Creation and Management of a New Venture

Creation and Management of a New Venture Introduction For many years, entrepreneurs have played an important role in the global economy. They develop new business enterprises which create job opportunities, increase economic activities and steer innovation forward. Unfortunately, entrepreneurs remain an often ignored segment of the business context despite their positive influence on economic prosperity. In spite of decades of research into the segment, researchers have not come into consensus about the universal definition of entrepreneur.Advertising We will write a custom essay sample on Creation and Management of a New Venture specifically for you for only $16.05 $11/page Learn More Moreover, there is no common agreement about the exact characteristics and behaviors that describe entrepreneurs. Even though they operate across different sectors and environments, they still share important traits and behaviors. This paper investigates the wider context of the entrepreneur as the founder of busines s ventures. There is a discussion of the founder including the traits and motivation to entrepreneurship. The factors that determine the success of a start-up business are investigated. The research is not complete without analyzing the transition from start-up to growing business and the two different situations. The entrepreneur An entrepreneur can be defined as an innovator who establishes a new business enterprise offering new or existing goods and services in order to gain profit. A different definition is given by Mohanty (2005) as an individual who brings resources, materials, labor and other assets into an arrangement that increases their value and also introduces innovations, changes and new order (pp.1-2). Other definitions consider an entrepreneur as the person typically driven by some forces, the desires to achieve something, experiment, accomplish or escape the authority of others. On a business perspective, he may either appear as an aggressive competitor or an ally wh o creates wealth for others and finds better ways of employing resource and generates jobs others are delighted to get (Wong et al., 2005). In almost all definitions, there is a general agreement that the behavior of an entrepreneur includes; initiative taking, resource planning and risk taking (Hisrich, Peters Shepherd, 2005). Entrepreneurs are made rather than born, though a large number of the most successful founders established their first business venture at a young age (Ernst Young, 2011). Despite this age, most of them did not launch directly into their business from higher education. Many surveys describe them as transitioned or had some experience elsewhere before establishing their ventures. Other factors such as the background also influence entrepreneurs. Pitje, the founder of New Gx Capital, a telecommunication company based in Johannesburg acknowledges that his entrepreneurship motive was highly influenced by being brought up in an entrepreneurial family (Ernst You ng. 2011, p.8). Indeed, there are no entrepreneurship genes, but are characteristics and experience that increase the chances of an individual choosing this path and eventually succeeding in the long run.Advertising Looking for essay on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More A true entrepreneur must have confidence in order to gain a sense of self-esteem and faith in his ability to meet challenges by acting and then gaining self-belief by seeing results. He should feel a sense of ownership and take responsibility for getting things done rather than viewing problems as someone else’s. He works to sharpen up communication skills by taking advantage of the available resources. An entrepreneur should be passionate about learning and seeks out information. He should be a good team player and system-oriented in order to connect the human resources to organization goals. He should be a leader by example and appreciate, support, motivate and reward others. He should not be afraid of risk but be ready to take chances. Getting into business Business ideas and opportunities are relevant to entrepreneurs as innovators and risk takers. Business ideas relate to the facts that influence the success of a venture while business opportunity is about understanding the means to exploit the ideas. Sarasvathy (2001) is of the opinion that causal reasoning is the very source of business ideas. On the other hand, effectual reasoning leads to the realization of business opportunities. The fact that effectual reasoning demands imagination, risk-taking, spontaneity and salesmanship enables entrepreneurs to imagine and execute positive effects that can be created with true self-esteem. The opportunity to generate wealth and become own bosses is the key attracting factor to entrepreneurship. Evidently, this has intensified the researches on SME growth and more significantly the formal and informal attr ibutes of entrepreneurs who have driven their ventures successfully to growth-stage (Rose, Kumar Yen, 2006). Literature suggests that the important areas for start-up entrepreneurs are leadership, management skills, entrepreneurial orientation, human capital, competencies, personality attributes and circle of network (Rose, Kumar Yen, 2006). The qualities related to the high desire to achieve contribute greatly to the success of new business. Indeed, the entrepreneurs score higher than managers in desire to achieve, tolerance of ambiguity and risk-taking predisposition. The desire to achieve, risk-taking predisposition and internal locus of control are key factors contributing to the success of start-up businesses.Advertising We will write a custom essay sample on Creation and Management of a New Venture specifically for you for only $16.05 $11/page Learn More It is also suggested that risk-taking is a major attribute in differentiating between managers a nd entrepreneurs. It is a fact that entrepreneurs are risk takers especially in fields where they have competencies or control in attaining profits. They are required to embark on the unknown and vague situations. Therefore, they are supposed to demonstrate more tolerance of uncertainty than others. In regard to innovativeness, it is the focus of entrepreneurship and an important characteristic of an entrepreneur. In essence, entrepreneurs should be more innovative than other business stakeholders. Another important aspect is to select the most appropriate market entry strategy. According to Allen (2011), entrepreneurs are required to assess the market environment critically before making the final entry decisions. There are two strategies that founders can use to enter the new market. The first entry strategy is the strike force approach which is non-aggressive and focused. It is an entry strategy to a narrowly defined market that uses very few resources. It is most appropriate for hostile and sparse markets where a venture can enter quietly and establish its business, arranging the groundwork for expansion. The other entry strategy is guerrilla tactics which is characterized by the employment of few resources to strike on the most effective areas of the market. This strategy is appropriate in bountiful but hostile markets. The wider market supports a broad entry, though the