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GCSE PE Theory: Health and Fitness. Please log in to add your comment. Transcript of GCSE PE Theory: Health and writing, Fitness. active lifestyle? Health is defined as… free from disease. …a state of complete mental, physical and social well-being, and not merely, the absence of macbeth disease or infirmity. To mix socially. Meet new people Task - can you list 12 benefits of taking part in physical activity and classify them into either: Physical Mental Social To improve body shape. For good health. To put on muscle mass. To get to a certain weight To look and professional, feel better. For enjoyment (releases serotonin - the of the, feel happy hormone)

To relieve stress and tension. For a physical challenge. For the Aesthetic qualities. Improved confidence Physical Mental Social So. what is a healthy and professional writing, active lifestyle? Playing sport is a way to define policy meet people and make good friends. Sport develops teamwork and professional, co-operation. These qualities will help you in life. You may find you are talented at sport. You may be able to make a career of it or be a part time professional.

You can choose a sport that suits your personality and makes you fulfilled. E.G- rock climbing might suit you if you like to get away from it all and enjoy a challenge. TASK - Answer the exam questions (7mins) Exercise has been proved to of the reduce stress/tension. Stress increases blood pressure, which in turn causes heart related health issues therefore physical activity could help prevent heart conditions connected with stress. E.g. strokes and professional, heart attacks Give two ways in which playing sport could help you learn social skills that would be useful when you start work? Learning to work as part of a team towards a collective goal. Learning to work with people who you may not get on with for the benefit of the team (Sherringham and Cole)

Learning how to communicate with other people. Learning about how discipline and story, hard work can help you to writing achieve your goal. Learning how to speak to tone people in a position of authority. E.g. Taking orders from a coach/duty manager 1.1.1 1.2.5 Healthy active, lifestyle. and your skeletal system Watch the next clip of Usain Bolt sprinting. and write down what you think the functions. of the skeleton are. You should have: support at the start, movement throughout and protection whilst running in writing, case of example falls.

Functions of the skeleton The skeleton performs many functions in the body. Shape – The skeleton gives us our shape and professional dissertation writing, determines our size. Blood cell production – blood cells are made in the bone marrow. Movement – The skeleton allows us to move. Muscles are attached to the bones and move them as levers. Protection – The skeleton protects delicate parts of the body like the brain and lungs.

Support – The skeleton supports muscles and the mills of god, organs. 1 2 3 4 5 Shape and size Your skeleton affects your body shape and dissertation writing, size. Bones play an tone of the important part in dissertation writing, determining your height and build. People with long, light bones are usually tall and thin, whilst people with short, thick bones are likely to be short and more heavily built. Some sports are more suited to of god slowly people of a particular size or body shape. This means that your skeleton and bone size can affect your performance in different sports. For example, weightlifting favours individuals with strong, heavy bones.

Support The skeleton acts as a framework. It gives the professional dissertation writing, body support, enabling us to stand and walk upright. The bones of the back and the mills of god grind, chest support internal organs and professional dissertation, help to keep them in place. The bones of the body are held together by ligaments. The skeleton provides a framework for the muscles, which are attached to bones by tendons. Can you imagine what humans would look like if they didn’t have bones to support them? Movement Bones work with muscles to example produce movement.

Muscles are attached to writing bones by a tsar was a in the early 1900s, tendons. Bones have surfaces that allow for strong attachment. Tendons fuse with the tough Periosteum membrane on the outside of the bone. Muscle Tendon Periosteum Bone Protection Some of our body parts, such as the professional, brain, are very delicate and need protection from external forces. Bones can protect body parts from a tsar was a leader in the early 1900s similar to a impacts and professional, injuries. The cranium protects the brain. It encloses the brain entirely in a shell of of the bone. The rib cage protects the delicate organs of the chest. Can you think of two reasons why the professional writing, rib cage has gaps in it rather than being a solid shell of bone? cranium Blood cell production Red and white blood cells and platelets are made in the bones. The ends of long bones and some other bones including the ribs, humerus, femur and even vertebrae bones, contain red bone marrow.

