The New Supervisor Essay Example | Topics and Well Written Essays - 750 words

Managerial Finance Research Paper Example | Topics and Well Written Essays - 1500 words

Administrative Finance - Research Paper Example 19964 million. J Sainsbury plc comprises of Sainsbury’s - a chain of 547 grocery stores and 343 comfort stores and the Sainsbury’s Bank (Jsainsburys, 2011). One of the most inventive administrations offered by the organization is its internet overhauling and conveyance framework. Clients can make their buys on the web and Sainsbury will convey to 90% of the UK families. The framework produces more than 100,000 requests for every week. The firm has a division called Sainsbury Property that has a portfolio that incorporates 297 freehold and long leasehold properties and 43 joint endeavor properties (Jsainsburys). The retail activity of the organization creates 19 million clients exchange each week. Five Business Ratios (2009-2010) 2009 2010 Net edge 289/18911 = 1.53% 585/19994 = 2.93% Current proportion 1268/4511 = 0.28 1797/2793 = 0.64 Return on capital 289/4157 = 6.95% 585/4966 = 11.78% Debt proportion 9836/5679 = 1.73 10855/5889 = 1.84 Earnings for every offer 16.6 32. 1 Sainsbury versus FTSE100 record This piece of the paper will exhibit an examination between the market cost of the Sainsbury normal stock and the FTSE 100 file. The diagram that show the development in the cost of the stock and the file are shown in informative supplement An and reference section B. So as to assess the outcomes further subjective data dependent on organization news will be utilized to endeavor to decipher the consequences of the diagram. The FTSE diagram shows numerous variances in here and there with the steepest descending in July 2011. By and large the general pattern of the file costs was that the cost of the list went up during the most recent year. During the primary quartile of the chart the pattern in costs of the Sainsbury was fundamentally the same as the development in the FTSE 100 diagram. The cost of the Sainsbury stock top in September 2010 and it scrape the bottom during April of 2011. A bit of news that consistently shakes the cost of basic stocks is the arrival of quarterly outcomes. The most recent quarterly consequences of the organization were discharged in March 23, 2011. The chart delineates that after the arrival of this bit of news the cost of the stock in the wake of being the absolute bottom during the most recent year it started to consistently go up until May of this current year. Investigation of Sainsbury money related execution In request to decide the reasonability of Sainsbury (J) as conceivable stock venture elective this paper will break down the company’s by and large monetary execution. The examination incorporates their tasks and how Sainsbury (J) contrasts and other comparable stocks and its industry area. By contrasting key money related proportions we can picture the general monetary situation of the organization and how the organization looks at to its general industry part so as to decide its allure as a stock interest in an individual venture portfolio. Sainsbury (J) has become an innovator in the basic food item nourishments segment with a 16.9% piece of the pie in the UK. The organization has made various basic changes as of late so as to improve in general seriousness and fuel future development. Sainsbury is known to be the world chief in Fair Trade Products with around 25% of all Fair exchange Products the UK. The organization was additionally named Supermarket of the Year at the 2009 Retail Industry Awards for their endeavors to advance and adjust to changing client needs in the course of the most recent year. Sainsbury’s operational center is focused quickening future development and manageability. The five key operational zones the organization centers around so as to additionally build its market

Essay Topics in Human Resource Management Courses

Essay Topics in Human Resource Management CoursesManaging the human resources is an integral part of business and management. It is where all the resources are put to better use, to maximize productivity, to reduce risk and to provide employees with the right training. This management task requires the same level of planning and organization that you would require in other areas of your business.An essay for the Human Resource Management course may cover how your firm's management team allocates time for their daily tasks. Who is assigned to what aspect of the business? What research is done in order to identify challenges and problems within the workplace? How is the task-specific training of staff handled?There are two main goals when it comes to strategic processes; they are to increase the value of the assets owned by the company, and to maintain or increase the productivity levels of those assets. The two main management essay topics for a management course are that people are t he most important part of the company and that management must take the time to communicate well with everyone involved in the business. A