Ideal and Goal Essay

As The Florida Bar grows, it becomes more important to articulate our ideals of professionalism and to emulate such ideals by deed. To The Florida Bar, Lawyer Professionalism includes: (1) a commitment to serve others; (2) being dedicated to the proper use of one’s knowledge to promote a fair and just result; (3) endeavoring always to enhance one’s knowledge and skills; (4) ensuring that concern for the desired result does not subvert fairness, honesty, respect and courtesy for others with whom one comes into contact, be they fellow professionals, clients, opponents, public officials, including members of the judiciary, or the public; (5) contributing one’s skill, knowledge and influence as a lawyer to further the profession’s commitment to serving others and to promoting the public good, including efforts to provide all persons, regardless of their means or popularity of their causes, with access to the law and the judicial system; (6) educating the public about the capabilities and limits of the profession, specifically what it can achieve and the appropriate methods of obtaining those results; and (7) accepting responsibility for one’s own professional conduct as well as others in the profession, including inculcating a desire to uphold professional standards and fostering peer regulation to ensure each member is competent and public-spirited. To reinforce and communicate the ideals of lawyer professionalism among our members, and particularly, to take the â€Å"abrasions† out of our conduct with others, particularly our colleagues at the Bar, The Florida Bar adopts the following statement of ideals and aspirational goals: 1. Commitment to Equal Justice Under Law and the Public Good Ideal: A Florida lawyer should, in both professional and personal conduct, recognize that a license to practice law is a privilege which gives the lawyer a special position of trust, power and influence in our society. This privilege brings corresponding duties, for which the lawyer is accountable to the public, namely, to use that position and power in an honest and fair manner which respects the dignity of others, promotes the public good, and protects our system of equal justice under the law. Goals: 1.1 A lawyer should at all times avoid the appearance of impropriety. 1.2 A lawyer should counsel and encourage other lawyers to abide by these ideals of professionalism. 1.3 A lawyer should at all times promote in the general public an understanding of the role of the legal profession in our system of equal justice under law. 1.4 A lawyer should encourage and support only those judicial candidates who by skill, knowledge, experience, integrity, temperament and commitment to public service are qualified to hold such positions. 1.5 When considering whether to advertise and what methods of advertising to use, a lawyer’s first goal should be to promote and protect public confidence in a just and fair legal system founded on the rule of law. 1.6 Upon being employed by a new client, a lawyer should discuss fee and cost arrangements at the outset of the representation, and promptly confirm those arrangements in writing. 1.7 In any representation in which the fee arrangement is other than a contingent percentage-of-recovery fee or a fixed, fiat-sum fee or in which the representation is anticipated to be of more than brief duration, a lawyer should bill clients on a regular, frequent interim basis. 1.8 When a fee dispute arises that cannot be amicably resolved, a lawyer should endeavor to refer the dispute to the appropriate fee arbitration panel. 2. Adherence to a Fundamental Sense of Honor, Integrity, and Fair Play Ideal: A lawyer should at all times be guided by a fundamental sense of honor, integrity, and fair play, and should counsel his or her client to do likewise. Goals: 2.1 A lawyer should not impose arbitrary or unreasonable deadlines for action by others. 2.2 A lawyer should not make scheduling decisions with the motive of limiting opposing counsel’s opportunity to prepare or respond. 2.3 A lawyer should not unreasonably oppose an adversary’s application for an order or an adversary’s request to insert a term or provision in a document. 2.4 A lawyer should never permit nonlawyer support personnel to communicate with a judge or judicial officer on any matters pending before the judge or officer or with other court personnel except on scheduling and other ministerial matters. 2.5 A lawyer should notify opposing counsel of all communications with the court or other tribunal, except those involving only scheduling or clerical matters. 2.6 When submitting any writ-ten communication to a court or other tribunal, a lawyer should provide opposing poraneously, and sufficiently in advance of any related hearing to assure both the court and opposing counsel have a reasonable opportunity to review it beforehand. 2.7 A lawyer should promptly comply with requests to prepare proposed orders. 2.8 When scheduling hearings and other adjudicative proceedings, a lawyer should request an amount of time that is truly calculated to permit full and fair presentation of the matter to be adjudicated and to permit equal response by the lawyer’s adversary. 2.9 A lawyer should immediately notify all counsel of any hearing time that the lawyer has reserved with the court or tribunal. 2.10 When there has been pretrial disclosure of trial witnesses, a lawyer should make a reasonable, good-faith effort to identify those witnesses whom the lawyer believes are reasonably likely to be called to testify. 2.11 During trials and evidentiary hearings the lawyers should mutually agree to disclose the identities, and duration of witnesses anticipated to be called that day and the following day, including depositions to be read, and should cooperate in sharing with opposing counsel all visual-aid equipment. 2.12 When there has been pretrial disclosure of trial exhibits, a lawyer should make a reasonable good-faith effort to identify those exhibits that the lawyer believes will be proffered into evidence. 2.13 A lawyer should not mark on or alter exhibits, charts, graphs, and diagrams without opposing counsel’s permission or leave of court. 2.14 A lawyer should abstain from conduct calculated to detract or divert the fact-finder’s attention from the relevant facts or otherwise cause it to reach a decision on an impermissible basis. 