’s a balancing act. 3. Essay Stories One Act? KNOW EXACTLY WHAT KIND OF RESUME YOU’RE WRITING. There are three basic types of resumes: Chronological, Functional, and “Combined” Chronological – Functional.
Generally speaking, we prefer the Combined approach – but this decision should be informed by the type of job you’re seeking and the type of employer you’re seeking to impress. For example, if you’re applying for thesis, a job in a more traditional field such as law, science, or engineering, a Chronological approach would be best. If you are changing your career or returning to the job market after a break, a Functional resume is the way to essay short stories, go. A Combined approach offers the thesis, most flexibility; and if you’re in a creative field, you might make modifications to a Combined format that showcase your artistic eye or style. Of Critical Thinking? At the end of the day, it’s all about generating the best marketing copy to sell yourself. The chronological resume is the physics thesis, more traditional resume structure.
The Experience section is the short stories one act, focus of the resume; each job (or the last several jobs) is described in some detail, and there is physics thesis no major section of skills or accomplishments at the beginning of the resume. This structure is primarily used when you are staying in the same profession and in the same type of work. It is also commonly used in certain fields such as law and academia. We recommend that the chronological resume always have an Objective or Summary for the reader. Advantages: This approach may appeal to more traditional readers and may be best in conventional or conservative fields. It makes it easier to understand what you did in what job, and may help the name of the employer stand out (if it’s impressive). Critical Thinking Of Manitoba? The disadvantage is that it is much more difficult to highlight what you do best. This format is rarely appropriate for someone making a career change. The functional resume highlights your major skills and accomplishments from the senior, very beginning.
It helps the reader see clearly what you can do for them, rather than having to term doll, read through the job descriptions to find out. Actual company names and positions are in a subordinate position, with no description under each. There are many different types of formats for physics thesis, functional resumes. The functional resume is materials coursework a must for career changers, but is very appropriate for generalists, for those with spotty or divergent careers, for those with a wide range of skills in their given profession, for thesis, students, for military officers, for homemakers returning to the job market, and for those who want to make slight shifts in materials coursework their career direction. Advantages: It will help you most in reaching for a new goal or direction, and it is highly recommended for such purposes. The disadvantage is senior thesis that it isn’t easy for the employer to quickly discern exactly what you did in each job (which could be a problem for some conservative resume reviewers). A combined resume includes elements of term paper house both the chronological and physics senior thesis functional formats. It may be a shorter chronology of job descriptions preceded by a short “Skills and Accomplishments” section – or with a longer Summary including a skills list or a list of paper “qualifications”). It can also be a standard functional resume with the accomplishments under headings of different jobs held.
There are important advantages to this combined approach: It maximizes the advantages of both kinds of resumes, avoiding potential negative effects of either type. Physics? One disadvantage is that it tends to be a longer resume. Another is coursework help that it can be repetitious: Accomplishments and skills may have to be repeated in both the “functional” section and the “chronological” job descriptions. 4. Senior Thesis? GUIDANCE FOR A CAREER CHANGE RESUME. Clearly, career change has become a new norm of working. As we noted in Section 3, a career-change job search calls for a Functional resume. DEFINE YOUR TARGET MARKET. “Target market” in advertising refers to people a company aims to turn into customers. Doll House? In your career-change job search, your target is the collection of specific organizations that might hire you to do what you want to physics thesis, do…where you want to do it. Essay? Start with geographic requirements – is the world…. or Seattle? Within that geographic area, target the type of physics organization that interests you: profit-making, non-for-profit, or government?
What kind of business or industry? What size organization? Once you have your parameters, identify specific employers and learn all you can about them. What is their history? What do they emphasize in one act plays their messaging? Who are the physics, decision makers? What is their hiring philosophy? What kind of work culture is it? In addition to digging around online and in social media, use your networking skills to learn all you can to help inform how you customize your resume. PLAY UP TRANSFERRABLE SKILLS.
Jobs in very different professional fields can often have a number of similar requirements. Let’s say that you want to cbest essay samples, go from a marketing position in a pharmaceutical firm to a fund-raising role for a not-for-profit. Senior? What are the skills you’ve already demonstrated that are applicable? They may be more than you think. Consider these possibilities: Time management Project management Collaboration Persuasive communicating Strong decision-making Composure under pressure Innovative problem-solving. You should also be prepared to speak to your motivation for 4 aspects thinking, a career change. You can weave a little of physics this into short one act your Objective, then also be prepared to thesis, write about it briefly in your cover letter, and then of course speak to it when you land an interview. As a career changer, you are effectively moving from gcse resistant one tribe to another. Within the bounds of integrity, the story you tell has to physics senior thesis, explain why the tribe you now want to enter is really the essay one act, right one for physics senior thesis, you (and not the other one).
This is thinking another instance where research is critical. Go to LinkedIn and similar sites and take a look at a good number of resumes of people seeking similar jobs. Also, tap into your circle of physics colleagues, friends, and family. Tune into the axis we call the Quality of gcse resistant materials help Transactions in The Pathfinder. The basic premise of this model is that the closer you are to connections that are “hot” (e.g., someone high up in the organization is willing to go to bat for you) versus “cold” (no connections and a basic resume submitted), the more likely you are to have quality transactions that can result in getting you hired. Even somewhere in the “warm” range – maybe you know someone who knows someone in a position to help – is highly preferable to coming in cold. And create partners: Scan the connections of your connections on senior LinkedIn.
Then follow up energetically (more on this in Section 7 on Digital Angles). TIP: There tends to 4 aspects, be higher scrutiny of career changers, so the extent to which you can gain traction within the tribe is of fundamental importance. 5. THE JUICE: YOUR ASSERTIONS SECTION. In most cases, a great resume has two main sections. Physics Thesis? In the first, you make assertions about critical thinking university your abilities, qualities, and achievements. You write powerful, but honest, advertising copy that grabs the reader’s attention. Physics Senior? (Exceptions to this are resumes targeting generally conservative fields such as law, science, or engineering.) The second section, the evidence section, is where you back up your assertions with evidence that you actually did what you said you did. This is where you list and describe the jobs you’ve held, your education, etc.
And if you have opted to pass on short one act an Assertions section, you have to build a powerful evidence-based resume that builds the case for you as a candidate – with especially compelling skills and accomplishments summarized in the top half of the first page. The real juice in your resume is what you assert about yourself right up front. This is where you shine. The hard truth based on thesis research: Only one interview is granted for every 200 resumes received by the average employer. Research also tells us that your resume will be quickly scanned, rather than read.
You have only seconds to persuade a prospective employer to read further. The top half of the first page of your resume will either make or break your chances. Ask yourself: What does the employer really want? How would you fill those shoes? What would set a truly exceptional candidate apart from a merely good one? If you are not sure what would make someone a superior candidate, you can gather intel from the job postings you see, and/or from people who work in thinking university of manitoba the same company or the same field.
You could even call the prospective employer and ask them what they want. Don’t make wild guesses. Write down everything you have ever done that demonstrates that you’re the physics, right fit for the job and the prospective employer. Cbest Samples? You don’t have to physics senior thesis, confine yourself to work-related accomplishments. TIP: Use your entire life as the palette to paint with. The point is to cover all possible ways of thinking about and communicating what you do well. What are the talents you bring to the marketplace? If you are making a career change or are a new to the job market, you are going to have to be especially creative in cbest essay getting across what makes you stand out. This initial brainstorming focus will generate the raw material from which you craft your resume. So many resumes we see make a gallant effort to physics senior, inform the reader.
But we don’t want the research paper, employer to be informed; we want them to be interested and curious. In fact, it’s best to leave your reader with a few questions they would like to ask you. In your assertions section, state your Objective – your intended job. Physics Thesis? Ideally, your resume should convey why you are the philosophy critical university of manitoba, perfect candidate for one specific job or job title. Thesis? There is 4 aspects of critical thinking debate out there about whether to state an Objective, but generally speaking, we think it’s a good idea. If you’re in a creative field or have gained insights suggesting that the employer would prefer an physics outside-of-the-box approach, perhaps you forego an Objective. Keep it to the point, and keep the employer front and center as your write. Consider this example. The owner of a small software company advertises for an experienced software salesperson. A week later they have 500 resumes. The applicants have a bewildering variety of backgrounds, and the employer has no way of breast knowing whether any of them are really interested in selling software.
Then the employer spots a resume that starts with the following: “OBJECTIVE – a software sales position in thesis an organization seeking an extraordinary record of philosophy university generating new accounts, exceeding sales targets and enthusiastic customer relations.” This is a fit . Not only does this candidate want the job, they want to make a real contribution. Job-seekers often make the mistake of saying something like, “a position where I can hone my skill as a scissors sharpener.” Examples follow. In all of these examples, the underlined words and phrases could be interchanged with words and phrases relevant to physics thesis, your expertise, industry, and the type of role you are seeking. In this example, the essay, statement is not preceded by the word “Objective.” Experienced IT professional offering more than five years of hands-on experience in programming , web development , and IT trouble-shooting , and thesis seeks leadership role in leading digital organization. In this example, you see a collection of brief descriptions versus a formally stated objective in critical university of manitoba a grammatically complete sentence. Strategic thinker and communicator . Physics? Expert storyteller . A decade of deadline -driven on-air reporting . Ready to pivot to executive producer role. In this example, the applicant uses a first-person approach to a creative role. “If the client wants a logo people will remember, I give them one people will never forget. If they want their brand to communicate , I make it sing .”
In this example, the job-seeker approaches a traditional job role with a traditional string of statements. CPA and CIA with 15 years of experience in financial services for global organizations. Financial strategist with track record for onsidered and decisive recommendations , as well as thorough compliance with all federal, state, and internal regulations . Excels at individual as well as collaborative efforts. Known for work ethic and integrity. In this example, you see a more traditional approach by a recent graduate seeking an entry-level role in gcse resistant a conventional job sector. OBJECTIVE: A starting position in an engineering organization where leading-edge skills and deep commitment to every project would be an physics senior thesis asset to the company and cbest essay samples its people. TIP: The point of using an Objective is to create a specific psychological response in the mind of the reader. Physics Senior Thesis? If you are making a career change or have a limited work history, you want the employer to immediately focus on term paper doll where you are going, rather than where you have been. If you are looking for another job in physics your present field, it is essay stories plays more important to stress your qualities, achievements and abilities first. It is sometimes appropriate to include your Objective in your Summary section rather than have a separate Objective section. The “Summary” or “Summary of Qualifications” consists of several concise statements that focus the reader’s attention on your most important qualities, achievements, and abilities. (NOTE: If you are on LinkedIn, it is important that the summary in your resume be reflected in what you have in your LinkedIn summary.
You have a lot more space to senior, work with in LinkedIn, so they needn’t match exactly, but they should be close enough that they show consistency. Cbest Essay Samples? You should be recognizable as the physics senior, same person!) The things you mention should be the most compelling demonstrations of why you should be hired – not the breast research paper, other candidates. This is your brief window of opportunity to highlight your most impressive qualities – the spiciest part of thesis your resume. In fact, this may be the only section fully read by the employer, so it must be strong and convincing. The Summary is the term paper doll, one place to include professional characteristics (highly energetic, a gift for solving complex problems in a fast-paced environment, a natural salesperson, exceptional interpersonal skills, committed to excellence, etc.). Gear every word in the Summary to your goal: getting that interview. Here are the senior, most common ingredients of a well-written Summary.
A short phrase describing your profession Followed by a statement of broad or specialized expertise Followed by two or three additional statements related to any of the following: breadth or depth of skills unique mix of cbest samples skills range of environments in which you have experience a special or well-documented accomplishment a history of awards, promotions, or superior performance commendations One or more professional or appropriate personal characteristics A sentence describing professional objective or interest. You would not necessarily use all these ingredients in one Summary. Use the ones that highlight you best. The examples below show how to include your objective in the Summary section. TIP: If you are making a career change, your Summary section should show how what you have done in the past prepares you to physics thesis, do what you seek to do in the future.
If you are new to the job market, your Summary will be based more on philosophy thinking ability than experience. A few examples of Summary sections: Highly motivated, creative and versatile real estate executive with seven years of physics senior thesis experience in property acquisition, development and construction, as well as the management of large apartment complexes. Especially skilled at building effective, productive working relationships with clients and short stories one act plays staff. Excellent management, negotiation and senior public relations skills.
Seeking a challenging management position in the real estate field that offers extensive contact with the public. Over 10 years as an organizational catalyst/training design consultant with a track record of producing extraordinary results for more than 20 national and samples community based organizations. Senior Thesis? A commitment to human development and community service. Energetic self-starter with excellent analytical, organizational, and creative skills. Financial Management Executive with nearly ten years of experience in cbest essay samples banking and international trade, finance, investments and economic policy. Innovative in physics structuring credit enhancement for corporate and municipal financing. Skilled negotiator with strong management, sales and marketing background. Areas of expertise include (a bulleted list would follow this paragraph.) Health Care Professional experienced in paper management, program development and policy making in the United States as well as in senior thesis several developing countries. Expertise in emergency medical services. A talent for analyzing problems, developing and 4 aspects simplifying procedures, and thesis finding innovative solutions. Of Critical? Proven ability to motivate and work effectively with persons from physics senior other cultures and all walks of life.
Skilled in working within a foreign environment with limited resources. Commander – Chief Executive Officer of the essay, U.S. Navy, Atlantic Fleet. Physics Thesis? Expertise in all areas of management, with a proven record of unprecedented accomplishment. History of the highest naval awards and rapid promotion. Proven senior-level experience in executive decision-making, policy direction, strategic business planning, Congressional relations, financial and personnel management, research and development, and aerospace engineering. Extensive knowledge of government military requirements in systems and equipment. Committed to the highest levels of implants professional and personal excellence. Performing artist with a rich baritone voice and physics thesis unusual range, specializing in samples classical, spiritual, gospel and rap music. Featured soloist for physics senior thesis, two nationally televised events. Accomplished pianist.
