Professional Guidelines On Presenting Quality Work

Professional Guidelines On Presenting Quality Work Many students lack knowledge of how to make a process analysis essay. However, you do not need to struggle only to submit low standard content, rely on us, and we will assist you. We are a company with a wide range of professionals who are also specialists in their field of study. We have been in existence for the past five years, and we have, therefore gathered quality staff and trained them on how to serve our customers. Most of them are graduates, masters, and Ph.D. holders. They are well equipped with skills on process essay handling and can meet your academic goals. Make your order now, and stand a chance to enjoy the following benefits: Quality papers Everybody values quality work. For students, quality helps in boosting academic performance and improving skills in future tasks. With the heavy workloads in school and tight schedules, students hardly have time to research and write quality work. 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A good start provides a unique opportunity for your lecturer to understand the idea you are presenting. To begin with, you should be aware of what is a process analysis essay. It will help you choose and offer an ideal topic. Arrange your ideas sequentially and give a good description of the particular action or process you are tackling. List all necessary steps as most work dealing with processes require them to appear the correct way. Steps to Writing a Top-Notch Process Analysis Essay Handling this work does not just require waking up and start typing. You need the skill to do that. Most lectures and teachers hardly take students through the full procedure. Most give you samples which may lack the necessary illustrations making it hard for you to gain the skill. Skills are, however, more of a practice than being taught. You, therefore, require industry professionals to assist you in getting quality papers. Our company will not only give you tips and ideas on how to write a good process analysis essay, but we also do it for you. Choosing a Topic for Your Analytical Process Task: Guidelines on Structure Titles should complement the theme. Make sure the introduction of your paper is well presented. The first statement should contain the thesis statement. It aims at informing the reader of the unifying theme of your task. The idea must be brought out. A Thesis statement requires underlining as per the requirements. Next is the body. Before working on it, write a draft which will ensure that you do not deviate from the topic. When writing a process analysis essay, the body of your paper should contain paragraphs which are well organized, each carrying a unique approach and presenting a single idea. Spell out processes and steps by the use of transitional words. Important to note is the structure of the paragraphs. Ensure you begin with the topic sentence, followed by stating a claim and support it with trustworthy evidence. Evidence can be research work and or existing data. Finally is a concluding statement. It connects the idea of the specific paragraph to the title. If you are still facing difficulties in following these guidelines and producing a quality paper, contact us, and have your problems sorted out. Our professional staffs have the skills on how to write a process analysis essay step by step and will submit all work before the deadline. Need Professionals With the Best Tips for Writing a Process Analysis Essay? There is always a way to manoeuver through what you need to do. It is advisable to do away with any obstacles hindering you from producing good content. First, you need to get a good topic. Sample topics that you can use are: How can society harness the advantages of recycling? How does the brain differentiate between different colors? 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Can I Get an Accredited High School Diploma Online

Can I Get an Accredited High School Diploma Online SAT / ACT Prep Online Guides and Tips Are you looking into online high schools and wondering if they’re legitimate?Have you come across the word â€Å"accredited† and want to know what it means?Online high schools have been exploding in popularity in recent years, and, as more are created, it can be difficult to tell which are legitimate schools and which are little more than diploma mills. Read this guide to learn more about online high schools, what it means for a school to be accredited, where to get an accredited high school diploma online, and how to ensure that you are choosing the best school for you. Note: If you're interested in getting your GED online rather than an accredited high school diploma, read this article instead. What Is an Online School? Asyou may have guessed, an online high school is a school or program where students can earn their high school diploma by taking classes online.Some of these classes arecompletely online, while others are mostly online but require students to visit a testing center or other location to take final exams. If you enroll in an online high school, you can either take a few classes to supplement your degree at your regular high school, or you can earn your entire high school diploma online.Some of these programs are affiliated with traditional brick and mortar schools while others are solely online.Online high