lot of that communication happens between management and staff, but the majority of it will need to be ongoing.Leadership duties are often talked about in business, but how it is carried out can be a vital part of this management job. Key essay topics include how the leader is positioned to be effective, what it takes to become a leader, and what qualities make a good leader. These essay topics cover all the different roles and the kind of people needed to carry them out.One of the key areas of Human Resource Management that needs to be covered in an essay is the management of people. The management of people involves the ability to promote and motivate people so that they will be able to perform to their best ability and do the job that they are there to do. By looking at how a company deals with changing needs and demands, you will be able to s ee how managers can bring the staff up to date with the time they need to complete their tasks.Reading about managerial essay topics in Human Resource Management is not easy, but understanding what is required and how to define a task is part of the problem. It is one thing to understand the outline of the essay; it is another to come up with an original and effective assignment. It can be difficult to write a management essay if you have no idea what it is to begin with. If you are not sure about your abilities, then find a supervisor or a mentor who can help you with the process.The last part of Human Resource Management essay topics is to determine who the audience of the essay is. By looking at a question like how will you deal with the current economic crisis, a section about the leadership of a company will be a great place to start. You can discuss about how those leaders and management teams face challenges when the economic situation is grim, and how you can get your busine ss in the right frame of mind.A management essay on Human Resource Management will be able to give students the information they need in order to know how to write and deliver the topic. There are several things you need to consider when determining the right essay topic for the management class. These are the main points of the management course, and you will need to come up with some unique topics to make a good impression in order to graduate.

How Did Lenin and Stalin Transform He Society and Economy...

How did Lenin and Stalin transform the society and economy of the USSR? After the devastation of World War I, the Revolution, and Civil War, Russia was a total wreck. Factories were in ruins and half the working class gone, either dead or returned to the farms. Millions had died, mainly from the famine and disease accompanying war. Two million more, mostly nobles, middle class, and intellectuals, had emigrated to other countries. Lenin returned to Russia from exile in 1917 and it was up to him to restore some degree of prosperity, order and eventual control of all aspects of Russian economy and society. Lenin’s policy of War Communism proved a disasterous failure. It’s aim was to bring an immediate change to Communist. It involved†¦show more content†¦Rewards were also given to get workers to work harder. Stakhanovite became a role-model for workers. Whole new cities and even lakes appeared where none had existed before, many of them named after Stalin himself. Oil production trebled, while coal and steel production rose by a factor of four times. Stalin also established a massive system of public schools and universities to provide a literate (and more easily brainwashed) work force as well as engineers for his factories. By 1940, the Soviet Union had an 85% literacy rate and was the third largest industrial power in the world behind only the United States and Germany. Industrialisation also brought substantial benefits to Russian society. Life was made bearable for many by the provision of work, a flat, free schooling and basic health care. A greater equality in society meant that careers such as doctors, teachers and engineers were open to women. Creches and day-care centres in factories meant mothers could go to work. Russia changed from a mainly agricultural society to a major industrial power resulting in a massive population transfer from the countryside to the cities where the urban workforce trebled in size. Collectivisation had a huge impact on society andShow MoreRelatedJoseph Stalin : The Dictator Of The Soviet Union Essay1265 Words   |  6 PagesJoseph Stalin was a former general secretary of the Central Committee of the Communist party of the Soviet Union. Stalin was the dictator of the Union of Soviet Socialist Republics from 1929 to 1953. His Red Army helped defeat Nazi Germany during WWII. On December 18th, 1879, in the Russian peasant village of Gori, Georgia, Joseph Stalin was born. His full birthname was Josef Vissarionovich Djugashvili. He died on March 5th, 1953 in Kuntsevo Dacha. Joseph was buried in the Kremlin Wall NecropolisRead MoreEssay on Evaluation of Stalins Rule of the USSR2639 Words   |  11 PagesEvaluation of Stalins Rule of the USSR This statement about Stalins ruling of the USSR between the years 1928 and 1941 is more than just black and white. The preceding social influences of the Communist Party, coupled with the practical side of putting all of these ideas into use caused an extremely complex situation. Stalins ideas benefited some, greatly disadvantaged others and completely changed the way the USSR was run and how all sectors of public life wereRead MoreEssay on Soviet Propaganda1881 Words   |  8 PagesMarxist-Leninist ideology long before the Bolshevik revolution of 1917.