3. Honesty and Candor Ideal: A lawyer’s word should be his or her bond. The lawyer should not knowingly misstate, distort, or improperly exaggerate any fact or opinion and should not improperly permit the lawyer’s silence or inaction to mislead anyone. Goals: 3.1 In drafting a proposed letter of intent, the memorialization of an oral agreement or a written contract reflecting an agreement reached in concept, a lawyer should draft a document that fairly reflects the agreement of the parties. 3.2 In drafting documents, a lawyer should point out to opposing counsel all changes that the lawyer makes or causes to be made from one draft to another. 3.3 A lawyer should not withhold information from a client to serve the lawyer’s own interest or convenience. 4. Fair and Efficient Administration of Justice Ideal: A lawyer should always conduct himself or herself to assure the just, speedy, and inexpensive determination of every action and resolution of every controversy. Goals: 4.1 A lawyer should endeavor to achieve the client’s lawful objectives as economically and expeditiously as possible. 4.2 A lawyer should counsel the client concerning the benefits of mediation, arbitration, and other alternative methods of resolving disputes. 4.3 A lawyer should counsel the client to consider and explore settlement in good faith. 4.4 A lawyer should accede to reasonable requests for waivers of procedural formalities when the client’s legitimate interests are not adversely affected. 4.5 A lawyer should not invoke a rule for the purpose of creating undue delay. 4.6 A lawyer should never use discovery for the purpose of harassing or improperly burdening an adversary or causing the adversary to incur unnecessary expense. 4.7 A lawyer should frame reasonable discovery requests tailored to the matter at hand. 4.8 A lawyer should assure that responses to proper requests for discovery are timely and complete and are consistent with the obvious intent of the request. 4.9 In civil cases, a lawyer should stipulate all facts and principles of law which are not in dispute, and should promptly respond to requests for stipulations of fact or law. 4.10 After consulting with the client, a lawyer should voluntarily withdraw claims defenses when it becomes apparent that they are without merit, are superfluous or merely cumulative. 4.11 A lawyer should appear at a hearing before a court or other tribunal fully prepared to submit the matter at issue to the court or tribunal for adjudication. 4.12 A lawyer should not use the post-hearing submission of proposed orders as a guise to argue or reargue the merits of the matter to be determined. 4.13 A lawyer should not request rescheduling, cancellations, extensions, and postponements without legitimate reasons and never solely for the purpose of delay or obtaining unfair advantage. 5. Courtesy Ideal: A lawyer should treat all persons with courtesy and respect and at all times abstain from rude, disruptive and disrespectful behavior. The lawyer should encourage the lawyer’s clients and support personnel to do likewise even when confronted with rude, disruptive and disrespectful behavior. 6. Respect for the Time and Commitments of Others Ideal: A lawyer should respect the time and commitments of others. Goals: 6.1 Before scheduling a hearing on any motion or discovery objection, a lawyer should endeavor to resolve or narrow the issue at hand. 6.2 In scheduling depositions upon oral examination, a lawyer should allow enough time to permit the conclusion of the deposition, including examination by all parties, without adjournment. 6.3 Unless circumstances compel more expedited scheduling, a lawyer should endeavor to provide litigants, witnesses, and other affected persons or parties with ample advance notice of hearings, depositions, meetings, and other proceedings, and whenever practical, schedule such activities at times that are convenient to all interested persons. 6.4 A lawyer should accede to all reasonable requests for scheduling, rescheduling, cancellations, extensions, and postponements that do not prejudice the client’s opportunity for full, fair and prompt consideration and adjudication of the client’s claim or defense. 6.5 Upon receiving an inquiry concerning a proposed time for a hearing, deposition, meeting, or other proceeding, a lawyer should promptly agree to the proposal or offer a counter suggestion. 6.6 A lawyer should call potential scheduling conflicts or problems to the attention of those affected, including the court or tribunal, as soon as they become apparent to the lawyer. 6.7 A lawyer should avoid last-minute cancellations of hearings, depositions, meetings, and other proceedings. 6.8 A lawyer should promptly notify the court or tribunal of any resolution by the parties that renders a scheduled court appearance unnecessary. 6.9 A lawyer should be punctual in attending all court appearances, depositions, meetings, conferences, and other proceedings. 6.10 A lawyer should respond promptly to inquiries and communications from clients and others. 7. Independence of Judgment Ideal: A lawyer should exercise independent judgment and should not be governed by a client’s ill will or deceit. Goals: 7.1 A lawyer should counsel the client or prospective client, even with respect to a meritorious claim or defense, concerning the public and private burdens of pursuing the claim as compared with the benefits to be achieved. 7.2 A lawyer should at all times provide the client with objective evaluations and advise without purposefully understating or overstating achievable results or otherwise creating unrealistic expectations. 7.3 A lawyer should not permit the client’s ill will toward an adversary, witness, or tribunal to become that of the lawyer’s. 7.4 A lawyer should counsel the client against the use of tactics designed: (a) to hinder or improperly delay the process involved; or (b) to embarrass, harass, intimidate, improperly burden, or oppress an adversary, party or any other person and should withdraw from representation if the client insists on such tactics. 7.5 In contractual and business negotiations, a lawyer should counsel the client concerning what is reasonable and customary under the circumstances.

