Logic and thought Essay Example | Topics and Well Written Essays - 250 words - 1

Logic and thought - Essay Example This paper contains analysis for each sub-argument and suggests how these arguments could be strengthened. The first argument is based on the claim that, until the eighteenth century, diagnoses and prescriptions of astrology were considered more reliable and efficacious than those of the medical practitioners. The arguer simply asserts their argument without citing any original sources to prove that astrology is more trustworthy than the medical profession. These original sources could include official documents or ancient artifacts; however, the arguer does not provide anything to back up their argument and thus we must dismiss it on this reason alone. For example, in Korea over 1000 years ago, rulers from the Koryo dynasty used astrology as political reference and this was an accepted practice at that time. If the arguer had provided these kinds of documents, then their argument would have been stronger and would have been taken more seriously.

Spirituality 4 Essay Example | Topics and Well Written Essays - 1250 words

Spirituality 4 - Essay Example Although compassionate care giving stands out as an accepted social responsibility of the nurses, the practice defies professional ethics and requirements for health workers. This essay explores compassion fatigue form a processional and ethical perspective. Nurses and other caregivers often find themselves in a dilemma concerning the care they need to give to patients and their own welfare. Although health workers have a good understanding on the nature of human body its needs for rest and healthy lifestyles, they are bound by social and professional responsibilities (Joinson, 2007). Such responsibilities force them to neglect their personal needs. Although compassion fatigue is a major problem among health workers, most health professionals overlook the problem. According to Kottler (2005), the main reason why nurses overlook compassion fatigue is that they have become used to the problem making them to compromise with the fatigue. An interview conducted on nurses working in California hospital established that most nurses used medication to make them stay awake for long hours. The survey also established that most nurses had irregular sleeping periods due to workload or a desire to offer compassion services for their patients. This indicates that health workers need to have a concrete background on compassion fatigue symptoms. Compassion fatigue symptoms are identical to those of posttraumatic stress. Unlike posttraumatic stress, compassion fatigue symptoms are based on trauma. This indicates that they have a direct impact on the patient’s life and that the impacts can be demonstrated readily by their performance and behavior (Kottler, 2005). The basic concepts of compassion fatigue are emotional, cognitive, spiritual somatic and behavior. These concepts translate into symptoms and warning signs that characterize the condition. Standard

What is Polanyis central thesis in The Great Transformation Define Essay

What is Polanyis central thesis in The Great Transformation Define double move- ment - Essay Example Unlike after the great evolution, people premised their economies on trade and redistribution of resources but paid little attention on the vital rational utility exploiters. Polanyi notes that following the great revolution of the market society, members of different societies became more level-headed when making economic decisions (Deutschmann, 2009). They started being guided by pointers of neoclassical economic concepts. The establishment of capitalist structures not only transformed the legal regime along those lines but also substantially changed various economic mentalities of members of various societies such that in the run-up to the revolution, markets contributed very minimally in shaping the trends of human affairs. However, they could not fix prices because they lacked the influence that comes with big movements. As Deutschmann (2009) noted, it was just after the establishment of new market structures and the growth of industries that the theory of humanitys penchant for trade became common. The transformation contributed immensely towards shaping human culture to be in line with the then existing market-based economic agents. Polanyi thus suggests a different ethnographic theory known as substantivism which discredits formalism as a way of achieving the great transformation. Double movement is a phrase coined by Polanyi in reference to unpredictable protective responses against declining market forces occasioned by social factors within countries (Polanyi, 2001). Recent Occupy Wall Street protests by local communities seeking to outmanoeuvre powerful forces behind inequalities in the world and the more powerful social movements which threaten to reverse the prevailing paradigm by creating new structures and processes that can offset the social and economic establishment are the impact of double movement actions (Polanyi, 2001). Whereas the