schools can be public, private, charter, or university/college affiliated. To learn more about why people choose to attend online high school and how it can benefit you, check out our guide to online high school, and learn how to decide if it's a good choice for you. What Does Accreditation Mean? Accreditation is a process of evaluation that schools (both online and traditional) undergo in order to ensure they meet certain quality standards for education. Accreditation is evaluated regularly, and a school can lose accreditation if a large number of students don't meet educationalstandards for their grade level, there aren't enough teachers for the students, teachers don't have necessaryeducational backgrounds, or a different reason. Before a school becomes unaccredited, it is often given a warning and probationary period first to try and improve. A school can regain its accreditation if it has shown sustainable improvement, but becoming re-accredited can often take several months or even years. For high schools, accreditation requirements vary by state. Public schools must follow guidelines set by their state government in order to be accredited, while the requirements for private and charter schools often vary widely, depending on the state. Accreditors must be approved by the US Department of Education (USDE) in order to be considered legitimate.A school that is legitimately accredited will provideinformation about who it is accredited by (such as a regional accreditor), and who accepts that accreditation, such as "Fully accredited by the State Department of Illinois." A school that simply lists "accredited" without mentioning who it is accredited by or who accepts that accreditationmay not be officiallyaccredited, which is pretty much the same as not being accredited at all. Unfortunately, fake accreditors do exist. Accreditation is important because it lets students know they are attending a school that provides them with a quality education, and, when they graduate, it lets others know that their education met certain standards. Colleges want to accept students from accredited high schools because it gives them confidence that those students were taught what they need to know to be prepared for and succeed infuture classes. For students who are younger than16, accreditation becomes even more important because you will only be considered enrolled in school (which is required until you turn 16) if the online school you attend is accredited. Are There Non-Accredited Online High Schools? What Are the Dangers of Taking Classes Through Them? As online education continues to grow in popularity, more and more online high schools have been created in order to keep up with demand.Some of these online high schools have gone through rigorous development and reviews and can provide an education equal to that of a traditional high school;however,others are nothing more than diploma mills that take your money and give you a prettyuseless piece of paper in return. Accreditation is the best way to pick out the highest quality schools and prevent yourself from getting scammed.But what if you find a really great online high school that offers great classes, but it isn’t accredited? Is it really that bad to take classes at an unaccredited school? In short, yes.The first reason taking classes from a non-accredited school is bad is that you likely won’t get a good education. For a school to not be accredited, it either didn’t put in the effort to attempt accreditation (a bad sign, considering how important it is), or it failed the accreditation process because it didn’t meet certain education standards. Simply put, this means that you will be taking classes from a school that hasn’t been found to provide a quality education. Any person canset up a website and claim to run an online high school.Some online high schools will give you a â€Å"diploma† as long as you pay their fee and take a short multiple choice exam. While that’s an extreme case (and that company was eventually shut down), there are many other non-accredited programs that claim to offer you a high school education but don’t deliver. Getting a diploma from an unaccredited school could cause problems for you in the future. Image Source: Flickr/Enokson While getting a high school diploma so easily may seem nice, if you don’t learn much before getting it, you likely won’t be prepared for whatever the reason you’re attempting to finish high school, whether that’s college classes or a more advanced job. That can lead to you feeling confused and overwhelmed, and you may end updroppingout of schoolor quitting your job because you didn’t have the knowledge you needed to do well. Another important reason to not take classes from a non-accredited school is because most other schools and people won’t accept the classes you took. This means that, if you took classes at anon-accredited online school, they probably won'ttransfer to your regular high school, and if you receive a diploma from anon-accredited high school, mostcolleges and employers won’t accept it.Colleges want students from accredited high schools because it increases the likelihood that they received a rigorous education and are prepared for college classes. For almost alljobs and colleges, having a diploma from a non-accredited high school is just about the same as not having a high school diploma at all.Taking