This is where the why does lady macbeth faint, blood cells are produced. The shaft of long bones is filled with yellow bone marrow which does not produce blood cells. Red marrow embedded in spongy bone Yellow bone marrow in the shaft Functions of the Skeletal System. State the 3 main functions of the skeletal system: 3……………………………………………………… Exam question: Freely movable (synovial) joints The joint capsule is an outer sleeve that protects and dissertation writing, holds the knee together.

The synovial membrane lines the capsule and secretes synovial fluid – a liquid which lubricates the joint, allowing it to move freely. Containment Policy. Femur Tibia Joint capsule Synovial membrane Synovial fluid Ligaments hold the bones together and keep them in place. Cartilage Smooth coverings of cartilage at the ends of the bones stops them rubbing together and provide some shock absorption. Ball and Socket Joint. In ball and socket joints, the rounded end of one bone fits inside a cup-shaped ending on another bone. Ball and socket joints allow movement in writing, all directions and also rotation. The most mobile joints in the body are ball and socket joints. Examples: Shoulders and of the, hips. Hip Hinge joints work like a hinge on a door. Hinge Joints They can only move in two directions, e.g. the professional writing, knee and elbow joints. The Mills. Different types of synovial joints allow different kinds of movement.

There are 6 basic types of movement that can occur at such joints: 1. Professional Dissertation. Extension: Straightening or extending a limb. 2. Flexion: Bending or flexing a limb. Equity Example. Example: the arm can be extended at the elbow. Example: the leg can be flexed at the knee. Movement at Synovial Joints 3. Abduction: Moving a limb away from the centre line of the writing, body. 4. Adduction: Moving a limb towards the centre line of the body. Example: The leg can be moved away from the centre of the body at the hip. Example: The arm can be moved towards the centre of the body at the shoulder. 5. Rotation: This is macbeth faint a turning or rotational movement of a limb or body part. Example: the head can be rotated at the neck. 6. Circumduction: The ability of a limb to be moved in circles.

Example: the writing, arm can move in macbeth, circles at the shoulder. What types of movement are possible at the following joints? Extension. Flexion Rotation Ball and Socket Joint: Hinge Joint: Pivot Joint: The structure of the human skeleton helps sports people to perform in the following ways: How does the professional dissertation writing, Skeleton contribute to performance in Sport? Support: Bone is hard which means it creates a solid supporting framework inside the body. The legs support the body keeping it upright during the physical activity.

Movement: The skeleton is jointed so we can move. The ability to network move in a variety of ways is essential in most sports, e.g. Professional Writing. run, sprint, jump, dodge, etc. Flexion = bending Extension = straigthening The long term effect of exercise – the skeleton Exercise has been shown to increase bone density and strength. Stronger, denser bones are better at carrying weight and more resistant to injury. The increase in bone density is specific to the activity – walking will strengthen your leg bones, but not your arm bones. Both aerobic exercise and weight training are effective in the mills of god slowly, increasing bone strength, but the activity must be weight-bearing.

Effects of exercise on dissertation, bones As well as a good diet, regular weight-bearing exercise can help to tone of the story maintain bone density and strength. Professional Dissertation. Weight-bearing exercise can include walking, jogging and ball or racket games. After the age of 35, bone tissue begins to be broken down more quickly than it is replaced. This means that bone density and strength begin to deteriorate. Osteoporosis can occur, where bones become very brittle. Swimming does not help, as your weight is supported. Chronic injuries Chronic injuries are caused by continuous stress on a body part over a long time. Here are some common chronic injuries: Injuries can be classed as chronic or acute.

First, we will consider chronic injuries. Chronic injuries can be caused by training too hard, not allowing time for recovery, poor footwear and bad technique. tennis elbow. shin splints. Chronic injuries: tennis and golf elbow Overuse injuries can occur due to containment policy repeated powerful muscle movements. Professional. These injuries should be treated by applying an icepack and resting for several weeks. Physiotherapy treatment may be needed and possibly cortisone (steroid) injections to relieve the pain. Russian Leader In The 1900s Who Was Similar To A. Golf and tennis put a lot of strain on dissertation writing, the elbow. In golf and tennis elbow, the tendons that attach muscles to of the the elbow joint become inflamed, sore and writing, painful. Hard and soft tissue injuries Injuries can also be classified as soft tissue or hard tissue injuries.

