Flextime Memo Essay Example

Flextime Memo Paper The Current Problem County Government offices are currently open from game to pm. Employees have limited flextime in that they can come in half an hour early or leave half an hour late. However some employees want to start at am so they can leave at 2 pm; a few others would prefer to start at 1 lam and leave at pm. In the past few months, we have had an increase in the attrition rate from 10% to 25%. Feedback from our survey indicates the main reason for this is the limited flextime. Proposed Solution I recently met with the HER directors from SST Charles and Jefferson countless and learned that they had the same problem, as well as the same request for expanded flextime from their employees. By Increasing the flextime they have noticed a major drop in the attrition rate from 20% to 5%. Potential Disadvantages The following are the disadvantages 1. Staff Meetings: How to hold staff meetings or supervise our staff members if everyone works different hours. Solution: Regardless of their start time, all the employees will be present In the office from pm 2 pm; we can hold our staff meetings during these hours. 2. Service to Customers: How to ensure that we are available to serve the public if our employees work on sun nacelle mourn? Solution: Expanded flextime would actually allow us to expand our open hours (E. G. , am pm), which would be helpful for taxpayers who also have to work am pm. 3. Cost: There will be a minimal increase in the usage of electricity by 200$ per month due to longer working hours. We will write a custom essay sample on Flextime Memo specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Flextime Memo specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Flextime Memo specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Solution: This can be nullified when compared to the additional hours/day customer service without an increasing overtime or employee pay. Potential Advantages The following are the advantages 1. Decreased Attrition: A drop in the attrition rate with an anticipated savings of 70% on the training and recruiting of new employees. 2. Enhanced Customer Service: We will be available to the public longer each day, reducing delays at the counter and by phone, with an anticipated increase in efficiency of 30% per day. 3. Improved Customer Satisfaction: Customer calls will be answered promptly. Queries that can be resolved on the phone, which will save the customers traveling time and reduce employee counter time. The Human Resource directors of the other counties conducted a survey, which showed that their employee satisfaction has improved 70% after flextime was expanded. If we do the same we can Apart from this we can have savings by 70% at no increased cost.