The Female Role in a Male Dominated Society

Women are sometimes undermined by the culture in which they live in. Only recently have they begun to be looked at as near equals to men and given a voice. Still, in some countries women may be pushed aside and left without a say in important decision-making. In the momentous novel The House of the Spirits, by Isabel Allende, the wife of each generation is a matriarch in her family. Individually they rise above cultural trends, and their husbands or lovers, to exercise the fact that women are important. Women can be as powerful as men, even in a male-dominated society. This is why Nivea, Clara, Blanca, and Alba make their voices and actions heard during difficult times in a developing country. American women were willing to go to extreme lengths to make their voice heard and receive the right to vote. Their efforts did not go unnoticed. News articles stated that â€Å"Their issues are legitimate and cut across socioeconomic and party lines,† (Brenner,1-2) and that the Suffragist’s would be willing to hold an all night vigile to make sure their right to vote was no longer delayed(New York Times, 1). The House of the Spirits takes place in Chile during the 1900’s. The story begins in the Del Valle household. Nivea is the current matriarch. She is a firm believer in women’s suffrage and equality. Nivea was the first woman of the novel to display her affection towards the underprivileged. She stood on crates and boxes to preach to the hard-working women wearing rags and working in factories that paid next to nothing. She brings Clara along with her after discovering that her family does everything they can to avoid Clara’s clairvoyant powers. Nivea and her suffragette friend inspire Clara at a young age to understand and grasp the absurdity of the issue. Her trends are absorbed by the following generations of women in her family. Esteban Trueba is Clara’s husband, an angry man who is violent to his many workers and doesn’t take rule from anyone. His success and authority of Tres Marias, his father’s old hacienda, turned him into a tough skinned man that not many people had control over. His mother’s death causes him to, one day, look for a wife. Esteban decides to go to the Del Valle house and inquire about a daughter able to marry him. Nivea offers him Clara, her last available daughter (88-89). Clara instantly has a power over Esteban. Her laugh and her smile are astonishing to Esteban Trueba, her beauty takes over him and he decides to marry her (90-91). Though Esteban is a dominating character he finds that he is unable to control Clara. I wanted to possess her absolutely, down to her last thought, but that diaphanous woman would float by me like a breath of fresh air, and even if I held her down with my hands and embraced her with all my strength, I could never make her mine. Her spirit wasn’t with me. (Allende, 177) Clara’s place as Esteban’s wife, and only love, capture him completely. She was the only person that could influence him and the only person that he would listen to. At one point he even changes the currency used on Tres Marias, a territory forbidden strictly to Esteban Trueba’s rule, because Clara feels that it would be nicer for the tenant’s to have a form of paper money. Esteban indeed stops handing the tenant’s pink slips and begins paying them with real money (178). Blanca and Alba are mother and daughter, both who have lovers involved in a revolution against the Conservative Government.