presence of competitors demands a less-aggressive approach. Success factors for new ventures The success of a new business venture is determined by a number of factors including personality traits, personal initiative, human capital and competency (Verheul, 2010). Personality traits of an entrepreneur impact on business performance directly and the business process indirectly. However, the factor is more relevant to the success of start-up business if the entrepreneur takes action and initiative. A study conducted by Frese and Fay (2001) revealed that employee with higher personal initiat ives portrayed better performance in the workplace. Likewise, entrepreneurs with high personal initiatives are capable of staying ahead of competition and are role models to their employees. Personal initiative is action-oriented and goal-directed and thus closely associated with an active strategy. When used to determine success of a new venture or to lead the firm to growth-stage, initiative plays a significant role in overcoming barriers.Advertising Looking for essay on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More Human capital is another important factor which is considered passively or where people react to the environment (Rose, Kumar Yen, 2006). It entails knowledge and capacity including education and experience. Human capital contributes greatly to new ventures and their growth. Elements of human capital of an entrepreneur such as family, environment, work history, education, role models, regulatory bodies, age and support networks impact on the success of the business venture. Likewise, competency is an important factor in ensuring the success of start-ups. An entrepreneur faces greater challenges when the business moves to growth-stage as it experiences what is referred to as strategic reflection point (Allen, 2011). Those with right competencies are in a better position to overcome the emerging challenges. Survival and growth of small business A calculated reflection point corresponds to a time in the lifecycle of the new venture when the basic operations have extremely changed. Bus inesses progress through steady, predictable stages of development called lifecycle phases. In the start-up phase, the venture is concerned with inventions of products or services, setting up market segment, attracting new customers and production as well as marketing of the product. As the firm starts to grow fast, it will require a formal organization and coordination in response to the increased functional activities (Allen, 2011, p.364). During growth phase, the entrepreneur is compelled to emphasize on long-term strength while keeping up the innovative spirit that led to success in the first phase. As the founder of the business, the entrepreneur has an important role to play in long-term success of the business. He supports the vision of the firm and inspires employees to champion the vision. Nevertheless, the firm will continue to grow and at some point the entrepreneur must emphasize and focus on various areas of talents and competencies in order to steer the business toward s long-term success. In the struggle to create momentum and grow their ventures, entrepreneurs encounter three key challenges: people, funding and know-how (Ernst Young, 2011). Finance is the biggest problem faced by entrepreneurs as noted by many researchers on SME (Rose, Kumar Yen, 2006). It is very hard for these businesses to get funds since the banks are not ready to lend small amounts of money. The challenge of getting the right people to implement the entrepreneur’s strategic vision is a permanent one. All business entities struggle with attracting and retaining employees that help the business to grow. Once in the business, the entrepreneur faces a big problem of finding people with the necessary skills to join the business. In addition to the right people, entrepreneurs need the right knowledge in order to take their business forward. They must have knowledge regarding different areas such as marketing, sales, finance, operations, logistics and leadership. Some arg uments have been put forward that the entrepreneur should be replaced by professional mangers due to their poor competencies as the firm begins to move from start-up phase to growth phase (Hisrich, Peters Shepherd, 2005). However, several researches have proved this claim to be invalid (Wong et al, 2005). There is no evidence that managers perform better in growing firms, but entrepreneurs can learn to manage effectively. With a social network support, founders have the ability to organize and synchronize networks between organizations and individuals. Informal network support such as from relatives, friends, acquaintances and previous workmates can benefit the firm. As the venture grows, entrepreneurs should be attuned to promoting the business and its products, understand the needs of the market and customer feedbacks. Understanding the trends and future expectations as precisely as possible will allow long-term continuation of the venture. Additionally, entrepreneurs naturally f ocus on the quality of goods and services, competitive planning and strategies as well as the improvement of products. They must also be included in strategic planning regarding to competition, because it guarantees the future and survival of the business. As they move away from routine accounting t roles, the entrepreneurs need to have a bigger picture of the firm’s finance. It will be important to assign the routine accounting tasks to relevant personnel and pay attention to the higher levels of finance management. Conclusion Entrepreneurship can be summarized as a process of utilizing business ideas to identify opportunities and using creativity to establish a business venture that fully exploits the opportunities. Such a conception requires an individual with specific traits and competence. These attributes when used effectively lead to the success of a new venture and eventual transition to a growing business firm. An ultimate vision is the driver of all initiatives put in place while an entrepreneur champions the vision to all organization members. References Allen, K 2011, Launching new ventures: An entrepreneurial. Cengage Learning, Florence. Ernst Young 2011, â€Å"Nature or nurture? Decoding the DNA of the entrepreneur†. Web. Frese, M Fay, D 2001, â€Å"Personal Initiative: An active performance concept for work in the 21st century†, Research in Organizational Behavior, vol.23 no.2, pp.133-187. Hisrich, R, Peters, M Shepherd, D 2005, Entrepreneurship. McGraw-Hill Irwin, New York. Mohanty, S 2005, Fundamentals of Entrepreneurship. PHI Learning Pvt. Ltd, New Delhi. Rose, R, Kumar, N Yen, L 2006, â€Å"Dynamics of entrepreneurs’ success factors in influencing venture growth†, Journal of Asia Entrepreneurship and Sustainability, vol.2 no.2, pp.1-23. Sarasvathy, S 2001, â€Å"What makes entrepreneurs entrepreneurial†, Harvard Business Review, pp.1-8. Verheul, I, Thurik, R, Hessels, J van der Zwan, P 2010, â⠂¬Å"Factors influencing the entrepreneurial engagement of opportunity and necessity entrepreneurs†, EIM Research Reports, H201011, p. 1-24. Wong, P, Ho, Y Autio, E 2005, â€Å"Entrepreneurship, innovation and economic growth: Evidence from GEM data†, Small Business Economics, vol.24 no.5, pp.335-350.