Extensive performance experience includes television, concert tours and club acts. Available for commercial recording and live performances. SKILLS AND ACCOMPLISHMENTS. In this final part of the assertions section, go into more detail. In the summary, you focused on your most special highlights. Now you tell the rest of the best of your story. Let the employer know what results you produced, what happened because of your efforts, what you are especially gifted or experienced at essay stories doing. TIP: Don’t tell them everything you’ve ever done. Physics Senior? It’s okay – in thinking fact, advisable – to leave to your readers wondering about a thing or two in a positive way. Sometimes the “Skills and Accomplishments” section is a separate section. In a chronological resume, it becomes the first few phrases of the descriptions of the various jobs you have held.
We will cover that in physics senior a few minutes, when we discuss the different types of resistant coursework resumes. Physics Senior Thesis? When it is a separate section, it can have several possible titles, depending on thinking your situation: SKILLS AND ACCOMPLISHMENTS ACCOMPLISHMENTS SUMMARY OF ACCOMPLISHMENTS SELECTED ACCOMPLISHMENTS RECENT ACCOMPLISHMENTS AREAS OF ACCOMPLISHMENT AND EXPERIENCE AREAS OF EXPERTISE CAREER HIGHLIGHTS PROFESSIONAL HIGHLIGHTS ADDITIONAL SKILLS AND ACCOMPLISHMENTS. There are options for how to senior thesis, structure your “Skills and Accomplishments” section. Whichever you choose, put your skills and accomplishments in order of importance for the desired career goal.
If you have many skills, the last skill paragraph might be called “Additional Skills.” TIP: Be sure to use action-oriented words. These include words such as Delivered; Created; Solved; Boosted; Designed; Transformed; and Elevated (for more see our Section 9 on resistant materials Power Words). Here are a few ways you could structure your “Skills and Accomplishments” section: A listing of skills or accomplishments or a combination of both, with bullets. SELECTED SKILLS AND ACCOMPLISHMENTS. Raised $1,900 in 21 days in canvassing and advocacy on environmental, health and consumer issues.
Conducted legal research for four Assistant U.S. Attorneys, for the U.S. Attorney’s office Coordinated Board of Directors and senior Community Advisory Board of community mental health center. Later commended as “the best thing that ever happened to that job.” A listing of term doll house major skill headings with accomplishments under each. Physics Senior Thesis? The accomplishments can be a bulleted list or in paragraph form. The material under the doll, headings should include mention of accomplishments which prove each skill. National Training Project / Conference Management. Director of Outreach on Hunger, a national public education/training project funded by USAID, foundations and all the major church denominations.
Designed, managed and promoted three-day training conferences in cities throughout the U.S. Planned and managed 32 nationwide training seminars and a five-day annual conference for university vice-presidents and business executives. Program Design: Universities. Invited by Duke University President Terry Sanford to senior, develop new directions and programs for essay short stories one act, the University’s Office of Summer Educational Programs, first Director of physics Duke’s “Pre-college Program,” first editor of essay short stories plays “Summer at Duke.” Designed and physics successfully proposed a center for the study of creativity at critical university The George Washington University. Physics Senior? A list of bulleted accomplishments or skill paragraphs under each job (in a chronological resume). Director of Sales and Marketing. DELAWARE TRADE INTERNATIONAL, INC. Wilmington, DE. Promoted from Sales Representative within one year of implants paper joining company to Director of physics senior thesis Sales and Marketing. Responsible for international sales of raw materials, as well as printing and graphic arts equipment. Breast Implants Paper? Oversaw five sales managers.
Was in charge of physics senior direct sales and marketing in 17 countries throughout Europe and the Middle East. Recruited, trained and managed sales staff. Cbest Essay Samples? Developed marketing strategy, prepared sales projections and established quotas. Selected and contracted with overseas sub-agents to achieve international market penetration. Negotiated and finalized long-term contractual agreements with suppliers on thesis behalf of clients. Oversaw all aspects of breast research paper transactions, including letters of credit, international financing, preparation of import/export documentation, and shipping/freight forwarding. Physics Senior Thesis? Planned and administered sales and marketing budget, and doll maintained sole profit/loss responsibility. Thesis? Within first year, doubled company’s revenues, and of critical thinking produced $7-9 million in thesis annual sales during the next eight years. 6. THE NITTY GRITTY: YOUR EVIDENCE SECTION. The evidence section includes some or all of the following: experience, education, and possibly additional items such as awards, affiliations, and publications. While this section is secondary to your assertions section, it is still incredibly important.
TIP: Think of term it as the foundation holding up your assertions so they can shine. If this section isn’t strong enough, the thesis, resume doesn’t hold together and samples the hiring manager will question the credibility of your assertions. List jobs in physics reverse chronological order. Don’t go into detail on the jobs early in your career; focus on the most recent and/or relevant jobs. (Summarize a number of the earliest jobs in one line or very short paragraph, or list only the bare facts with no position description.) Decide which is, overall, more impressive – your job titles or the names of the term paper, firms you worked for – then consistently begin with the more impressive of the two, perhaps using boldface type. You may want to describe the employer in a phrase in parentheses if this will impress the reader. Include military service, internships, and major volunteer roles if desired; because the senior, section is labeled “Experience.” It does not mean that you were paid. Other possible headings here include: “Professional History,” “Professional Experience”–not “Employment” or “Work History,” both of university which sound more lower-level. A note about dates throughout the evidence section: Be honest but also strategic. Generally speaking, put dates in italics at physics the end of the job to de-emphasize them. Don’t include months, unless the 4 aspects thinking, job was held less than a year. Physics Senior? If you’re old enough to have considered botox, consider what you might “botox” in your resume.
The year you earned your degree(s) doesn’t have to be included. And as you summarize your early career, there is no need to 4 aspects thinking, include dates in physics thesis this information. Critical Thinking? If there are gaps in your recent professional experience, use years versus months. Don’t put down anything that isn’t true – it’s too easy for employers to check information and physics senior discover mistruths. But be prepared to speak to any gaps in a way that supports the overall story you’re telling about yourself. List education in reverse chronological order – degrees or licenses first, followed by materials coursework, certificates and advanced training. Set degrees apart so they are easily seen. Physics Senior? Put in boldface whatever will be most impressive. Don’t include any details about essay short one act college except your major and senior thesis distinctions or awards you have won, unless you are still in college or just recently graduated. Include grade-point average only term house, if over 3.4. Physics Senior Thesis? List selected coursework if this will help convince the reader of doll your qualifications for the targeted job.
Include advanced training, but be selective with the information, summarizing the information and senior thesis including only what will be impressive for the reader. No degree yet? If you are working on an uncompleted degree, include the degree and afterwards, in parentheses, the one act, expected date of senior completion: B.S. (expected 20__). If you didn’t finish college, start with a phrase describing the field studied, then the school, then the critical thinking university, dates (the fact that there was no degree may be missed). Physics? Other headings might be “Education and paper Training,” “Education and Licenses,” “Legal Education / Undergraduate Education” (for attorneys). If the only awards received were in school, put these under the physics, Education section. Mention what the award was for if you can (or just “for outstanding accomplishment” or “outstanding performance”). If you have received awards, this section is almost a must. If you have received commendations or praise from some very senior source, you could call this section, “Awards and Commendations.” In that case, go ahead and university of manitoba quote the physics senior, source.
Professional Affiliations. Include only those that are current, relevant and impressive. Include leadership roles if appropriate. This is breast implants a good section for communicating your status as a member of senior a minority targeted for special consideration by employers, or for showing your membership in an association that would enhance your appeal as a prospective employer. This section can be combined with “Civic / Community Leadership” as “Professional and Community Memberships.” Languages. Being fluent in more than one language is definitely something to include. Implants Paper? Civic / Community Leadership. This is physics senior good to include if the leadership roles or accomplishments are related to the job target and implants can show skills acquired, for physics senior thesis, example, a loan officer hoping to thinking, become a financial investment counselor who was Financial Manager of a community organization charged with investing its funds.
Any Board of Directors membership or “chairmanship” would be good to physics, include. Be careful with political affiliations, as they could be a plus or minus with an employer or company. Publications. Include only if published, and provide links where you can if you think the work is critical thinking of manitoba impressive and relevant. Summarize if there are many. Comments from Supervisors, Clients, other Professional Elite. Include only thesis, if very exceptional. Heavily edit for key phrases. Personal Interests.
Tread thoughtfully here. While personal interests tend to feature prominently on social media platforms such as LinkedIn, you should weigh how much it can help you when applying for a job—ideally on a case-by-case basis. It you include a section like this, keep the following in mind. Advantages: Personal interests can indicate a skill or area of knowledge that is related to the goal, such as photography for someone in public relations, or carpentry and wood-working for samples, someone in construction management. This section can show well-roundedness, good physical health, or knowledge of a subject related to the goal. It can also create common ground or spark conversation, and/or help a hiring manager see you as someone who would fit in senior thesis their tribe. Disadvantages: Personal interests can be irrelevant to the job goal and of critical thinking purpose of the senior, resume. Listing such interests can also have unintended negative consequences.
For example, if you’re highly athletic and the people interviewing you aren’t physically fit – or perhaps eve self-conscious about that – the fact that you’re super-fit might not play in your favor.If in doubt, do not include a Personal Interests section. Resistant Materials Coursework? Your reason for including it is physics senior thesis most likely that you want to paper doll house, tell them about you. But, as you know, this is an ad. If this section would move the employer to understand why you would be the physics, best candidate, include it; otherwise, forget about it. This section may also be called “Interests Outside of Work,” or just “Interests.” References. You may put “References available upon request” at the end of your resume, if you wish. This is a standard close (centered at bottom in philosophy thinking university italics), but is senior not necessary: It is usually assumed. Do not include actual names of references.
You can bring a separate sheet of of critical references to the interview, to be given to the employer upon request. 7. WORK ALL THE DIGITAL ANGLES. Social media venues offer valuable possibilities for powering your job search, as well as a few potential downsides. Be sure your digital footprint is an asset as you prepare your resume. OWN YOUR DIGITAL FOOTPRINT. Social media is a primary vehicle for communication. Physics Senior Thesis? You will want to include at paper doll house least one of your social media accounts on your resume. Be sure that any e-mail addresses and social media handles look and physics senior thesis sound professional. If not, get new ones. You want to 4 aspects of critical, be [emailprotected]; not [emailprotected] Understand that most employers – 65% or more – use social networks to research candidates.
Roughly half of them do so to see if the candidate is physics thesis likely to gcse resistant, be a “good fit” for their culture – in other words, right for their tribe. It is documented that employers regularly review social media to see if there are reasons not to physics thesis, hire an applicant. So, it is imperative that you review all of your social media postings and clean up any content that you wouldn’t want a prospective employer to see. Breast Research Paper? And keep an thesis eye on your accounts so that you can monitor and remove comments from friends that don’t serve your professional image. Social media posts that employers cite as detrimental include evidence of of critical thinking drug use or excessive drinking, bad-mouthing of previous employers, and discriminatory language. TIP: Be sure that information on your various social media accounts is consistent. Senior? You can’t assume that an employer will only check out your LinkedIn page. They may also look for you on Facebook, Instagram, Twitter, or Google+.
It is a good rule of thumb with social media posts to ask yourself whether what you are posting is something that you would be delighted for everyone in the world to materials coursework help, see. USE SOCIAL MEDIA TO YOUR ADVANTAGE. Remember that you’re marketing yourself. Owning your digital footprint is also about taking advantage of an additional opportunity to make a good impression. Make an effort beyond any clean-up activity to create a strong social media profile. This is an opportunity for you to appear thoughtful, well-rounded, positive, a strong communicator – the kinds of things employers are generally seeking.
In addition, be active on social media in a way that advances your professional interests and possibilities. Engage on networking sites to senior, increase your visibility and searchabilty with prospective employers. 4 Aspects Thinking? And while you’re active on social media, to accommodate search engines, be sure that you are using a consistent version of your professional name. Physics Senior? If you’re “Robert L. Smith” on LinkedIn, you should be Robert L. Smith in your resume and on your other social media accounts – not Rob Smith here and there. Your professional “screen name” is of critical probably your most important keyword.
As mentioned earlier, follow your prospective employer on Twitter, Facebook, Instagram, and the like. Thesis? Think of what you see as an aggregated news feed about the employer. Term Paper Doll? It doesn’t take long to begin to get a real sense of the organization’s culture, values, and work environment intel can help you prepare the most thoughtful resume possible – and can also help you immensely as you later prepare for an interview. And bear in mind: The beauty of Social Media is that you can gain access to people you otherwise might not. If you see someone within your connections who is connected to a person of interest to you. Senior Thesis? Perhaps they are in the field in which you are seeking work; perhaps they work for a company you wish to paper doll, get in to senior thesis, – then ask your contact to introduce you. TIP: LinkedIn offers the opportunity for people to post recommendations. Be sure to ask people to provide recommendations for you, in particular those people who can speak to the strengths that you most want to be emphasized. In addition to your professional name, there are many other keywords to consider. Many employers routinely digitally scan resumes for keywords relevant to their companies and cultures, as well as field of work.
You should assume that this is implants being done. Use keywords that are customized for the kind of position you’re seeking as well as your job field. For example: Consider that your current title is “Program Assistant.” But when you search online, you don’t see that title much. What you do see with high frequency on Indeed, LinkedIn, etc. is senior thesis “Administrative Assistant.” It’s not a misstep in integrity to list your current title as “Administrative Assistant” if that’s accurate, and it will increase your find-ability for recruiters and hiring managers searching online. Similar guidance holds true for term paper, skills and accomplishments. When customizing your resume for a specific position, take careful note of the skills required and use any number of physics thesis those words in 4 aspects of critical thinking your resume. If you think of yourself as someone who “leads stakeholder communications,” but the employer uses the physics, phrase “stakeholder engagement” – that’s right, you’re now an gcse resistant coursework expert in stakeholder engagement. Physics Senior? If you have “increased website and breast social media traffic” in your current job, but your prospective employer’s website discusses “online presence” – your resume should note that you “elevated online presence.”
Then use this same approach to physics, find more keywords that will appeal to that hiring manager. After conducting your research on breast implants research paper the employer’s website and social media pages – as well as media articles about the organization – comprise a list of words and phrases that appear regularly. Physics Senior Thesis? Be sure that these words and phrases appear in your resume, but in a way that doesn’t seem forced or like overkill. 4 Aspects Thinking? You have a bit of a fine line to senior, walk – these have to materials coursework help, be words and phrases you can own in the context of selling yourself through your introductory story. Think of physics thesis your resume as a visually appealing piece of art. This your masterpiece! No matter how closely you follow the guidance we’ve delivered here so far, if you fall short on the presentation of what you’ve written you do yourself a tremendous disservice.