classes at a non-accredited online high school can leave you with a poor education and an expensive piece of paper that likely don'thelp you further your education or career. Is It Ever OK to Take Classes at a Non-Accredited Online High School? Now you know the risks of studying at an unaccredited online school, but would there ever be a good reason to take classes at anon-accredited school? For almost all high school students, it's a bad idea to classes at anon-accredited school.However, there area fewtimes whenit could be OKto take classes at anon-accredited online high school. The reasons are listed below; however, for each of them, remember that there is still some risk involved if you ever change your plans and would like those classes to transfer to a school that only accepts credits from an accredited school. Whenever possible, you should still choose an accredited school. One reason you may take classes at a non-accredited school is because you don't plan on pursuing additional education afterward,so you don't need to worry about other schools accepting the classes. This may be the case if you are attending a technical school or certificate programwhere your qualifications will be based on a specialized test you need to pass and not the accreditation of your school. Another reason you may take classes at a non-accredited online school is if you are only taking a few classes for your own personal use and not looking to receive academic credit for them. This could be the case if you want to take some online classes for fun, to brush up on a particular skill, or to prepare yourself for future classes where you will receive academic credit (such as taking an online calculus class before your actual calculus class begins). This may also be true forhome-schooledstudents who want to supplement their education with online classes. A third reason is that the traditional (i.e. not online) school you are attending or will attend has agreed to accept classes from a non-accredited school. Some high schools and colleges have partnershipswith certain online class providers, and they may give you academic credit for classes you take through them, even if those online schoolsaren't accredited because your schoolstudied their syllabi and knows theymeet their standards. However, you should absolutely check on thisbefore enrolling in an unaccredited online class, and you should get confirmation, preferably in writing, that the class will be accepted. If you're going to attend an unaccredited online school, be careful, and don't jump in right away. How Can You Find OutIf an Online High School Is Accredited? So now that you know how important accreditation is, how can you find out if the online high schools you’re interested in are accredited? There are several different steps, and each isoutlined below. Step 1: Check the School Website Typically, the easiest way to see if a particular school is accredited is to check its website.If the school is accredited, it will state that somewhere on its website, often on the first page or in the â€Å"about† section. Some schools have specificpages just to show their accreditation. Once you find this information,sure the schoolalso states whoit received its accreditation from and/or who that accreditationis recognized by (such as a regional accreditationor a department of education). A school will rarely come out and state that it’s not accredited, however.If you can’t find any accreditation information on the school’s website, move on to the next step. Step 2: Check Online Resources While the US Department of Education has created a database for people to check the accreditation of colleges and universities, there is currently no such resource to check for high schools, so it can be slightly more difficult to learn if a high school is accredited.First try doing an internet search for â€Å"accreditation + [School Name]†.You can also search for online reviews to see what past students are saying about the school. Step 3: Contact the School If you are unable to find information online, contact the school itself.Look on the school’s website to find its contact information, and either call or e-mail them.Ask if the school is accredited and, if so, by whom. Be aware that many schools do not like to admit outright that they aren’t accredited, so they may give you a roundabout answer. You should be extremely wary of any answer that isn’t a plainâ€Å"Yes.† This includes â€Å"We’re almost accredited†, â€Å"No, but we’re just as good as accredited schools,† and similar responses. This is often just a way to try and convince you to enroll in the school anyway. If they are accredited, ask for more information on who accredited them. It may be a regional accreditation, national accreditation, or a state accreditation. If a school isn’t accredited, move on to another one that is. There are many options for online high school now, and more and more of these schools are becomingaccredited. Summary Online high schools can be a great way for people who can’t attend traditional schools to obtain their high school diploma. However, as online education becomes more popular, some schools have been created solely as a way to make money for their owner, with no regard to quality of education. Accreditation is a way to easily find out which schools provide a good education. If a school is accredited, that means