Space Junk Danger

Space Junk Danger Earth doesnt orbit the Sun alone. Of course, there are the other planets, moons, asteroids, and comets. But, in near-Earth space, our planet is accompanied by a LOT of space junk left over from launched vehicles. Does it pose a danger? In some cases, it does. In the movie Gravity, a group of astronauts finds out first-hand what it might be like for space  explorers to run into an orbiting bit of space debris. The results are not good, although at least one  astronaut makes it through safely. When it came out, the movie has generated a lot of discussion among space experts  about its accuracy in some places, but the general story highlights a growing problem that we dont often think about here on Earth (and probably should): space junk returning home.   What Goes Up often Comes Down Theres a cloud of space debris around Earth that planners have to deal with as they set schedules for rocket launches and low-Earth missions. Most of the material out there eventually comes back to Earth, such as the object WTF1190F. It was a piece of hardware likely dating back to the Apollo mission days. Its return to Earth on November 13, 2015, told scientists a lot about what happens as material plunges through our atmosphere (and burns up on the way down). Of course, spent satellites are often de-orbited, too, with similar results. The idea is that only little pieces make it back to the planet, and the bigger stuff is destroyed. Knowing about space junk and where it is at any given moment is particularly important for people in the space launch business. This is because there are nearly  20,000 pieces of space debris up there. Most of it  ranges from such small objects as gloves and cameras to  pieces of rockets and artificial  satellites. Theres enough stuff up there to pose a real danger to observatories such as the  Hubble Space Telescope,  weather and communications satellites and the International Space Station. It also poses some risk to those of us on Earth. The good news is, the chances of something hitting us on land are fairly small. Its far more likely that a piece of space debris will fall into the oceans, or at least into an unhabitated part of a continent.   To keep launch vehicles and orbiting satellites from running into these bits of space junk, organizations  such as the North American Aerospace Defense Command (NORAD) observes and maintains a list of known objects orbiting Earth. Before every launch (and as satellites orbit the globe), the positions of all known debris must  be known so that the launches and orbits can proceed without risk. The other good news is that most space debris burns up before it hits the planet. The Atmosphere Can be a Drag (and Thats Good!) Pieces of junk in orbit can and do get caught up in our planets atmosphere, just as meteoroids do. That slows them  down, in a process called atmospheric drag. If were lucky, and a piece of orbital debris is small  enough, it will likely vaporize as it falls to Earth under the tug of our planets gravity. (This is exactly what happens to meteoroids when they encounter our atmosphere and the resulting flare of light we see as they vaporize is called a meteor. Earth regularly encounters streams of meteoroids, and when it does, we often see meteor showers.)  Ã‚  But, larger  pieces of space junk  can pose a threat to folks on Earth as well as get in the way or orbiting stations and  satellites.   Earths atmosphere is not the same size all the time. At some times it stretches out much farther from the surface due to solar activity. So, scientists monitor the density of the atmosphere changes over time in the low-Earth orbit (LEO) zone. Thats an area several hundred miles above the surface of our planet where most orbiting materials (including satellites and the International Space Station) exist.   The Sun Plays a Role in Space Junk Re-entry In addition to heating by the Sun (which helps swell our atmosphere), heat waves propagating from lower in the atmosphere can also have an effect. There are other events that affect our atmosphere and could have the effect of catapulting larger objects toward Earths surface. Occasional solar storms cause the upper atmosphere to expand. These erratic solar storms (caused by coronal mass ejections)   can zip from the Sun toward Earth in less than two days, and they produce rapid changes in air density.   Again, most space junk falling to Earth can and does vaporize on the way down. But, larger pieces can land and pose the potential for damage. Imagine being in the neighborhood if a large piece of a defunct satellite fell on your house! Or, imagine what would happen if a large solar storm resulted in enough atmospheric drag to pull a working satellite (or a  space station) into a lower and more potentially dangerous orbit? It would not be good news for anybody in the path. Predicting Re-Entry The U.S. Air Force (which is involved with NORAD), and the U.S. National Center for Atmospheric Research (NCAR), the University of Colorado at Boulder, and the U.S. National Oceanic and Atmospheric Administration Space Weather Prediction Center work together to forecast space weather events and the effects they have on our atmosphere. Understanding those events will help us all in the long run by understanding the same effects on the orbits of space junk. Ultimately, the junk trackers will be able to forecast more accurate orbits and trajectories of space debris in near-Earth space.   Fast Facts about Space Junk Space junk is made up of objects left over from space flights, such as cameras, rocket pieces, and other small pieces of debris.Occasionally space junk takes the form of a satellite directed to re-enter Earths atmosphere. Its usually directed to impact Earth in the oceans or in uninhabited areas.Agencies monitor thousands of pieces of space junk, charting the orbits of these objects.  Much space junk vaporizes due to friction with Earths atmosphere and never reaches the surface.

Physical Changes Essay Example | Topics and Well Written Essays - 500 words

Physical Changes - Essay Example These include: These form the basic steps that need to be taken by all irrespective of their age. The following sections will provide a brief of the various strategies that can be used to cope with the changes that are faced in each decade. People in their 40’s need to follow the tips provided. This stage of life requires the individuals to take extreme care of self as this is the starting stages for the changes in the bodies. IT is essential to check the vision on a regular basis (preferably every year), and to try to exercise every day. This will help reduce the issue of slow movements and responses. In the 50’s the intensity of the aging increases to a great extent hence, it is essential for the individuals to continue with the regular exercise routines and to use this as a chance to get complete body and health checkups. It is important to do so to keep the levels of sugar and blood pressure in place to avoid any kind of health issues. The 60s calls for extensive and uncompromised care and efforts for the individual (Kirkwood, 1999). The stage of life is very delicate with need for extensive care and support at all times. Any kind of irresponsible behavior at this stage can lead to the following years to be very difficult and full of struggles for the individual. Hence high levels of care need to be taken at this stage. Kato, R.R. 2000. Three essays in health economics: uncertainty and public health. PhD thesis, University of Essex. Accessed on 16th May 2009, Retrieved from