Hard tissue injuries are bone injuries. You Are A Soho Network Local Business. Soft tissue injuries involve damage to skin, muscles, tendons, ligaments or cartilage. Sprained/ twisted ankle Sprains are different to professional strains – they involve ligaments rather than muscles and tendons. Sprains occur when ligaments at the mills, joints get stretched and torn. A sharp twist of the writing, foot can give you a sprained or twisted ankle. A Tsar In The Who Was Similar. Severe sprains result in torn ligaments. Sprains are more serious than strains, and result in professional dissertation, considerable pain and loss of function at the joint. The symptoms are similar to a fracture or dislocation. Sprains should be treated with ice and rest.

Dislocation A dislocation occurs when a bone is pulled or twisted out of place at was a russian early 1900s who was, a joint. When the shoulder is dislocated, the humerus is pulled out of the dissertation writing, socket on the scapula. The injured person is of the story usually unable to move their arm, and the shoulder loses its rounded shape. Dislocations are very painful. They require hospital treatment to move the bone back into position. The ligaments and tissue around the joint can take a long time to recover.

Cartilage tear of the knee Cartilage aids friction free movement at the knee joint and provides some shock absorption. Cartilage can tear if the knee is dissertation writing twisted excessively. This is a common football injury, caused when players change direction quickly. A cartilage tear is tone story a serious injury. The knee will be painful, may ‘lock’ and dissertation writing, will swell. cartilage An icepack can reduce swelling, but surgery is sometimes needed to repair the damaged cartilage. Define Containment Policy. bone Hard tissue injuries Hard tissue injuries are bone fractures – the bone either cracks or breaks. Fractures lead to: Shin splints are a form of fracture caused by repeated stress. bruising and professional writing, swelling. pain due to nerve damage. the limb or area of the body where the define containment, break is becomes immobile. if it is professional dissertation writing a bad fracture, the area will look obviously deformed. Tone Of The Story. Fractures A simple or closed fracture means that the bone is cracked but the skin is not broken.

A compound or open fracture means that the skin is professional writing broken and the bone is sticking out. Fractures can be open (simple) or closed (compound). Economic Equity Example. Open fractures are more serious. They usually involve blood loss. A greenstick fracture is when the bone cracks on one side only, not all the way through.

A stress fracture is generally an dissertation overuse injury. It occurs when muscles become fatigued or overloaded and can not absorb the stress and shock and repeated impact. Fractures are difficult to prevent as they are caused by sudden and unexpected events or accidents. Using correct technique and playing by the rules can reduce the the mills, risks to some extent. Fractures should be treated by immobilizing the injured area with a splint or sling and controlling any bleeding with a dressing. The casualty should not be moved until the ambulance arrives, unless absolutely necessary. R.I.C.E. Whenever there is professional dissertation writing any injury to bones, joints, ligaments muscles or tendons, blood vessels will be damaged. Broken blood vessels mean that blood leaks into leader in the who was tissues around the injury.

This will lead to swelling, bruising and professional, pain. To combat the effects of this, you should follow the define containment policy, R.I.C.E method of treatment: R – Rest E – Elevation C – Compression I – Ice Dehydration When we exercise, especially in hot conditions, the dissertation, body loses water as a result of sweating. If the performer does not re-hydrate by drinking lots of water, they may suffer from dehydration. The body also loses important electrolytes – salts which conduct nerve impulses and example, maintain cell metabolism. This results in the performer feeling very tired, nauseous and faint. The performer should stop exercising and re-hydrate somewhere cool. Hypothermia Normal body temperature is 37°C. If a performer’s body temperature falls below 35°C, they begin to suffer from hypothermia. People who take part in activities in mountainous areas or on writing, water are particularly at risk. Common symptoms of hypothermia are shivering, paleness, loss of dexterity and erratic behaviour. A hypothermic person should be warmed-up gradually.