I.e. vs E.g. vs Ex. Which Is Which

I.e. vs E.g. vs Ex. Which Is Which SAT / ACT Prep Online Guides and Tips Struggling to figure out when you should use e.g. vs i.e.? What about i.e. vs ex.? E.g. vs e.x.? Those are enough abbreviations to make your head spin! In this article, we’ll break down what i.e., e.g., and ex. all stand for and explain how to use each properly in a sentence. We’ll also give you some quick tips for remembering which is which. The Bottom Line: What’s the Difference Between I.e., E.g., and Ex.? I.e., e.g., and ex. are all abbreviations. I.e. and e.g. are abbreviations for Latin phrases and ex. is an abbreviation for an English word. Let’s take a deeper look at each them. What Does I.e. Mean? â€Å"I.e† is an abbreviation for the Latin phrase â€Å"id est,† which translates to â€Å"that is† or â€Å"in other words.† Here’s a look at â€Å"i.e.† in action: â€Å"I am a vegetarian, i.e., I don’t eat meat.† In the example, â€Å"i.e.† is used to provide more clarification about what being a vegetarian means. You could also read the sentence as, â€Å"I am a vegetarian, in other words, I don’t eat meat.† What Does E.g. Mean? â€Å"E.g.† is an abbreviation for a Latin phrase as well. The Latin phrase â€Å"exemplia gratia† is the longer form of â€Å"e.g.† â€Å"Exemplia gratia† translates to â€Å"for example.† Let’s take a look at an example of â€Å"e.g.† in a sentence: â€Å"I love to eat vegetables, e.g., carrots, spinach, and arugula.† You use â€Å"e.g.† to introduce examples of something. In the sentence above, it’s used to introduce examples of the vegetables that the subject of the sentence likes. What Does Ex. Mean? â€Å"Ex.† is another abbreviation, but for an English word: â€Å"exercise.† Writers use â€Å"ex.† in their work to refer to an exercise. Many people think that â€Å"ex.† stands for example, but that’s a common mistake. â€Å"Ex.† is used to introduce exercises. Here’s a look at how: â€Å"Please refer to ex. 4.† The sentence instructs the reader to refer to an exercise later in the text, likely in an appendix. Rules for Using I.e., E.g., and Ex. in Writing Now that we know what e.g., i.e., and ex. mean, let’s look at how to use them correctly in writing. E.g., i.e., and ex. should all be written in lowercase when you use them in the middle of a sentence. E.g. and i.e. should be followed by a comma, as seen in the following examples: â€Å"There were many flavors of ice cream at the shop, e.g., chocolate, vanilla, cookie dough, and mint chocolate chip.† â€Å"I don’t like eating raw fish, i.e., sushi.† Even though e.g. and i.e. are both Latin abbreviations, you don’t need to italicize them in your writing. Tricks for Using I.e. vs E.g. vs Ex. Stuck trying to figure out when to use i.e. vs e.g., i.e. vs ex., or e.g. vs ex.? Don’t worry, there are a few tricks for remembering which abbreviation works for which situation. You don’t need to remember the Latin translations for i.e. or e.g. to know when to use them. Instead, remind yourself what each means! â€Å"I.e.† is another way of saying â€Å"in other words.† You can remember this because â€Å"i.e.† and â€Å"in other words† both start with the letter â€Å"i.† Whenever you write a sentence with â€Å"i.e.,† read it back to yourself and replace â€Å"i.e.† with â€Å"in other words.† If it makes sense, you’re using it right. If not, take another look at the sentence. â€Å"E.g.† in Latin is â€Å"exemplia gratia.† â€Å"E.g† means â€Å"for example,† so you can remember that â€Å"e.g.† is used to introduce different â€Å"exemplia† or â€Å"examples.† If you’re writing a sentence with â€Å"e.g.,† read it back to yourself and replace â€Å"e.g.† with â€Å"for example.† If it makes sense, you’re all set! If not, you’re probably using â€Å"e.g.† incorrectly. â€Å"Ex.† is short for â€Å"exercise.† You can remember that because â€Å"ex† and â€Å"exercise† both start with â€Å"ex.† Final Thoughts It’s tricky to remember the differences between i.e. vs e.g. vs ex. But it doesn’t have to be! Each has its own specific usage: â€Å"I.e.† is another way of saying â€Å"in other words.† â€Å"E.g.† is another way of saying â€Å"for example.† â€Å"Ex.† is an abbreviation for â€Å"exercise.† Remember that and you’ll be all set! What’s Next? Are you studying clouds in your science class?Get help identifying the different types of clouds with our expert guide. Need help with English class- specifically with identifying literary devices in texts you read?Then you'll definitely want to take a look at our comprehensive explanation of the most important literary devices and how they're used. Want to know the fastest and easiest ways to convert between Fahrenheit and Celsius? We've got you covered! Check out our guide to the best ways to convert Celsius to Fahrenheit (or vice versa).

The social and political films of the 1930s Essay

The social and political films of the 1930s - Essay Example Even though equipment was new, but American public was poor at the time, as a result by 1933 movie attendance fell by 40 percent. To survive, the industry trimmed salaries and production costs and also shut down one third of the US theatres. The depression 1gave rise also to such movies that were more propaganda in nature. For example due to influx of refugees from Germany, a lot of Germans were even working in the movie industry led to the Anti-Nazi themes. It was under this feeling that by the end of decade, fronts were formed against Anti-Nazism, such as Holy Wood Anti Nazi League that explicitly made Anti-Nazi movies, a move far from away from entertainment. The rise of communism also made its presence in Hollywood. In 1930s Hollywood had its own Communist party under the leadership of screenwriter John Howard Lawson, who championed the cause of intellectual rights. Our Daily bread (1934) is a movie based on Communism in the backdrop of Depression, which portrays that communal spirit could enable a community to overcome the economic problems. The Great Depression 2increased poverty; while Prohibition shifted ideologies, which were clearly reflected in the movies. The Depression broke the promise of American Dream; many thought of a revolution to bring change in the White House. In 1932 the American Legion mentioned that the reason for chaos was American political system that needs to be changed. The response it was believed is revolution, as capitalism failed; Stalin seemed the rescuer for new setup. This provided dictatorship craze 3in Hollywood, a series of films that have strong tyrannical personalities, who with all their flaws had the power to steer the nation. The Power and Glory (1931) is made around such character, the railroad tycoon Tom Garner, who in the wake of railroad crisis brings workers to heel through his haughty personality. A times comes, when Garners happens to kill 400 workers to suppress strike, again shows that cruelty is acceptable, if it can bail out the people. Employee's Entrance (1933) shows the ruthless world of the business. The film depicts establishment of business since 1878 throughout the roaring twenties with a tone, that in business there is no room for sympathy, again is depiction of blind power from Hollywood. The rise of Fascism in Italy and Nazism in Germany and political corruption also produced characters for the movies. Colombia pictures presented an alternative to American inefficient democracy of the time, Mussolini Speaks (1933), where the pre-credit inscription mentions " This picture is dedicated to a man of the people whose deeds for his people will ever be an inspiration to all mankind." The narrator of the movie praises in the preface and mentions that, "Whether we agree with a man's policy or not doesn't matter. We're interested in a man if he marks himself a leader", depicts American society loss of faith on its leadership. This yearning for strong leadership is based on the assumption that even if leadership is flawed and tyrannical, if it knows, how things are done is better than democracy. Similarly in Gabriel over the White House (1932) again the need for a strong leadership is repeated, when newly elected president Judson Hammond is shown to be a lackey of his party willing to follow the party line

What Do Programmers Do Research Paper Example | Topics and Well Written Essays - 1250 words