it met certain education standards. If you enroll in an online high school that isn't accredited, you will most likely not get a good education, and your diploma and coursework won’t be accepted by almost anycolleges or employers, making it pretty much useless. You should always check to see if a school is accredited before enrolling. You can do this by looking on the school’s website or contacting them directly. What's Next? Wondering if you should earn an accreditedhigh school diploma online? Check out our guide toonline high schools and learn how to decide if they are the best choice for you. Thinking about getting a GED instead? We discuss what a GED is, how to get your GED online and the best GED practice tests to help you prepare here. Want an in-depth look at an online high school? Read our reviewof the prestigious Stanford Online High School and see if it's something you're interested in. Why is your high school transcript so important? Learn about what information a transcript includes and why it's often the most important piece of information colleges look at. Do you even need a high school diploma to get a job? Find out what careers require a high school diploma and when you can get away without one in this article. Want to improve your SAT score by 160 points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Baderman Island Resort Risk Assesment Article Example | Topics and Well Written Essays - 750 words

Baderman Island Resort Risk Assesment - Article Example It is also time consuming. The implementation of information systems to achieve a competitive advantage is a perfect example of a situation in which firms and governments find themselves investing a lot to enjoy a marginal ROI. If achieving a competitive advantage were easy, then a firm's competitive advantage would be no advantage. There are also risk and uncertainty in the implementation of information systems (Grey, (1995). One approach to strategy selection is the "Z" model of strategy assessment. In table 1 (see appendix), the arrows illustrate an increasing degree of risk as they follow a z-shaped path. That is, starting with existing services and clients, there is increased risk in attempting to cultivate new clients; there is even greater risk in attempting to develop new services; and there is the greatest degree of risk in attempting to develop new services for new clients. In the case of a strategic issue for economic development, the dimensions might be cost versus return on investment (Grey, (1995). If a new software is being installed, it has a high cost and low return on investment. If a small amount of expenditure encourages improvement in performance and productivity leading to improved service and customer satisfaction, , C might be the best alternative. t is important to use objective criteria to assess competing strategies so as to determine their individual cost/benefit and to gain so me information about their potential risks. The purpose of this analysis is to provide alternative approaches to use for making such assessments (Grey, 1995). In addition to this mode, a traditional rank possible strategies to address key strategic issues along certain dimensions. This risk analysis will consist of four steps: The first step is to identify a treat. Traditionally, managers prefer to maintain the status quo rather than subject their firms to the downside risk of failure, even at the expense of losing market share. Gaining market share is the upside potential of investing heavily in IT. New information technology results resolutely from changes in strategy. Reducing resistance to change again requires investing in human, financial, and time resources (Grey, (1995). At this stage, a special attention will be given to such possible weaknesses as time of installation and limitations of the proposed software, its weaknesses and possible breakdowns. Also, the management will calculate budget expenditures required for additional services and additional training of staff. The second step is to identify who might be harmed and how. Fortunately, the global business environment and fierce overseas competitors now focus managers' attention on computer and information resources. Firms and governments that challenge their managers to tap the potential of these resources are gaining a competitive advantage. These successes press status quo champions to change their attitude (Grey, (1995). The third step is to analyze risks and develop contingency plans. Contingency planning provides a course of action for unplanned events. Contingency plans are preparations to take specific action(s) when an event not planned for in the formal planning process takes place. As the definition states, events in the business, political, or even personal worlds of employees and decision makers can have an effect upon

Answer The 5 Questions Provided Essay Example | Topics and Well Written Essays - 750 words