Law Essay Example | Topics and Well Written Essays - 750 words - 6

Law - Essay Example Giving out Internet user names, email addresses and other identifying information to the authorities exposes them to vulnerabilities of cybercrime such as identify theft or fraud. Furthermore, the law curtails their freedom of expression of freedom online as they know they are exposed. As such, their social life is affected and cannot engage in online dialogue even on issues that are important to them for fear of frustration by the authorities, intimidation, retaliation and harassment. The president argued the FCC to impose rules that enhance net neutrality by regulating the access to the internet. Cable companies should be required to treat all their traffic equally. As such, there will be healthy competition as cable companies cannot give any competitors undue priority over others by charging more or blocking competitor’s access. Critics of moving to Title II and the broadband industry are opposed to the President’s proposal as they term the move as an impediment to innovation and investment. They argue that the proposal will give the regulators too much power and therefore want the proposal to be stopped from implementation. The James Risen case demonstrate that reporters lack â€Å"reporter’s privilege†. This is because they are required to testify their sources. This prevents sources from revealing information to the reporters for they may be imprisoned for leaking information. The shield law has been proposed to address this concern as it will protect reporters from being compelled to disclose their sources. 4(a) Does the First Amendment prohibit judges from issuing restraining orders (â€Å"gag†orders) to stop attorneys, witnesses, jurors and other participants in an ongoing trial from talking about it? For what purpose might judges want to do this? The first amendment limits the application of restraining orders against all people involved in an ongoing case. The limit applies to instances in which the coverage of the

Different Moral Standards Essay Example | Topics and Well Written Essays - 2250 words

Different Moral Standards - Essay Example They took advantage of the changing social norms and values. Since women were entering employment, they believed that they could sell packaged food very well. GMC was concerned only with increasing profits and this was communicated to the Pillsbury-Green Giant Group. Green Giant would have to relocate to Mexico in order to ensure profits. Pillsbury accepted the deal against a payment. In this case, the moral standards of three groups differ with each other and the fourth to be considered is that of the local people of Mexico. It is difficult for Green Giant not to take any action because of remaining passive they would be harming the interests of the stakeholders. The conflict has to be understood and resolved by all parties involved. The goal of GMC was profiting no matter how it was achieved. They were least concerned if the personal values of any group would have to be compromised with. They valued profits and they could apply the management style of ‘light but firm hand on the throat’ to achieve this end. Using this style would not make them feel guilty of committing a wrong. This clearly demonstrates that they give priority to profits over any other values. The goals of Giant Green had to undergo a change to swim along with the demands of the new company. The cultural and religious traditions of both the groups differ which affects the decision making process. GMC is a British company while Green Giant has its roots in Minnesota and California. Since the economic situation of GMC had deteriorated, they were willing to compromise on their values as this gained priority. Thus an ethical solution becomes imperative which causes the least harm and maximum good to the different groups of people involved in this case. The goal of Green Giant-Pillsbury was to maximize profits but their norms differed. The values of the executives of the Pillsbury group differed from the GMC.  