What Do Programmers Do - Research Paper Example These devices came through the hands of experienced programmers. Much worse case is that they fail to recognize the difficulty and significance of the job. To gain better comprehension of what programmers exactly do or clarifications of misconceptions will assist people into achieving a sense of deeper appreciation for both the professionals and their craft. A professional even once said that what people commonly think that programmers delve into a field that is encompassed by pure science is inaccurate. Programmers actually are more like artists in their profession (Dollery 1). Additionally, it can be described as an interesting and stable choice of profession nowadays with the continuous advancement of the computer age (â€Å"Information Technology Jobs in America: Corporate & Government Career Guide† 29). There are numerous approaches one can take to become a professional programmer aside from attaining a degree in computer science or software engineering. There are unconve ntional ways where one programs accidentally or one has an interest in programming therefore adopts it as a past time (George 1). Comparing computers in the past and present, it is obvious at how it has remarkably evolved and continuously pushing its limits, if there are any. Through this, one can also expect that the field of programmers and the nature of their profession have also and will continue to metamorphose throughout the future (Morley 718). The Programmers’ Job To avoid any obscurity about the description of a programmer’s job, it can easily be broken down into three steps—writing the program, testing the program and debugging it if errors are found then testing again until the correct function has been achieved. In some ways, programmers identify their expertise similar to those of writers only much rigid (Seibel 299). What really make the jobs of programmers enigmatic are the various, distinctive languages they utilize for the development of program s. In fact, programmers are burdened with understanding numerous languages if not all during their course of education to assure their adequacy in a task (Morley 572). It is an imperative that people who delve into this profession know a handful of programming languages. For instance, in America, they demand experience in C++, Java, JavaScript, VisualBasic, Cobol or Fortran which are popular programming languages (â€Å"Information Technology Jobs in America: Corporate & Government Career Guide† 116). Furthermore, a computer programmer is equipped with many essential skills. To be the best in their craft, these professionals are expected to have acquired a basic skill in debugging where the planned operation goes otherwise and they have to be able to find it, figure it out and correct the problem (Read 5). This might be simple enough but it requires cleverness and artistry. Though there are tools available for the professionals, a specialized knowledge must be accomplished be fore once can debug with ease. Some expert programmers even say that to be where they are, it took a lot of hands-on experience (Seibel 4). Finally, programmers, as with all professionals, are assigned with the task of unit testing which assures that all their developed programs are efficiently working. In this final stage of production, there is quite a demand not only in skill but also a good working relationship (Helgeson 240). It is said that in our age even our advancements require continuous

Issues in Scottish Curriculum Design Essay Example for Free

Issues in Scottish Curriculum Design Essay The way that any curricula is broken up into is two main ways; one being the curriculum in action, where the aims, content and experiences of the curriculum on paper are implemented in practice. The other is the curriculum on paper which is the ideology of what should be implemented in education across the board. The ideology in curriculum can be split up into four main categories. Most papers on this topic, agree to an extent what the four ideologies constitute of, but Schiro’s (2008) ideologies are the most commonly known. The ‘Scholar Academic’, the ‘Social Efficiency’, the ‘Learner Centred’ and the ‘Social Reconstruction’ ideologies are the four main categories explained in the Curriculum Theory that will be discussed in this paper in relation to The Curriculum for Excellence, the current curriculum in Scotland. The oldest of the four ideologies is the Scholar Academic ideology which focuses on the accumulation of knowledge and understanding. The aim of this ideology is to pass on the knowledge of certain disciplines (subject areas), to allow there to be future scholars in that particular area and therefore, further develop understanding. The academic disciplines are the result of the culture’s compiled knowledge and understanding of each area, and with this in mind, the purpose of education is to assist pupils to learn this knowledge. The next ideology is Social Efficiency. This is pretty dominant in our curriculum today and means to prepare the learner for becoming an efficient and contributing member in society. The learner’s objective is to learn certain skills that will in turn achieve certain objectives that benefit society (Lorrie A. 2000). The individual will learn a mixture of knowledge and skills that can be put together, therefore making the skills more efficient and more beneficial to society. The learner centred ideology focuses more on the needs and interests of the individual rather than the c ontent they are to learn. The idea behind this theory is that learning will take place due to the interactions between the individual and their environment, therefore being more down to the experiences rather than the content. The newest of these ideologies is Social Reconstruction. This is where the social reconstructionists are aware of the problems in society and see the job of the educator to correct these problems in the classroom, hoping that it will reconstruct their society as it is (Groenke, S. 2009). The focus of the curriculum would not be based on knowledge but more of values and opinions that would benefit the society and make it attain the greatest satisfaction of its members. In ‘Building the Curriculum 3: A framework for learning and teaching’ it has examples of all four of the classifications of the curriculum ideology provided by Schiro (2008). It has examples of Academic ideology as it discusses the importance of knowledge and the ability and opportunity to increase the depth of knowledge already acquired as it states â€Å"Throughout a young person’s learning there will be increasing specialisation and greater depth, which will lead to subjects increasingly being the principal means of structuring learning and delivering outcomes.† (page 20, Building the Curriculum 3). From this quote we can relate the academic ideology through the concentration on developing knowledge further to specialisation in certain subjects, therefore being able to pass on the knowledge and allow it to grow from there. There are many examples of ‘The Social Efficiency Ideology’ in the paper as it focuses on health and wellbeing experiences and outcomes where the individual’s get the opportunity to gain skills that benefit the individual in life and work, but also the community around them. This is to help them become effective contributors in society: †¦support all children and young people in developing skills which they will use throughout their life and in their work, including the development of pre-vocational, enterprise and employability skills, personal skills, high levels of cognitive skills and the opportunity to put learning into a practical context. (page 15, Building the Curriculum 3) This example shows that the curriculum is aiming to encourage the learning of certain skills that will improve chances of employability and life skills that will help the young people settle into society and be able to play their part within it. The Curriculum for Excellence sees itself as being centred on the learner, and their individual needs. There are plenty examples throughout the paper of this ideology where the child is involved in what they are learning and setting themselves goals to achieve and having choice in what they learn within the curriculum, â€Å"All children and young people should experience personalisation and choice within their curriculum, including identifying and planning for opportunities for personal achievement in a range of different contexts† (page 17, Building the Curriculum 3). This quote shows that the idea of the curriculum is to give young people freedom to make their own decisions in what they are learning and at their own level. There are four capacities that make up the purpose of the curriculum that are described in this paper. ‘Successful learners’, ‘confident individuals’, ‘responsible citizens’ and ‘effective contributors’, are the capacities that the curriculum aims to enable young people to become. ‘Responsible citizens’ is a good example of The Social Reconstructive ideology as it explains how they will learn respect and about different cultures and how to behave responsibly within the community in all aspects (political, cultural or otherwise). As Building the curriculum states: †¦able to develop knowledge and understanding of the world and Scotland’s place in it, understand different beliefs and cultures make informed choices and decisions evaluate environmental, scientific and technological issues develop informed, ethical views of complex. (page 22, Building the Curriculum 3) Here in this example, it shows that the curriculum wants to provide young people with varied knowledge so that the decisions they make in the future will help to create a better society. The idea is to teach them about values and respect so that they may make better informed decisions as to what is best for the society around them. Building the Curriculum 3 contains examples of all four of the ideology categories, but there are two that are most prevalent, ‘Learner Centred’ and ‘Social Efficiency’. Upon examining the evidence in more depth it seems that the ‘Social Efficiency’ ideology is the most dominant within this paper. Its main focus is on preparing and equipping individuals for future endeavours. For instance, the skills needed for future work prospects upon which Kridel’s (ed.2010) summary, of David Sneddon’s idea of social efficiency, explains the curriculum as a way to make individuals efficient for work. As discussed by Arnoldy (online), social efficiency in education is more for the benefit of the social economy than for the individual, but contradicting that theory in this paper, are the examples of learner centred ideology that is dotted throughout. Though, combining these two theories, Valades’ (online) talks about the idea that to help out society, educating young people to learn and improve their skills and capabilities to help the community in the future, is the way forward. From Building the Curriculum 3 and having summarised that the main ideology behind it is focusing on preparing the individuals to become more efficient and productive for contributing to our society, we can see that there will be some implication for teachers. Teachers who have been teaching for years under the same curriculum will struggle to accept the new curriculum, if it is as completely different way to how they have been teaching before. Although the main focus of the curriculum in Scotland has been focused on preparing individuals for the future, it has not been focused on the more individual level. This may cause implication for teachers as they only have specific allocated times to be with classes and it will be hard to offer each individual, the time and attention they need to develop specific skills to the point of being efficient. The teacher will have to focus more on the experiences and outcomes the learners are objected to, to develop the skills needed for the real world. This causes some problems as it depends highly on what the school can afford to give in ways of experiences, as most of these will probably be met outside of school. So, teachers need to find a way of achieving the outcome of making the individual a more effective contributor to society by combining what they learn in and outside of the classroom. This would be a task for teachers, as the environment each individual they teach will be different and this therefore means that the teacher will have to find a way to combine these different environments or find a similarity and focus on that. Building the Curriculum 3 has some implication for teachers, but the focus being on social efficiency means that in some ways there are not so many changes from the past as at least for the last hundred years the school curriculum has been focused on making learners that will have skills that will help them achieve objectives that will make the society a more efficient place. A Comparative Overview of the Curriculum Ideologies Chapter 6 http://www.sagepub.com/upm-data/47671_ch_6.pdf (visited 29th dec 2012) Critical Pedagogy and Teacher Education in the Neoliberal Era: Small Openings pp 3 Springer Netherlands, 2009 volume 6 Susan L. Groenke http://www.geocities.ws/rf_valades/index2.htm Social Efficiency Theory SAVE SOMETHING TODAY Rodrigo Valades visited 29th dec 2012 The Role of Assessment in a Learning Culture Lorrie A. Shepard Vol. 29, No. 7 (Oct., 2000), pp. 4 American Educational Research Association http://www.sagepub.com/upm-data/47671_ch_6.pdf Chapter 6 A Comparative Overview of the Curriculum Ideologies visited 29th dec 2012 Encyclopedia of Curriculum Studies edited by Craig Kridel SAGE Publications Inc 2010 Pg 4-7 Curriculum Theory: Conflicting Visions and Enduring Concerns, Schiro, M. (2008a) SAGE Publications, Inc Pg 199-245 Curriculum Theory: Conflicting Visions and Enduring Concerns Second Edition, Schiro, M. (2012b) SAGE Publications, Inc Building the Curriculum 3: A framework for learning and teaching, The Scottish Government, 2008