Sale and purchase agreement, contract Assignment

Sale and purchase agreement, contract - Assignment Example ivers the Goods to Carrier or Bill of Sale to Purchaser: The seller allows the allocation of his land to the buyer, which in this cases the good, is land upon the completion of the remaining amount of money, which is SR 500.000. Any Risk of Loss or Damage is transferred to the Purchaser when: land sales and purchase agreement involves a lot of risk bearing. If the land on sales is by law owned by the government for instance, the purchaser will bear the risk of losing his money to the seller. A comprehensive agreement should henceforth be arrived at after the land search process as per the legal requirements by land laws have been constitutionally verified. Purchaser Receives the Goods or a Bill of Sale: Land sales is instant upon the payment of full amounts of money by the buyers. In Ahmed and Saleh’s case, there would be need to wait until the last payments are made an title issued in the name of the buyer then the transfer of ownership would be legally made. Seller delivers the Goods to a Carrier or a Bill of Sale is given to the Purchaser: The bill of sale must be issued to the purchaser of the land as there is some monetary value already attached to this sales. Mr. Saleh has paid in deposit SR 1.5 hence he is allowed to acquire a bill of sale to warrant him the unconditional ownership of this land in case of any mischief by the seller. Whether Assignment of this Agreement is allowed: the assignment of this agreement would be finally sealed as both Ahmed and Saleh are in a business agreement wherein there must be a willing seller and willing buyer. Warranty (what I am promising about the Goods): The seller must promise on the legitimacy of his land whereas the purchaser must pledge the payment of the remaining sum of money that is SR 0.5 million in this sale and purchase agreement. Additional Clauses: Additional clauses may include the validity of the land ownership. In this case the land is purchased by a foreigner thus the time frame for ownership of

Queer film +video Essay Example | Topics and Well Written Essays - 750 words

Queer film +video - Essay Example One the recent film that easily and best represent Doty’s queer theory is the animation film Hotel Transylvania Directed by Genndy Tartakovsky. The film became queer because a movie along with its characters are supposed to be queer and scary but the movie presented it as non-threatening, mainstream and to some extent, even romantic. The rendition of the film is the reverse of Doty’s assertion that sometimes what is considered as normal rendition of a film can be the most queer of all. The film literally dislodged the viewers traditonal concept of supernatural entities. For example, Dracula has a daughter who wants to be friends with humans and runs a hotel for monsters. Transylvania in this film is in fact a hotel and not the regular impression of an old scary castle. Werewolves and vampires are also relatives (Daughter Mavic called Wayne and Wanda as aunt and uncle) instead of being mortal enemy. Frankenstein has a wife and above all, it is the humans who are in fact â€Å"monstrous† that they should be scared of. And lastly, monsters in fact loves to party. It also talks about sexuality only not in the queerness of homosexuality but rather the emerging sexual drive of a teenage vampire that put normalcy in an otherwise abnormal character of a vampire. Perhaps the biggest queerness of the film was the reversal of roles between humans and monsters (vampires, werewolves, big foot, mummy). The supposed culturally marginal, in Doty’s words (4) became the dominant culture and the dominant culture became marginalized. In the point of view of the monsters, they are the mainstream entities and humans are considered as sub entity and are the ones that are monstrous that should be feared. Tartakovsky made an interesting confrontation of his characters who assumed reversal of role where the monsters view the human (young traveler Jonathan who became the fiancee of Mavic) as monstrous and the human not threatened by the actual