Calorimetry and Hesss Law Essay Example for Free

Calorimetry and Hesss Law Essay Elemental magnesium is one of the principal components of flares used to illuminate nighttime activities, or to aid in signaling one’s location to aircraft and ships. Your instructor may ignite a strip of magnesium ribbon to demonstrate the combustion of magnesium in air. It will be evident that a great deal of light energy is released from this reaction. A direct method for measuring the heat produced by this reaction would be difficult, so we shall resort to an indirect method in this experiment as discussed below. Some chemical reactions (including the one above) are associated with the evolution of thermal energy and are called exothermic reactions. When there is absorption of energy in a chemical reaction, the process is called endothermic. The magnitude of the energy change is determined by the particular reaction as well as the amount of product(s) formed. The thermal energy transferred in a balanced chemical reaction carried out at constant pressure is called the enthalpy of reaction (or heat of reaction) and is  given the symbol ΔHrxn. ΔHrxn is often expressed in units of kJ/mole where mole refers to the amount of a reactant or a product involved in the reaction. In general, the reactant or product must be specified. In this experiment, you will measure the enthalpy changes of several exothermic reactions utilizing a simple calorimeter. This calorimeter consists of an insulated vessel (a Styrofoam cup), a thermometer, and a lid (which is loose fitting to allow the pressure to remain constant. The energy given off by any reaction carried out in the calorimeter is absorbed by both the calorimeter and the solvent (water). This causes an increase in the temperature of the calorimeter and solvent that can be me asured by a thermometer. The heat that is absorbed by the calorimeter and solvent is calculated from the equation: qcal = C â‹… ΔT (1) where C is the heat capacity of the calorimeter and solvent, and ΔT is the change in temperature of the water (the solvent) in the calorimeter. Heat capacity is defined as the amount of energy required to raise the temperature of an object by 1  °C. In this experiment, the vessel and the amount of solvent remain constant, so C is a constant. Enthalpy is an extensive quantity, so the amount of heat generated by the reaction is given by the expression: qrxn = n â‹… ΔH (2)  where n is the number of moles of a specific reactant or product and ΔH is the enthalpy change of the reaction in kJ/mol. Since the energy of the universe is conserved, the total energy change of the system (the reaction) and surroundings (calorimeter and solvent) is equal to zero. These relationships can be combined as shown in equation (3). qsystem + qsurroundings = qreaction + qcalorimeter = n⋅ΔH + C⋅ΔT = 0 (3) This equation can be rearranged to determine either C or ΔH as shown in equations (4) and (5). C = − n⋅ΔH/ΔT (4) ΔH = − C⋅ΔT/n (5) For exothermic reactions, ΔH 0 and ΔT 0. The main experimental problem in any calorimetric measurement is obtaining an  accurate value of ΔT. The initial temperature, Ti, of the reactants can be determined directly using a thermometer. However, it is difficult to obtain a precise value for the final temperature, Tf (the instantaneous temperature when the reactants are mixed together and react), because (1) reactions do not occur instantaneously, and (2) calorimeters are not perfectly insulating, but actually allow some heat energy to slowly enter or escape from the calorimeter over time. This occurs both during the reaction and after its completion. If an exothermic reaction occurs in a hypothetical calorimeter that is perfectly insulated, all of the heat produced by the reaction will remain in the calorimeter, resulting in a constant final temperature. This would yield the same ΔT whether or not the reaction is instantaneous. Now consider a hypothetical exothermic reaction that occurs instantaneously, but in a realistic calorimeter that is not perfectly insulated. In this case, the temperature of the calorimeter would diminish over time due to the gradual escape of heat energy to the surroundings. ï€  The â€Å"final† temperature to be used in determining ΔT in this case is actually the maximum temperature reached immediately after reaction occurs, since this temperature change is due exclusively to the heat produced in the reaction, and no escaping of heat to the surroundings has occurred yet. For real calorimeter experiments, reactions neither occur instantaneously nor are calorimeters perfectly insulated. Thus, during an exothermic reaction the temperature of the calorimeter increases initially, but never has a chance to reach the correct maximum â€Å"final† temperature since heat is escaping to the surroundings even while the reaction is proceeding toward completion. A correction for this heat exchange is made by an extrapolation process using the temperature vs. time curve (see Figure 1). First, a plot of the temperature readings as a function of time for the reaction is generated. By extrapolating only the linear portion of the curve (e.g., the points including and after the maximum temperature) back to zero time (the time when the reactants were mixed in the calorimeter), Tf is obtained. The Tf value determined in this manner will be the temperature that the calorimeter and the solvent would have reached, had the reaction occurred instantaneously and with no heat exchange to the room. This value should be used for the calculation of change in temperature, ΔT. Consult with your TA for specific instructions for extrapolation using Microsoft Excel. A. Determination of the Enthalpy of Combustion of Mg Using Hess’s Law The calorimeter will be used to determine the enthalpy of combustion of magnesium by application of Hess’s law. Consider the following reactions: (a) H2(g) +  ½ O2 (g) → H2O (l) ΔHa = − 285.84 kJ/mole (b) Mg(s) + 2 H+ (aq) → Mg2+ (aq) + H2 (g) ΔHb (c) Mg2+ (aq) + H2O (l) → MgO (s) + 2 H+ (aq) ΔHc By adding equations (a), (b), and (c) we obtain (d) Mg (s) +  ½ O2 (g) → MgO (s) ΔHrxn = ΔHa + ΔHb + ΔHc which represents the combustion of Mg(s). Reaction (a) represents the formation of liquid water from its constituent elements. The enthalpy change for this reaction, symbolized ΔHa above, is the standard heat of formation of liquid water (or ΔHf (H2O)) and is a known quantity. ΔHb and ΔHc will be determined experimentally by measuring the temperature rise when known masses of magnesium metal and magnesium oxide, respectively, are added to hydrochloric acid. Reaction (c) as written is an endothermic reaction. Since it is easier to perform the reverse (exothermic) reaction, the data you collect will be of opposite sign to that needed for the Hess’s law calculation for reaction (d). When data from your analysis is correctly combined with that for the known reaction (a), the enthalpy of combustion of magnesium metal can be obtained. PROCEDURE: Note: Handle the Styrofoam cups gently. They will be used by other lab sections! A. Determination of the Enthalpy of Combustion of Magnesium Reaction of Magnesium Metal and Hydrochloric Acid 1. Using the graduated cylinder, add 50.0 mL of 1.0 M HCl to the empty calorimeter. Wait for a few minutes to allow the set-up to reach thermal  equilibrium. 2. While waiting, determine the mass of a sample of magnesium ribbon (about 0.15 g) on the analytical balance, and then wrap it with a piece of copper wire. The copper will not react in the solution; its purpose is to prevent the magnesium from floating to the surface during the reaction. Do not wrap the magnesium too tightly or it will not react quickly enough with the HCl solution. Do not wrap the magnesium too loosely since it may escape the copper â€Å"cage† and float. 3. Using LoggerPro, start a run of 500 seconds with the temperature probe in the 1.0 M HCl in the calorimeter (with lid). 4. The magnesium/copper bundle is added to the HCl solution. Replace the lid with the thermometer in place, and begin swirling to mix. Be sure to support the temperature probe. Continue swirling and collecting data and record about 300 seconds or until the temperature starts decreasing. This will provide the linear part of the curve, and are the most important points for the extrapolation procedure. 5. When data collection is completed, rinse the calorimeter and thermometer with distilled water and dry as completely as possible. Place the piece of copper in the container labeled â€Å"copper waste.† B. Reaction of Magnesium Oxide and Hydrochloric Acid 1. Place 50.0 mL of 1.0 M HCl into a clean graduated cylinder. 2. On a top-loading balance, transfer approximately 0.7 to 0.8 g of MgO to a clean weighing boat (no need to record this mass). Next, determine the mass of the MgO and the weighing boat on the analytical balance and record the data. Transfer the MgO to the dry calorimeter. 3. On the analytical balance, record the mass of the â€Å"empty† weighing boat after the transfer and calculate the mass of MgO actually transferred to the calorimeter. 4. Record the initial temperature (Ti) of the 1.0 M HCl solution in the graduated cylinder. 5. Note the time (time = zero) and add the 50.0 mL of 1.0 M HCl to the calorimeter containing the MgO. 7-8 points after the temperature maximum. In this reaction all the MgO should react since HCl is used in excess. However, if the solid MgO is allowed to sit on the bottom or sides of the cup it will not dissolve and hence it will not react. Make sure the solution is mixed constantly but gently. (NOTE: Before discarding this solution, check to see that all of the MgO has reacted. If solid MgO remains, the results from this portion of the experiment are not accurate. If any solid is present, this portion of the experiment must be repeated.)  6. When data collection is completed, rinse the calorimeter and thermometer with distilled water and dry as completely as possible.