(675) The power of persuasion and coercion were exercised with great force by Soviet leaders. The two leaders whom utilized propaganda to influence public opinion in the USSR were Vladimir Lenin and Joseph Stalin. Both men used many different facets of the media to spread their propaganda. They also used the troubled social climate along with the ignorance of the masses to custom tailor a regime that lasted for over seven decades. TheRead MoreWithin the period 1894-2005, Lenin has been the most significant leader of Russia and the USSR. How valid is this statement?3048 Words   |  13 Pagesï » ¿Within the period 1894-2005, Lenin has been the most significant leader of Russia and the USSR. How valid is this statement? It can be argued that Lenin was the most significant leader of Russia and the USSR due to his revolutionary ideas, such as the implementation of socialist reforms, his New Economic Policy in 1921 and the transformation of the Bolshevik faction to the Communist Part of the Soviet Union leading to a huge Marxist-Leninist movement in the USSR. However, when assessing the ‘significance’Read MoreStalin s Significance Of Stalin1927 Words   |  8 Pagesgreat or important to be worthy of attention; noteworthy’. Joseph Stalin was the official dictator of the USSR from 1929-1953. He ruled by terror and thousands of people died during his regime. It is impossible to say that Stalin was not significant because the change in Russia between these years was astounding. He was able to transform Russia from a peasant society to a superpower nation. Could someone else have achieved what he did without causing so much destruction and chaos? Probably, but itRead MoreTo What Extent Did Communism And The Containment Policy? Essay1788 Words   |  8 PagesTo what extent did communist ideology lead to Truman s containment policy? The great historian and moralist Lord Acton once stated; â€Å"Power tends to corrupt, and absolute power corrupts absolutely.† The context of his statement was likely directed toward monarchies of the 1800’s but, his words speak truth that resonates still today. The opposing political ideologies of communism and capitalism both seek to balance power, promote fairness, and limit corruption. Both ideologies have very differentRead MoreWhy Did Communism Fail During The Soviet Union Under Gorbachev?4960 Words   |  20 PagesEulalia Obono Nze Instructor: Lisa Goddard Poli 354 Date: 3/July/2015 Why did communism fail in the Soviet Union under Gorbachev? For many decades, Russia was isolated from other part of the world politically and geographically. During the First World War, Russia’s industrialization was progressing fairly, as they implemented an education reform program to promote literacy among people. The program would have been successful if it was continued without obstacles. They also implemented a programRead MoreGovernment, Democracy, Or Authoritarianism?1552 Words   |  7 PagesA government’s role in society is to rule over a community. It accomplishes this through setting laws or policies and there are several different types of government. However, the most powerful and prevalent world powers have all had one of the major types of government, democracy, communism or authoritarianism. All are very different in how they try to achieve the same goal of ruling over a group of people. A democracy is â€Å"a government in which the supreme power is vested in the people and exercisedRead More China Essay6832 Words   |  28 Pagesmore so than by global struggles between two super-systems. Nevertheless, the intensity of the perceived global struggle between super-systems was shaped, in part, by the fact that communist ideology, as represented by certain statements of Vladimir Lenin, the central intellectual and political figure of the Bolshevik Revolution, was understood as grounded upon an idea of worldwide revolution --- all nations would, according to the logic (teleology) of this (orthodox) version of Marxism, ultimatelyRead MoreReligious Conflict in Russia5041 Words   |  21 Pagescareful examination of the religious factors at play throughout its history. BACKGROUND Basic Demographics Any discussion of Russia must begin with its single most striking featureÂâ€"its sheer vastness. During World War II, a German general noted how his troops were depressed by the monotony of the landscape and the immensity of the stretches of forest, marsh, and plain. Russia is, in fact, a land of vast spaces and colossal distances. This fact alone has had a singularly dramatic effect upon