The Effects of Western Imperialism on China and Japan Essay -- Cause E

The Effects of Western Imperialism on China and Japan   Ã‚  Ã‚  Ã‚  Ã‚  China and Japan had very different experiences with Western Imperialism . Their reactions to western interference would lay a foundation for their destiny in a world that was rapidly progressing forward , leaving the traditional world behind .   Ã‚  Ã‚  Ã‚  Ã‚  China viewed themselves as totally self sufficient , superior , and the only truly civilized land in a barbarous world. They were inward looking and were encouraged by the conservative Confucianistic beliefs of their emperors to cling to the ancient and traditional ways of the past . They slid rapidly behind in industrial development , refusing to acknowledge the need for shipbuilding or naval development , and saw no importance in European trade .   Ã‚  Ã‚  Ã‚  Ã‚  Then in the 1800's , Europe thrust its way into the heart of the Middle Kingdom, shattering and destroying its isolation forever. China would then be involved in four wars during the nineteenth century ; Britain's opium war (1839- 1842), a second war (1856-1860) fought by British and French , the Sino-Japanese war (1894-1895) , and a final western invasion involving British , French , German , Japanese and U.S troops (1899-1900). Chinese Emperors were compelled to sign unequal treaties and were forced to open a number of ports , as well as agree to other territorial concessions . China was also forced to open its seacoasts and its rivers to Western intruders . The Europeans also exploited China's land... The Effects of Western Imperialism on China and Japan Essay -- Cause E The Effects of Western Imperialism on China and Japan   Ã‚  Ã‚  Ã‚  Ã‚  China and Japan had very different experiences with Western Imperialism . Their reactions to western interference would lay a foundation for their destiny in a world that was rapidly progressing forward , leaving the traditional world behind .   Ã‚  Ã‚  Ã‚  Ã‚  China viewed themselves as totally self sufficient , superior , and the only truly civilized land in a barbarous world. They were inward looking and were encouraged by the conservative Confucianistic beliefs of their emperors to cling to the ancient and traditional ways of the past . They slid rapidly behind in industrial development , refusing to acknowledge the need for shipbuilding or naval development , and saw no importance in European trade .   Ã‚  Ã‚  Ã‚  Ã‚  Then in the 1800's , Europe thrust its way into the heart of the Middle Kingdom, shattering and destroying its isolation forever. China would then be involved in four wars during the nineteenth century ; Britain's opium war (1839- 1842), a second war (1856-1860) fought by British and French , the Sino-Japanese war (1894-1895) , and a final western invasion involving British , French , German , Japanese and U.S troops (1899-1900). Chinese Emperors were compelled to sign unequal treaties and were forced to open a number of ports , as well as agree to other territorial concessions . China was also forced to open its seacoasts and its rivers to Western intruders . The Europeans also exploited China's land...