Critical Thinking on Kinship Organizations

The San are well known hunters and gatherers in Africa. They inhabited the Kalahari Desert which is the harshest and inhospitable desert found in the southern part of Africa (Grecinger, 2012). They have a basic diet of meat, berries, nuts and melons. Women in the San community are responsible for helping in the food provision and taking care of the children thus giving them a say in the key decisions made in the community. Men are responsible for hunting. The San society consists of family and relatives. The families, kinship and marriages play a vital role in society. The San people have a bilateral Kinship system. In this case, the kinship relations through both parents are equally important. The bilateral kinship is beneficial during times of water, shelter and food scarcity. This close kinship setting of the San people thus is vital in all daily life aspects. They share the available resources across the territory. If one band runs out of food and then it has to look for their Kin in the next territory. Men marry once they reach maturity and the community practices polygamy marriage (Grecinger, 2012). Marriage helps in strengthening the social links in the San community. However, the kinship system prohibits someone from marrying closer cousins or relatives. A man should first ensure that the woman he is intending to marry does not have a similar name as a sibling or parent. This plays a pivotal role in ensuring that there are min imal chances of incest occurring (Grecinger, 2012). This San Kinship culture has an effect on their all aspects life including marriage rituals, their habitat during drought and how they spend their free time as well. The system gives a determination on whether a certain band will be taken care by the paternal or the maternal sides of their families. When a man chooses a bride and decides to marry her, his In-laws now are his responsibility and he is theirs too because of the share and share alike system. Family is an important unit in the San society, and social ties are equally important hence making work seems to be secondary to staying and spending leisure time together. In the San System of Kinship, everything is shared thus inhibiting the private accumulation of wealth. This kind of life promotes generalized reciprocity in every life aspect (Grecinger, 2012). Just like the San community, the Americans have a bilateral Kinship system. However, in the United States marriage is monogamous and the kinship system is relatively narrow and more fragile. The American kinship system distinguishes between cousins and siblings both of whom have collateral relations (Nanda and Warms, 2010, p.180). The Kinship system in the United States does not affect the behavior of individuals because the system always changes with remarriage and divorce. Remarriage and divorce are supported publicly thus making the social grouping short lived. Once an individual is divorced, the Kins who were focused on her or him are significantly altered or at times cease to be existing. Unlike, the San who share everything, the Americans strife to accumulate wealth and be powerful over others thus the family ties and kinship are not an important part of their culture (Nanda and Warms, 2010, p.181). Conflicting family obligations and interests hinders the system from functionin g efficiently in a mutual aid and collective ownership. Reference Grecinger, M. (2012). San People: An Overview of Kinship and Culture Systems. Hubpages. Retrieved from http://bryteyedgemini.hubpages.com/hub/SANculture Nanda, S., Warms, R. (2010). Cultural Anthropology. Cengage Learning

Ap Language 2002 B Essay Samples at a Glance

Ap Language 2002 B Essay Samples at a Glance In addition, the paragraph doesn't support the notion that polite speech conveys tone online as it primarily focuses on the deficiency of polite speech on some pieces of the web. Space exploration isn't an exception. Be aware, however, that a number of the prose and poetry excerpts can't be reprinted as a result of copyright concerns. It should encompass your whole essay in only a single sentence. Write an essay in which you build a position on whether the penny ought to be eliminated. Tie every claim you make to a bit of evidence to make sure the ideal essay possible. Details of Ap Language 2002 B Essay Samples A hipster is only a mindless conformist locked in a hopeless struggle to stay informed about the present fads. Attempt to select the best devices to back up your argument that you are able to. No really, it is a very good idea. In spite of the popular myth, money doesn't buy happiness or make a thriving individual. Thus, don't be scared to devote some time crafting that argument. The Do's and Don'ts of Ap Language 2002 B Essay Samples Knowing the question you're answering is the most essential portion of AP writing. This isn't to say you shouldn't believe in what you're writing. Annually, we set our clocks back one hour in the fall and move them forward one hour in the spring. It's the details that truly make this little experience come alive. And in order to have the time to rewrite, you need to start way before the application deadline. Allow it to sit for a couple days untouched. Adhere to the exact same procedure every time. Ultimately, the detail of true speech makes the scene pop. I am prepared to be that it's the second one. Nevertheless, it is ultimately about how well you can set forth an argument. It does not merely repeat the very same points. But don't forget the AP argument FRQ is intended to test how well you're able to craft an argument. In case the answer is ye s, attempt to structure your argument in order for your points build off one another. Ap Language 2002 B Essay Samples - the Conspiracy Unfortunately, she has just one life to reside and have to decide among her conflicting emotions and pick the path that she is going to take. In general, I don't suggest this website. Here are a few suggestions for tactics to use this resource effectively. The student forces the reader to create the connections. These can vary in quality based on the caliber of the review book, so make sure to look for reviews online of any book before buying it. When people online aren't polite, they don't be concerned about their tone in any respect, and it offends people. But first and foremost, have fun. I have always enjoyed riding in cars. At times it's helpful