Answer The 5 Questions Provided - Essay Example For instance, in more mature markets, values such as prestige hold more sway than in less mature markets, where such things as fuel efficiency and overall cost of ownership are more important product values. So again the marketing has to be somewhat targeted to different markets rather than general or standardized for all markets. There are country arrangements such as those that exist between North and South Korea that involve the latter limiting imports of fresh produce and other farm products from the former. This hurts South Korea too, given that in general the country benefits from having more ample food sources from more places, in the same way that it hurts North Korea’s ability to make profits from its agricultural work. The idea too is that North Korea may be in a position to supply farm produce at lower prices, introducing some competition to improve farming methods and yields at home for South Korea (Yonhap News Agency). Between American and France there is a world of cultural differences and attitudes surrounding feminine values, especially with regard to what they wear, and the same applies to certain apparel, such as blue jeans. In France there is a sensitivity to blue jeans being an American product, and there may be some fashion resistance springing from France’s proud culture to the adoption of blue jeans among women. On the other hand in America there is no adoption and acceptance problem of the kind that may be present in France. Therefore in magazine advertising in particular these cultural influences, of jaded attitudes towards garments that have heavy American connotations, there has to be sensitivity to crafting messages that tone down the American elements of blue jeans in France. Recent moves by government in Colombia point toward the further strengthening of the government institutions in the country, which augur well for the

Reflective Practice Essay Example for Free

Reflective Practice Essay I am writing this reflective journal in accordance with the CNO`s reflective practice standards and the LEARN model. Though my time on 600A has only just begun I have learned so much. Like many second year students, this is my first experience in the hospital. It has proven to be much different than my previous clinical experiences. My time with my first client stands out in my mind as a key learning experience. I like to believe that I am caring and compassionate with everyone I meet, especially in a professional setting. This particular client was a lady in her early 80s. She was good natured and very easy to get along with. She was cognitively aware and quite bright. As a result of bowel surgery she had an ostomy. This was new to her and I could tell she was unsure about it. My first day with her we did a lot of chatting and sharing. She told me about her husband, children and career as a kindergarten teacher. This helped build a certain level of comfort with me as a caregiver. I had her to come for walks with me down the hall and once she was up and moving she said she felt much better. I helped her with her first shower post-op. I made her feel more comfortable by promising to stay outside the door while she was in there. When she was finished, I helped her to apply lotion to her dry skin and at her request gave her a good back rub. My shift ended and I said my goodbyes. My client told me she was sad to see me go and was looking forward to my return the next morning. That night when I went home I did some research into ostomies. Through my textbooks and previous experience I had a solid knowledge of the basic care but just in case I wanted to refresh. I was excited to return to clinical the next morning. My client had a big smile for me when I walked into her room. Throughout the evening the ostomy nurse had come in, did some assessments and quickly taught my client how to empty and clean the appliance. Unfortunately since the nurse was very busy she did not have the time practice with her. My client told me she was unsure and nervous about performing the task. Since I had taken the extra time to do the research the night before, I was able to take the client into  the bathroom and walk her through the steps. I had the knowledge necessary to put my client at ease and make her feel more comfortable with this new situation. My client went home that day while I was still on shift. Before she left she thanked me and told me she wouldn`t have felt ready to leave if I had not been able to teach her about the appliance. She even made sure I met her husband and he thanked me as well. I felt very proud to be a student nurse that day. I believe I had a positive impact on that client. I took the time to care for the client and attend to her post-operative needs. As the former president of the CNO, Sandra Ireland said, Nursing is not like any other job — it is a profession that allows us to influence lives in ways that we know and ways that we cannot imagine. Clients and families carry with them the words of comfort, caring and encouragement you say during difficult times and throughout the rest of their lives. (Ireland, 1998) My client had a big adjustment to make and I was there to offer the support she needed. By taking the time to care about my client, not only as a client but as a person I was able to make her stay at the hospital a better experience for her and her family. She felt comfortable and well cared for and her husband was more at ease knowing people were there to care when he couldn`t be. I was able to anticipate the client`s needs and prepare myself to assist with those needs as they arose. The Sault College Practical Nursing Program beliefs on caring are outlined in the student success guide. It states, â€Å"Caring is the essence of nursing practice. When caring is the foundation for helping relationships, each person is a partner in growth towards optimal health. The interpersonal connection between caregiver and client transcends time, gender and technology. It is our view that caring, as an interpersonal interaction can be learned. A caring nurse strives for competence and excellence in the professional practice. Caring can be modeled, acquired, practiced, perfected and evaluated.