Kaleidoscope

Kaleidoscope by Ray Bradbury I am fortunate enough to take a wonderful course that solely focused on Bradbury and his work, taught by his very own biographer. IVe never read as many stories written by a single author before. Even so, I can safely say that he is one of the best writers IVe ever read. â€Å"Kaleidoscope,† which appears in Bradburys remarkable short story collection, The Illustrated Man, is a story that literally sends you up into outer space. The name itself gives us an idea what this story is about. The bright colors and hanging views, it is an interesting story but not one that is so funny to read.From the very beginning we know that these men are dead and everything that we are able to do is Just to watch them are dyeing without much hope. This is a kind of deeply philosophical and introspective tale, which is the hallmark of Bradburys writing. Through a simple accident in space, a rocket full of astronauts explodes and its crew is strewn across the emptiness , falling until their oxygen runs out, or until they collide with meteors or the Moon, or the Earth. Kaleidoscope† really is a plot-wise story. It begins after the ship has already exploded.Most of the story takes place from a vantage point close to Hollis. He is the main character and the captain of the ship, a man who has hidden his emotions for most of his life. He went into space because it helped him to avoid women and he clearly envies those men who have better luck with women. He tries to convince himself that there is no difference between him and them but he knows that it isn't true, they have memories, and he has only dreams. So we can see what he sees as the Earth's gravity is pulling him in. And soon Hollis is alone, alone with his thought.As these men hurtle toward their fate, feeling helpless in preventing their own deaths, they understandably bicker and find fault with each other. One of the men is the most calm about his death having lived a good life, however there's a particularly compelling argument between Hollis and Lespere, an apparent womanizer who has actually no regrets, as I have already said, and who lets Hollis know about it. And Hollis retorts that it doesn't matter, that heyre all meeting the same fate now, and Lespere's â€Å"life experiences† doesn't make his life any better than that of Hollis.But, as Lespere explains, â€Å"l got my thoughts, I remember. † On the one hand, a bleakly existentialist view is advanced by Hollis: in the end we all die alone and death renders everything before it pointless. While this may be philosophically sound, though that's also debatable, it doesnt have the emotional resonance of Lespere's assertion that one must live as fully as possible, in order to better accept death when the time comes. The fact that Lespere has led a orally reprehensible life, indulging in bigamy and gambling, for starters is Bradbury's way of cautioning about the extremes of such an attitude.In the en d, there is a sense of redemption in Hollis becoming a star upon which a little boy makes a wish. What is really important is that the whole story is telling of the human condition. We as humans, by our nature, become incredibly reflective when we know the end is near. We might even become bitter and spiteful and lash out. Moreover, the question of how people face death is one that is well worth exploring, but in any ypes of tragedy on the Earth, that doesn't kill people immediately means that they Bradbury gets around exactly that problem by setting â€Å"Kaleidoscope†.The main theme, I believe, is that life is unpredictable and you should enjoy or relish every second of it because you never know when it will be taken from you or someone close to you. The many insignificant squabbles that we constantly encounter in life do not amount to a hill of beans. What is important is love! The beauty of this world is many faceted like a kaleidoscopes image but also very fragile and br ief Just like each eparate image in the scope.Some people realize this and live accordingly while others do not until the very end when it is too late. And yet, even with those memories, we're still the same in those final moments before the end The story seems to take the side of memories, of having done something with one's life while given the opportunity. Ultimately, â€Å"Kaleidoscope† is the kind of story which provides the opportunity for reflection. It's the epitome of science-fiction, using hypothetical circumstances to take a deeper look at the human condition.

Complete Course Material Essay

MGT 426 Complete Course Material MGT 426 Week 1 DQ 1 Why is change necessary? What about change is disruptive? How can meeting the challenge of change become organizational opportunities? MGT 426 Week 1 DQ 2 Change: what is in it for me? What is the cycle of change? What are some examples of continuous change? What are some examples of discontinuous change? What are some differences between continuous and discontinuous change? MGT 426 Week 1 Individual Assignment Article Review MGT 426 Week 2 DQ 1 What is organizational culture? What is the relationship between shared vision and organizational culture? How does organizational culture affect an organization’s ability to cope with change? MGT 426 Week 2 DQ 2 How does modeling a change process facilitate change? What are the strengths and weaknesses of the three change models? What are some applications of the three change models? MGT 426 Week 2 Individual Assignment Roles of Managers and Individuals Paper MGT 426 Week 2 Learning Team Assignment Managing Change Paper Part I MGT 426 Week 3 DQ 1 Why is it important to do a gap analysis? How do you apply gap analysis to the change models? Give an example of when you may use a gap analysis. MGT 426 Week 3 DQ 2 What are the steps in implementing change? What should you consider when selecting a change implementation model? Explain. MGT 426 Week 3 Individual Assignment Resistance to Change Paper MGT 426 Week 3 Learning Team Assignment Managing Change Paper and Presentation Part II MGT 426 Week 4 DQ 1 How do you measure the progress of change? How do you know change has been institutionalized? How do you determine what changes have occurred? MGT 426 Week 4 DQ 2 What organizational systems are impacted by the cycle of change? Explain. What systems are not as easily impacted by change? Why or why not? MGT 426 Week 4 Individual Assignment Ethics During Change paper MGT 426 Week 4 Learning Team Assignment Managing Change Paper Part III MGT 426 Week 5 DQ 1 What characteristics of a learning organization do you see in your organization? What can your organization do to transform into a learning organization? MGT 426 Week 5 DQ 2 How closely does your organization follow Senge’s five disciplines? Is this useful? Why or why not? MGT 426 Week 5 Individual Assignment Learning Organization Paper MGT 426 Week 5 Learning Team Assignment Managing Change Paper and Presentation Part IV