to observe how others were able to get over the difficult first-line hump. Only you ought to remember that both sides are arguable, pick one, and stick with it. The second point, that making connections is a kind of thinking which can be taught, can't be proven until the very first point has been sufficiently supported. Consult your parents to spell out the rear row to you. It isn't simple to turn into successful and hardly anyone is really successful but it's a noble aim to strive for. Maybe I'm not intended to be prosperous. You don't have to opt for a problem that you have experienced personally. On the other hand, the student doesn't utilize supportive evidence to achieve that. Advertising has fierce critics together with staunch advocates. Identify your own opinion on the topic. You'll observe a similar structure in a lot of the essays. Please note that a few of these college essay examples could be responding to prompts that are no longer being used. This kind of essay requires a good framework and fantastic support. These seven sample essays respond to a range of thought-provoking questions. 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PWC Leadership Roles - 1504 Words

During the time I was working with PwC, I had the chance to exercise leadership roles, managing a group of three, new joiners and trainees. One way to motivate them was to let them leave early on the last working day of the week. I also empowered them by providing them some consulting work, which they felt that it was shown to the client as their own work in order for them to feel that they were part of the team and have a sense they belong to the organization. Another way to motivate them was to sit with each one alone and try to figure out the goals and objectives that he wants either in the organization or educational wise while developing ideas on how to accomplish their goals. Therefore, being team leader means being responsible for others and being a team player as well. As a leader, I feel that working in a group or team was very important in order to get projects done. I also believe working together as one was important in order to ensure productivity along with new ideas fo r companies. This is because I feel if employees see the leader working with as a team, they feel more motivated to work. They feel equally as important as the leader. By enhancing this equality, a team will create a concept that suits the diverse needs of the company by providing products to a broad customer base. Therefore, the design of the team is important so that the team will know exactly what to do and be motivated to do what needs to be done. Teamwork in a company or organization hasShow MoreRelatedCase Study : Human Resource Management1606 Words   |  7 Pagescompetitiveness. (Deephouse 1999) Matters of Concern There are many issues of concern surrounding the overall operation of the business raised in the Case Study, and when combined, they seriously impede its effective operation. 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Succeeding through uncompromising quality and industry thought leadership, the company aims to help clients rethink, automate and scale their companies in the pursuit of business prominence. As entrepreneurs themselves, Outsourced CFO understands the important role finances play in the success of a business. Sound financial planning and management enables businesses to grow and flourish, while the lack of adequateRead MoreA Leading Airline Group With Effective Security Systems And Culture1603 Words   |  7 Pagesbeen accomplished elsewhere, particularly within aviation, and the findings will play a key role in Qantas’ ability to influence regulators. The focus for this project is on the Australian market and the 65% domestic market share, however there is evidence to suggest that considerations will also need to be made in the new and growing Asian markets. Qantas engaged PwC to assist them with this project. 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Cognitive development in Children-Free-Samples-Myassignmenthelp

Question: Discuss about the Mathematical and Cognitive development in Children. Answer: When a child is born, its ideas, concepts and thoughts are like a blank sheet, tabula rasa, termed by philosopher John Locke. Keen observation of the surroundings forms essential in terms of bestowing maturity upon the child. With the passage of time, the child develops in age and physical appearance (Saxe, 2015). The age of the child is directly correlated with the attainment of maturity. This assignment, through the theoretical approach sheds light on the cognitive development of a child from its birth to the primary level. Within this, the focus of the assignment is on mathematics, which enhances the preconceived knowledge of the child regarding numbers and their usage. Birth to Two Years Babies Babies develop thoughts and concepts through their self-performance. For a newborn baby, observing the events happening around them helps them to understand the relationship between cause and effect. Seeing the running water of the taps, they learn that it is the time for taking bath. Playing with the toys exposes them to different sounds (Bjorklund Causey, 2017). Playing with the same toys on a daily basis helps them to classify the sounds. This is also applicable for the mathematical development. Minute observation of the people around them supports their understanding regarding the relative size. This includes their self, their parents and others. It is at this stage, where they develop an understanding that they are small and the parents and the others are big. Babbling is the form of communication, which the child reveals. However, with the advent of maturity, communication takes a slow yet gradual progress. Herein lies the grasping of words, which includes quantities. Countering this, expressions through hand also makes the child acquainted with the numeric (Bjorklund, 2013). Toddlers Here, the child slowly and gradually learns to walk by holding the hands of the parents. Along with this, they learn to use fingers for projecting the numbers. Apart from this, the toddlers can recite the numbers; however, some goes missing, as their memory is not that active. One of the other skills, which the toddlers develop, is the understanding of the basic mathematical language. This is done by exposing the child to the different positions of the numbers, which