† (Sault College of Applied Arts Technology School of Health Community Services, 2008) Based on this principle of caring I feel I did a good job of caring for my client post-operative needs. I was able to form a  caring relationship with her. I was competent in the skills I performed with her and she left me healthier than when we first met. My care was lacking a holistic approach. Looking back I did an excellent job at caring for this woman and her new ostomy but I forgot about just the woman. Lois White explains, nursing the whole person: physical, emotional, intellectual, psychological, spiritual and sociocultural, is essential to ensure the health and well-being of a client in the healthcare system. By ignoring the other areas I did not provide the best care I’m capable of. She may have had some self-esteem issues related to having this appliance or concerns about how others will react, especially her family and friends. An ostomy is a huge adjustment to make and as the nurse I could have offered some support. The more time I get to practice caring and working on interpersonal connections with clients the better I will be at caring. I believe caring is an art and a skill and they only way to perfect it is to do it. I will try spending more time thinking and planning how I am going care for my clients. I will reflect on how my work with clients affected them and gauge this with their reactions. The client themselves are in the best position to evaluate my skills as a caregiver. This week when I return to the clinical setting I will put my new approach into action. After data collecting I will think about more about the holistic person than just treatments involved with their current surgery or illness. I will do my best to identify any issues fears the client is facing and offer support for these. I will speak to my client about their mental and social wellness and do my best to assess their status within my scope. If nothing more I may be able to offer brochures or phone numbers for support groups in the area. While working with the nurses, I will observe their interactions with the clients and the care they provide. I will attempt to use the good I see and learn from the bad. If I find someone with a style of caring I truly admire I will find time to discuss it with them and take in any jewels of wisdom  they have to offer me. At the end of the day or when I find a quiet moment I will reflect on the care I provided that day. I will think about my clients, and how I made them feel. My goal is receive positive feedback from all the clients I interact with each clinical day, whether it is verbal or a simple smile. I will leave my clients knowing that I provided them with the best, holistic care I could. I would also like to take some time either on a break or after clinical ends and really talk to my classmates about how they feel they are doing. We could discuss not just the new skills we learned and may have preformed, as per usual, but their progress with caring. Through this reflection I expanded my definition of care. I have always provided good care for my client’s ailments but I never took the time to really think about everything they may need to feel well again. Secondly I realized in order to be a truly caring nurse you need to take the time to think about your actions and interactions with clients. Reflecting back on the day, whether it is formal and written as in this journal or with classmates on the way home, will help me learn, grow and develop as a nurse. References: Ireland, S. (March 2004). President`s message. The Standard, 29 (1), 4. Sault College of Applied Arts Technology School of Health Community Services. (2008). Practical nursing program student success guide 2008-2009. Sault Ste Marie, ON. White, Lois. (2000). Foundations of Nursing: Caring for the Whole Person. Albany,NY: Cengage Learning

Essay --

In the early 1800’s the United States began to split, but as mid-century came around, the union started to separate drastically. During the period of 1850, until 1861 the union was clearly divided between the north and the sounth. Although the Constitution was not the only factor leading to sectional tension in America, there are many strong points in the North and South favoring the statement, â€Å"By the 1850’s the Constitution, originally framed as an instrument of national unity, had become a source of sectional discord and tension and ultimately contributed to the failure of the union it had created.† When the Constitution was framed in 1787, the founding fathers were concerned about leaving Britain and becoming a Union, as opposed to the issue of slavery that would later prevail. Henry Clay created the Compromise of 1850, which helped solve the problem of slavery in the new territories (Document A). This was not included in the Constitution. When the Missouri Compromise was ruled unconstitutional under the Dred Scott decision. It is evident that although the Constitution is t...