Transitions from a pre-school setting to primary school

Transitions from a pre-school setting to primary school Children entering school face a setting that is qualitively different from their previous experiences in terms of the curriculum, the setting and the people Margetts (cited in Fabian and Dunlop, 2002, pg.111). Transition is the term used to describe the period of time before, during and after the move that children make from a pre-school setting into primary school. In 2004 there was a Curriculum Review in Scotland which led to the development of Curriculum for Excellence which covers learners aged 3-18 years. The Scottish Executive have produced experiences and outcomes that are designed to ensure continuity within the education system and to create young people that are ready to face the challenges of the 21st century. The Scottish Executive stresses the importance of continuity in the curriculum between pre-school and primary school in Building a Curriculum 2. This essay will look at how active learning can be used in both pre-school settings and the primary classroom to engage an d challenge learners. The essay will discuss the communication between parents, pre-school staff, primary teachers and any other professionals involved in the transition process and will discuss the Scottish Executives views on the communication between these parties. This essay will look at the needs and wellbeing of children and discuss the challenges that children may face when they make the transition from a pre-school setting to primary school and it will discuss some of the key issues which should be considered when planning an effective transition programme in Scottish schools which meets the needs of every individual pupil. The essay will also look at assessment of learning in the early years and look at the different approaches to assessment, how is assessing done and the importance of sharing assessment information. Throughout the essay examples of practice will be examined and their benefits will be discussed. Childrens needs and wellbeing In every pre-school setting there are a wide range of needs that the children will have. When practitioners plan for the transition from a pre-school setting to primary school they need to take into consideration the needs and wellbeing of each individual child involved, especially the children that have additional support needs (ASN). There are six basic needs that should be met to achieve high wellbeing. If any of these needs has not been fulfilled then the wellbeing of the child involved may be affected and this could cause disruption to their transition. Laevers (1997) believes that how well a child performs at school is affected by their wellbeing. It is therefore vital that early year practitioners work with children and their carers to promote a high level of wellbeing. Some of the attributes that Laevers (2005) associates with high wellbeing are: feeling great and enjoying life, exuding vitality, having an open and receptive attitude, having good self esteem and being resilient. The Scottish Executive (2006) recognised the importance of wellbeing when they published Building the Curriculum 1 which supported Laevers perspective. Good health and wellbeing is central to effective learning and preparation for successful independent living. Educators can develop these attributes in young people to help children to become confident individuals, successful learners, responsible citizens and effective contributors and to help them get ready for the transition. Role play is often used in nursery and early year settings to prepare childre n for changes such as transitions. Role play can help children to develop skills such as listening and showing empathy towards others which will help them to make new friends and build relationships when they make the transition to primary school. Role play can also be used to help children to learn how to deal with new situations and conflicts in their lives. The transition from pre-school to primary school can be a difficult time for many young learners as they have to cope with the differences and challenges that school may pose. Many children worry about making new friends and it can be intimidating for them to enter a new environment without knowing anyone. Some early years practitioners work with the feeder primary schools to try to ensure that the children making the transition are put into a class with a familiar face. Research by Margetts (1997) found that children who started primary school with a playmate were more sociable and progressed quicker than the children who did not have a familiar face in the class with them. Fabian and Dunlop also agree with Margetts and believe that children get more from school if they have friendships. Not all children will come from a pre-school setting that will enable them to be put into a class with someone who they know. To target this problem Hawthorn West Primary School run a valuable mento ring programme that relies on partnerships between parents of the children involved in the transition. The families are matched and the parents and children meet to build friendships and this means that every child entering the primary setting will have a familiar face in the class with them. This approach can also be beneficial to the parents as they can support each other during the transition and have someone to talk about any worries that they might have. To ensure that children have the smoothest transition possible it is crucial that early year practitioners, primary one teachers and parents work in co-operation to share information and knowledge about the childrens lives. The continuity of parental involvement in their childs education benefits the children and a joint effort between school and home helps effect a smooth transition. (Fabain, 2002, pg.49).Children that have ASN may find transitions more difficult to deal with than others. It is therefore crucial that there is an effective transition plan in place to support these pupils and their parents in the process. Communication between parents, pre-school staff, the primary one teacher and any other professionals involved is vital when planning a transition for a child that has an ASN. The more information that is known will help everyone involved to develop strategies to support the child. Some children may need extra time to adjust to the new environment and extra visits may be arranged to support them, other children may benefit from resources that could be recommended for them but it is important to recognise that every child will have different needs and it is important that each child is treated as an individual in order for them to have the smoothest transition. For some children with ASN there will be very little need to alter the transition programme and for others it