Competency Goal Essay Example for Free

Competency Goal Essay Functional Area #1 Safe: In order to provide a safe environment and teach children safe practices to prevent and reduce injuries I do the following: †¢I always do my classroom counts every 30 minutes, or more often when necessary, to make sure that my head count matches the actual number of children in my classroom. †¢Our centers are set up to reduce open floor space and the opportunity to run freely indoors †¢I check all toys and equipment for broken or missing parts often to ensure they remain safe for use and play. †¢I ensure that all chemicals and cleaning supplies are put away out of the reach of children or stored in locked cabinets to prevent injury or poisoning. †¢I keep my emergency routes posted and easily visible and my emergency contacts are always with me in a binder and easily accessible. †¢I am trained in emergency evacuation procedures and plans to remove all children from the classroom and/or building in the event of a tornado or fire †¢I am certified in First Aid, CPR, and Pediatric First Aid which makes me knowledgeable of caring for accidents or injuries. Functional Area #2 Healthy: In order to provide an environment that promotes health and prevents illness, and teaches children about good nutrition and practices that promote Wellness, I do the following: †¢Cleaning and sanitizing classroom items, including future toys, a task done multiple times a day. I sanitize all toys immediately after being put into a child’s mouth, to prevent the spread of germs. †¢ I wash my hands wear gloves before after handling food, helping with toileting, cleaning noses to prevent germs from being spread. †¢ I follow the center’s policies for sick children to prevent other illnesses in the classroom. †¢We also serve Healthy Balanced meals breakfast, lunch snack. Functional Area #3 – Learning Environment: In order to use relationships, the physical space, materials, daily schedule, and routines to create a secure, interesting, and enjoyable environment that promotes engagement, play exploration, and learning of all children including children with disabilities and special needs, I do the following: †¢I have made sure that all Centers are laid out to help Children better benefit in learning. By putting the quite, busy messy centers together. †¢We also have an ABC carpet that’s just for group time. Limit 10 to 15mins †¢I have put out many different learning activities for each center. Reading has lots of books, writing has name cards letter strips, Dramatic Play table toys has theme related items. Blocks have cars, animals, dollhouse furniture. Science has Theme related items Art I put out different things weekly to keep the Creativity going. †¢Also during the day we have group time twice, free time, small groups twice, outdoor play twice when weather permits nap.

Lockean Philosophy in Jonathan Swifts Gullivers Travels Essay

An Exploration of Lockean Philosophy in Gulliver's Travels  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚   Ricardo Quintana asserts in his study Two Augustans that even "though Swift as a traditional philosophical realist dismissed Lockian empiricism with impatience, he recognized in Lockian political theory an enforcement of his own convictions" (76). It may be argued, however, than when two contemporary authors, such as Locke and Swift, are shaped within the same matrix of cultural forces and events, they reveal through their respective works a similar ideology. The purpose of this paper is twofold: first, to explore the parallels between Locke's Some Thoughts Concerning Education and Swift's Gulliver's Travels, using textual evidence and literary criticism; and second, to compare the methods prescribed by Locke and Swift for education, taking into account some cultural views in the eighteenth-century. The first half of the eighteenth-century, sometimes referred to as the "Age of Reason," marked a "new era in parent-child relations, based upon a confluence of political and religious currents" that radically altered the accepted social attitudes towards children (Braverman 37). The revision of the late seventeenth-century political and cultural perspective gave rise to a new philosophy that regarded children as more-or-less inherently good and virtuous. This milder view differed from earlier beliefs that portrayed children as fallen creatures, who embodied original sin derived from Adam and Eve's Fall. Commenting on Locke's Thoughts, Lawrence Stone observes the following in his extensive study The Family, Sex, and Marriage in England, 1500-1800: [Locke's] book coincided with the overthrow of Divine Right Monarchy, the rejection of the doctrine of P... ...versity of California Press, 1968. Ezell, Margaret J. M. "John Locke's Images of Childhood: Early Eighteenth Century Response to Some Thoughts Concerning Education." Eighteenth-Century Studies. Winter. 1983: 139-55. Locke, John. Two Treatises of Government, The Works of John Locke. Vol. 5. London: Thomas Teggs et al., 1823. Locke, John. Some Thoughts Concerning Education, The Works of John Locke. Vol. 9. London: Thomas Teggs et al., 1823. Quintana, Ricardo. Two Augustans: John Locke and Jonathan Swift. Madison: University of Wisconsin Press, 1978. Setten, Henk van. "Some Thoughts Concerning Education by John Locke, 1693."The History of Education Site. 1-2 pp. Online. Internet. 23 Sept. 1999. Available: http://www.socsci.kun.nl/ped/whphistedu/locke/locke_intro.html Swift, Jonathan. Gulliver's Travels. Oxford: Oxford University Press, 1998.   