A note here about using images or video. Gcse? Of course, there have been instances where applicants have been hired after using creative visuals or creating “video resumes.” This kind of approach is highly situational, and thesis should be carefully considered based on what you know about the university, job and physics senior the tribe. For instance, if you’re a graphic designer, why not show off your stuff to cbest essay samples, a certain extent? Or if you’re applying to a video production firm or a start-up with a culture that would accommodate a video submission – go for it. That said, we also recommend that a more traditional PDF with written information accompany your video. VISUAL APPEAL, FORMAT, AND LENGTH. Everyone freely gives advice on resume length. Physics? There is no universal right or wrong. Short One Act? Our rule of thumb is that shorter is physics better, as long as the resume contains all of your most relevant information. If you’ve been in thinking the workforce for a while or have many accomplishments or publications to list, you might need to exceed a page – but only if the content warrants it. Physics? And whether it’s one page or more, the same rules apply in terms of the front end of the resume being your big, brief chance to make an impression.
Use a simple, clean, symmetrical structure. Don’t make it to crowded with text; conversely, don’t have so much white space that it looks oddly sparse. A good rule of thumb is house sections of writing that are no more than six lines, and shorter if possible. Be sure to design elements to your advantage. For example, if there is information you want to highlight, consider using boldface. You can also draw the physics senior thesis, eye to research paper, something by ensuring there is ample white space around it. Order information in a way that draw attention to your strengths; readers tend to focus on the first and last items listed. NOTE: If you’re considering an infographic resume, be sure you give it very careful consideration.
While one might make you stick out in a digital stack of resumes, I have never read one that didn’t make me work harder to get the information I wanted. Unless you are an infographic designer looking for that kind of work (or something close), I would veer away from this route. Your resume must be error-free. There are no spelling errors, no typos. No grammar, syntax, or punctuation errors. There are no errors of thesis fact. Any recruiter or hiring manager will tell you that such errors make it easy to weed out critical a resume immediately. List information in a consistent way. Physics Senior Thesis? For instance, every job should list this information in this order: Title, Name of Employer, City and State, and essay stories the years.
Use boldface, underlining, and italics consistently. If you decide to bold one job title, all titles are in senior thesis boldface. Cbest Essay Samples? If you underline one section heading, underline them all. In addition, there is uniformity in the use of capital letters, bullets, dashes, hyphens, etc. So, if there is a period after one set of job dates, there is a period after all job dates. If one degree is in bold, all degrees are in bold. If one job is lasted as 1999-2001 (versus 1999 – 2001 or 1999 to 2000). Whatever you decide about such things stylistically, be absolutely consistent. There are any number of details that really matter.
Consider all of the following. Font. Physics Senior? Use a font that’s universally readable such as Arial, Calibri, Garamond, Georgia, Times New Roman, Helvetica, or Didot (a good choice for creative industry). Whatever font you select, use it consistently. And use a font size that’s readable, but not distractingly large: 12-point is the way to go with some fonts, but sometimes 11-point can get the job done just as well.
PDF. Save your resume file as a PDF. You don’t want to risk what can happen if someone opens your Word document using a different version than you have, which can disrupt your careful layout, formatting, and more. File name. Resistant? When saving your PDF file, be sure you give a distinctive and relevant name. Definitively don’t give it a number (e.g., NickSmith_V3.pdf) and don’t call it NicksResume.pdf. If Nick is physics senior thesis applying for a Marketing Director position, a great file name would be NickSmith_MarketingDirectr.pdf). Keep track. As you customize your resume for each application, keep track of which resume you send to essay short stories one act, which employer. If you’re called for an interview you will want to senior thesis, show up with nicely printed hard copies of that precise document. Don’t mix first-person and third-person.
Use either the first person (“I) or third person (“he,” “she”) point of view, but do so consistently. Watch your verb tense. Implants Research Paper? If the accomplishment is completed, it should be past tense. Physics? If the task is still underway, it should be present tense. If the skill has been used in 4 aspects the past and will be used again in the future, use present tense – e.g., “conduct presentations on recruitment to professional and trade association.” Experience first. Experience sections should come before Education. This is because your qualifications are more related to physics senior, your experience than your education. Exceptions would be (1) if you have just received or are completing a degree in a new field, (2) if you are a lawyer, (3) if you are an undergraduate student, or (4) if there’s something particularly impressive about resistant materials coursework help your education – for senior thesis, example, a Rhodes Scholarship or an MBA from Harvard.
Sell yourself – first and foremost. Always bear in mind the philosophy critical thinking, needs of your customer – the employer. What do they need to physics thesis, know to assess that you’re right for the job and cbest essay samples will deliver for them? Customize your resume for each job application. Physics Thesis? Use keywords selected with your prospective employer in mind. Thinking? Be sure you can back up what you say (pumping up is physics fine but within the bounds of integrity). Use dynamic, high-energy language. Tighten up sentences where you can.
Space is at a premium. Use quantitative information when possible as you describe accomplishments (e.g., ($1 million portfolio, increased sales 30%, double revenues). Cbest Essay? Look at physics everything you’ve written in your resume and add action verbs wherever possible. Make your resume long enough to include all relevant information. Be sure any e-mail addresses and essay short stories plays social media handles shared are appropriate (not unprofessional). Senior? Use the same version of your professional “screen name” consistently.
Be unduly modest. You are selling yourself, period. Wing it. Real preparation and samples homework is required – no matter how lucky you’ve been in the past. Include information – even if you’re proud of it – that could be construed as controversial or possible be off-putting to physics thesis, the employer (e.g., fringe personal interests, religious activity, political affiliation). List everything you’ve ever done. It’s better to leave an employer a little curious and more apt to interview you. Paper Doll? Include salary information. It is appropriate for you to senior, provide this information only when asked.
Mention reasons for leaving jobs. Essay Stories One Act? You can have tactful, professional reasons ready for interviews. Include references. Provide them when requested, and be sure your references know that an inquiry is on the way. Try to be funny or cute – no matter how great your personality, these things don’t translate on paper. Include every single piece of information about yourself – this is not your resume’s job. If the employer wants to know more about you, they’ll ask you for an interview. Get wordy. Don’t use three examples when one will suffice. Be hyperbolic. Don’t use more than one power word or adjective in one sentence.
Underestimate the power of reading the physics senior thesis, job posting carefully and doing all of your homework. An astute hiring manager will recognize that you’ve done your advance work and will respect that about you. 10. USE YOUR WORDS (POWER WORDS) This isn’t about using fancy or unique words. It’s about breast implants research using words that connect with your customer. Physics Senior? Remember: This is customized ad copy. accelerated accomplished achieved acquired addressed administered advanced advised advocated aligned allocated amplified analyzed answered appeared applied appointed appraised approved arbitrated arranged assembled assessed assigned assisted assumed assured attained audited authored authorized awarded. blocked boosted bought briefed broadened brought budgeted built.
campaigned capitalized cascaded cataloged caused changed chaired charted clarified classified closed coached collected combined commented communicated compared compiled completed computed conceived conserved concluded conducted conceptualized considered consolidated constructed consulted continued contracted controlled converted conveyed convinced coordinated corrected counseled counted created critiqued cultivated cut. dealt decided decreased defined delegated delivered demonstrated described designed determined developed devised diagnosed digitized directed discovered discussed distributed documented doubled drafted. earned edited educated effected elevated eliminated endorsed enforced engineered enhanced enlarged enlisted ensured entered established estimated evaluated examined exceeded executed expanded expedited experienced experimented explained explored expressed extended. facilitated filed filled financed focused forecast forged formulated fostered found founded. gained gathered generated graded granted guided. halved handled headed up helped hired. identified illustrated implemented improved incorporated increased indexed initiated influenced informed innovated inspected inspired installed instituted instructed insured integrated interpreted interviewed introduced invented invested investigated involved issued itemized. launched learned leased lectured led leveraged licensed lifted listed lobbied logged.
made maintained managed mapped matched maximized measured mediated merged met mobilized modified monitored motivated moved. named navigated negotiated. observed opened operated optimized orchestrated ordered organized outperformed overhauled oversaw. participated partnered perceived performed persuaded pioneered planned prepared presented processed procured produced programmed prohibited projected promoted proposed provided published purchased persuaded promoted pursued qualified. qualified quantified questioned. raised ranked rated reached realized received recommended reconciled recorded recruited redesigned reduced refined refocused regulated rehabilitated related reorganized repaired replaced replied reported represented researched resolved responded restored restructured revamped reviewed revised revitalized.
saved scheduled secured selected served serviced set set up shaped shared showcased showed simplified sold solved sorted sought sparked spearheaded specified spoke staffed standardized started streamlined strengthened stressed stretched structured studied submitted substituted succeeded suggested summarized superseded supervised surpassed surveyed sustained systematized. tackled targeted taught terminated tested took toured traced tracked traded trained transferred transcribed transformed translated transported traveled treated trimmed tripled turned tutored. umpired uncovered understood understudied unified united unraveled updated upgraded used utilized. verbalized verified visited. waged weighed widened won worked wrote. ability capable capability capacity competence competent complete completely consistent contributions demonstrated developing educated efficient effective effectiveness enlarging equipped excellent exceptional expanding experienced global increasing knowledgeable major mature maturity nationwide nuanced outstanding performance positive potential productive proficient profitable proven qualified record repeatedly resourceful responsible results significant significantly sound specialist substantial substantially successful stable thorough thoroughly versatile vigorous well-educated well-rounded worldwide. 10124 Lakewood Drive. Rockville, MD, USA.
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Savoring Memories of physics thesis, Sunday Dinner. In Susan Russo's mother's Italian-American kitchen, meatballs and gravy (tomato sauce) were at philosophy critical university, the heart of Sunday dinners. Susan Russo for physics senior thesis NPR hide caption. In Susan Russo's mother's Italian-American kitchen, meatballs and gravy (tomato sauce) were at the heart of Sunday dinners. Susan Russo for NPR. Susan Russo is a food writer in San Diego. She publishes stories, recipes and photos on gcse resistant materials coursework help, her cooking blog, Food Blogga.
When she isn't writing about physics senior thesis, her Italian family back in Rhode Island or life with her husband in Southern California, she can be found milling around a local farmers market buying a lot more food than two people could possibly eat. When my husband and I were dating, we would sometimes deliver papers for paper his family's Sunday morning paper route. I remember his mother's detailed instructions for whose paper went where — Mr. Lisi, side door; the DiFuscos, back door. I also remember the smell that hit you as you approached each little house at the crack of dawn — not coffee, not bacon and physics thesis, eggs, but gravy. Many Italian Americans refer to cbest samples, tomato sauce cooked with meat as gravy. Senior Thesis? And to make it correctly takes hours. I grew up in philosophy thinking of manitoba Rhode Island, which is physics senior, 19 percent Italian-American — the highest percentage of implants research, any state. In my neighborhood, every Italian-American woman with any pride started the gravy by breakfast so it would be ready for Sunday dinner at 2 p.m. At the heart of every Sunday dinner was gravy and meatballs. Though every family had its variations, the senior basic premise was the breast same: braise cuts of physics senior, pork and beef in olive oil.
Add tomatoes, a few glugs of red wine, some crushed red pepper and essay stories one act, a handful of fresh basil. Physics Thesis? Then let it cook from three to implants, six hours until the meat is so tender it falls off the bone and the sauce turns a deep, rich red. Once the gravy was on, the meatballs had to senior thesis, be made. Gcse Resistant Coursework? From the time my hands were big enough to physics senior thesis, roll the meatballs, they became my contribution. My mother and I stood in the kitchen laughing, talking and philosophy critical thinking of manitoba, rolling for hours without regard to physics senior, my cold, wrinkled fingers. The meatballs were added to the gravy and university, served with special pasta such as cavatelli , a small, hand-rolled shell pasta that was more expensive than spaghetti or penne and therefore reserved for special meals. At my house, the pasta was always accompanied by a side of meat, such as baked chicken or veal scaloppine. Vegetables typically included stuffed mushrooms or stuffed peppers and a sauteed bitter green, such as broccoli rabe or escarole with beans. With a salad, a loaf of crusty Italian bread and some red wine (homemade, if you were lucky), Sunday dinner was complete. It was exactly the same every Sunday; yet, we always looked forward to it.
If I close my eyes, I can see my mom's kitchen windows steaming up from the simmering gravy, hear her banging her wooden spoon on the rim of the gravy pot, and smell the meatballs sizzling in olive oil. I can also see my dad, grandmother and siblings ripping off pieces of Italian bread and dunking them in the gravy as they walked by. Sadly, I can't imagine cooking these Sunday dinners today; they seem old-fashioned. Who's got six hours to make dinner? We're too busy. But then I think, weren't our mothers busy, too? How did they do it? In some ways, life seemed better then, certainly more so than on a recent Sunday afternoon, when I'm standing in line at the San Diego Costco.
Sitting down for family meals has been in decline in physics senior America for decades. According to surveys, however, that's beginning to change. Short Stories Plays? This is good. Studies show that children who eat meals with their families are less likely to have behavioral problems, more likely to do well in thesis school, and more likely to cbest essay, have a healthier diet. Not to mention that treasured childhood memories are irreplaceable. Maybe because it's the physics holiday season or because I am getting older, I've been thinking a lot about my family dinners — not what we ate, but the way my mother would announce dinner by saying, Mangia! Mangia! (Eat! Eat!) — or the essay one act way my grandmother would still be eating well after the table had been cleared. My mom probably has no idea that 20 years later and 3,000 miles away, I reminisce about her Sunday dinners and am thankful to her for providing me with those memories — and for physics senior teaching me how to make good meatballs. Italian-American Gravy with Meatballs and Sausage. Every Italian family has its own special ingredient or cooking method for gravy — some braise several different cuts of meat for added savoriness, some add toasted fennel seeds for flavor, and some even add sugar to sweeten the gravy.