No Child Left Behind Act - 918 Words

The No Child Left Behind Act was put into place to make equilibrium of education amongst all students. When in context, its provision seems to work against the goals of students with disabilities. On January 8, 2002, the No Child Left Behind Act was signed into law by President George Bush. No Child Left Behind legislation was established to improve the educational achievement of all students, including those with disabilities (Keys others, 2008; Turnbull, Huerta, Stowe, 2009). President George Bush said â€Å"Some say it is unfair to hold disadvantage children to rigorous standards† (Wrightslaw, 2002). I say it is discrimination to require anything less. It is the soft â€Å"bigotry† of low expectations. I am one of some that believe†¦show more content†¦Those students only have speaking problem and no other kind of disabilities should be expected to be tested just as the others. I have worked with those students that are capable of learning and being tested as the other students. Those students that have learning disabilities can and sometimes retain what they have learned. They can be tested but not the way other students are tested. These students should be made an exception to this rigorous testing. There are other ways to test these students. President Barack Obama has used an executive authority to revise the No Child Left Behind education law, there are factors driving toward the use of student test scores, classroom observation and input from students among other measures how to determine (Helfing, 2011). The factors that I have seen in working with Special Education-there have to be different ways of determining what level of disabilities does each disabled student has in order to say that this disabled student can be tested with a standard test as the non-disabled student. This will be an appropriate way of determining the ability of that student. The teacher is the one that observes the students and know capabil ities of that student. President Obama stated that there are states wanting to get relief from the Bush-era No Child Left Behind law might be able to get a waiver from this law (Hefling, 2011). In Idaho States Department of Education is working on a publicShow MoreRelatedNo Child Left Behind Act1621 Words   |  7 Pages The support for the No Child Left Behind Act plummeted down shortly after the act passed. Many people supported the act at first simply because they supported the goals of the act, once they saw the results, their opinions changed. One of the biggest arguments towards No Child Left Behind is that it is unfair. People believed the resources of difference schools were unequal, and thought the Title 1 funding that the schools received should go to ensuring all schools had equal resources. Many peopleRead MoreThe No Child Left Behind Act1670 Words   |  7 Pages Literature Review: Every Student Succeeds Act Suzanne Hatton, BSW, LSW University of Kentucky-SW 630 Abstract This literature review seeks to explore the Every Student Succeeds Act (2015), a bipartisan reauthorization and revision to the No Child Left Behind Act (2002). The Every Student Succeeds Act (ESSA) is the first law passed in fourteen years to address Reneeded changes to the No Child Left Behind Act (NCLB). Considered progressive and innovative at the time of itsRead MoreThe No Child Left Behind Act875 Words   |  4 PagesThe No Child Left Behind Act â€Å"NCLB† was a bill passed by the Senate in 2001 and signed into law by President George W. Bush on January 8, 2002. It was a revision of the Elementary and Secondary Act â€Å"ESEA† of 1965 by President Lyndon Johnson. The NCLB was intended to help children in lower-income families achieve the same standard of education as children in higher income families. This was done by the federal government providing extra finances for Title I schools in exchange for a rise in academicRead MoreNo Child Left Behind Act1418 Wor ds   |  6 Pagessystematic oppression. The flowing water of oppression floods poor schools; drowning students with dreams, and giving no mercy. The only ones safe from the water are the privileged, who are oblivious to the fact that it exists. George Bush s No Child Left Behind Act, which passed in 2002, mandated annual standardized testing in math and reading. If schools received insufficient scores, they were punished or shut down. This fueled the construed concept that a school is only doing well if the students haveRead MoreThe No Child Left Behind Act Essay921 Words   |  4 Pagesuccessful at it. (Source 7) Next, the â€Å"No Child left behind Act† it was signed by President George W. Bush and it passed with bipartisan support on Jan. 8, 2002. This Act states that there will be mandated annual testing in the subject reading and math and science. In the grades 3-8 and 10th grade. It shows the Adequate Yearly Progress of each school in the system of the United States. (source 1) The biggest point of this Act is that no child is â€Å"trapped in a failing school† (source 1). That eachRead MoreThe No Child Left Behind Act2120 Words   |  9 PagesWhen