Looking at children’s learning

For my assignment I have chosen to reflect on the children’s learning in the video sequence entitled ‘Hospital Play’, which was filmed at St Stephen’s Nursery School in Newham, London. The sequence is based around the concept of the casualty department at the local St Stephens’s Hospital and was created jointly by the practitioners and the children. My reason for choosing this video clip is that I can directly relate it to the setting within which I work and I have created similar situations myself and can therefore reflect on what I can do differently next time, extending my development. Children do not learn in the same way as each other ‘they each have their own preferred ways of learning’ (E100, Study Topic 3, p. 64). There are many theories relating to how children learn and develop, some coming from Government frameworks but many originate from an individual’s own ideas or beliefs. One of which being Rudolph Steiner, ‘whose principles emphasise the importance of unstructured play and the role of the teacher, who ‘works’ at activities as a model for children (E100, Study Topic 3, p. 6)’, this type of unstructured play is evident in the video in that the outside area offered a free play environment where the children can chose to part take in any activity of their choice, either the role play area or the playground. The adult ‘worked’ at the activity when she joined the table offering support and extending the children’s learning through asking questions that required the children to engage further in conversation, developing their communication skills. E100 Study Topic 3, p. 62, discusses the importance of play in early years settings, with the early years curricula in each of the four UK countries embracing the role of play in a child’s learning. The frame work in England for children from birth to five, suggests that learning and teaching is about adults and children working together, to co-construct ideas and new areas of learning, it is believed that investing at this age will benefit families and children at a later stage in their life. This was evident in the construction of the role play area and its play element. In our setting we always develop our curriculum plans through group discussions with the children. Russian psychologist Lev Vygotsky was the main theorist with regards to socio-cultural aspects of children’s learning. His theory relates to the social and cultural element of a child’s learning and the importance an adult plays in conveying these areas of learning and values to the children. The adult is referred to as the more able ‘other’ (E100, Study Topic 3, p. 65), in the sequence Daksha Patel the practitioner takes on this role in that she speaks to the children in both English and Gujarati, so all children in the setting are valued and included in the activity, ensuring cultural awareness and that some children may speak a different language. Vygotsky also placed particular emphasis on the role of the adult in the transmission of culture, knowledge and language’ (E100, Study Topic 3, p. 65). Cultural values are very important in early years settings and although our setting is situated in an affluent, rural, predominately white community we always ensure other religious beliefs are shared within the setting, celebrating different cultural events in order for the children to extend their learning beyond the community within which they live. Vygotsky, also developed a concept called the ‘zone of proximal development (ZDP)’, whereby he believes a child has two development levels, where they are at now and their proximal level, what they could do next. Adults play an important role in this element of his work, in that it is them that can provide the opportunity to take the child up to their next level, it maybe that they initially offer support, but positively encourages them to try and undertake the activity (E100, Study Topic 3, p. 65). This is also evident in the sequence when Daksha Patel encourages the child to try and write the name of who’s the sample is on the bottle, she then aids them by writing it on the piece of paper for them to try and copy, which the child then does underneath where she has written. Linda Miller, one of the authors of the study topic 3 discusses a similar concept when working with the ZPD of her daughter, in that she would write her name for her, as a model for her to copy (E100, Study Topic 3, p. 66). In our setting we encourage the children to write their names on any work they undertake, aiding by writing first if necessary. Outdoor play is a very important part of the Early Years foundation stage and should according to Mclean 1991:71, be no firm distinction between the indoors and out (cited in Robson, S, p. 226). Although it is not clear on the video whether this is the case the setting certainly offers an extensive outdoor play area, with the role play area and a playground with activities that can also be seen in the sequence. The Statutory Framework for the Early Years Foundation Stage stresses that access to an outdoor play area is expected, this reinforces the importance of outdoor play in both a child’s development and in their learning. ‘Physical play is fundamental to all aspects of children’s development and learning, including the development of the child’s brain’ (Manning-Morton, J and Thorp, M, 2010, p. 100). In our setting we have an area outside that is under cover and has shutters to the main outdoor area, so it can be used in all weathers. Unfortunately staffing levels means we are not able to use our outside area as much as we’d like to, however we do try and get out in the morning, lunchtime and in the afternoon. Outdoor provision plays an important part in the health and welfare of children too, as it provides a safe environment that can provide lots of physically activities for children to enjoy, like scooters, play equipment like climbing frames, or simply an area where they can run around and express themselves. Outdoor play also meets