This is my family's version, which is made with Italian sweet sausage, red wine and San Marzano tomatoes, Italian plum tomatoes similar in taste to 4 aspects of critical thinking, Roma tomatoes, but less acidic and more flavorful. Makes 6 to 8 servings, with leftover meatballs and gravy. 2 tablespoons olive oil, divided. 4 sweet Italian sausage links* 3 (28-ounce) cans San Marzano tomatoes.
2 whole garlic cloves. 1 large yellow onion, minced. 3/4 cup red wine. 1 teaspoon crushed red pepper. 1/2 pound ground beef. 1/2 pound ground pork. 1 cup freshly made breadcrumbs (dried, store-bought breadcrumbs may be substituted) 1/3 cup grated Parmigiano-Reggiano cheese. 1/4 cup chopped fresh, flat-leaf parsley.
1 large egg, lightly beaten. Salt and black pepper, to taste. 1/8 cup olive oil. 1/8 cup canola oil. 1 pound of pasta. 1/2 cup grated Parmigiano-Reggiano cheese. 7-8 fresh basil leaves, thinly sliced. In a large, heavy pot over senior thesis medium-low heat, warm 1 tablespoon olive oil and add whole sausages. Cook 4 to 5 minutes on each side, or until browned all over. Remove from heat and samples, cut into 1/4-inch slices. Pour the tomatoes into a large bowl, and crush them with your hands (or use a food mill if you prefer).
Heat the remaining 1 tablespoon olive oil in a deep, heavy pot over medium heat. Add garlic cloves and senior, saute for about 2 minutes, or until golden brown and cbest samples, aromatic. Remove the garlic and discard. Add the onion and cook 3 to 5 minutes, until softened. Pour in the tomatoes (with their juice), red wine, crushed red pepper and salt. Bring to a boil; reduce to a simmer, for about 1 hour, stirring occasionally. Place the meat in a large bowl. Add breadcrumbs, cheese and parsley. In a small bowl, beat the egg with some salt and pepper; add to physics, the meat mixture. Mix the 4 aspects of critical thinking ingredients with your hands until the consistency is moist and the meat holds together well. Physics? If it's too dry, add a bit of thinking, water or another beaten egg.
If it's too moist, add more breadcrumbs. Once the consistency is right, using your hands, roll the physics senior meatballs into 1 1/2-inch balls. It should make about 22 to 24 meatballs. Mix the one act plays olive and canola oils in physics senior a large skillet over medium heat. Fit as many meatballs in the skillet as you can without overcrowding so you have room to turn them. Cook about 2 to 3 minutes until browned, then turn over philosophy university and cook another 2 to 3 minutes, until all sides are evenly browned. Senior? Place on a paper towel-lined plate to absorb any excess oil. Repeat as necessary. The meatballs can also be baked if you prefer not to fry them. To bake them, preheat the oven to implants paper, 400 degrees.
Place meatballs on a tinfoil-lined baking sheet (for easy clean up) and cook for 20 minutes, or until browned. Add the cooked meatballs and sausage to physics thesis, the gravy after it has simmered for about an hour. Simmer for an additional 60 minutes (or up to 3 hours if you want it thicker and richer). If the sauce becomes too thick, then simply add small amounts of water or water mixed with a bit more red wine. Stir in the fresh basil just before adding gravy to the pasta. In the breast implants paper meantime, cook pasta in salted water until al dente . Once cooked, add the gravy, top with meatballs and sliced sausages and sprinkle with grated Parmigiano-Reggiano and more fresh basil. *Sweet Italian sausage and San Marzano tomatoes can be found at Italian specialty markets, delis and most major supermarkets.
Sauteed Broccoli Rabe with Olives and Pine Nuts. Broccoli rabe, also known as broccoli raab, rapini and rape, is a popular Italian vegetable. Though it resembles slender, leafy broccoli, it is physics senior thesis, actually a relative of the turnip. Broccoli rabe's bold, slightly bitter flavor is university, complemented with salty olives and hot crushed red pepper in this recipe. Be sure to cook the physics broccoli rabe al dente , Italian for to the tooth, which means it should be tender but still firm at the center. Makes 6 to 8 servings. 2 tablespoons pine nuts, toasted. 2 bunches broccoli rabe, stems trimmed.
2 tablespoons extra virgin olive oil. 2 cloves garlic, thinly sliced. 10 Kalamata olives, chopped. 2 teaspoons crushed red pepper flakes. To toast the pine nuts, place in a small dry skillet over medium heat for breast about 1 minute, or until golden brown. Shake the pan handle gently to ensure even toasting. Remove from heat.
Bring a large saucepan of salted water to a boil. Boil broccoli rabe for physics 2 minutes; drain and plunge into a bowl of ice water. Essay Short Stories One Act Plays? Shocking the rabe will maintain its vivid green color and stop it from cooking. After a couple of minutes, drain the rabe in a colander. In a large skillet over medium heat, warm the olive oil. Add the garlic and saute until it turns golden, about 2 minutes. Add the drained broccoli rabe, olives, crushed red pepper and thesis, salt. Saute about 5 minutes more, until al dente . Sprinkle with toasted pine nuts before serving. Serve immediately. Though Italian stuffed peppers can be made with rice, breadcrumbs and/or meats, my grandmother always made hers with crusty Italian bread — a family favorite. She referred to her stuffed peppers as a peasant dish, since they were a way to use up stale bread.
Since she cooked instinctually and term house, never used recipes, this recipe is based on my own cooking and my memory of her peppers. Makes 6 servings. 1/2 pound stale Italian bread, torn into thesis, small pieces (4 1/2 to 5 cups) 10 Kalamata olives, coarsely chopped. 1 tablespoon extra virgin olive oil. 1/2 cup grated Reggiano-Parmigiano cheese. 1/2 teaspoon salt. 1 teaspoon crushed red pepper. 1 tablespoon finely chopped fresh parsley. 1 large egg, lightly beaten. 6 small red bell peppers (about 3 to 4 inches tall)
1 teaspoon extra virgin olive oil for of critical drizzling on top of stuffed peppers. Preheat oven to 350 degrees. Cut stale bread into senior, a few thick slices and materials coursework, moisten with warm water. Wet the bread just enough to soften it but not soak it. If it's too wet, then just squeeze it dry with your hands. Physics Thesis? Tear the essay samples bread into small pieces (about 1/2-inch), and place in thesis a large bowl. Add olives, olive oil, cheese, salt, red pepper and parsley. Mix well with your hands or with a wooden spoon. Short Stories One Act Plays? I usually taste it at this point and senior thesis, adjust seasonings as necessary. Add the lightly beaten egg, and mix until it is well absorbed.
If the stuffing seems too dry and crumbly, add a little more olive oil or water; if it's too moist, add a bit more bread. Wash and dry the peppers. Using a pairing knife, remove the stem, core and gcse coursework help, seeds. Divide the stuffing equally among the 6 peppers. Place stuffed peppers in a casserole or similar baking dish and drizzle the tops with 1 teaspoon extra virgin olive oil. Bake for 60 to physics senior, 70 minutes, or until peppers are softened, wrinkly and a few brown spots appear on the skin.
If the stuffing is browning too much, cover the tops of the peppers with a piece of aluminum foil. Research? Serve hot or at senior thesis, room temperature. Garnish with chopped fresh parsley, if desired. Scaloppine refers to a thinly sliced cut of meat, such as chicken, pork or veal, that is floured then sauteed. Resistant Materials Coursework? My family always preferred veal scaloppine Milanese, veal coated in a crunchy breadcrumb and Parmesan cheese mixture. There are many scaloppine variations, including marsala (made with marsala wine) and piccata (made with white wine and capers). Physics Senior Thesis? You can buy scaloppine veal from the butcher or prepare it yourself (see below). Makes 4 to 6 servings.
1 pound veal cutlets, thinly sliced. 1/2 cup all-purpose flour. 1 cup freshly made breadcrumbs (dried store-bought breadcrumbs may be substituted) 1/2 cup grated Reggiano-Parmigiano cheese. 1 teaspoon crushed red pepper flakes. 1/2 teaspoon salt. 2 tablespoons butter. 1/8 cup olive oil. A couple of sprigs of fresh parsley, chopped for garnish. Lemon wedges, for garnish. 1 to 2 teaspoons extra virgin olive oil, drizzled on top when finished.
Place the veal cutlets between two sheets of plastic wrap and pound them gently with the term house toothed side of physics, a meat mallet to soften the short one act plays meat. Physics Thesis? Then use the gcse resistant smooth side of the mallet to senior thesis, flatten the scaloppine to about a 1/4- to short stories, 1/8-inch thickness. Spread the flour on a sheet of wax paper or a large plate. In a medium bowl, lightly beat eggs. In a separate bowl, mix breadcrumbs, cheese, red pepper flakes and salt. In a medium skillet, heat butter and physics, olive oil over medium heat until mixture starts to bubble and thinking, foam. Meanwhile, dredge the scaloppine in the flour, shaking off the excess. Then dip it in the egg, letting any excess drip into physics, the bowl.
Finally, gently place it in stories one act the bread-crumb mixture and senior, turn to coat evenly. Place the breast research scaloppine in the skillet, without overcrowding. Senior Thesis? Fry for about 3 to 4 minutes, or until the underside looks crispy and golden brown. Turn once, and critical thinking, cook about 2 minutes more. Physics Senior Thesis? Transfer the cooked veal to term, a paper towel-lined plate to absorb any excess oil. Remove from plate, place on a baking sheet, and keep in a warm (200 degree F) oven until ready to serve.
Repeat with remaining pieces of senior, veal. Drizzle with 1 to 2 teaspoons extra virgin olive oil before serving, and sprinkle with fresh parsley, if desired.
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Bachelor of Science in Physics | Senior Thesis
95 theses ap euro Go to the link above for physics senior the document. Implants Paper! Here is one of the most famous documents in physics thesis our course. What reaction do you have to it? What statement do you find most interesting and why? (There are 95 so no repetitions here. make sure you indicate which number. Early bird gets the thinking worm!!) Luther's ninety-five theses are very impressive as they strike the heart of the corruption in the practices of the senior thesis Roman Catholic Church. Term Paper Doll! What stands out to me is senior, that he bravely sought to get rid of all the unnecessary rituals of the Church and, most importantly, criticized the research paper selling of indulgences.
The statement that I found to be just and inspirational is the 43rd thesis. It says, Because love grows by works of love, and man becomes better; but by pardons man does not grow better, only senior more free from penalty. It implies Luther's criticism of the Church's selling indulgences. Here, Luther is saying that man cannot spiritually grow or become a better person when he chooses to take the seemingly easy path by simply buying his pardons instead of doll house, confessing his sin before God, repenting, and doing good works of love. Senior Thesis! This is what I agree with and Luther did a great job putting the whole idea into words. Stella, you are right. Luther's 43rd thesis is a good one.
You can't buy your way into heaven. 4 Aspects Of Critical! God actually wants the humblest and thesis, that sometimes means the breast implants paper poorer people. He said you should be able to thesis, give up all of your worldly possessions and you can't take them into heaven. I wrote about his thesis that talked about how God only forgives the sins of the most perfect people and it kind of ties into what you are saying because he doesn't only forgive some people's sins he forgives everyone. Everyone has the chance to get to heaven but you can't get there by buying your way and taking the easy way out. Stella you summed it up where it's extremely understandable. Thinking! I do agree with your choice on thesis, 43. I'm just sad you got it before I did. Gcse Coursework! XD. Stella, 43 was really good, I actually wanted it! But you explained it very well.
You cant buy your way into physics, heaven! Claire's comment on this is paper doll, also good, everyone has a chance to get there but not by buying your way in. Once again, Luther emphasizes his hatred of indulgences and the need for love. He says this over physics senior, and over again throughout the document. It shows that God's judgement is more important than the punishment we get down here. Martin Luther challenged almost everything that the church taught.
He disagreed with their teachings and the way they did things. He was right about the 4 aspects of critical thinking priests needing to obey the celibacy rule and physics senior thesis, that they should not be drinking all the time and selling the offices to people in return for salvation. He was right about a lot of things but he took it too far on some things like the sacraments. He said Baptism and research, Eucharist were the only two but the others ones are sacraments as well and physics, they are very important in resistant help the Catholic church. He was very blunt in physics what he said. Gcse Coursework Help! He didn't care if it would offend people. Senior Thesis! He had an opinion and he shared it with everyone. Materials Help! The statement that stands out to me the most is senior, number 23. It says, If it is at all possible to grant to any one the remission of all penalties whatsoever, it is certain that this remission can be granted only to the most perfect, that is, to the very fewest. Critical Thinking! This stands out because God forgives all sins.
There aren't people that are considered the most perfect to God. We are all equal in senior God's eyes and essay stories, he forgives all sins for everyone. As long as you make an effort and ask for forgiveness and try not to do it again, he will forgive you. I liked how you interpreted the 23 thesis. The simple idea that we all know that we are equal in God's eyes and none of senior, us are perfect. Coursework! It's so simple but makes such a difference in all of our minds to do humble acts. Claire, I agree with what you are saying. There are no people that are more perfect than others because we are all sinners. Physics! Luther was criticizing the implants research Church in the time period since he strongly disapproved of the most corrupted people's buying indulgences and physics thesis, then believing they are forgiven, an action which was very rampant before the Protestant Reformation. By saying to the most perfect, that is to the very fewest, Luther was referring to the people who strived to live a true Christian life as opposed to the people who kept their corrupted ways of life and just tried to buy forgiveness with money, since people who strive to live a Christlike life are at least better or more perfect than those who do not even try. Throughout the whole 95 theses, Luther strongly disapproved of those who kept on living a corrupted life and spending so much money to earn forgiveness.
Luther was radical in a sense as he rejected all the Sacraments except the two you have mentioned. I agree with you that all of the 7 Sacraments are crucial to living a good Catholic life, not just Eucharist and Baptism. Claire Bear, you are so right! The only perfect person I know is God himself and no one is 4 aspects thinking, perfect at all! God forgives everyone after all we all are human and make mistakes! Its the physics thesis love of gcse resistant help, God that forgives!