President George W. Bush signed the No Child Left Behind Act (NCLB) into law in 2002, the legislation had one goal-- to improve educational equity for all students in the United States by implementing standards for student achievement and school district and teacher performance. Before the No Child Left Behind Act, the program of study for most schools was developed and implemented by individual states and local communities†™ school boards. Proponents of the NCLB believed that lax oversightRead MoreThe No Child Left Behind Act1988 Words   |  8 PagesJanuary 8, 2002, George W. Bush signed the No Child Left Behind Act into law (also known as the NCLB). The No Child Left Behind Act was the latest reauthorization of the Elementary and Secondary Education Act of 1965, a federal education bill addressing the nation’s schools. At his signing ceremony, Bush stated, â€Å"There’s no greater challenge than to make sure that every child—and all of us on this stage mean every child, not just a few children—every single child, regardless of where they live, how they’reRead MoreThe No Child Left Behind Act1592 Words   |  7 PagesThe No Child Left Behind Act was the biggest educational step taken by president Bush and his administration. Its main goal included the increase of achievement in education and completely eliminate the gap between different racial and ethnic grou ps. Its strategies had a major focus on uplifting test scores in schools, hiring â€Å"highly qualified teachers† and deliver choices in education. Unluckily, the excessive demands of the law have not succeeded in achieving the goals that were set, and have causedRead MoreNo Child Left Behind Act1747 Words   |  7 PagesNo Child Left Behind Introduction The No Child Left Behind Act (NALB) was signed into law by the former President of the United States George Walker Bush on the 8th of January 2002. It was a congressional attempt to encourage student achievement through some reforms focused on elementary and secondary education programs in the United States. The NCLB requires that within a decade all students including those with disabilities to perform at a proficient level on their state academic evaluation testsRead MoreThe No Child Left Behind Act1124 Words   |  5 PagesChristian J. Green Dr. Shoulders NCLB and ESSA 28 February 2016 The No Child Left Behind Act (NCLB) was authorized by and signed into law in 2002. NCLB was a reauthorization of the Elementary and Secondary Education Act (ESEA) of 1965. NCLB was meant to hold schools to higher standards, enforce accountability, and close achievement gaps that had existed in education since ESEA was enacted. Nevertheless, the rigorous standards and goals set forth under NCLB were never attained. ESEA Flexibility could

Analysis of Data Warehousing Samples †MyAssignmenthelp.com

Question: Discuss about the Analysis of Data Warehousing. Answer: Issues creating difficulty in the creation of Data Warehouse for the given scenario Every organization now a day has stated utilizing the database as the centerpiece of their gathering and storing the information for the organization. The idea of data warehousing is easily understandable that is, extraction of data from one or more databases and load them to another database for further analysis and usability. The data warehouse are generally designed to meet several requirements like using of non-operational data, standardizing of data since mostly in warehouse all the data comes from different other sources, it may be possible for the data to not use the same units or definitions. In order to make this datasets match, there is a usability of standard data format, this change in format is known to be extraction-transformation-load (ETL). But sometime challenges occur like Enabling Real-time ETL (challenge 1). In Real-time performing ETL can be a great challenge for the process of extraction, transforming, cleaning and loading of data from source systems. All the to ols and systems of ETL operate in batch mode either based upon custom-coded or off-the-shelf products. There has been a typical involvement of the downtime of warehouse, such that no users will be able to access while processing. Since these heaps are normally performed late during the evening, this planned downtime ordinarily does not burden numerous clients (Castellanos et al., 2015). When stacking information consistently continuously, there can't be any framework downtime. There are additionally methods for changing existing ETL frameworks to perform constant or close ongoing distribution center stacking. Some of these apparatuses and systems are depicted beneath. There are several techniques by which this issue can be sorted out: "Near Real-time" ETL Direct trickle feed Trickle Flip External Real-time Data Cache The second challenges that can create a difficulty in the data warehouse are the OLAP Queries vs. Changing Data. Query tools and OLAP were intended to work over perpetual, static authentic information. Since they expect that the basic information isn't transforming, they don't play it safe to guarantee