Visual Argument Analysis: Pedigree’s Otis

Pedigree’s adoption drive advertisement is an emotional appeal aimed towards consumers that own pets. Through an argument based on emotion and values, the advertisement successfully proposes a plan of action towards the consumer audience to help dogs find a home. In essence, the advertisement logically reasons, â€Å"If you buy our food, we will donate money to dogs without a home. If we donate money to dogs without a home, you will save dogs.† Through clever techniques such as direct contact in camera orientation and a personal anecdote of the puppy, Pedigree convinces the audience through appeals to emotion and values that buying their products will, indeed, save a dog’s life. Pedigree’s advertisement’s intended audience is the consumer public. However, the advertisement’s actual audience can be considered one of all ages and all backgrounds rather than simply the consumer public. For example, a child can easily be persuaded by the emotional advertisement. Once the child has been persuaded, he or she will most likely tell his or her parents to buy the product rather than a different brand simply because of the cute puppy he or she saw on the print advertisement. Ultimately, through the emotional image and story, Pedigree breaks existing consumer loyalty that competing companies have by stealing the hearts of consumers, convincing them that by buying this product, the consumer will contribute to a larger change in the world rather than simply feeding their dog. Also, by using the name Otis for the Pug’s name, an older audience is aimed towards to evoke traditional, and emotional responses. One significant factor to understand when reading the print advertisement is to have watched the move The Adventures of Milo and Otis. The movie, in short, is about a cat and a dog that helps each other survive and find mates and homes together. Obviously being an emotion-evoking movie, it is important when a reader comes across the advertisement. Pedigree’s clever decision to name the Pug Otis causes the reader to recall the movie and automatically feel emotionally attached to the puppy, making it easier for Pedigree to convince its audience to purchase the product. Through the personal anecdote and image of the dog staring through a fence, Pedigree intends to make the audience feel compassion for the dog and hopefully buy the product that is said to help the dog. The argument is carried out by using an appeal to both emotions and values. The direct gaze of the dog makes the audience feel as if it is staring directly at them. Through this, the audience is put on a guilt trip that makes them think, â€Å"I must help this dog.† If the picture is not convincing enough, the audience may move on to the text. Already a large factor in the print advertisement because of its bright yellow color, the text is an anecdote of the average day for a homeless dog like Otis. The uneventful, despairing schedule causes the audience to pity the animal making room for Pedigree to further force the audience to take action and buy the product. Essentially, the advertisement tugs at the heart’s strings in order to promote the product. One last significant technique Pedigree uses is the final sentence within the text. It says, â€Å"Help us help dogs.† Being a very abrupt, short statement, Pedigree draws attention to the sentence by making it shorter than others and putting it in a bold face. Through reading the sentence, Pedigree makes the audience feel as if they are included in Pedigree’s movement of getting homeless dogs adopted. The audience is then provoked to feel as if they can contribute their part in the movement if they buy the product to help animals find â€Å"loving homes.† All in all, Pedigree utilizes appeals to emotion, values, tradition, and reason in order to persuade the audience to buy their product. Through these, Pedigree convinces the audience that buying their product will help them save a homeless dog. Pedigree chooses to use an emotion-evoking picture, personal anecdote, background information, and loaded text in order to persuade the audience that buying Pedigree pet food will ultimately help homeless animals.