It's exactly what you taught us about Luther. He had a lot complaints with the church ranging from the pope to indulgences. It seemed he hated both with a passion that could not have been quenched but through writing it down. It felt weird reading because it felt like a long paragraph or paragraphs taken sentence by sentence apart and just numbered in their descending order. It was an interesting read especially with Luther's opinions on physics thesis, some of the implants points in the thesis. Out of the 95 number 14 was my favorite. 14. The imperfect health [of soul], that is to say, the imperfect love, of the dying brings with it, of necessity, great fear; and the smaller the love, the greater is the fear.
I think I know what you mean. Physics Thesis! Some of them were continued from the thesis above it just broadened or specified or led on to a new topic. If you don't read all if them then you might not understand a few. I like the thesis that you picked out. Martin Luther's 95 thesis was one the most important and harshly written document ever written in corruption towards the Roman Catholic Church. This document changed religion and philosophy thinking university, the Roman Catholic Churches ideals as we know it. Martin Luther was right and wrong about of a lot of things. The selling of indulgences and physics thesis, the priests not being totally celibate are some of the right things that he stated, saying that selling indulgences and not being celibate made the church corrupt. Some wrong things ( like Claire stated before)are when he was talking about how Baptism and Eucharist were the only 2 real sacraments and that the Catholic Church made the rest of them up was wrong.
My favorite statement that stands out to me is number 45. It states Christians are to be taught that he who sees a man in need, and passes him by, and gives [his money] for pardons, purchases not the indulgences of the pope, but the indignation of God. I think this is a great statement. Its explaining that if you help someone just for your own benefit or if is helps you in anyway that its not holy or right, but if you help that person out samples of the kindness of your heart you will be fulfilled. Shelby, I agree that Luther was too radical to have rejected all the other Sacraments of the Roman Catholic Church, as he was rejecting the widely accepted essential basis of the Roman Catholics. Physics Senior! The Sacraments are essential to the Catholic life, and breast, it is understandable that Luther is considered a rebel by many Catholics for denying the fundamentals of the Catholic Church. Shelby I really like the quote you chose. I was actually going to use the same one until I saw you took it. But in number 45 he uses Jesus's form of teaching in thesis parables. It even sounds similar to the good samaritan. In the video we watched today, we found out essay that Luther was an exceptional author.
He really spoke directly to physics thesis, the people. The video really didn't do Luther justice. It really is fascinating how Luther was able to take a few things he didn't like about the church and turn it into 95 different complaints. Term! Instead of just saying Indulgences are bad, he made it seem like the church had 100 different problems. As far as the content goes, it really does seem repetitive.
But it made the people realize what was wrong with the church and it got him supporters. My favorite thesis was number 17. With souls in purgatory it seems necessary that horror should grow less and physics senior thesis, love increase Here, Luther really emphasizes the concept of love, something the church had neglected to philosophy university, do for centuries. Senior! This was one of the 4 aspects things that got Luther so many supporters. Thesis! He appealed to the masses of ordinary people.
He said that nobles were no more powerful or more deserving of God's love than the ordinary people.
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essay paper pcitures Young children drawing: the thesis significance of the context. College of Ripon and York. Paper presented at the British Educational Research Association Annual Conference, University of Leeds, 13-15 September 2001. The role of drawing in children's learning is frequently misunderstood. Even within foundation stage classrooms, where the opportunity to draw is often freely available, there is usually an adult focus upon 'mark making leading to writing' rather than communication and creativity. Yet drawing is one of the many languages which children use to 'talk' about their world, both to themselves and to others (Dyson, 1993, Gallas, 1994, Kress, 1997, Pahl, 1999, Lindqvist, 2001). Through drawing children can re-present action, emotion, ideas or experiences (Malchiodi, 1998 Matthews, 1994, 1999).
This paper uses data, collected as part of resistant materials coursework a longitudinal research project about young children and physics senior drawing across settings, to illustrate the importance of the context, physical, social and cultural, in which drawing takes place. The hypotheses will be explored that the context in which a child draws: has an impact upon both the frequency with which the child draws and the number of drawings produced; has an resistant materials impact upon what he/she perceives to be appropriate to draw; is populated by significant others whose belief systems, both generally and in relation to drawing, impact upon the belief systems of the physics thesis child. Implications for early childhood education will be drawn. The role of drawing in children's development. Until relatively recently the study of children's drawings has reflected a 'top down' approach which takes the thinking pursuit of realistic representation as its goal and a stage theory which has been generalised from the senior work of Luquet (1927), Piaget (Inhelder Piaget, 1958), and Kellogg (1970) as its model of short stories one act plays development (Matthews, 1992:26, 1999:84). This approach, reflected in the National Curriculum programme of study for Art (DES, 1991), has cast the young child in an outdated deficit role which does not reflect the view held by early years educators of children as 'able learners, powerful thinkers, feeling human beings' (Nutbrown, 1996, xv). Also damaging to some extent, for the understanding of the role of drawing in young children's learning, has been the exchange of the word 'drawing' for 'mark making' in educare settings (Athey, 1990, Nutbrown, 1994).
The term, in emphasising the importance of children's earliest marks for writing development, can give the message that pictorial representation is inferior to the more important role that the reading and writing of symbols has been given within the National Curriculum and within society in general. Physics Senior. This is a narrow view of literacy, which once again does little to gcse resistant materials coursework help, reflect the young child's holistic abilities. Bronfenbrenner's (1979) seminal ecological model of human development gives insights into thesis how young children are situated as learners by the societies in which they are nurtured and educated. His model is supported by of critical studies of thesis young children in home/ pre-school and school settings (Tizard and Hughes, 1984; Trevarthen, 1995; Schaffer, 1992) which have shown children to be. '. skilful in negotiating a diverse repertoire of gcse resistant materials coursework help relationships, actively contributing to the process of their own development and thesis recognising that their status and power as social actors varies between contexts and cultures.' (Woodhead, Faulkner Littleton, 1998:1) These studies have concentrated upon the relationships between children and their 'significant others'. Influenced by Vygotsky (1962, 1967), the key foci have been language and to a lesser extent play.
Little is known, however, about the impact upon a child's use of drawing of cbest samples firstly the different settings of home and pre-school or school, and secondly the roles taken by 'significant' others in 'formal' and 'informal' learning contexts, particularly over any length of time. The influence of context on physics thesis young children's drawing development. This paper takes a sociocultural approach to the study of young children's drawings. It recognises that: the child is term house, a co-constructor of meaning and an active player in his or her world. culture acts as mediator between the child and his/ her environment. the role of adults and more able peers/ siblings is physics senior thesis, significant in 'scaffolding' learning.
the role of the peer group is significant in a young child's learning. language, play, objects, artefacts, and essay short stories one act the meanings attributed to them, are mediating tools within and across cultures in children's learning. (Bruner, 1996; Vygotsky, 1962, 1967; Rogoff, 1990; Wertsch, 1985) Drawing is seen to have originated from children's physical action (Matthews, 1994; 1999) and play (Vygotsky, 1995). Matthews (1999) explores young children's intentional actions in senior, making drawings of of critical thinking their own body movements and the sounds and movements of objects around them. He calls these 'action representations'. Physics Senior Thesis. In common with Athey (1990) he describes development as 'an interaction between what is unfolding in the child and what is available within the environment' (Matthews, 1994).
Athey concentrates on implants research paper drawing as a reflection of children's inner schematic representations, the developing organisational or conceptual systems by which they make sense of diverse aspects of life. Matthews, however, sees children's drawings 'located within a family of expressive and physics symbolic actions used fluently by children between 3 and doll house 4 years of age' (1999:49). He draws attention to the interrelationship of a range of conceptual interests and physics emotional concerns, which are reflected within children's 'artistic' representations. Referencing the work of Trevarthen (1980, 1995) he suggests that 'the basis for the expression of philosophy thinking of manitoba emotion and the representation of objects and events form within an interpersonal arena between caregiver and infant' (1999:17). It is within this interpersonal relationship that the child acquires 'skills in senior, viewing, handling and visually tracking objects, plus the expressive and representational possibilities these might have. ' (1999:18). For Vygotsky there is a close relationship between play and art and 'the entire process through which children develop cultural awareness'. 'Vygotsky (1995) argues that children's creativity in its original form is syncretistic creativity, which means that the individual arts have yet to breast implants paper, be separated and specialised.
Children do not differentiate between poetry and prose, narration and drama. Children draw pictures and tell a story at the same time; they act a role and create their lines as they go along. Children rarely spend a long time completing each creation, but produce something in an instant, focusing all their emotions on what they are doing at that moment in time.' (Lindqvist, 2001:8) Play is seen by Lindqvist to create meaning. Physics Senior. She argues that it is a 'dynamic meeting between the child's inner life (emotions and thoughts) and its external world' and as such should not be interpreted as a 'realistic presentation of a certain action' but as reflecting reality 'on a deeper level'. Materials. Both play and art, in enabling the child to create an imaginary or fictitious situation, are seen to enable the child to move towards 'disembedded from action' thinking, towards abstractions from the here and now (Lindqvist, 2001).
Building upon the work of Wells (1986) and Bruner (1996) the term 'meaning making' is used extensively when considering the child as a learner from a sociocultural perspective. Physics Senior Thesis. Dyson (1993) sees a symbol, be it a word, picture or dance, existing because of a 'human intention to 4 aspects of critical thinking, infuse some tangible form - a sound, a mark, a movement - with meaning and, thereby, to comment on senior or take action in the social world'. Symbol making is, for Dyson, 'the essence of essay stories one act plays being human' and drawing, as a symbolic system, is physics, one of the thinking ways humans liberate themselves 'from the here and now'. Geertz (1983) argues that people who share a culture share similar ways of infusing meaning into sounds (language), movement (dance), and lines (drawings), among other media. Children, by using symbols, join with others who share the same 'imaginative universe' or 'worlds of possibility'. Dyson illuminates the way drawing is helped by the critical role of physics thesis talk and gesture to become 'a mediator, a way of giving a graphic voice to an intention' (Dyson, 1993:24). She draws attention to Vygotsky's description of drawing as a kind of 'graphic speech' (Dyson, 1982). Drawing as narrative in young children's development. If speech is seen to be internalised as thought (Vygotsky, 1978) can we assume that 'graphic speech' has its own internal visual narrative? Gallas (1994:xv) takes the view that children's personal narratives, formed in an attempt to paper, order and senior explain the world from university all aspects of their experience, 'are often part of the silent language that embodies thinking'.
She takes 'an expanded view' of children's narratives, not confining them to the spoken or written word, but including the stories they tell from early childhood 'in dramatic play, in their drawings and paintings, in movement and spontaneous song.' In putting forward her view of the young child as a powerful meaning maker, Gallas draws attention to adults within school settings not enabling young children to make use of physics senior thesis their 'enormous number of innate tools for breast implants paper acquiring knowledge' (xv) or their different modes of physics senior thesis representation which might be visually, verbally or kinaesthetically based. '. Children do not naturally limit the forms that their expressions take. Because adult communication relies so heavily on spoken and written language, however, schools necessarily reflect that orientation and critical thinking channel children's narratives into physics senior a very narrow realm of expressions, in effect limiting rather than broadening the child's expressive capabilities.' (Gallas, 1994:xv) Because of years spent with adults less flexible in thinking and communication she feels that most children 'lose their natural gifts for essay stories one act plays narrative expression.' (xvi). There is a lack of recognition by senior thesis most adults of the power of drawing in of critical, serving a narrative function for children by externalising their experiences, thoughts and feelings through visual images. Malchiodi (1998) gives drawing a dual role as a narrative form, enabling children to express their individual stories through a developmentally appropriate form of communication and providing a focus for talking about their drawings. Given the emphasis on reading and writing within the statutory curriculum, the innovative work of Kress (1997) on physics thesis young children's meaning making has importantly drawn attention to the need for a broader view of breast implants literacy, which includes both the reading and making of visual signs. Physics Senior Thesis. He argues that children are bombarded with a variety of breast implants research paper stimuli both static (pictures, signs, posters) and moving (T.V., video, computer imagery). They are learning to decode the thesis meaning of these images, alongside the more experienced users of these semiotics, within the communities in philosophy thinking, which they are reared. Kress's thesis is thesis, that 'children act multi-modally, both in the things they use, the objects they make, and in essay, the engagement of their bodies; there is no separation of body and physics thesis mind' (ibid.: 97).
He draws on detailed observations of his own young children engaged in multi-model representations using: found materials to make 'models' household furniture and objects mingled with toys to make 'worlds' in which to act out involved narratives in play. mark-making media such as felt tips and paint to 'draw' elaborate versions of their understanding of the world around them. He calls these 'the energetic, interested, intentional action of short stories one act plays children in their effects on their world' (114). He argues that: 'It is essential that . children are encouraged . in their fundamental disposition towards multi-modal forms of text and meaning making. . Senior Thesis. Above all there will need to be particular emphasis on developing their awareness about the term doll house dynamic interaction between the various modes, and their awareness that all modes are constantly changing in senior, their interaction with other modes; and through the research paper sign maker's use.' (154) Pahl (1999) uses Kress's thesis to study children's meaning making in nursery education and notes that the objects children made in the nursery settings often have a 'fluid quality'. Thesis. Children create layers of narrative as they represent and re-represent versions of stories in their play. A shopping basket made from breast implants research a cereal packet and strips of physics senior card for role-play in the nursery might be transformed into essay a carrycot for a doll when the model was taken home. She argued that children had more opportunities to utilise fluidity in their meaning making at home where objects could be freely transformed from one function to another without the watchful gaze of an adult. She sees these 'lines of enquiry' offering scope for children to physics, explore the 4 aspects gap between 'me' and 'not me' using the physics thesis models they make as 'transactional objects'. The models children carry from nursery to home offer them opportunities to explore the inner workings of their minds through the outer material representations of breast implants paper their thinking shaped in particular ways by the environments in which they try to record their understanding of the world. Drawing is senior, seen by Kress and Pahl to be one of the paper house many languages which children use to 'talk' about their world in informal settings, both to themselves and to others.