that the outcomes they create are not adversely affected by information changes simultaneous to question execution. Sometimes, this can prompt conflicting and confounding inquiry comes about. A multi-pass SQL proclamation is comprised of numerous littler SQL explanations that consecutively work on an arrangement of impermanent tables. Relational OLAP tools are especially touchy to this issue since they play out everything except the least complex information investigation operations by issuing multi-pass SQL. The first issue is that the consequences of an inquiry that takes even one moment are ostensibly not in real-time exactly. The second issue is that given the various goes of SQL required to perform any social OLAP revealing or investigative operation, any constant stockroom is probably going to experience the ill effects of the outcome set inward irregularity issue examined previously. The techniques that can be used to solve the issues: Usability of approach Near Real-time True Real-time Risk Mitigation Usage of an External Real-time Data Cache The most appropriate level of granularity for data warehouse The subject of granularity frequently comes up amid information distribution center plan, and the appropriate response is regularly. The granularity of data refers to the size in which data fields are sub-divided. The appropriate response relies upon your prerequisites. In the event that the job needing to be done is to fabricate an Enterprise Data Warehouse to store chronicled information and to answer each inquiry anybody may have, at that point yes, by all methods influence it to low and put all that you can into it. For the given scenario the appropriate level of granularity for our data warehouse will be Higher granularity, that has overheads for the storage and the input data (Lv, Zhou Zhao, 2017). This shows itself in a higher number of objects and strategies in the question situated programming worldview or more subroutine calls for object oriented programming and parallel figuring conditions. It does however offer advantages in adaptability of information handling in treating every datum field in detachment if required. An execution issue caused by over the top granularity may not uncover itself until the point when versatility turns into an issue. This may help in locks of the database and may affect the concurrency. Thus, Adaptive Server helps in supporting locking at the pages, tables and row levels. Like, a postal address can be recorded, with coarse granularity, as a single field. References Bouadi, T., Cordier, M. O., Moreau, P., Quiniou, R., Salmon-Monviola, J., Gascuel-Odoux, C. (2017). A data warehouse to explore multidimensional simulated data from a spatially distributed agro-hydrological model to improve catchment nitrogen management. Environmental Modelling Software, 97, 229-242. Castellanos, M., Dayal, U., Pedersen, T. B., Tatbul, N. (Eds.). (2015). Enabling Real-Time Business Intelligence: International Workshops, BIRTE 2013, Riva Del Garda, Italy, August 26, 2013, and BIRTE 2014, Hangzhou, China, September 1, 2014, Revised Selected Papers (Vol. 206). Springer. Chen, C. P., Zhang, C. Y. (2014). Data-intensive applications, challenges, techniques and technologies: A survey on Big Data. Information Sciences, 275, 314-347. Geary, N., Jarvis, B., Mew, C., Gore, H. (2017). U.S. Patent No. 9,684,703. Washington, DC: U.S. Patent and Trademark Office. Kimball, R., Ross, M. (2013). The data warehouse toolkit: The definitive guide to dimensional modeling. John Wiley Sons. Lv, H., Zhou, L., Zhao, Y. (2017, August). Classification of Data Granularity in Data Warehouse. In Intelligent Human-Machine Systems and Cybernetics (IHMSC), 2017 9th International Conference on (Vol. 2, pp. 118-122). IEEE. Meehan, J., Zdonik, S., Tian, S., Tian, Y., Tatbul, N., Dziedzic, A., Elmore, A. (2016, September). Integrating real-time and batch processing in a polystore. In High Performance Extreme Computing Conference (HPEC), 2016 IEEE (pp. 1-7). IEEE. Mireku Kwakye, M. (2017). Modelling and Design of Generic Semantic Trajectory Data Warehouse. Science. Narra, L., Sahama, T., Stapleton, P. (2015). Clinical data warehousing: A business analytics approach for managing health data. In Proceedings of the Eighth Australasian Workshop on Health Informatics and Knowledge Management (HIKM2015). Australian Computer Society. Rashmi, K. V., Shah, N. B., Gu, D., Kuang, H., Borthakur, D., Ramchandran, K. (2013, June). A Solution to the Network Challenges of Data Recovery in Erasure-coded Distributed Storage Systems: A Study on the Facebook Warehouse Cluster. In HotStorage. Renso, C., Roncato, A., Trasarti, R. (2014, December). Mob-Warehouse: A semantic approach for mobility analysis with a Trajectory Data Warehouse. In Advances in Conceptual Modeling: ER 2013 Workshops, LSAWM, MoBiD, RIGiM, SeCoGIS, WISM, DaSeM, SCME, and PhD Symposium, Hong Kong, China, November 11-13, 2013, Revised Selected Papers (Vol. 8697, p. 127). Springer. Vaisman, A., Zimnyi, E. (2014). Data Warehouse Systems: Design and Implementation. Springer.