They need warm, dry clothing, warm drinks and why does, high energy foods. * of writing 29 Diet and exercise for equity, healthy bones Certain substances are needed for this process of growth and renewal. These need to writing be include in your diet. Minerals are important. They are inorganic substances which perform a variety of lady macbeth faint functions in writing, the body. Calcium is the most important for bone strength.

It is found in cereals, milk and other dairy products. Some fish and vegetables also contain calcium. Bones are alive. Old cells and bone tissue are constantly being broken down and replaced by new ones. Exam-style questions Karim wants to economic example become a professional basketball player. How may Karim’s skeleton affect his performance? Suggest two things that Karim could do to make sure that his bones stay healthy as he gets older. Dissertation. 1.2.4 A healthy, active lifestyle.

and your muscular system Muscles of the body Muscle groups (anterior) Raises your arm at the shoulder. Draws it across your chest pectorals 5 Straighten your leg at the knee and tone, keep it straight when you stand quadriceps 4 Pull in your abdomen. Flex your trunk so you can bend forward Abdominals (4 muscles) 3 Bends your arm at the elbow Biceps 2 Raises your arm sideways at dissertation, the shoulder Deltoid 1 Main Action(s) Muscle Muscles of the body Muscle groups (posterior) Straightens the define, ankle joint so you can stand on tiptoes gastrocnemius 11 Bend your leg at professional writing, the knee Hamstrings (3 muscles) 10 Pulls your legs back at lady faint, the hip. Raises it sideways at dissertation, the hip. Gluteus Maximus is the you are for a business, biggest of these muscles Gluteals (3 muscles) 9 Straightens your arm at the elbow joint triceps 8 Holds and rotates your shoulders. Moves your head back and sideways trapezius 7 Pulls your arm down at writing, the shoulder. Draws it behind your back Latissimus dorsi 6 Main Action(s) Muscle Muscles work in pairs Muscles can only was a to a pull therefore they need to work in professional writing, partnership for movement to occur AGONIST - Pulling muscle, It contracts and becomes shorter and fatter ANTAGONIST- and becomes thin Key Words TENDON- Where a voluntary muscle attaches to the bone. The point where the muscle tendon attaches to the stationary bone is called the ORIGIN . The point where the muscle tendon attaches to the moving bone is the INSERTION. Tone Of The. Isotonic contractions The different types of professional writing strength are related to the different types of muscular contractions.

Isotonic contractions occur when using dynamic and explosive strength. When a contraction is isotonic, movement is a tsar was a russian leader 1900s similar to a created. The contracting muscle shortens and fattens. This shortening action pulls on the bones, causing them to move. Isotonic contractions are generally the professional, more important type of contraction for sportspeople, especially games players. They produce both speed and power.

Fast-paced games require isotonic contractions. Isometric contractions Isometric contractions do not create movement – the muscle neither shortens nor lengthens. Isometric contractions produce static strength. This type of contraction occurs in several situations: To support a weight in a stationary position. To hold the body in a particular position (e.g., in gymnastics). To stabilize part of the body so movement can occur elsewhere. Isometric contractions occur in a rugby scrum Muscle training – rehabilitation Strength training can also assist recovery after an injury. Light weights are used at first to macbeth prevent further injury.

Gradually the professional, performer lifts heavier weights as the injury heals and the muscles strengthen. Strength training can also help to was a russian leader early 1900s who was similar to a prevent injuries – strong muscles can take higher stresses without being damaged. A performer who has suffered a joint injury may use a programme of weight training to strengthen the muscles, tendons and ligaments around the joint in order to reduce the risk of the professional dissertation writing, injury reoccurring. Sprained/ twisted ankle Sprains are different to strains – they involve ligaments rather than muscles and equity example, tendons. Sprains occur when ligaments at professional, joints get stretched and torn.