The Early Years Foundation Stage Children And Young People Essay

The Early Years Foundation Stage Children And Young People Essay Introduction The portfolio is a planning file which contains three detailed assessments of childrens learning. The assessments will be conducted on three different children; each assessment will cover all seven areas of learning. Firstly, the writer will describe the setting, and then the Early Years Foundation Stage (EYFS) 2012, that requires schools to work in partnership with parents. This will be a part of the on-going observation and assessment process. By observation, assessment and planning the system will be effective particularly when these elements come together as a cycle. According to Macleod and Kay (2008) all planning starts with observing children in order to understand and consider their current interests, development and learning. By observing children, teachers understand their needs, what they are interested in and what they can do. Secondly, there will be an analysis of the role of observation and assessment in planning that will highlight the three childrens achievements or their need for further support. This will start with Child A, followed by Child B and lastly Child C who are aged 4-5 years. Observation, assessment and planning will flow into one another. Finally, the writer of this profile will discuss developmental assessment, what it is and how it is used in the setting for each of the children. This all will result in summarising how the planning/observation cycle has enabled progress in the learning of Children A, B and C. The Setting The primary school itself is a four storey Victorian building. The rooms are spacious and very well resourced. They have a dedicated early years centre, music and performing arts suite and a computer suite as well as computers in every classroom. There are three outdoor play areas for the children including a wildlife garden, two quiet gardens and games areas. The school is in Central London, surrounded by world class learning institutions and opportunities, which act daily as extended classrooms. It works in close partnership with parents and carers to encourage them to be involved in their childrens education. As well as valuing their parents and carers, they are always welcome in school. The primary school is a multi-cultural environment but the majority of children are Bengali. The school runs from Nursery to Year Six with the capacity for over 400 children aged between three to twelve years. There are 39 children in reception aged between 4-5 years and this is where the three children are observed. It is formed by having two groups: one called Lady Birds and the other Grasshoppers, the teachers both work in tandem with one another to plan the childrens curriculum. Both of the groups have one main teacher with a teaching assistant. The Lady Birds has 19 children, 10 boys and 9 girls. The Grasshoppers has 11 girls and 9 boys. As this is a primary school all children are expected to attend as childrens attainment and achievement is directly linked to high school attendance (Ref?).   School starts at 9 oclock. Children are expected to attain a minimum of 95% attendance. All classes compete for an attendance award each week and a cup each term. The Equality Act 2010 was introduced to ensure protection from discrimination, harassment and victimisation on the grounds of specific characteristics (referred to as protected characteristics). This means that the setting cannot discriminate against pupils or treat them less favourably because of their gender, race, disability, religion or belief. (The Act also covers discrimination relating to gender reassignment, sexual orientation or pregnancy or maternity which perhaps has less relevance for young children). Early Years Foundation Stage EYFS 2012 is a legal framework that sets the standards for all the providers for early years to certify that children learn and develop as well as maintained in a healthy and secure manor. It encourages teaching and learning and ensures that they are well equipped with a range of knowledge and skills. In addition this will help them build the basis of their learning and aid them to progress through education and life. The school wants the children to develop independence and to co-operate with others and to talk and communicate in a range of situations. The opportunities for learning are provided through a planned and balanced adult-led and child-initiated curriculum. To enable children to develop positive self-esteem and attitude, learning takes place both indoors and outdoors. It is expected that suitable clothing and footwear are worn to school so that children can benefit from the experiences provided in all weathers. All early years providers follow the EYFS (2012) ensuring that every child is encouraged to learn through play. History In September 2008 the EYFS framework becomes statutory for all early years care and education providers in Ofsted registered settings attended by children from birth to five years of age. It created a framework that replaces the three previous early years documents Curriculum Guidance for the Foundation Stage, Birth to Three Matters and National Standards for Under 8s Day-care and Child-minding. However On the 27th March 2012 a revised version of the EYFS framework was established which then followed the execution from the 1 September 2012. This covers a vital part of the Governments wider vision for families in the foundation years. It shows the emphasis of supporting children by removing professionals from bureaucracy. Together with a more flexible, free early education entitlement and new streamlined inspection arrangements, this was the birth of EYFS 2012. In addition the Early Education (2012) is also pleased to launch Development Matters in the Early Years Foundation Stage, new non-statutory guidance produced by Early Education with support from the Department for Education that supports all those working in early childhood education.    