The Pullman Strike of 1894 19th Century History

The Pullman Strike of 1894 was a milestone in American labor history, as the  widespread strike by railroad workers brought business to a standstill across large parts of the nation until the federal government took unprecedented action to end the strike. President Grover Cleveland ordered federal troops to crush the strike, and dozens were killed in violent clashes in the streets of Chicago, where the strike was centered. Key Takeaways: The Pullman Strike Strike affected rail transportation nationwide, essentially bringing American business to a halt.Workers resented not only cut in wages, but managements intrusiveness into their personal lives.The federal government became involved, with federal troops being sent to open railroads.Massive strike changed how Americans viewed relationship of workers, management, and the federal government. Stakes of the Strike The strike was an intensely bitter battle between workers and company management, as well as between two major characters, George Pullman, owner of the  company making railroad passenger cars, and Eugene V. Debs, leader of the American Railway Union. The significance of the Pullman Strike was enormous. At its peak, approximately a quarter-million workers were on strike. And the work stoppage affected much of the country, as effectively shutting down the railroads shut down much of American business at the time. The strike also had a huge influence on how the federal government and the courts would handle labor issues. Issues at play during the Pullman Strike included how the public viewed the rights of workers, the role of management in the lives of workers, and the role of government in mediating labor unrest. The Inventor of the Pullman Car George M. Pullman was born in 1831 in upstate New York, the son of a carpenter. He learned carpentry himself  and moved to Chicago, Illinois in the late 1850s. During the Civil War, he began building a new kind of railroad passenger car, which had berths for passengers to sleep. Pullmans cars became popular with the railroads, and in 1867 he formed the Pullman Palace Car Company. Pullmans Planned Community for Workers In the early 1880s, as his company prospered and his factories grew, George Pullman began planning a town to house his workers. The community of Pullman, Illinois, was created according to his vision on the prairie on the outskirts of Chicago. In the new town, a grid of streets surrounded the factory. There were row houses for workers, and foremen and engineers lived in larger houses. The town also had banks, a hotel, and a church. All were owned by Pullmans company. A theater in the town put on plays, but they had to be productions that adhered to the strict moral standards set by George Pullman. The emphasis on morality was pervasive. Pullman was determined to create an environment vastly different from the rough urban neighborhoods that he viewed as a major problem in Americas rapidly industrializing society. Saloons, dance halls, and other establishments that would have been frequented by working class Americans of the time were not allowed within the city limits of Pullman. And it was widely believed that company spies kept a watchful eye on the workers during their hours off the job. The intrusiveness of management in the private lives of workers naturally became a source of resentment. Cuts to Wages as Rents Endure Despite growing tensions among his workers, George Pullmans vision of a paternalistic community organized around a factory fascinated the American public for a time. When Chicago hosted the Columbian Exposition, the Worlds Fair of 1893, international visitors flocked to see the model town created by Pullman. Things changed dramatically with the Panic of 1893, a severe financial depression that affected the American economy. Pullman cut the wages of workers by one third, but he refused to lower the rents in the company housing. In response, the American Railway Union, the largest American union at the time, with 150,000 members, took action. The local branches of the union called for a strike at the Pullman Palace Car Company complex on May 11, 1894. Newspaper reports said the company was surprised by the men walking out. Pullman Strike Spreads Nationwide Outraged by the strike at his factory, Pullman closed the plant, determined to wait out the workers. Pullmans stubborn strategy might have worked except the A.R.U. members called on the national membership to get involved. The unions national convention voted to refuse to work on any train in the country that had a Pullman car, which brought the nations passenger rail service to a standstill George Pullman had no power to crush a strike which had suddenly spread far and wide. The American Railway Union managed to get about 260,000 workers nationwide to join in the boycott. At times, Debs, the leader of the A.R.U., was portrayed by the press as a dangerous radical leading an insurrection against the American way of life. Government Crushes the Strike The U.S. attorney general, Richard Olney, became determined to crush the strike. On July 2, 1894, the federal government got an injunction in federal court which ordered an end to the strike. President Grover Cleveland sent federal troops to Chicago to enforce the court ruling. When they arrived on July 4, 1894, riots broke out in Chicago, and 26 civilians were killed. A railroad yard was burned. A New York Times story with a quotation given by Debs on Independence Day: The first shot fired by the regular soldiers at the mobs here will be the signal for civil war. I believe this as firmly as I believe in the ultimate success of our course. Bloodshed will follow, and 90 percent of the people of the United States will be arrayed against the other 10 percent. And I would not care to be arrayed against the laboring people in the contest, or find myself out of the ranks of labor when the struggle ended. I do not say this as an alarmist, but calmly and thoughtfully. On July 10, 1894, Debs was arrested. He was charged with violating the court injunction and was eventually sentenced to six months in federal prison. While in prison, Debs read the works of Karl Marx and became a committed radical, which he had not been previously. Significance of the Strike The use of federal troops to put down a strike was a milestone, as was the use of the federal courts to curtail union activity. In the 1890s, the threat of more violence inhibited union activity, and companies and government entities relied on the courts to suppress strikes. As for George Pullman, the strike and the violent reaction to it forever diminished his reputation. He died of a heart attack on Oct. 18, 1897. He was buried in a Chicago cemetery and tons of concrete were poured over his grave. Public opinion had turned against him to such a degree that it was believed Chicago residents might desecrate his body. Resources and Further Reading â€Å"Debs Wildly Talks Civil War; First Shot From Soldiers, He Says, Will Cause Revolution.† New York Times, 5 July 1894.