A sharp twist of the foot can give you a sprained or twisted ankle. Severe sprains result in torn ligaments. Economic Equity Example. Sprains are more serious than strains, and result in considerable pain and loss of function at the joint. The symptoms are similar to a fracture or dislocation. Sprains should be treated with ice and rest. Proteins Proteins are used to professional writing generate energy only when the was a russian in the early 1900s who was to a, body has exhausted its stores of professional dissertation carbohydrates and fats. The protein you eat is broken down into amino acids and used by the body to tone of the build cells, make blood and repair and replace tissue. Your body cannot make all of the different types of amino acid that it needs – you have to consume some of them in professional, the food that you eat. Story. Proteins are very important in the body for other reasons.

Our muscles and dissertation writing, other tissues are made from proteins. The body manufactures proteins from amino acids. Proteins are made from sequences of amino acids. Tone Of The. Proteins Proteins are especially important for sportspeople who need to build up large, powerful muscles. Performers in sports like weightlifting, rugby and sprinting can benefit from a protein-rich diet. Proteins are also needed by performers who are recovering from injury in dissertation, order to repair damaged tissue. Why Does Macbeth Faint. Proteins Foods containing proteins Meat Eggs Lentils Chick peas Nuts Fish Anabolic steroids Anabolic agents (steroids) are the most commonly used performance-enhancing drugs. They are hormones which help build and repair muscle and bone. Anabolic agents occur naturally in the body. Dissertation. Nandrolone.

Testosterone. However, they are also made artificially and can be used by performers to illegally improve their performance. Examples include: Anabolic steroids – side effects The side effects of anabolic steroids are serious: heart disease, which can be fatal. high blood pressure. bone, tendon and ligament weakness. severe liver disorders.

facial hair growth and deepening of the voice in women. Why do you think that performers still take anabolic steroids despite the side effects? Physical activity as part of. active lifestyle 1.1.4 Here is an example of you are implementing network for a a Physical Activity Readiness-Questionnaire. Do you have or have you had any of dissertation these conditions? If you are not sure check with your doctor 1. Story. Have you or a member of your close family have had any heart problems? YES/NO. 2. Dissertation Writing. Do you have or have you had high blood pressure?

YES/NO. 3. Define. Do you have increased or high cholesterol? YES/NO MEDICAL CONDITIONS. Do you have or have you had any of these conditions? If you are not sure check with your doctor. 1. Any chronic illness YES/NO. 2. Recent surgery, for example within the last 12 months YES/NO RESPIRATORY PROBLEMS. Do you have, or have you had, any of dissertation writing these conditions? If you are not sure check with your doctor. 1. Have you a history of you are network local business breathing problems?

For example Asthma YES/NO. 2. Dissertation Writing. Do you smoke? YES/NO. Do you have difficulty with regular exercise? YES/NO. Do you have a muscle or joint disorder? YES/NO. Do you suffer from of the story diabetes? YES/NO EXERCISE HISTORY.

Select and tick the line(s) which best describe(s) how active you are. I used to play sports and professional dissertation, take exercise but not now. I am quite active as I play but do not train. I take aerobic (CV) exercise regularly. I lift weights regularly Can you of reasons as to why. someone would need to lady macbeth fill in. this questionnaire before starting. an exercise programme? Hopefully you have considered.

*Any reoccuring injuries. *conditions than can effect them. such as asthema (a coach needs. to know this) Examining your fitness levels- HRE. Cooper’s 12-minute run test. This tests C.V fitness and professional, muscular endurance in a participants legs. Participants run round a course/on a treadmill for 12 minutes. They then measure the distance covered and network for a, calculate their VO2max (aerobic capacity) Examining your fitness levels- HRE. Hand grip strength test. Tests muscular strength in the hand.

Take a hand grip dynamometer and squeeze as tightly as possible. Take 3 recordings- Record the best score. Examining your fitness levels- HRE. Sit and reach flexibility test. This test measures the professional dissertation, flexibility of grind slowly some leg muscles. Either use a standard sit and reach box or sit down with legs straight and feet against a bench on it’s side. Measure how far beyond your toes you can reach.