several of the requirements of the Every Child Matters agenda, such as, being healthy, staying safe and enjoying and achieving (E100, Study Topic 6, p. 141). The practitioner, Daksha Patel, demonstrates in the video clearly how all children are included in the activity, she speaks in both English and Gujharti so all children are able to understand. The setting has also provided a wide range of stimulating items for the activity, like syringes, bandages, and sample bottles, to ensure the area is stimulating for the children. There is no discrimination or exclusion, like the girls are nurses and the boys doctors, all children are equal, they are all wearing varying dressing up outfits and they are all caring for the babies, clearly showing inclusion of all children, towards the end a child also states that ‘he’ is not sharing and the practitioner steps in and reinforces what she says and shows the girl where further similar items are. When dressing up in our nursery, which the children love to do, no distinction is made between boys and girls clothes and the boys especially like to dress up in the pink princess costumes. Everyone is included and no stereo typical comments are made and any made by the children are addressed. ‘Participation is the key element of inclusion’ (E100, Study Topic 6, p. 143). Study topic 4 (2010), p. 82 explains there are six main theories about child development, that complement each other rather than one being right and another wrong, one of which is that ‘young children are innocent until they are ‘spoiled’ by their parents and society (E100, Study Topic 4, p83)’, this is the maturationism approach, developed by Jean Jacques Rousseau. Another theory is one of social learning, when a child learns through observing others (E100, Study Topic 4 p. 99). This concept can be seen in the sequence on two occasions when the children carry out activities that they may have experienced in their lives, like syringing ears and putting a plaster on after an injection, this re-enforces the principle that children learn from their life experiences. In this situation the practitioner needs to be aware of issues that may arise with regards to safeguarding as the child may feel secure and in a play environment talk about something that is happening in their life. Study Topic 5, p. 131 details a list of indicators for possible signs of neglect, from the NSPCC, this includes being bruised or injured, a child may show bruises in a hospital role play situation or talk about injuries he or she has suffered (E100, 2010). The sequence offered many areas of learning for children, though initially child led the activity was then supported by an adult, who in turn provided extended learning in respect of writing skills, by encouraging them to write on the sample bottles and new vocabulary and cultural awareness by speaking in both English and Gujarati. The children were able to develop their own language and communication skills through imaginative play and also extend their social skills through communication with each other and an adult. Two implications for my practice from my analysis of the sequence with regards to supporting children’s learning are: 1. Although we have a fantastic outside play area it is not used for enough activities, like in the sequence. We have a climbing frame which the children love and lots of gross motor toys, like scooter and bikes, however, I have never taken out an activity like the hospital role play area. Plus, we have a great shed that is used solely for the storage of the bikes and scooters, it would provide more learning opportunities if the children were able to use it like in the sequence as a hospital or play house. 2. My second implication also focuses around the area of role play, in that we do provide fantastic role play settings, recently we have had a shop that had clothes, shoes, tills, money, price tags, bags and even a shop frontage, but I cannot recall at anytime an adult participating in or extending the learning in the area. The only time an adult was in the area was at tidy up time! It offered a whole host of learning activities like counting, communication and social skills yet all these were missed. I will ensure that in the future I will spend time in the role play area, like the practitioner did in the sequence. With regards to the official requirements on children’s welfare and provision the two implications I will take back to my setting are: 1. Key workers, although I am not currently a key worker of any children, when I am I would want to work more closely with the child and their carers. Although key workers are allocated practitioners are only responsible for keeping their records up to date there is not direct activities or contact with individuals other than during the day to day activities and running of the nursery. Although key workers aren’t evident in the sequence, the practitioner would be able to observe and assess any of her children during he activity. Part of the EYFS (DCSF, 2008) requires a setting to assign key workers as they state ‘a key person develops a genuine bond with children and offers a settled, close relationship’ (E100, Study Topic 5, p. 122). 2. I would also take back the theory and requirements on inclusion, particularly the multi-cultural aspect. As I stated previously we are a mainly white school, in our nursery we have over 50 children and only 1 black girl, who lives ov er 20 miles away in the nearest city. Although the staff and children do not discriminate against her in anyway her own cultural values and beliefs are not directly discussed in the nursery. It would be nice to approach her family and invite them into nursery to maybe discuss what the events they celebrate are and why and how they celebrate them, rather than us just playing an educational video clip; this would be a positive activity making the little girl feel valued. In the sequence the practitioner speak in both Gujharti and English ensuring all the children are included in the activity.