Virtual child summary 2 free essay sample

Once you have raised your virtual child through age 5, respond thoroughly to the following questions. 1.Describe your child’s language and cognitive development throughout early childhood. Discuss how his/her language and cognition has affected interactions with you by giving specific examples. Olivia has always seemed to be ahead in her language abilities, such as in vocabulary and in advanced thinking skills of creating sentences and understandings of what someone is asking. At three years old, Olivia scored above average in her skills of language comprehension and production. She could tell a detailed story about a picture, in which we thought we could continue to help her develop by reading aloud at home, talking about Olivia’s interests by broadening her vocabulary on the subject and going places that involve that area of interest. In cognitive development, she was becoming more skilled in logically placing shapes to where they would fit and in quantitative relationships. We will write a custom essay sample on Virtual child summary 2 or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page For example, she could show the difference between more or less and longer or shorter in relation to certain objects and classifications. She was also becoming more skilled in reasoning at this age of three. By the age of four in preparation for kindergarten, she was adequate in same sound words, such as picking out the vocabulary that rhymed from a list of words. She was developing her language and was adequate in this skill, in my opinion, since she was becoming more interested in reading and in learning more about different topics and words. She always wanted to know about everything around her. In her cognitive skills, the testing teachers thought it would be best to provide some stressful situations in education. This is so they could figure out if she could handle the new information thrown at her in preparation for kindergarten. She became very nervous and stressed out in some of these situations, which became a concern for me. I wanted to work more on her self-care skills at home, so that she would be able to be more prepared for kindergarten. I worked on trying to get her to clothe herself, Velcro her shoes and work on activities at home that would be presented in homework-form at kindergarten. This problem of becoming anxious in new and challenging situations has proven to affect interactions between others of her age group and has caused her to become clingy with authorities that she feels comfortable with. Even though she has started to warm up to new people, she is still shy in going into a new situation. 2. In your own words, briefly summarize what the program has to say regarding your child’s engagement in sociodramatic play and your parenting decisions related to this topic. Using information presented in the textbook, describe the advantages of this type of play during the early childhood period. At the age of three, Olivia was beginning to enact scenes with toy animals and cartoons, which has shown that she was developing in her engagement of socio-dramatic play. As a parent, I knew that this was a major developmental stage for a three-year old in advancement of creativity and I supported her by stopping what I was doing and playing with her in the tone of dramatic play. I knew that she generally did not think these were real, since she sort of became embarrassed when she said something silly, in the tone of the characters she was playing with. She smiled in these cases, and I knew that I need not worry that she was taking these situations to heart and thinking that these toy animals were real-life. When Olivia was four, she was starting to develop an imaginary friend. I was sort of concerned, since she has been known to be anti-social in some situations, having only a few friends. And when she started to blame accidents and bad behaviors on the imaginary friend, I thought for some time that the friend might be some cause for concern. In this case, I intervened and watched her play with her imaginary friend. I did not want her to resort to relying only on a companion that was not real. But as in the same situation with the toy animals and cartoons, she laughed when talking about the acquaintance becoming real. In this, I knew that she was only using this imaginary friend for free-time play and was not using it for all of her social situations. According to the text, children who partake in socio-dramatic play at an early age may become better at following classroom rules and regulating emotions in self-control (p.322). When I saw this information, I had such relief in that she would be developing her self-control abilities with make-believe play, which would be readying her for kindergarten. Also, children that participate in make-believe play would be developing skills and competencies for when the real situations arise in development, such as pretending to go to sleep at a certain time and pretending to make a big meal for a family. In recent studies, socio-dramatic play has helped preschooler’s interactions to last longer with playmates, to show more involvement in some activities, and to become more cooperative (p.319). I was really excited to hear this statement, since Olivia has always seemed to be more of an outsider, related to others of her age-group. But with the development of dramatic play, she might have become more involved with the people around her that were of the same age. Since she was starting to have an imaginary friend, I was becoming concerned. I wanted her to interact with real people, rather than someone who was not really there, but it has not seemed to affect her social development in school up until today. It was good to see that she dropped the use of this friend around the age of 4  ½. 3. Describe any behavioral or emotional problems your child experienced during early childhood. Why do you think the problem(s) occurred and what