The role of observation and assessment in planning for childrens learning Children are observed to assess developmental progress. Observation takes place primarily through childrens normal daily activities, their use of language, social interactions with others and work samples that demonstrate learning. In a sense, observation can have different meanings and imply different degrees of involvement to many practitioners. But in this case, the term observation according to Wadsworth, (1983) is the act of looking at something, without influencing it and recording the scene or action for later analysis (Also see Appendix 3A). The four key ideas of observation involve regular intentional watching of children in a wide variety of circumstances that are representative of their behaviours and skills demonstrated over time. Secondly, a daily observation would be an on-going one involving classroom/home performances and typical activities of the child leading to the collection of a wealth of reliable information. The third key idea of observation relates to demonstrated performance during real activities, not actions that are contrived or unnatural. Finally, as a practitioner the writer would need a solid understating of the meaning and purpose of observation and should have practice recording childrens behaviours and skills every day. According to Bruce (2006), we observe in order to improve our teaching, construct theory, help parents, use an assessment tool, wonder why and solve a problem and communicate with children. The different types of observation include narrative where the observer makes records that keep track of everything that happens in a specified time period. The writer finds this most valuable, but also the most difficult because à ¢Ã¢â€š ¬Ã‚ ¦. Secondly, the observer can use time samples where the method used is to count the number of behaviours occurring at uniform timed intervals. There are also event samples where the observer records a specific behaviour only when it occurs. Finally, there are teacher-designed instruments, like checklists, rating scales and shadow studies. When assessing a plan, evaluation would be key, according to ________ (year), who goes on to say that in education practitioners evaluate for curriculum, materials and equipment, the environment, childrens behaviour and teachers effectiveness. As the writer is a practitioner he can reflect that when he evaluates, it provides information by which to rate performance, define areas of difficulty, and look for possible solutions, as well as goal setting, monitoring growth and progress, and planning. ___________ (year) suggests good evaluations include selecting what will be evaluated, having a clear purpose and stating goals clearly, and so forth. But ___________(year) expresses concern about evaluations making unfair comparison, placing overemphasis on norms and interpretations, and so forth. However, although both theorists might make a justified point, the current writer agrees that evaluation is a broad concept which can be an informal process but is often times confused with more formal testing and measurements. Through evaluation, teachers link specific goals to larger, more encompassing objectives that focus on the relationship between teaching in the classroom and the overriding educational objectives. The writer also understands that observation is a natural process in which all practitioners participate all the time. They look at and listen to children. However the disadvantage and a major problem with observation, according to Wadsworth, (1983) is the fact that an observer is also a learner. Observers, like their subjects, have feelings, aspirations, fears, biases, and prejudices. Any one of these can influence and distort that which is being observed. He goes on to say that, an observer watches a group of children at play. One child turns to another and strikes him on the arm. The observer jots down hostility. The event was one child strikes another. The observer interpreted the act to be one of hostility. Wadsworth (1983) explains that when an observer thus infers motive to observed action, he/she adds something of him/herself to the data. Such data may be distorted and therefore invalid and unreliable. In the early years setting there are seven areas of learning and development which are labelled into two. The first is the three prime areas which are Communication and Language (CL); Physical Development (PD); and Personal, Social and Emotional Development (PSED) Secondly, the four Specific Areas, through which the three Prime Areas are strengthened and applied, are Literacy (L); Mathematics (M); Understanding the World (UW); and Expressive Arts and Design (EAD). Macleod and Kay (2008), mention that all areas of learning and development are important and inter-connected. The Three Prime Areas are particularly crucial for igniting childrens curiosity and enthusiasm for learning, and for building their capacity to learn, form relationships and thrive. The writers school Developmental Assessment follows the EYFS (2012) review. They consider the assessment pyramid. The pyramid demonstrates that there is a large amount of information collected about each child and attempts to define