may be necessary to change it significantly. If there has been good communication between everyone involved the transition should be effective and the children should settle into school life. The Scottish Executive (2007) stresses the importance of educators getting parents to be involved in their childrens education in Building the Curriculum 2: they can encourage parents to be involved in all aspects of their childrens learning from pre-school education and into primary school. The importance of active learning One of the challenges that children often face when making the transition from a pre-school setting into primary school is the change of structure in the way that they learn. Pupils might find themselves sitting at a table doing work and listening to the teacher for longer periods of time which contrasts with their previous experiences of learning that are more practical in most pre-school settings. The Scottish Executive recognised the contrast in the way that these stages plan and developed a new curriculum that promotes active learning, especially in the early years. Active learning is learning which engages and challenges childrens thinking using real-life and imaginary situations Scottish Executive (2007). Learners get more from their education when a variety of teaching approaches are used particularly if they involve the children in the learning process. Scottish Executive thinks that children learn better by doing practical tasks, exploring things and being supported if neces sary. Piaget shares similar beliefs to the Scottish Executive regarding active learning when he said children learn from actions rather than passive observations (Smith et al, 2003, pg.413). Many pre-school centres and primary schools work together to plan transition programmes which aim to make the process of transition smooth and easy for everyone that is involved. The Scottish Government has recognised that communication is important: Close communication about childrens previous experiences and learning is crucial at the time of transition (Scottish Executive, 2007).The nursery staff and Primary one teacher at Lainshaw Primary School and Nursery, Stewarton, have developed a partnership which aims to give nursery and the primary one class more continuity in the curriculum while promoting active learning. Throughout the year the classes share topics and both the primary one class and the nursery class visit each other regularly in the different settings. The visits help the children in the pre-school to familiarise themselves with the setting of a primary classroom and also gives them a chance to get to know the teacher and become confident about the environment. The p rimary one class also benefits from the visits as they get to use materials and resources that they normally do not have access to in their classroom. The Scottish Executive believes that some classes need to review the structure of the P1 day to make active learning more achievable. Some schools start the day with a free choice session where the children get to choose what activity they would like to do. This type of plan is similar to pre-school setting. This activity may seem completely child led as the child is taking responsibility and choosing the activity they would like to do, but there is room for changing the activity into an activity that have been set up by the teacher. For example, a child may choose to visit the water station and play with the toys in it and they realise that some of the items float and some sink. It may be a coincidence that the materials in the water table share these properties but it is possible that the teacher had set up the resources to allow the children to explore and investigate items that float and sink. It may also be appropriate for the teacher to join the child playing at the water table and do some focused learning and teaching. Fisher (2004) argues that The minute an adult has a predetermined task or goal in mind, then that activity cannot be play. The activity could be classed as play even if the teacher has an idea of the learning outcome which they hope the child will meet before the activity because the children will be actively involved in their own learning, experimenting and having fun as they learn. It is important that educational practitioners are able to be flexible and reactive to the children in their class and make learning meaningful to the pupils. Active learning could be based on events and pupils experiences. For example, the teacher may have set up the water table activity as a reaction to an event or activity that the children are interested in, such as boats. Parents are the first and most influential educators of their children (Scottish Executive 2007). Parents can help to make learning relevant to their children by communicating with teachers about their childrens lives. Some children might be shy and not want to speak to their teacher about their interests which could make it difficult for the teacher to build up a relationship with them. If a teacher is able to cater lessons and show an interest in their pupils lives the children may be more motivated to learn as they feel included in the lessons. In many pre-school settings the children spend a lot more time outdoors than they will when they make the transition into primary school. The Scottish Executive has recognised the benefits that the outdoor environment can have on learning. The outdoor environment can be used to make learning active and motivating for children in a number of ways. A lot of the learning in all curricular areas that takes place inside a classroom could be taken outside and made active and enjoyable while still achieving the same learning outcomes. To make the transition smoother from pre-school to primary school teachers can make use of the outdoor environment and take learning outdoors. Maths lessons on shapes can be made active and be taken outdoors by having a shape hunt. This is a relevant learning experience because the children are identifying shapes in the environment and meeting the learning outcomes while having fun and being motivated to learn. The importance of sharing assessment information Assessment in the early years setting plays a big role in making transitions smooth. The Scottish Executive is working on developing the fifth part of Building the Curriculum which will concern assessment in the education system. At present many schools are teaching towards a Curriculum for Excellence experiences and outcomes but still using 5-14 levels and national testing. Assessment can be an intimidating word for children and many pupils will fear being assessed. Children can be assessed on a number of different criteria in the early years before they make the transition to primary school. Some areas that can be assessed are wellbeing-emotional