did you do about them? At the age of three, Olivia was having emotional outbursts, such as temper tantrums, when she did not get what she wanted at stores or local restaurants, which was so embarrassing. I really wanted to start to go to family-style, more elegant restaurants, but I did not know if she was going to break into an outburst during dinner. So we could only go to fast food-style restaurants for the longest time. She would never sit still and would become squeamish and loud during dinner. After some time, an event changed the way she was acting. My husband and I were having an argument about something, and Olivia witnessed it. She began to cry as my husband walked out the door and she thought he was running away. After reassuring her that he would never run away from her, she started to act better and began to listen to our requests of how we wanted her to behave, with stricter rules. She might have also had some emotional issues, since she was shy and reluctant to be a leader in a group. I witnessed this when some of the other children were pushing her around, since she always was real passive in certain situations. So to fix this emotional deficit, my partner and I started to have play-dates at our house, where other children could come over and play with Olivia. This seemed to help her emotionally in relation to making friends and being more confident at daycare. As time went on with her making new friends, she started to regress in her proper skills of listening and being compliant. She was becoming more aggressive at daycare, but not at home and was starting to forget certain rules that were supported at home. By applying more rules and positive reinforcement for her good behaviors, this regression resolved very quickly. When she was four, she was starting to become more behaved in these public settings, which I felt had something to do with the more restrictive rules my partner and I put on her, and through rewarding her good behavior. With new situations, no matter how many play-dates we had at home, she would only cling to those certain people and not to others. So with the new tasks she had to take on in preparing for kindergarten, she was very reluctant to meet new people without some help. She became emotionally unstable when presented with harder tasks in preparation for school and would whine or cry in these situations. She was also starting to show some behavioral regression in terms of the new addition, Lydia, to the family, presenting signs of major jealousy. I think this was because she thought she was being replaced, or maybe that my partner and I were not showing her the attention that she was used to receiving. By letting her be included in care and activities with Lydia, Olivia was starting to love being around her new little sister. 4. How would you characterize your child’s personality using the descriptions provided at the beginning of age 3 in the MVC program? Provide examples from your child’s early childhood period to support your conclusion. When the MVC program described the different types of personalities of children, I thought that Olivia’s personality type was characteristic of the over-controlled category. She is very cooperative most of the time, follows the rules, but is shy in new social situations and clingy to familiar people  under stressful situations. There really was no denying it; this category sounds just like Olivia. When preparing her for kindergarten, she was so very shy in meeting new people and trying new and advanced situations while trying to hurry. She always seemed to want to watch other people first, and then try the activity. She did very well with her vocabulary, relationships, classifying, counting, art and math activities, but she was very clingy to the instructor before she started these activities. An example of Olivia being cooperative would be, when she was in preschool at the age of three, she would respond to the teacher’s requests of activities and would play non-aggressively with the few friends that she had. When she performed her skills, she was not easily distracted and focused very well on the tasks at hand. When she did not follow the rules, either in school or at home, she would become upset or try to ask for forgiveness related to these topics. 5. In your own words, briefly summarize what the program has to say regarding your child’s television viewing and your parenting decisions related to this topic. Using information presented in the textbook, discuss the advantages and disadvantages of television for young children. Cartoons that became aggressive or violent even at a G level, she would become frightened and even more nervous when these activities were taking place. When Olivia was three, she would perform imaginative play with the characters in the television series or talk to the television. She watched shows that were more educational on a regular basis, which I had noticed. They had helped with her language development skills. She usually sat in front of the television dancing and naming letters and numbers along with the main characters. According to the text, researchers suggest that the more time that a child watches television, the less time that they have to socialize and read; hence the lower academic scores (p. 352). In Olivia’s case, she was only allowed to watch her 30 minute show and an occasional evening family G-rated movie with the family before bedtime. I do not think this time was affecting her development in knowledge since I had noticed various words that were above her intellectual age group used in her sentences. But a benefit that the text has suggested about educational television is that it can be associated with gains in early literacy, math skills and academic progress (p.353). With shows such as Sesame Street, children have been getting better scores on testing, reading more books and have been placing higher value on achievement of skills in later development and in make believe play (p.353).