Personality and Motivation Essays

Personality and Motivation Essays Personality and Motivation Essay Personality and Motivation Essay In this assignment, I will be talking about the many different theories that attempt to explain where your personality comes from and how it can change you as a person. It will also link this with where motivation comes from. Personality is defined as a persons attributes made up of physical, mental, emotional and social characteristics. Motivation is described as an incentive to complete a task. There are some theories of personality that suggest that you develop your personality from birth, which stay with you through childhood and into adulthood, whereas others say that you develop your personality throughout your life through experiences you encounter. This is known as the nature vs nurture debate. The nature side of this debate argues that you are born with your own unique personality which doesnt change through your life, similar to your genes. One example of this is the trait theory. The trait theory suggests that your personality is made up of a combination of various traits that combine to make your own personality thats different to everybody elses. This theory also says that you will always have these characteristics in whatever situation youre in. For example, if you have a very loud and confident personality, this theory suggests that this will show in whatever situation youre in. However, I think that this is the downfall of this theory because I believe that there will be some situations where this wouldnt be true. One example of this is that if you were in an unfamiliar place with people you had never met before, you would come over much more shy. However, if you were playing football with close friends, you will be much louder. On the other hand, there are theories that say you learn your personality from others in social situations. The main example of this is the social learning theory. One aspect of the theory is modelling. Modelling is described as looking up to someone and wanting to be like them. For example, you could watch your favourite footballer playing on and see them showing anger at other players and then copy them when playing yourself. One criticism of the theory is that it doesnt include both sides of the nature vs nurture debate into consideration and doesnt explain how the genes you inherit from your parents can affect your characteristics through life. One theory that does include both sides of the argument is the interactional approach theory, otherwise known as the trait-state approach. This is one of the few theories that takes both sides of the nature vs nurture debate into consideration. This theory is much more advanced than the trait theory and the social learning theory because it doesnt just concentrate on one particular reason, but instead takes more possibilities into consideration. The trait side of the theory covers the characteristics you are born with and take with you throughout your life. However, these characteristics can change depending on the situation you are in. This is the state side of the theory. It says neither traits nor situations can predict behaviour alone. For example, if someone is playing for a team, they will follow orders and do what they are told by the captain. But when they are made captain themselves their natural trait of being very commanding may show through much more. However there is one area that it doesnt cover and that is the aspect of free will, unlike the Matt Jarvis theory. Free will takes into consideration that people make impulse decisions when forced to make a quick choice. There are also three other parts to the Matt Jarvis theory. The four main points are past experiences, genetics, situation and free will. This theory covers all areas and doesnt just say that you get your personality from one place, but in fact a combination of factors. Past experiences effect how you act. For example if you have broken your leg playing football before, you are more likely to pull out of a tackle. The situation part of the theory takes how people behave in different places into consideration. Free will covers for the impulse decisions made on the spot and genetics explains how genes can affect personality, similar to Sheldons constitutional theory. However this is the most thorough theory and the one that I believe is the most accurate. There are so many influences on your personality that it is impossible to come up with a theory to cover every possibility. But this theory does cover most with the four parts. Looking at all theories I believe that it is impossible to predict where you get your personality from because there are so many life changing experiences that you live through and situations to affect how you act. Sport is definitely a good example of how personalities can change so easily. You could be playing football and act completely different depending on a number of factors, including where youre playing, who youre playing with, your role in the team and many more.  Personality is closely linked with motivation. There are many reasons why people play sport. These reasons can be split into two specific areas which are intrinsic motivation and extrinsic motivation.

Prehistoric Stone Tools Categories and Terms

Prehistoric Stone Tools Categories and Terms Stone tools are the oldest surviving type of tool made by humans and our ancestorsthe earliest date to at least 1.7 million years ago. It is very likely that bone and wooden tools are also quite early, but organic materials simply dont survive as well as stone. This glossary of stone tool types includes a list of general categories of stone tools used by archaeologists, as well as some general terms pertaining to stone tools. General Terms for Stone Tools Artefact (or Artifact): An artifact (also spelled artefact) is an object or remainder of an object, which was created, adapted, or used by humans. The word artifact can refer to almost anything found at an archaeological site, including everything from landscape patterns to the tiniest of trace elements clinging to a potsherd: all stone tools are artifacts. Geofact: A geofact is a piece of stone with seemingly human-made edges that resulted from naturally broken or eroded, as opposed to one that was broken by purposeful human actions. If artifacts are products of human behaviors, geofacts are products of natural forces. Distinguishing between artifacts and geofacts can be tricky. Lithics: Archaeologists use the (slightly ungrammatical) term lithics to refer to all  artifacts made of stone. Assemblage: Assemblage refers to the entire collection of artifacts recovered from a single site. An artifact assemblage for an 18th century shipwreck might include artifact groups such as arm s, navigational equipment, personal effects, stores; one for a Lapita village might include stone tools, shell bracelets, and ceramics; one for an Iron Age village might include iron nails, fragments of bone combs and pins. Material Culture:  Ã‚  Material culture is used in archaeology and other anthropology-related fields to refer to all the corporeal, tangible objects that are created, used, kept and left behind by past and present cultures. Chipped Stone Tool Types A chipped stone tool is one that was made by flint knapping. The tool maker worked a piece of chert, flint, obsidian, silcrete or similar stone by flaking off pieces with a hammerstone or an ivory baton. Arrowheads / Projectile Points: Most people exposed to American western movies recognize the stone tool called an arrowhead, although archaeologists prefer the term projectile point for anything other than a stone tool fixed to the end of a shaft and shot with an arrow. Archaeologists prefer to use projectile point to refer to any object affixed to a pole or stick of some kind, which has been fashioned for use as a weapon, out of stone, metal, bone, or other material. One of the oldest tools of our sad race, the projectile point was (and is) primarily used to hunt animals for food; but was also used to fend off enemies of one sort or another. Handaxes: Handaxes, often referred to as Acheulean or Achuelian handaxes, are the oldest recognized formal stone tools, used between 1.7 million and 100,000 years ago. Crescents: Crescents (sometimes called lunates) are moon-shaped chipped stone objects which are found fairly rarely on Terminal Pleistocene and Early Holocene (roughly equivalent to Preclovis and Paleoindian) sites in the Western United States. Blades: Blades are chipped stone tools which are always at least twice as long as they are wide with sharp edges on the long edges. Drills/Gimlets: Blades or flakes which have been retouched to have pointed ends may be drills or gimlets: they are identified by the usewear on the working end and are often associated with bead making. Chipped Stone Scrapers Scrapers: A scraper is a chipped stone artifact that has been purposefully shaped with one or more longitudinal sharp edges. Scrapers come in any number of shapes and sizes, and may be carefully shaped and prepared, or simple a pebble with a sharp edge. Scrapers are working tools, made to help clean animals hides, butcher animal flesh, process plant material or any number of other functions. Burins: A burin is a scraper with a steeply notched cutting edge. Denticulates: Denticulates are scrapers with teeth, that is to say, small notched edges that protrude out. Turtle-Backed Scrapers: A turtle backed scraper is a scraper that in cross-section looks like a turtle. One side is humped like a turtles shell, while the other is flat. Often associated with animal hideworking. Spokeshave: A spokeshave is a scraper with a concave scraping edge Ground Stone Tool Types Tools made from ground stone, such as basalt, granite and other heavy, coarse stones, were pecked, ground and/or polished into useful shapes. Adzes: An adze (sometimes spelled adz) is a wood-working tool, similar to an axe or hachet. The shape of the adze is broadly rectangular like an axe, but the blade is attached at a right-angle to the handle rather than straight across. Celts (Polished Axes): A celt is a small axe, often beautifully finished and used to shape wooden objects. Grinding Stones: A grinding stone is a stone with a carved or pecked or ground indentation in which domesticated plants such as wheat or barley or wild ones such as nuts and were ground into flour. Making a Stone Tool Flint Knapping: Flint knapping is the process by which stone (or lithics tools were and are today made. Hammerstone: A hammerstone is the name for an object used as a prehistoric hammer, to create percussion fractures on another object. Debitage: Debitage [pronounced in English roughly DEB-ih-tahzhs] is the collective term used by archaeologists to refer to the sharp-edged waste material left over when someone creates a stone tool (knaps flint). Hunting Technology Atlatl: The atlatl is a sophisticated combination hunting tool or weapon, formed out of a short dart with a point socketed into a longer shaft. A leather strap hooked at the far end allowed the hunter to fling the atlatl over her shoulder, the pointed dart flying off in a deadly and accurate manner, from a safe distance.