Through drawing children can re-present action, emotion, ideas or experiences and physics thesis tell complex stories (Malchiodi, 1998, Matthews, 1994, 1999). Egan has drawn attention to the story form as a cultural universal which 'reflects a basic and powerful form in which we make sense of the world and experience.'(1989:2) Given the emphasis on a traditional view of literacy and 4 aspects of critical narrative within the statutory English curriculum, it is physics senior, not surprising that oral storying and story writing have received far more attention within research than storying through drawing. Exploring the young child's use of drawing from a socio-cultural perspective allows the impact upon essay samples, the young child's drawing behaviours of the views and beliefs of older and more significant others across both home and pre-school settings to senior, be highlighted. It also emphasises how the young child, operating at profound levels both cognitively and essay stories one act plays emotionally, uses narrative across modes of representation which include drawing. Short introduction to project. This paper draws on data collected as part of physics senior thesis a three year, longitudinal research project 'Young Children Drawing at doll Home, Pre-school and School: the influence of the socio-cultural context'. Physics Senior. Evidence was collected for one month, at the beginning of the school year to of critical, compile case studies of physics thesis seven children's use of drawing across home, pre-school and school settings. It was a longitudinal study that took place over a three-year period. Two key research instruments were used for data collection: Booklets of each child's drawings collected by the significant adults in each setting. Semi-structured interviews with significant adults and essay short stories one act plays with the children.
In addition contextual information was gathered via photographs/ digital images taken in the home and pre-school/ school contexts and, during the physics first phase of the project, observations of the children in their settings. The function of the detailed contextual data was to capture the 'situated' nature of the drawing episodes and term doll house outcomes. The evidence was collected from September 1998 until November 2001 during a period of continuing change in the UK for all involved in both pre- and primary schooling. Physics Senior. Government strategies introduced during this period included, for example, statutory baseline assessment, the Literacy Hour and the daily numeracy lesson. The following detailed exemplar, drawn from the study, concentrates upon gcse materials coursework help, the experiences of senior one child and shows how he begins to use drawings as a narrative form to 'talk' to himself and to others and by doing so constructs new meanings. His drawings reflect versions of meaning making from the socio-cultural context in which he constructs his narratives and particularly reflect the stories one act plays influence of TV and video culture. There is evidence that the cultural assumptions about senior, drawing in term doll, the child's home and pre-school/ school contexts affect what he draws, how he draws and physics senior thesis how often he draws. Coursework Help. Yet the child demonstrates a unique drawing style and senior thesis an exploration through line of intensely personal responses to experiences. In doing so he participates in the making of his culture (Kress, 1997) and shows himself to be an able and powerful storyteller. Phase 1: Luke aged three, drawing at home. At just turned three Luke was the youngest child in the sample.
He lived in an inner city council house during phase one of the project and moved to private housing prior to phase two. He had one younger brother. Luke attended a Family Centre three days a week. The drawings Luke completed at home revealed a fertile imagination and a preoccupation with 'scary' things. His drawing 'A crocodile with sharp teeth and scary legs' (Figure 1) reflects a fascination with crocodiles. Paper. This preoccupation also emerged in the narratives he wove into his solitary play episodes at home. His mother described him frantically 'rowing' a baby bath with coat hangers across the living room floor with cushions strategically positioned as stepping stones trying to avoid an physics senior thesis imaginary crocodile. With great speed the same coat hangers were transformed from fishing rods to oars as Luke's imaginative play script changed. The element of scariness was a regular part of mum's interactions with the boys, part of what she called 'our silly time' when they sang and danced together. Cbest Essay Samples. 'We've a song about crocodiles from Pontins when I was a kid - Never Smile at thesis a Crocodile' . The second drawing from this period reflected Luke's interest in imagery from the television screen.
His mother explained his habitual response to an advertisement for fruit pastilles which featured a strawberry eating a little boy (Figure 2) 'When he watches you can see him backing away from the telly.' The television and videos were a big part of cbest essay samples Luke's mother's day and she enjoyed watching children's programmes with the children, often referring to physics senior, characters from of manitoba them in conversation and building them into play with the children. Luke used a 'megasketcher' to draw with as he didn't have access to paper and pens all the time. He spent a lot of time recording and erasing continuous rotations, drawing quickly and with great energy. Paper, pens and physics senior thesis scissors were reserved for when his younger brother was asleep and were used at the kitchen table. Luke was fascinated by scissors and systematically cut paper into strips, turned each strip at a right angle and cut it into of critical thinking a smaller strip until he was left with tiny pieces of paper. Sometimes he made a mark on the paper as a prop for his cutting action. His mother commented ' He's forever making squiggles with the pen, then cutting them out and then making shapes with the cuttings. He'll cut out something not trying to make the shape, then he'll see it fall down and physics thesis he'll say 'Oh look, I've made a triangle.' He'll pretend he made it properly.' Luke's mother drew with or for him and described how when she tried to samples, draw the teletubbies for him he insisted on the detail being a correct representation: 'I did La La and senior he said 'La La's head doesn't go like that.' You have got get the right colour, the right shade.' Phases 1 and 2: Luke aged three and four, drawing at the Family Centre.
During both phase one and implants research phase two of the project there were strong messages given by staff at the Family Centre, to both Luke and his mother, about the importance of drawing people. The key workers within the Family Centre were aware of the senior need for a broad range of activities, for child choice and thinking of the physics need for young children to short, be involved in exploration and self-expression. Their conversations generally extended individual children's interests. However the physics senior thesis messages given by 'Desirable Outcomes for Children's Learning on Entering Compulsory Education' (SCAA, 1996), gave further emphasis to a tendency within the Family Centre for essay short one act key workers to channel children towards emergent and adult recognisable mark making. Physics Senior. The nursery manager felt there was pressure from cbest essay parents for physics thesis key workers to be able to explain how drawing led to formal learning i.e. writing. The practice within the setting of philosophy critical thinking university of manitoba including drawing within the term 'mark making' allowed drawing a valid place within the curriculum, but seemed to be devaluing drawing as an activity in its own right. It was being interpreted as a stage which children moved away from, as they became literate. The Family Centre manager commented 'When they (key workers) hear mark making, it doesn't matter how many times you go through it, they still think writing. That's there at physics senior thesis the back of the mind all the time. That's not to say that if a child did a row of circles they wouldn't be impressed by that, but only because it's starting to look like letters.'
One of the ways in which the Family Centre gave messages about the purpose of drawing was by philosophy critical thinking university of manitoba its inclusion within the child's developmental record, as part of a progression from horizontal and vertical marks through figure drawing and onto early writing. This check list of physics thesis competencies, shared with parents at progress meetings, seemed to dominate the key workers drawing agenda, influencing their approach and discussions with children about the of critical thinking possible content of thesis their drawings. Luke's mother, during the first phase of the project, was considered by the Family Centre to be pushing Luke to write before he was ready. They told her that they felt he was missing out drawing figures, a stage considered important by the staff and accepted as coming before writing. The drawings collected whilst Luke was at implants the Family Centre were mostly completed during the afternoon session. The routine at the Family Centre was for the morning to be spent in 'free flow', with free choice of activities and rooms being allocated to a particular type of activity e.g. Physics. large construction. For the afternoon sessions the children were allocated to a base under the supervision of term paper doll house their key worker. This was a more pressured time for the key workers when they were more likely to 'set up' a directed art activity which was often linked to a half-termly theme. The afternoons were seen by one key worker as being 'when you get time to do your display work, you know, the pictures you want the children to do.' It was also a time when they would update their developmental records and for Luke this meant a concentration on figure drawing. Both 'Mam' (Figure 3, phase one) and 'My Mummy' (Figure 4, phase two) were adult initiated drawings and physics senior reflected the cbest samples setting and key worker's expectations of what a child of Luke's age should be drawing. 'Mam' was drawn following the key worker's modelling of a similar figure, and physics senior during the completion of 'My Mummy' Luke was shown where to put the eyes and nose, but did decide to put the hair on himself.
Luke's key worker commented 'We haven't the time to give them one-to-one experience and then perhaps there's something in the profile - is able to draw a face - and 4 aspects thinking you think I haven't seen him do that, so you sit with him and say. shall we see what we can do?' She gave suggestions to the children that would support their achievement of drawing competencies as set out in the developmental record saying - 'oh look you could do a circle for the face, two eyes, a nose and a mouth see if you can do that'. Luke's key worker admitted difficulty in interacting with a child who was drawing and 'fell back' on physics senior thesis suggesting that the child drew a face or drew his/ her mother. 'I do it, yes, because I'm stumped to know how I can help them.' Luke had a different key worker during phase two of the project who also used her understanding of stages in philosophy critical of manitoba, drawing development to underpin her decisions about intervening when children were drawing. 'Normally with drawings it is just scribbles on the paper. Physics Senior Thesis. It moves onto circular movements and dots and then they will start drawing pictures and saying, 'that is mummy'. . We might not be able to recognise it but they will start saying what it is and then you will start seeing pictures of a head with arms and legs, and then they will start putting in gcse resistant materials coursework help, the eyes and things.' She acknowledged that some children had difficulty in drawing people but that she encouraged them to have a go when she judged they were ready. Physics. 'I normally ask, start encouraging them to do that (draw mummy) when they say they have done a picture of their mummy or daddy. It might not look like that, but that is when I'll draw one and say 'can you do that', when they are ready to stories, do it.' At three years old Luke was very reliant on the presence of his key worker as he was a tentative, nervous participant in Family Centre activities and sought the one-to-one conversations he had with his mother in the home context.
His preferred activities were cutting paper, dough and physics watching videos. Among his peers at essay samples the Family Centre he was unusual in his ability to thesis, remain captivated by video and essay stories one act plays television imagery. 'He absolutely loves television. He is the physics senior one child who will sit there and be actually enthralled by it. He talks about what he watches on the television and essay short stories one act video in detail - Jurassic park and an animal video.' His key worker at the Family Centre commented on his ability to enter into thesis long monologues about home events with adults. 'His speech is very very good, very forward for his age. He can be very talkative and uses a lot of language that is older for him, a lot of samples adult words.' Perhaps influenced by children in the setting, he gained the attention of his key worker by physics involving her in his 'tea party' role play. She recorded his comments made whilst at play 'Would you like a piece of my chocolate cake. You can only have a little piece because I'm only chopping it into little bits.' The reoccurring play script of the tea party was also a means by which Luke could use clay or dough to satisfy his preoccupation with cutting into cbest essay samples smaller and senior thesis smaller strips. At the critical thinking of manitoba Family Centre Luke's key workers noted that he rarely chose to draw. Thesis. 'Our house' (Figure 5, phase one) was completed without adult presence and although the drawing is named, its content can only cbest essay, be debated.
It may reflect the action and business of the home context, but it could also be the case that it was named following completion, in response to an adult enquiry. It had much in common with the images drawn with the Megasketcher in the home context. Physics. Luke's representation of cbest 'Dr. Jekyll when he turned into a nasty monster' (Figure 6, phase one) was completed in thesis, response to an adult's request for stories plays him to physics senior, draw. It reflects both Luke's continued use of critical thinking university of manitoba drawing to explore and represent his fears and the influence upon him of video or television images. His choice of topic followed discussion with the key worker about what the content of the drawing would be.
Phase 2: Luke aged four, drawing at home. At home Luke's mother continued to limit Luke's access to paper and physics Luke still preferred to of critical thinking, link drawing with cutting. Because his younger brother no longer slept during the day drawing was now limited to when mum could sit with the senior thesis children and supervise. She commented 'They sometimes see it (on plastic shelving) and say 'can we draw' or 'can we paint' and I'll say 'not now' or 'maybe later'. Paint at nursery ' out of sight, out of mind.' In response to Family Centre suggestions, Luke's mother encouraged him to term paper, draw people but felt she wasn't getting anywhere. 'He won't draw people. Thesis. Very very rarely draws people.' 'Just colours in a shape, he'll do a circle and colour it in, then a triangle and colour it in.' Mum felt Luke got really frustrated because he couldn't make his drawings like the implants research paper images he visualised. 'He'll draw a car, then he gets really frustrated because it isn't how he sees a car, and scribbles it out.' Still trying to support Luke in developing his drawing ability she asked him to copy pictures. Physics Thesis. 'When you see a picture, and of critical you say to him 'Can you draw a picture of a whatever', he'll try and draw it. Because it doesn't look exactly like a pig, he'll say it's rubbish, and if it is the mega sketch, the physics thesis zipper goes down and he won't even have it on.' Luke's mother gave examples of Luke's critical remarks about both her and his younger brother's drawings. 'That doesn't look nowt like a house. That doesn't look nowt like a cat, where's its tail?' The drawings collected during phase two by Luke's mother reflect her attempts to support his drawing and critical have probably mostly been instigated by thesis her. 'Pumpkin' (Figure 7) is a shared effort between Luke and his mother as is his attempt to draw around one of the leaves collected on essay one act plays the way home from the physics thesis Family Centre (Figure 8). The drawing of essay short one act his brother, given to him as a birthday card (Figure 9) is the only evidence of Luke drawing freely on paper, but was still probably completed at senior his mother's request.
Phase 2: Luke aged four, meaning making through role-play. In contrast to Luke's frustration in relation to gcse coursework, drawing, Luke's mother and key worker told of his increasing use of role play to act out both real life experiences and re-enact video scripts. His mother gave examples of both his fascination for tape measures - 'as soon as he sees it (a tape measure) it's gone, its disappeared, its clipped onto his trousers and physics he's a workman'- and his preoccupation with the role of the doctor. The latter followed a recent, quite traumatic, visit with his asthmatic brother to hospital. Luke also assumed the doll house role of senior key worker, both at home and at the Family Centre, turning his book around when reading it to show to others. 4 Aspects. At the Family Centre his favourite book was 'Funny Bones' which fitted into his love/ hate relationship with frightening images.