some of these data sets. This pyramid also attempts to demonstrate that there is a link between formative assessment and planning. The pyramid shows that the end result of summative assessment of the data collected is the end product and that the progress of the child remains as the main focus of the process (EYFS 2012). The Statutory framework for the EYFS mentions the responsibility for assessment and day to day practice like the planning cycle. This lies with teachers who observe, assess, plan and do these again and again. Development Matters (2012) is also used as part of observation, assessment and planning. It is used at points during the EYFS (2012) as a guide to making best-fit summative judgements, with parents and colleagues across agencies, about whether a child is showing typical development, may be at risk of delay or is ahead for their age. Appendix 1A shows the Plan in the settings of EYFS Medium Term Planning for Children A, B and C; it displays the seven stages as mentioned before. The main focus and theme is traditional tales. (See Appendix 1A underlined in pink) It also gives objectivess and early learning goals; these are under the seven areas of development and the ones that are highlighted in yellow are the ones Child A, B and C had completed; at the bottom are the Characteristics of Effective Learning like assessment, environment/resources and stories. (See Appendix 1A) Appendix 2A shows the Assessment and Evaluation of the weekly planning for Child A, B and C. and gives the childrens interest, needs and schemas. It also gives the children seven areas as well as the next steps to be taken for Child A, B and C; finally it gives the childrens experiences. (See Appendix 2A) Appendix 3A shows the weekly Environment Plan for Reception giving time to include the activities with the theme set. (See Appendix 3A) Appendix 4A is the characteristics of effective learning process over outcome. This is to give practitioners and teachers ideas and encourage the keeping in mind of these thoughts when interacting with children. (See Appendix 4A) Observation of children A, B, and C Based on the three assessments above the writer observed each child engaged in activity/exp. The framework which the school uses is the Early Years Foundation Stage curriculum (2012). The activities they provide cover the seven areas of learning for Child A, B and C. It will help them to plan how best to support young childrens learning and development and share information and ideas with parents and carers. Assessment and Evaluation Observationsà ¢Ã¢â€š ¬Ã‚ ¦Aresa Prim and Specify à ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦ Weekly Environment Plan for Reception Observationssà ¢Ã¢â€š ¬Ã‚ ¦ Areas working together Good assessment and planning show that all staff participate together as a team for the good of the children giving the children the best start in life with the parents at the heart of their childs planning and learning. In order to provide an appropriate curriculum, it is required that individuals working with young children learn about the individual childs needs, as well as the needs of the group (Peck et al, 1993). Assessment should be an on-going process, be made both formally and informally, and incorporate a variety of methods. Assessment should include the use of input (Peck et al, 1999) As a practitioner working with young children the writer should acknowledge the importance of consistently updating assessment information and using that information in planning and developing programmes and intervention strategies. The children who were observed are constantly growing, developing new skills, and sometimes developing new concerns and difficulties; it is recognised by the setting that the importance of collecting data on a childs progress is less important than determining how to address their needs. Conclusionà ¢Ã¢â€š ¬Ã‚ ¦ In conclusion, at the school attendee by Child A, B and C curriculum goals would seem to be realistic and attainable for most children and assessing of individual childrens development is appropriate for the curriculum. The literature relating to early learning suggests that assessment and curriculum should be integrated, with teachers continually engaging in observation for the purpose of improving teaching and learning. This seems to be the case at the school in question and the planning/observation cycle has enabled progress in Child A, B and Cs learning. Appendix One Permission slip The father to Child A gives permission concerning Abdul to take pictures, drawing and any other effects to help him to complete his task. I also give him permission to look at my childs profile or anything related that he might need to use. Parent ______________ Abdul Ali The mother to Child B gives permission concerning Abdul to take pictures, drawing and any other effects to help her to complete his task. I also give him permission to look at my childs profile or anything related that he might need to use. Parent ______________ Abdul Ali The father to Child C gives permission concerning Abdul to take pictures, drawing and any other effects to help him to complete his task. I also give him permission to look at my childs profile or anything related that he might need to use. Parent ______________ Abdul Ali - I __________ Mentor for Abdul at the school, give him the permission to take a serious of observation on Child A, B and C to complete his task. Teacher ____________ Abdul Ali Appendix 1A Early Years Foundation Stage Medium Term Planning for Reception Appendix 2A Assessment and Evaluation Appendix 3A Weekly Environment Plan for Reception