Historical Letter Essay Example | Topics and Well Written Essays - 750 words

Historical Letter - Essay Example The Iroquois lived in villages and were mainly farmers who stayed near their fields of crops. We only lived and cultivated lands within the period of 10-20 years after the soil proved infertile due to the worn out form of farming. Although we stayed along the streams, we later moved on to hilltops so that we could protect ourselves from the attacking tribes and even used palisade which had watch towers to spot invaders (De 17-27). Farm lands were cleared by men and women followed with the actual planting by using tiny wooden spades in creating mounds. We believed that mounds would play a major role in protecting the seeds from cold, and that the three crops grown could provide both physical and spiritual sustainers of life. We used a companion planting method in growing corns. We used to plant three main agricultural crops which included corn, squash, and beans which were commonly referred to as â€Å"Three Sisters†. We always planted the crops together in a very close distanc e where some flat topped mounds of soil were created for every cluster of crops. Every mound was almost 30cm high and 50cm wide, and numerous corn seeds were collectively planted in the middle of the mounds and rotten fish or even eels were buried together with the seeds to act as fertilizer (De 17-27). It was interesting to note that the crops mutually benefited from each other like the maize provided its stalk for the beans to climb, beans provided nitrogen for other plants to utilize, while squash nicely covered the ground to prevent the growth of weeds and retain moisture in the soil. We strongly believed that the mixture of maize and beans provided a great balanced diet. The natural relationship of the three crops was very vital, hence, requiring us to plant them together. During the harvest crops were gathered, women and seniour girls did the part of scrapping the kernels off the corn ears immediately the corns dried and later stored in the containers made of bark. We made a n ice soup from the dry corn and bread with the grounded ones (Kleinberg, Boris & Ruiz 30-35). Apart from the three crops, we grew sunflowers so that we could use oil from their seeds in cooking, protecting us from the sun or cold after rubbing on our bodies and even in healing cuts. Women could gather fruits at times as men hunted bear, beaver, rabbit or deer using bows and arrows or even trapping the animals in snares. Despite the abundance of food, we ate only one great meal in the late morning using our wooden spoons, bowls or shells. We used deerskin and other animals’ hides and furs to make our clothes which we commonly used both for protection and decoration. We wore our clothes considering different times of the year: during the summer we used loincloths of soft deerskin, while during cold weather men got dressed in leather leggings and tunics and women in skirts and leggings. Shells, beads, and porcupine quills provided a lovely decoration for the clothes, necklaces, a nd bracelets (Kleinberg, Boris & Ruiz 30-35). Our customs and beliefs were simply amazing. We believed that there existed numerous spirit forces that were created by a supreme being such as the sky spirit which included the moon and the sun as well as the earth spirits that included animals and plants. Every Iroquoian believed that their dreams would become true, and it was, therefore, common to see someone cutting him or herself in a harmless way whenever he or

Pediatric Development Case Study Example | Topics and Well Written Essays - 1500 words

Pediatric Development - Case Study Example Followed are my observations for the study case. At age of 4, child usually have decreased pulse and respiration rate, average weight of 16.7 kg and height of 103 cm. They trends to become independent, selfish and impatient. They are very aggressive physically and verbally. They take Do and Don'ts significantly and frustrate out on parents and siblings. My child knows own sex, age, and last name. As per information of her caregiver at daycare she can use toilet independently and reliably. She can wash and dry hands unassisted. I tried telling her stories. She listened it but with little distraction. Although she plays with other children, she prefers to play alone. Playing in group needs understanding. She is very good at sharing and understands taking turns with any assistance. She love engaging in dramatic and pretend play, especially dressing up. This shows that: About drawing, E. N. copies circles and crosses without difficulty and matched up to 6 colors while naming them. She counts till 10. She spreads peanut butter with knife really good and carefully. She can unbutton larger buttons easily, but buttoning up takes some time. She drew head with facial features, no years though, but added a body and extremities in a "stick mode". This shows that: After established walking, running, climbing, jumping by age of 2 child start riding cycle, taking broad jump, walking on tiptoe at age of 3. At age of 4 children can skip and hop on one foot adeptly, catch and throw ball faithfully.While trying to walk on a line E. N mostly ended up on one side or another of the line. Yet she can Balance and hop on 1 foot without difficulty. I used yarn of approx. 6 feet high, the child jumped with no problem landing on both feet. She tried to throw and catch the ball to her friend in front of me; she threw with direction, but could not catch when it was thrown back to her. Thus: She is reliable in hoping and balancing on one foot and jumping from height. She needs development in calculating relation between direction and speed so as to catch ball with specific speed and direction. Language Language becomes advanced during preschool years. Speech, vocabulary and comprehension are mostly influence by environment and cognitive ability. Child of age 4 can use sentence of four or five words. They have vocabulary of 1500 words or more. They questions more then ever, can tell exaggerated stories, sing simple songs and poems, tell names of different colors. They even can perceive up to four prepositional phrases such as "under", "on top of", "beside"