and physical, use of fine motor skills and gross motor skills, social skills. There are many forms of assessment that are appropriate to use in the early years and they all suit different activities and experiences. Observation is a method that practitioners use to assess children and it is used most often as it can be done in everyday activities and contexts. Effective practitioners use the information that they gather through the observations to identify the strengths and needs of the children and to identify the next steps. The Scottish Executive has recognised that it is important for practitioners to share assessment information with parents: To help parents support their childrens learning, it is importa nt that teachers share full and open accounts of each learners progress (Scottish Executive, 2009). It is also important that parents are informed of any difficulties that have been unearthed through assessment because they may be able to offer suggestions that can help their child overcome the difficulties. When children make the transition from nursery into primary one it is necessary for the primary one teacher to receive as much assessment information as possible from the early years practitioner and parents of the children to enable them to plan and cater for the individual needs in the classroom. In some authorities the assessment information that is received by the primary one teacher is basic and consists of a simple checklist that states if a child can do a task such as complete a jigsaw. This information is valuable but a more comprehensive way of sharing assessment information is needed to enable teachers to get the full picture of each individual child and plan lessons which meet their needs. Communication is essential in every transition programme and a relationship has to be built between the parents, early years practitioner and primary one teacher to ensure that assessment information is clearly shared and that the interests, wellbeing and education of the child is the m ain priorities in ensuring a smooth transition. A Curriculum for Excellence has made a big difference to the way that some pre-school staff and primary one teachers plan for learning as they are now both using the same experiences and outcomes. Some pre-school centres and primary schools are using team planning effectively to ensure that the children will be receive an education that has continuity and builds on their previous learning experiences. This approach works on the basis that each child has their own set of CfE outcomes in their learning file and when they have achieved them or made some progress on them it is highlighted. The file is normally started in nursery and can be carried through the rest of their learning years. Documentation such as pictures, photographs and recordings of some of the learning experiences is also kept with this file as evidence of the learning outcomes being met. This method of record keeping and passing on information fits in well with the CfE design principle progression and gives each child a record that is flexible and individual to their achievements. Conclusion It is clear that there are many factors that need to be considered when planning a transition programme that allows for a smooth transition. The health and wellbeing of a child is important aspect that determines how successful the transition will be and appropriate strategies need to be in place to ensure that high wellbeing is being promoted. Friendships and relationships help to smooth the transition process. To decrease the contrasting environments of the nursery setting and primary one classroom the Scottish Executive are encouraging more active learning and outdoor learning to take place in primary classrooms. Assessment is a fundamental part of the learning experience and it is appropriate to assess in the early years in order to identify strengths and next steps. It is important that assessment information is shared with parents and others that are involved in the transition of the child to make sure that the needs of the child are being met and the more information that is k nown about the child then the easier it will be to create a transition programme that meets their needs. It is important that parents are involved in their childrens transition as they will be able to contribute and share information about the child. The transition from a pre-school setting to primary school is a time of anxiety and contrasting experiences for some young learners. The Scottish government has now recognised this and designed a curriculum which aims to stop this. Young people should experience continuous progression in their learning from 3 to 18 within a single curriculum framework. Each stage should build upon earlier knowledge and achievements (Scottish Executive, [accessed 19/11/09]). REFERENCES: Fabian, H., Dunlop, A. (2002) Transitions in the Early Years- Debating continuity and progression for children in early education. London, New York. Routledge Falmer. Moyles, J. (2007) Early Years Foundations: Meeting the Challenges. Maidenhead: Open University Press. Scottish Executive (2009) Assessment for Curriculum for Excellence- Strategic Vision Key Principles. Available at http://www.ltscotland.org.uk/curriculumforexcellence/assessmentandachievement/index.asp [accessed on 16/11/09] Scottish Executive (2006) Curriculum for Excellence: Building the Curriculum 1- The Contribution of Curricular Areas. Edinburgh: Scottish Executive. Scottish Executive (2007) Curriculum for Excellence: Building the Curriculum 2- Active Learning in the Early Years. Edinburgh: Scottish Executive. Scottish Executive. Curriculum for Excellence: Principles for curriculum design. Available at http://www.ltscotland.org.uk/curriculumforexcellence/curriculumoverview/principles/index.asp [accessed on 19/11/09] Smith, P. K., Cowie, H., Blades, M. (2003) Understanding Childrens Development fourth edition. Maiden, USA: Blackwell Publishing. Bilbliogaphy Bruce, T., Meggin, C. (1996) Child Care- Education. London: Hodder and Staughton. Bee, H., Boyd, D. (2006) The Developing Child 11th. Edition: Pearson Education. Doherty, J., Hughess, M. (2009) Child Development. Theory and Practice 0-11. Harlow. Pearson. Longman. Fisher, J. (2002) Starting from the Child 2nd. Edition. Buckingham. Philadelphia: Open University Press. HMIE (2007) The Child at the Centre. Self Evaluation for the Early Years 2nd. Edition. Edinburgh: Blackwells Books. Kinney, L., Wharton, P. (2008) An Encounter with Reggio Emilia. Early Learning Made Visible. London and New York: Routledge. Whalley, M. (2007) Involving Parents in Their Childrens Learning. London: Paul Chapman Publishing Wood, E., Attfield, J. (2005) Play, Learning and the Early Childhood Curriculum 2nd. Edition. Thousand Oaks, New Dehli: Paul Chapman Publishing.