His mother commented 'He likes being scared, not too scared obviously, but he loves making people jump. He loves being jumped upon as long as he knows it is going to thesis, happen.' At home Luke's mother built up Luke's sense of drama and atmosphere 'the night before Halloween there was a film 'Hocus Pocus' with witches, and it is a bit scary. But what we did was we turned all the cbest lights off, and put the pumpkin on top of the TV and lit it. ' The influence of physics senior thesis time spent watching videos in the home context was very marked. His mother said 'When its on. Of Critical Thinking. he just sits and watches it but afterwards he will do like pretending that he is in that film, or that character. Nine times out of ten he's always the physics thesis baddy.' His mother discussed how he used familiar objects to support a role. Cbest Essay. 'He had the radio cassette and the microphone on his lap, a little karaoke thing, and that's what he does, his character Woody, in film, because they are all moving house, and he is in charge and he's telling them to get a moving buddy, a partner, so they won't get lost, and Luke is sat there copying it word for word. Even though it weren't on that day, he were like 'get them moving, everybody get one.' When watching a video Luke found the toys he had that were associated with that particular video. His mother said shopping had to include a visit to physics, his favourite shop, the Disney Shop. The practitioners in the family centre also acknowledged that the biggest influence on Luke's play seemed to be videos, watched repeatedly in the home context. Paper. 'He will be playing something else but he will always go back to Jurassic Park.' At the Family Centre Luke used construction to support his play and often 'set up' the play scenario and then invited others to join him. Physics Senior. As the oldest child in short, the nursery, and with the departure of the physics thesis older children to school, Luke had obviously grown in confidence and was now a leader, particularly in role-play.
He had strong ideas about how the 'story' should be re-enacted. His key worker commented 'Some children will come over and stay for a little bit, but then if they don't do what he wants them to philosophy critical of manitoba, do, he says they are messing it up.' Luke complained to his mother about them not wanting to play 'Jurassic Park' 'You just can't get them to do what you want. they want to go and play Mums and Dads.' On one occasion, when asked by his key worker what they were playing, Luke replied 'We are being chased by monsters, dinosaurs and ghosts'. This was a recurring play theme, which in the Family Centre involved escaping from frightening situations and it was followed through in the home context when other children were invited to play in the garden. One of physics senior his favourite games, introduced by Luke to neighbourhood friends, was 'stampede'. This again had been watched on video and implants was explained by his mother 'It is a load of animals chasing them.' 'The film starts off as a board game, but real things happen, like spiders come out and senior lions, oh it's really good and then there's a big, huge stampede. His mother commented that broadening his circle of friendships was causing Luke to ask questions. She gave the thinking following examples of his search for meaning and understanding 'Where do you go if you die? What if you are good, what if you are bad? He thinks that you have to be old and have 'twisted neck' before you die.' 'When Hannah said her brother was in the graveyard 'What's he doing playing in there then?' 'He died' 'Children don't die' and they are arguing about it.' Phase 2: Luke aged four, moving towards formal writing.
Although Luke had not regularly and voluntarily drawn people, as a four year old at the Family Centre he spent a short period of time each day as part of a small group of children preparing for statutory schooling the following September. All the key workers took turns in leading these sessions, which involved the children in physics, working with numbers in addition to the stories and singing they had when they were younger. The children were expected during these short sessions to implants research, 'fit in' with what the adults were doing and 'sit down and respond when spoken to'. Senior Thesis. The key worker commented that there would, during the coming year, be more concentration on preparing Luke to enter school and 4 aspects that this would include writing his name. Taking advice from the Family Centre staff, Luke's mother provided materials to physics senior thesis, support Luke in learning to write. 'We've got this learning to write thing and help its like mazes when you've got to senior thesis, go a certain way, and of critical he's fantastic with them. He loves doing them, going through the gaps and doing squiggles.' Writing numbers was, however, not always seen so positively by Luke. '. He recognises a load of numbers and letters, but as for writing them down. I think from my view of him, because it doesn't actually look how it's drawn, he can get really angry. Luke's mother was proud of the fact that Luke recognised and senior thesis could write his name, but she admitted that 'he gets really anxious and upset that he can't do it right.' Phase 3: Luke aged five, drawing at home. It was very obvious from the beginning of phase three of the project that Luke was now drawing and writing a lot. Cupboards had recently been built in the dining room at home, which stored the children's toys, games and paper.
Luke's mother felt this had influenced their choice of activity. 'With everything being put away I don't know if its out of sight out of implants research mind.' There was an emphasis in physics senior, the home on working at the table, either drawing or writing. The scissors and the Mega-sketcher were no longer readily available and although the boys were able to essay short plays, get their own paper from the shelf, pens were kept in the mother's bedside cabinet and senior she therefore again limited drawing. Although mum had said Luke wasn't cutting any more and chose to write and draw, Luke said he was not allowed to cut at home any more. It would seem that Luke's mother felt his preoccupation with scissors was not helping him to master the use of a pencil. Luke was now happy to draw. Mum thought this was because he was happy with the way drawings turned out. 'I think he can draw something now and recognise it. Like he's done, and essay samples we say oh look that's really good and we'd know what it is before he tells us.' There was a huge change in physics senior thesis, Luke's ability to represent images in a way that he found satisfying and which allowed him to use them to communicate with others.
The main difference would seem to have been his increased physical maturity, which was supported by the regular practice he was getting in gcse resistant coursework, using a pencil. Senior Thesis. The drawing ' Sea snails' (Figure 10) demonstrates Luke's ability to house, interpret a topic of interest in a satisfying way because of his developing drawing skills. It includes not only the spiral and zig-zag shapes but also the numerical symbol '4' which Luke had recently learnt to 'do properly'. At age five, Luke seemed to have made a huge leap in his physical development. He was much more physically daring, as long as he was in control, and physics thesis had a range of short new accomplishments enjoying climbing trees and physics thesis jumping down stairs.
His mother had represented the city at gymnastics when younger and was keen that the children were involved in essay samples, physical activity. Luke therefore belonged to a gymnastics club and went swimming once a week. Other new skills included using bubbly gum to blow bubbles, whistling, clicking his fingers and tying his shoelaces. Luke had transferred from the Family Centre to a Catholic primary school. Towards the end of his time at the Family Centre staff thought that at times he was over confident and dominated the younger children and physics his mother certainly thought he had changed. 'He's harder. He's not as sensitive and he's more rough'. Philosophy Thinking University. 'He can get upset and physics senior thesis wound up, but physically he's got a lot stronger and he can take it and he gets really mad with him (Dad) when they're wrestling and stuff and he'll really go for him.' Luke still liked to draw individual pictures. These now obviously represented internal and meaningful visual images for him and he seemed to be attracted to drawing as a way of capturing stages of breast implants paper a story. 'Lots of senior thesis little pictures' (Figure 11) was completed towards the end of his time at the Family Centre. 'Luke had a fantastic story to essay stories one act plays, tell with it' . When Luke reviewed this drawing a year later he said immediately 'That's a story' but at that point was unable to retell it and simply commented on separate images. A wonderful 'Holiday Diary' (Figure 12), completed by Luke's mother with his help at the beginning of the reception year, records the salient features of physics senior thesis his holiday experiences and shows how, probably unknowingly, his mother is essay one act, helping him to bring together drawing and story. 'Arranged cut outs' (Figure 13) is a collaboration between Luke and his mother but with Luke in control. Drawing and cutting out senior, allows Luke to term paper, control the final effect on the page because they can all be named, renamed, or discarded at any stage in the process, prior to his mother sticking them down. Luke's developing interest in writing is shown in Figure 14, which would seem to be a list of names.
His mother said 'Since Luke started school, he's been practising his writing wherever and whenever he gets the chance. Physics Senior Thesis. He can read all his letters on the alphabet chart and doesn't copy when doing things like this.' Although his mother said it was his choice to draw and write in the home context there did seem to be a regular time set aside each evening for it. Paper Doll House. Importantly, there seemed to be little pressure put upon Luke as to the content of his drawings and physics senior without being asked he included at the bottom of the page a drawing of himself. Short Plays. During phase three Luke had a relaxed and physics senior confident approach to drawing and it was his inability to make letters perfectly, which frustrated him. Implants Research Paper. His mother commented 'He gets wound up if you ask him to physics senior, write a card out, he gets really wound up. Breast Implants Research Paper. He got really upset last week because it was my birthday and his wasn't right.' Phase 3: Luke aged five, drawing at physics senior school. Having transferred to the reception class of a Roman Catholic primary school.
Luke was taught by a confident and experienced early years teacher who was concerned to introduce formal education gradually, seeking to provide a balance of child and adult initiated activity. As in the Family Centre, the paper doll house class teacher's expectations regarding drawing were linked to realism and figure drawing 'A lot still just have the circle with the arms and thesis legs coming out of the head but I would expect to see a recognisable face' . The children were allowed to draw whatever they wanted if a drawing table was set up, but the teacher commented that the children often replicated the standard images which adults drew for them and cited as an example a recent preponderance of house drawing. The passing of an idea from of critical child to child was confirmed by Luke's representation of a house, drawn for the first time during his initial weeks at school. Although Luke's teacher felt the physics senior girls generally seemed to be more interested in drawing than the boys, she noted that Luke was often to be found at the drawing table. The third and thinking final phase of the physics thesis project gives evidence of stories plays Luke's choice of senior drawing as a developing form of breast implants paper representation and meaning making. He may have been attracted to drawing in this setting, whether at the drawing table or in the office, for a range of reasons. Most importantly, for Luke's growing confidence in his own ability, in this setting drawing was an physics thesis activity without teacher direction, where he was free to express and explore his own ideas and essay short stories one act where he knew they would be valued.
He had always been able to concentrate and become quietly immersed for physics long periods of time in term paper house, activities that were meaningful to senior, him and he was now motivated to draw because of a real sense of achievement in relation to his drawings. When showing them to the researcher he said enthusiastically 'You'll love this' in relation to his 'Machine for making bread' (Figure 15) . Cbest. This drawing had been similarly represented the preceding evening at physics senior thesis home and named as 'Bread making machine' (Fig 16) by Luke. An explanation for the preoccupation with this theme was perhaps connections he was trying to work through. The story of the 'Little Red Hen' had been 'acted out' at school, he had past experience of his Nan's bread making machine and he had a growing friendship with a boy who drew machines. Perhaps these factors led Luke to try to make sense of the 4 aspects of critical way a machine can deliver a loaf of bread in this way. In this drawing and in thesis, 'Aeroplane and Machine' (Figure 17) there is a continuity of cbest line reminiscent of senior his earlier drawings, but this interest in movement and connections had now developed to incorporate shapes which required more complex hand/ eye co-ordination. He was now far more physically confident in his ability to draw images that were acceptable representations both to him and to cbest essay samples, others and because he felt his drawings were now capable of conveying a message, he was beginning to be able to talk about them.
The class teacher tried to support her understanding of the need for physics thesis talk about drawing by planning for a work experience girl to sit with the children at the drawing table. She gave her the following guidance 'Don't do it for them. You're there to talk to them basically; you're not there to draw. Let them get on with the 4 aspects drawing. Senior Thesis. But I would say if they've drawn a person and they've forgotten something obvious, then you could say to breast research, them, they've got no hair, or what's happened to senior, their arms?' The class teacher commented that the young girl coloured in alongside the children. 'She's quite arty and she likes just sitting doodling.' Having an older girl modelling drawing behaviour at the table would be attractive to 4 aspects of critical thinking, Luke because firstly it gave drawing status but secondly it fulfilled his need to physics thesis, talk to an older child or an adult. His teacher commented 'He likes to talk. so if he can give you a running commentary and he thinks he's got a receptive audience then I think he likes to be there.' Suddenly Luke seemed to be using drawing to doll, explore his broader range of interests. Interestingly there did seem to be a growing division between play and work and there was no evidence of the influence of cartoons, which had replaced his fascination with video images and physics thesis stories, in term doll house, his drawings.
It was at playtime, surrounded by the same age or older boys that Luke took part in very animated discussion about senior thesis, video and cartoon characters. 'But know what, have you seen that bit where Scooby Doo falls down that hole and gcse resistant that panda went like that, pointing out on the wall and then a zombie came out. That was the first zombie. Oh have you seen the T-Rex movie? Oh you should, it goes, its good. Right this T-Rex eated only one dinosaur. It bit it, then it ate it. It was one of the senior thesis nice ones. Playtime was when chasing and pretend fighting games flourished and his love/hate relationship with scary images was retained.
This was illustrated in Luke's following discussion with a school friend. But you know what? One day, one night, my Dad told me this story and do youknow what he said? This little boy went on 4 aspects of critical thinking holiday with his Uncle Nick and doyou know what? One day the little boy looked out of the window at senior the field and they were playing football and he went to tell his Granddad and he said those are ghosts. And then the next night he stayed up really late and paper looked out physics senior thesis, of the window again and they were playing football again and guess what they were playing with? A head! Somebody's head! In the classroom Luke spent a lot of time in breast, the office area, mark making and copying words rather than the role play and 'dressing up' area 'If he's in the office you could lose him for virtually the whole day.' 'Dinosaur' (Figure 18) was completed in thesis, the office, and Luke spent a long time discussing his drawing with another boy. He then brought the finished drawing to his teacher 'He showed me the picture saying at first that the circles were spots but then correcting himself saying 'No I mean they're scales' . Materials Coursework. Perhaps Luke will turn to cartoon drawing when once again he cannot represent his understanding of reality to his and society's satisfaction.
Figure 19 is thesis, a first attempt to tabulate a pattern of drawing development, not confined to stage theories. It derives from Dyson's illumination of the way drawing is cbest essay, helped by the critical role of talk and gesture to become 'a mediator, a way of giving graphic voice to physics senior thesis, an intention. Cbest Essay. This adaptation (Figure 19) places emphasis on physics senior drawing as an iterative process during which a child may display more than one of the listed features simultaneously, depending on the media, the doll house task and senior the context. Exploration of available medium. has no intention to symbolize; manipulates the: sounds of language; movement of own body; graphic marks of drawing and painting implements; structural possibilities of blocks and essay other constructive media; explores the senior thesis distinctive physical and visual properties which each medium offers; responds to the material, the material responds to the child . Use of gestures, marks and words to symbolize - to represent - significant actions in their world. begins to use these symbolic tools to invest meaning in drawn marks (Vygotsky, 1978); derives symbolic meaning from the gestures , not the marks (Matthews, 1994); uses the marks as a critically important prop for dramatic play (Wolf Perry, 1989) Attempt to read the meaning of what they have made.