helps the child to learn the words, under, behind among others (Chu Geary, 2015). Playing with the numbers and shapes enhance their clarity about their similarities and differences. This reflects their learning about the shapes and numbers. Filling the containers or emptying them supports the toddlers to learn about the quantities and measurements (Rouder Geary, 2014). Pre-schoolers Penetrating into the threshold of schools reflect the attainment of maturity at the lower level. Here, the children get to learn the numerical shapes as well as the other shapes, which are present in their surroundings. Doing the projects at this stage generates within them the capability to segregate the things according to their characteristics. This is also applicable for the numbers. Reciting the numbers like rhymes makes the pre-schoolers learn the numbers up to 20 (Demetriou, Shayer Efklides, 2016). Here also the hand expression proves beneficial in terms of enhancing the acquaintance of the pre-schoolers towards the names of numerical figures. Allowing the students to do the basic things by themselves enhances their awareness regarding cause and effect. However, supervision is of utmost importance in this case to safeguard the children from accidents. Two years is the foundational age for initiation of the learning process. This includes every subject including mathematics. According to the viewpoints of Purpura et al., (2015), a screener is important for preschool students in terms of testing their numerical skills. Diversified sample selection helps in measuring the progress of the preschool students in terms of the used pedagogies towards the basic and fundamental mathematics. According to the source, this screening is done through two stages. In the first stage, 393 students were selected for performing the instructed maths. Here, item response theory framework was used to detect the capability of the students. As a matter of specification, the items selected were 24 in number. After analysing the achieved results in the first stage, the researchers moved on the second stage, where 129 preschool students were asked to solve certain mathematical problems (Purpura et al., 2015). Mathematical learning is considered as the stepping-stone towards the decision-making of the children, especially the preschoolers. Provision of proper guidance through the means of skilled and experienced teachers provides the opportunity to attain an easy grasp over the fundamental mathematical solutions. Making effective and judicious use of the gained experience is of utmost importance for the teachers in terms of preparing the students towards their cognitive development. Herein lays the appropriateness of the word help as mentioned in the book, Helping children learn mathematics (Reys et al., 2014). Rational behaviour is expected from the teachers for levying proper mathematical learning to the children. Within this rationality, consciousness towards the needs, demands and requirements of the children, is one of the essential components in the behaviour of the teachers. Imparting the knowledge of the basic mathematical skills to the students in a play way method is the main proposition of the book, Play at the centre of curriculum. Maintaining consistency in the provision of this pedagogy makes the savior in the life of the children in terms of attaining proper mathematical and cognitive development. Viewing it from other perspective, inclusion of play-based learning within the curriculum helps the preschool authorities to achieve positive results in the form of better performance of the students (VanHoorn et al., 2014). Mathematical concept for birth to 2 years Shapes Learning experience I will cut the vegetables and fruits into different shapes and gives these to the child. Then I would talk about these shapes with the child. During the process, the children would learn about different shapes and colours. Teaching pedagogies I will make the children see the process of cutting out various shapes from the fruits and vegetables. This would generate interest within the children regarding copying me. They would pick up one shape and form certain concepts and ideas, through which they can compare the shapes. Methods of assessment I would jot down my performance as well as the grasping power of the children in response to the undertaken activities. Mathematical learning outcomes The children would learn the skills of organizing things and comparing them according to their characteristics. Two to Three Years Until the time of three years, the children acquire much of the skills. In terms of mathematics, a child of three years learns to count the numbers on the fingers. Here, consciousness regarding the counting of 6 on the second hand is on a higher level. This consciousness enables the child to easily identify the large and the small numbers (Iuculano et al., 2014). Drawing is one of the favourite hobbies of the children of this age, so if they are asked to draw the shown figures, they do it very easily. This is because of the liking and interest, which they develop towards drawing. One of an interesting fact here is the ability of the children to pick up the number, which relates with their age. Observation of the things in their surroundings helps three year old children to form certain concepts. This is also applicable for the numbers, with which they play. Regular acquaintance to the numbers and their names helps in memorizing them, which is an example of the mathematic and cognitiv e development (Cankaya LeFevre, 2016). In this age, the children can tell the sizes of the two objects placed side by side. This is by expressing the size through finger expression. Mathematical concepts for two to three years Drawing numbers Learning experience I will draw a number and ask the children to draw the same number on a paper. I would encourage their efforts. Next I would draw different animals out of the number. For this also, I would encourage the children to draw something creative out of the number. Teaching pedagogy While drawing the number, I would tell the students about the process of copying the number of shape, which they are being shown. Next I would encourage the children to follow the instructions and draw the same number. I would praise their drawings. As a sequential step, I would tell them the method of making something creative from the drawn numbers. I would first do it myself. I