The Young Goodman Brown Story, An Act of Faith :: Free Essay Writer

In his story "Young Goodman Brown," Hawthorne cleverly projects his attitude about the Puritan religion choosing a Christian love over the Puritan religion in this story of a mans journey to a revival. The name Hawthorne gave to his character is also significant as it implied Goodman Brown was a good man and the color brown meant that he was not perfect nor was he evil. This story highlights Goodman's commitment and faith to his wife's love and Christianity over the Puritan religion ultimately causing him to be subjected to suspicion by the community at a time where witch-hunts subjected the innocent to suffering and death. The story takes place at sunset in a Salem village during a difficult time for religion. Goodman keeps from his wife the details and purpose of his journey. He tells her good bye and makes it obvious he is leaving her behind out of obligation. He intentionally describes his wife's beauty as well as her love and desire for him. He did this to convey the first time he overcame temptation in favor of his religious obligation. His wife Faith reveals her inner desires for him. She attempts to convince him to stay but he externally exhibits his commitment to his religion obligation to make the journey while internally he is unsure about his religious convictions. Goodman reassures his wife of his faith in their relationship and assures her of his return. No doubt Hawthorn meant to show Brown's faith in the couples love for each other and the difficult choice he made to go on his journey. He leaves her behind, which shows that he is leaving sin behind because he resisted the temptation to s tay due to his obligation to go. "Dearest heart, " whispered she, softly and rather sadly, when her lips were close to his ear, "pr'ythee, put off your journey until sunrise, and sleep in your own bed tonight. A lone woman is troubled with such dreams and such thoughts, that she's afeard of herself, sometimes. Pray, tarry with me this night, dear husband, of all nights in the year! " "My love and my Faith, " replied young Goodman Brown, "of all nights in the year, this one night must I tarry away from thee. My journey, as thou callest it, forth and back again, must needs be done 'twixt now and sunrise. As a result, Goodman and his wife were fulfilling their obligations and obedience to each other.