Attempt to communicate its potential meaning to other people. notices, after drawing, similarities between salient physical features of the world and his/her own graphic constructions; invests his/ her marks with meaning through talk with others; is prompted to talk about his/her drawings, read his/her marks and discover hidden meanings through the essay plays interest shown by other people (Golumb, 1974, 1988); names, reinterprets and physics renames his/her drawings in order to respond to the interest of others (Malchiodi, 1998 ). may respond as a 'patterner', classifying his/her world through form, colour and size or. may respond as a 'dramatist, showing more interest in actions and adventures, dramatic stories and cbest tales' (Gardner, 1980) and inventing stories about his/her drawings; With experience drawing accompanied with talk about evolving intentions. reinterprets their original intentions, making them more suited to their products, if their intentions prove too ambitious (Golumb, 1974, Brittain, 1979); eventually uses talk to physics senior, represent meanings, to short, interact with others about senior, those meanings, but also to regulate drawing itself; uses consciously a range of genres and stylistic conventions in cbest essay, his/her drawings. Autonomous, personal drawings. uses drawing to physics senior, re-represent important objects, events and relationships. partakes in general rites of drawing alongside peers (home/ wet playtimes) uses drawing to fulfil the educational agenda in school settings. is supported by talk in philosophy critical university, planning a particular drawing, monitoring his or her shaping of lines and curves, evaluating progress. Figure 19: A sociocultural pattern of senior thesis drawing development adapted from Dyson (1993:24) The role of drawing in children's learning is of critical, frequently misunderstood.
Even within foundation stage classrooms, where the physics thesis opportunity to gcse coursework, draw is often freely available, there is usually an physics thesis adult focus upon 'mark making leading to writing' rather than communication and creativity. This paper draws attention to the need for practitioners to. reaffirm or reconsider the place and value of drawing within the coursework help curriculum, particularly the relationship between drawing as communication and drawing as art. Physics. There is a need for practitioners not only to 'tune into' and thus give value to children's drawings as re-presentations of their interests and pre-occupations, but also to use re-presentations as starting points for gcse resistant help provision which will motivate a child's or children's thinking and support learning. Athey, C. (1990) Extending Thought in Young Children: A Parent-Teacher Partnership London: Paul Chapman.
Brittain, W.L. (1979) Creativity, Art, and the Young Child. New York: Macmillan. Bronfenbrenner, U. (1979) The Ecology of Human Development: Experiments by senior Nature and Design. Cambridge,MA.: Harvard University Press. Bruner, J. (1996) The Culture of Education Cambridge, Mass,: Harvard University Press. DES (1991) Art for Ages 5 to 14 London: HMSO. Dyson, H.A. (1982) 'The emergence of visible language: Interrelationships between drawing and early writing.
Visible Language, 6, 360-381. Dyson, H.A. (1993) 'From Prop to Mediator: The Changing Role of Written Language in Children's Symbolic Repertoires' in Spodek,B. and Saracho,O.N. Yearbook in breast implants research, Early Childhood Education:Language and Literacy in physics thesis, Early Childhood Education Volume 4,pp21-41 New York: Teachers College Press. Egan, K. (1989) Teaching as Story Telling: An alternative approach to gcse coursework, teaching and curriculum in the elementary school Chicago: University of Chicago Press. Gallas, K. (1994) The Languages of Learning: How children talk, write, dance, draw, and sing their understanding of the world New York: Teachers College Press. Gardner, H (1980) Artful Scribbles: The significance of children's drawings New York: Basic Books. Geertz, C. (1983) Local Knowledge New York: Basic Books. Golumb (1974) Young Children's Sculpture and Drawing: A Study in Representational Development , Cambridge: Harvard University Press. Golumb (1988) 'Symbolic inventions and transformations in child art. In K.Egan D. Nadaner (eds.) Imagination and Education (pp.
222-236) New York: Teachers College Press. Inhelder, B. and Piaget, J. (1958) The Growth of Logical Thinking from Childhood to Adolescence London: Routledge. Kellogg, R. (1970) Analysing Children's Art (Palo Alto, Cal.:Mayfield) Kress, G. (1997) Before Writing: Rethinking the Paths to Literacy London: Routledge. Lindqvist, G. Physics Senior Thesis. (2001) 'When Small Children Play: how adults dramatise and children create meaning' Early Years Vol 21, No.1. pp 7-14. Luquet, G. (1927) Le Dessin Enfantin. Paris: Delachaux et Niesle. Malchiodi, C. Philosophy Thinking University Of Manitoba. (1998) Understanding Children's Drawings London: Jessica Kingsley. Matthews, J. (1992) 'The genesis of aesthetic sensibility' in Thistlewood, D. (ed.) Drawing, Research and Development , NSEAD and Longman, pp. 26-39. Matthews, J. (1994) Helping Children to Draw and Paint in senior thesis, Early Childhood London: Hodder Stoughton.
Matthews, J. (1999) The Art of Childhood and gcse materials coursework Adolescence: The Construction of Meaning. London: Falmer Press. Nutbrown, C. (1994) Threads of Thinking: Young children learning and the role of early education London: Paul Chapman. Nutbrown, C. Physics. (1996) Respectful Educators - Capable Learners: Children's rights and early education London:PCP. Pahl, K. (1999) Transformations: Meaning Making in Nursery Education Stoke on Trent: Trentham Books. Rogoff, B. (1990) Apprenticeship in thinking: Cognitive Development in a Social Context.
Oxford: Oxford University Press. SCAA (1996) Desirable Outcomes for Children's Learning on Entering Compulsory Education. London:SCAA. Tizard, B. and 4 aspects of critical thinking Hughes, M. (1984) Young Children Learning: Talking and Listening at Home and at School. London: Fontana. Trevarthen, C. (1980) 'The foundations of intersubjectivity: The development of interpersonal and physics senior cooperative understanding in gcse resistant help, infants', in Olson, D. (ed.) The Social Foundations of Language and Thought: Essays in senior thesis, Honour of J.S.Bruner, New York: W.W.
Norton, pp. 316-42. Trevarthen, C. (1995) 'The child's need to learn a culture' Children and term Society 9(1). Schaffer, H.R. Senior Thesis. (1992) 'Joint involvement episodes as contexts for cognitive development in H. McGurk (Ed.) Childhood and Social Development: Contemporary Perspective. Hove: Lawrence Erlbaum. Vygotsky L.S. (1962) Thought and Language Cambridge. Mass: The MIT Press. Vygotsky L.S. (1967) 'Play and its role in the mental development of the child' Soviet Psychology 5(3), 6-18. Vygotsky L.S. (1978) Mind in of critical thinking, Society. Cambridge MA:Harvard University Press.
Vygotsky, L.S. (1995) Fantasi och kreativitet i barndomen (Imagination and Creativity in Childhood) Gothenburg: Daidalos. Wells, G. (1986) The Meaning Makers London: Hodder and Stoughton. Wertsch, J.V. (1985) Culture, Communication and physics senior Cognition: Vygotskian Perspectives Cambridge: Cambridge University Press. Wolf, D. and Perry, M.D. (1989) 'From endpoints to research, repertoires: Some new conclusions about drawing development. In Gardner, H. and Perkins, D. Physics Senior Thesis. (eds.) Art, mind and breast implants education: Research from Project Zero (pp. 17-34) Urbana and Chicago: University of Illinois Press. Woodhead, Faulkner Littleton, K. (eds) (1998) Cultural Worlds of Early Childhood London: Routledge. Figure 1 Crocodile with sharp teeth and scary legs.
Figure 2 Strawberry eating little boy from physics senior fruit pastille advert. Figure 4: My mummy. Figure 5: Our house. Figure 6: Dr. Breast Implants Research. Jekyll when he turned into a nasty monster. Figure 7: Pumpkin. Figure 8: Drawing around leaf. Figure 9: Brother's birthday card. Figure 10: Sea snails.
Figure 11: Lots of little pictures. Figure 12: Holiday diary. Figure 13: Arranged cut outs. Figure 16: Bread making machine. Figure 14: Names. Figure 15: Machine for senior making bread. Figure 17: Aeroplane and machine. Child's use of drawing across a year in paper doll, both settings. Frequency/ no of drawings. Content of drawings.
Drawing as physical action. Drawing as prop. Drawing as mediator. Messages given to child (belief systems) Views of physics thesis adults. Provision by adults. Modelling by adults. Adult/ sibling involvement. Multi-modal meaning making.
#9;#9;Frequency/ no of drawings. Drawing as physical action. Drawing as prop. Drawing as mediator. The adults in Liam's life are obviously influential in modelling and resourcing activity. Children use what is to hand and watch adults using what is to hand.
The videos provide additional models which attract children with fast moving action, songs and rhythms. This is the only world Luke knows and he brings this knowledge to philosophy critical thinking university of manitoba, bear on new situations, looking for physics senior thesis the objects and activities that make sense to him. Adults attitudes to drawing and understanding of thinking its place within child development will therefore influence the child's motivation to use drawing as a means of. Access to drawing as part of daily routine - importance of views and senior beliefs of adult about coursework help, drawing - it is done at nursery - link to writing / academic; its part of what you do with young children - its what my mum did. Female role. Physics Thesis. Children use what is to hand. Children influenced by daily pattern of behaviour. If home has special focus this influences the child and is taken into the nursery. Research Paper. Importance of choice, provision of materials and adults who model use of different materials, particularly initial exploration 'what can we do' rather than 'this is physics senior thesis, what you do' Role model for drawing.
An adult who draws. In nursery being comfortable with familiar activities therefore initially following home pattern. Talk about drawing - joint involvement episodes. 1. Drawing as part of 4 aspects a range of activities (syncretistic creativity) 2. Senior. Messages given to philosophy, children. 3. Narrow view of literacy. Drawing as part of a (developmental) sequence towards writing. Play Drawing Writing (double symbolism) plus with talk. The importance of social interaction. The importance of oral storytelling in broadest sense.
The importance of drawing and talking in carrying the story meaning. Linked to above: The prescriptive curriculum. Adult focus/ child freedom. Gender expectations/ female teachers/ good behaviour is 'still' 'passive' '2D' Material not used in senior, text. 'children construct their own understanding of the world, including their understandings of how symbolic media work, and that they do so as they engage in social activities with other people (Vygotsky, 1978).' Cassirer (cited in Gardner, 1982) claimed that such representative symbols are not simply tools of thought but are the functioning of thought itself. In other words, symbols provide a way of representing reality and integrating ideas we have about the world.
Through symbolic activity, children engage in short one act, what is thesis, now popularly called 'meaning making'. (Wright in Boulton-Lewis Catherwood :1993) which children develop cultural awareness'. Mikkelsen (1990:13) Storymaking a third literacy, a way we 'read' ourselves into understanding the world, as well as a way to 'write' a new version of the world we are trying to cbest essay samples, see Egan - the power of storytelling for children. The children in the study fall within the age range which is associated with children learning to senior, use symbols and symbol systems. This symbolic period (Gardner, 1991) is a time when children learn to use and understand language, to doll house, ask for things and information, and to tell others what they want. They also use language for more expressive purposes, such as telling jokes, teasing, making up or retelling stories, creating friendships and role playing. Carr,M (2001) Assessment in Early Childhood Settings London: Paul Chapman Publishing Y.
David,T and Goouch (2001) 'Early Literacy Teaching: The Third Way' Education 3-13 Vol 29 No 2 pp 19-24 Y. * Dunn,J. Physics. (1993) Young Children' Close Relationships London: Sage. Egan,K (1986) Teaching as Story Telling Chicago: University of term Chicago Press Y. *Einarsdottir,J. (1996) Dramatic play and senior print Child Education Vol. 72(6) pp.352-57. Ferreiro,E. and Teborosky, A. (1983). Of Manitoba. Literacy Before Schooling London: Heinemann P. Hall,N. (1987) The Emergence of physics Literacy.
Sevenoaks, Kent: Hodder and Stoughton. Jones,E and Reynolds,G (1992) The Play's the Thing: Teachers' Roles in Children's Play. New York: Teachers College Press Y. Kantor,R., Miller,S. and Fernie,D. (1992) Diverse paths in breast implants research, literacy in a preschool classroom: a sociocultural perspective. Reading Research Quarterly Vol.27 pp. Physics Thesis. 185-201 P. * Knupfer,A.M. (1996) Ethnographic studies of children: the difficulties of entry, rapport, and presentations of their worlds. Qualitative Studies in Education, 9(2) pp.135-49. * Merritt,S. and Dyson,A.H. 4 Aspects Of Critical. (1992) A social perspective on informal assessment: voices, texts, pictures, and play from the senior first grade.
In C. Genishi (ed.) Ways of Assessing Children and Curriculum: Stories of Early Childhood Practice New York: Teachers College Press. * Morrow, L.M. (1990) Preparing the classroom environment to promote literacy during play. Early Childhood Research Quarterly Vol.5(4) pp.537-54. * Morrow,LM and Rand,M. (1991) Promoting literacy during play by designing early childhood classroom environments. The Reading Teacher Vol.44 pp. 396-402. * Smith, A.B. Cbest. (1992) Early Childhood Educare: seeking a theoretical framework in.
Phillips, L. (2000) 'Storytelling: The seeds of children's creativity' Australian Journal of Early Childhood Vol 25 (3) pp1-5. Pollard,A. (1996) The Social World of Children Learning: Case Studies of Pupils from four to seven. London:Cassell. L. Roskos,K. and Neuman, S. (1993). Descriptive observations of adults' facilitation in physics thesis, young children's play. Early Childhood Research Quarterly . Resistant Coursework Help. Vol.8 pp.77-97 P. Seitz J.A. (1997) 'The development of Metaphoric Understanding: Implications for a Theory of Creativity' Creativity Research Journal Vol. 10 (4) pp347 - 353 P. Smith, A.B. Senior Thesis. (1993) 'Early Childhood Educare: Seeking a theoretical framework in Vygotsky's work' International Journal of Early Years Education Vol 1(1) pp47-61 P. Sylva,K. (1994) School influences on children's development.
Journal of thinking Child Psychology and Psychiatry, 34(1), pp. 135-70 P. *Vygotsky's work . International Journal of Early Years Education , 1,pp.47-61. Wright,S (1995) in physics senior, Boulton-Lewis,G and Catherwood,D The Early Years: Development, Learning and Teaching London: Pitman Publishing Y. Yair,G. (2000) Reforming motivation: how the structure of stories one act instruction affects students' learning experiences. British Educational Research Journal, 26(2) pp.191-210 P.
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