would encourage the children to pick different numbers and draw something creative. Methods of assessment I would take notes of my as well as the children approach towards the proposed activities. Mathematical learning outcomes These drawing activities would enhance the creativity of the children from the budding stage itself, sharpening their memory. Three to Five Years Expected cognitive and mathematical development in this stage By the fourth year, the children learn to speak the basic words like bigger, smaller, and heavier among others. Along with this, they learn the aspects of addition, subtraction, multiplication and division. This is mainly done through the means of objects. Regular practice helps the children to attain an easy grasp over these mathematical aspects. Viewing it from the other perspective, addition generates within them the concept of more and subtraction generates the feeling of less. Here, there are variations in the understanding power. Some of the children show more and less through the finger expression, while others use speech (Verdine et al., 2014). Showing the pictures of the times of the day, seasons and telling them the names enhances their learning in these aspects. However, regular practice yields best results. Regular observation of the patters and shapes around them enhances the capabilities to make the shape out of their memory. Energy and enthusiasm to explore enhances the creativity of the children at this stage. In terms of mathematics, if they are given an object, they can differentiate them from the other objects on the basis of colour, size, and shape among others. Out of this exploration, they learnt a lot. For example, if out of anger, the parents say a word, which the child fails to understand, they adopt many methods to find out the meaning of that word. This is also applicable for the mathematical calculations, shapes and patterns (Mix et al., 2016). In the process of exploration, they gain an understanding that this shape is like this and is different or similar to the others due to its characteristics. If graphs are shown to a four year old child, they relate the more and less effect with it. However, this is obviously with the help of the parents and the teachers. The bars in the graph help them to understand which factor is more and which is less. Mathematical concepts for three to five years Exploring numbers Learning experience I will take the children out and tell them about the plants, leaves and flowers. In this, I will teach them counting of the leaves, flowers and plants. After this, I would give them tasks regarding applying the counting in their surroundings. Teaching pedagogy I will count the number of trees, flowers and animals in the surroundings and tell the children to recite with me. This would generate an interest among them to apply this counting on the other items present in their surroundings. Method of assessment Observation would be the method of assessment here. Mathematical learning outcome Observation would help me to assess my performance in terms of the mathematical and cognitive development of the children. Primary (Foundation) Expected cognitive and mathematical development in this stage This includes mainly the play group children. Here, the children are provided with the foundational education, which prepares them to cope up with the initial school level education. The method of education here is play based learning, as the interest towards playing is more than studies. The students, through a play way method are exposed to the numbers, shapes, figures and the aspects of measurement along with comparison (Marle et al., 2014). Exposing the children to tests enhances their learning abilities in terms of numbers, their calculations, spotting the shape among others. Maintaining regularity in these tests provides shape to the formed concepts, ideas and thoughts of the children. Along with this, the children are given mathematical projects, which make them independent. The tests help the teachers to assess the learning capabilities of the children. This assessment results in need based teaching, which directly aligns with the development of the children. This assessment is very important as after this, the children would step into the threshold of school (Merkley Ansari, 2016). One wrong step would aggravate the complexities of the children in coping up with the school level studies. Herein lays the true essence of the word foundation. Exposing the children to the basic and elemental mathematics enhances their preconceived notions about numbers, figures, shapes and patterns. Practicing the learnt skills enriches their cognitive learning, leading them towards a proper development. Mathematical concepts for primary (foundation) Interplay with the numbers Learning experience I would take the numbers, jumble them up and then arrange them in ascending and descending order. Next, I would encourage the children to do the same. Teaching pedagogy First I would randomly pick the numbers and arrange them in order. After this, I would encourage the children to randomly pick the numbers. Otherwise they would be conscious regarding picking up the numbers. I would show the children how to arrange the numbers in ascending and descending order. Method of assessment Here also, observation method would be appropriate in terms of assessing their grasping power in terms of providing them with proper development and nourishment. Mathematical learning outcomes Interplay with the numbers would enhance the knowledge of the children regarding numbers. Primary (Stage 1) Expected cognitive and mathematical development in this stage Till this stage, the children are prepared for entering into the threshold of schools. In this stage, they can tell the basic numeric things like basic addition, subtraction and others. Here, the aspect of mental maths sharpens their memory. Regular practice fades away the concept of using fingers for calculation. One of the other aspects of this stage is the clarity in the expression of the numbers, which helps the students to portray the numbers clearly even in the blank page (Bailey et al., 2014). Children at this stage are expected to reveal matured behaviour in terms of doing calculations or spotting the differences between two objects. Along with this, the expectancy is even higher in terms of measurements. Typical evidence here is the capability in doing projects on filling the containers or emptying the contents of one container into the other and telling the outcomes. However, this is on a play way method and is devoid of any depth. Mathematical concepts for primary (stage 1) Mental maths Learning experience I would tell the children about the process of doing the calculations mentally. I would show them some examples and then tell them to do some themselves. Teaching pedagogy I would randomly pick certain numbers and show the students the method of subtracting, adding, multiplying or dividing them. After this, I would give them certain mathematical problems to solve. Method of assessment Here, testing the capability of the students to solve the given mathematical problems is the most appropriate in terms of assessing their grasping power. Mathematical learning outcome Testing the capability of the children regarding solving the problems helps me to assess their grasping power. This assessment would help me to provide them with the required lesson on mathematics. Conclusion This assignment emerges successful in providing an insight into the development of a child from its birth till the stage 1 of primary level. Out of all the diverse developmental aspects, the focus of the assignment is on mathematical development, which enhances the awareness of the children about numerical values, shapes and figures. Within this, play based learning generates the interest of the children towards studies, which varies from the birth year till the penetration into the first stage of the primary level. The school authorities need to take strict actions regarding the development of the children. References Bailey, D. H., Watts, T. W., Littlefield, A. K., Geary, D. C. (2014). State and trait effects on individual differences in childrens mathematical development.Psychological Science,25(11), 2017-2026. Bjorklund, D. F. (Ed.). (2013).Children's strategies: Contemporary views of cognitive development. Psychology Press. Bjorklund, D.F Causey, K.B., 2017.Children's thinking: Cognitive development and individual differences. SAGE Publications. Cankaya, O., LeFevre, J. A. (2016). The Home Numeracy Environment: What Do Cross-Cultural Comparisons Tell Us About How to Scaffold Young Childrens Mathematical Skills?. InEarly Childhood Mathematics Skill Development in the Home Environment(pp. 87-104). Springer International Publishing. Chu, F. W., Geary, D. C. (2015). Early numerical foundations of young childrens mathematical development.Journal of Experimental Child Psychology,132, 205-212. De Smedt, B., Nol, M. P., Gilmore, C., Ansari, D. (2013). How do symbolic and non-symbolic numerical magnitude processing skills relate to individual differences in children's mathematical skills? A review of evidence from brain and behaviour.Trends in Neuroscience and Education,2(2), 48-55. Demetriou, A., Shayer, M., Efklides, A. (Eds.). (2016).Neo-Piagetian theories of cognitive development: Implications and applications for education. Routledge. Ginsburg, H. P. (2016). Helping early childhood educators to understand and assess young childrens mathematical minds.ZDM,48(7), 941-946. Iuculano, T., Rosenberg-Lee, M., Supekar, K., Lynch, C. J., Khouzam, A., Phillips, J., ... Menon, V. (2014). Brain organization underlying superior mathematical abilities in children with autism.Biological Psychiatry,75(3), 223-230. Marle, K., Chu, F. W., Li, Y., Geary, D. C. (2014). Acuity of the approximate number system and preschoolers quantitative development.Developmental Science,17(4), 492-505. Merkley, R., Ansari, D. (2016). Why numerical symbols count in the development of mathematical skills: evidence from brain and behaviour.Current Opinion in Behavioural Sciences,10, 14-20. Miller, A. L., Barrett, J. E. (2016). Surveying Current Research on Young Children's Mathematical Learning: A Review of Reconceptualising Early Mathematics Learning. Mix, K. S., Levine, S. C., Cheng, Y. L., Young, C., Hambrick, D. Z., Ping, R., Konstantopoulos, S. (2016). Separate but correlated: The latent structure of space and mathematics across development.Journal of Experimental Psychology: General,145(9), 1206. Purpura, D. J., Reid, E. E., Eiland, M. D., Baroody, A. J. (2015). Using a Brief Preschool Early Numeracy Skills Screener to Identify Young Children with Mathematics Difficulties.School Psychology Review,44(1), 41-59. Reys, R. E., Lindquist, M., Lambdin, D. V., Smith, N. L. (2014).Helping children learn mathematics. John Wiley Sons. Rounder, J. N., Geary, D. C. (2014). Children's cognitive representation of the mathematical number line.Developmental Science,17(4), 525-536. Saxe, G. B. (2015).Culture and cognitive development: Studies in mathematical understanding. Psychology Press. VanHoorn, J., Nourot, P. M., Scales, B., Alward, K. R. (2014).Play at the center of the curriculum. Pearson Higher Ed. Verdine, B. N., Golinkoff, R. M., Hirsh?Pasek, K., Newcombe, N. S., Filipowicz, A. T., Chang, A. (2014). Deconstructing building blocks: Preschoolers' spatial assembly performance relates to early mathematical skills.Child development,85(3), 1062-1076

Notre Dames Fighting Irish free essay sample

This paper discusses how the French Revolution caused Ireland to rebel in the late 1700s. This paper examines the question: to what extent did the French Revolution affect the 1798 rebellion in Ireland. The author discusses the revolutionary era, the similarities between the causes of the French Revolution and the 1798 rebellion, the differences between Catholics and Protestants, and France?s efforts to invade Ireland. Following 110 years of a general national peace, the Irish Rebellion of 1798 took place in the middle of the Revolutionary Era and at the beginning of the Industrial Revolution. The Revolutionary Era was a time when all, or most European nations were revolting, usually against oppressions created during the Industrial Revolution, and in doing so, initiating themselves into the new, modern world. The printing press was in wide use, furthering the spread of ideas quickly and efficiently. The Catholic Church was ever more menacing, taxes and rents were at all-time highs, and reformists were calling all Europeans to act. We will write a custom essay sample on Notre Dames Fighting Irish or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page France had revolted in 1789 and emotions had only escalated since throughout Europe , and Ireland was one of the nations caught in the crossfire.