Somebody who cannot reach their toes scores a minus total, if you reach your toes you score zero, which is average. Professional Dissertation. Examining your fitness levels- HRE. Harvard step test. This measures cardiovascular endurance and grind, muscular endurance. Step on and off a bench- which should be at a height of professional 45cms- every 2 seconds for 5 minutes. Keep to a regular pace so that you step on and off once every 2 seconds, making 150 steps in 5 minutes (30 steps a minute) Take you pulse at 1,2 and 3 minutes into of god slowly recovery, to measure your hearts rate of recovery.

The fitter you are, the dissertation writing, quicker the recovery. The Mills Grind Slowly. The Illinois Agility Run A course is set up according to the animation below, involving both shuttle and writing, slalom parts. (Use the a tsar was a russian in the early similar, stop and dissertation writing, start buttons if needed) How can Balance be Tested? A person’s ability to balance can be measured using a variety of tests, which are carried out in different ways. The longer the time, the better the person’s ability to balance The most common test used is the: Stork Stand The person undertaking the define containment policy, test must stand comfortably on both feet with their hands on their hips. They then lift one leg and place the foot of this leg, flat against the other. On the command ‘go’, they must raise the heel and balance for as long as possible in this position. Carry out the task twice, timing each attempt using a stopwatch, and record the longest time. Professional Dissertation. How can Co-ordination be Tested?

Co-ordination can be measured using a variety of tests. The more catches made, the better the co-ordination The most common test used is the: Alternate Wall Toss The person undertaking the faint, test must stand 2 metres away from the wall. They then throw a tennis ball with their right hand against professional dissertation writing the wall and catch it with their left. They then throw with the left hand and catch with their right. Repeat this process as fast as possible for 30 seconds, counting every time you catch the ball. Carry out the task twice, timing each attempt using a stopwatch and record the greatest number of catches. Speed 30-meter sprint. This tests a persons speed. Mark out story, a 30 meter distance.

When you are signalled to start, run as fast as you can. A partner needs to record your time. Power Standing broad jump. This test measures power. Measure your height on the floor by lying down and getting someone to mark where your feet are, and where your head is. From a standing jump, at the marker for dissertation writing, your feet, see how far beyond your own height you can jump. PRINCIPLES OF TRAINING OBJECTIVES: Be able to describe, explain and faint, apply the principles of training: - Rest and recovery. Explain the components of the dissertation, FITT principle and how to example apply them.

Explain the term ‘Reversibility’, why it might occur and its impact on performance. PRINCIPLES OF TRAINING INDIVIDUAL NEEDS When planning a PEP individual needs must be taken into account. Current level of fitness: A first time marathon runner would not use an experienced runners programme. – why not? The inexperienced runner may give up because training is too difficult or may sustain injury. What sport is the PEP for and what are the aims of the PEP? Cardiovascular/Speed/Flexibility? Interests: To ensure that training is enjoyed and continues regularly the persons interests need to be considered. Age, Gender and body build also need to be taken into account.

SPECIFICITY Means matching training to writing the requirements of an activity. Divers and long distance runners obviously train differently. Specificity in football might mean concentrating on a tsar was a who was to a, cardiovascular fitness to allow them to keep going for longer or speed to beat players to dissertation ball. In your PEP you could use the principle of specificity by training to improve your cardiovascular fitness, and choosing particular methods of training to do this. TASK: Identify a sport which has different types of fitness requirements depending on their position. How will their training be different? PROGRESSIVE OVERLOAD Means gradually increasing the amount of Overload (training more/harder than you normally do) to enable fitness to improve without the risk of injury. - Type FITT PRINCIPLE CONT… FREQUENCY: Means planning how often to train. Frequency should be a minimum of 3 times/week.

You can Progressively Overload by increasing this to 4 days a week after a period of regular training. Means how hard someone trains. Intensity may vary depending on aims and type of training. Training needs to be carried out at a worthwhile level of intensity. We can measure intensity by Heart rates, amount of weight lifted, length/duration of run FITT PRINCIPLE CONT… TIME:

Means how long each training session should last. In terms of example cardiovascular fitness at least 20 minutes should be spent training with pulse in the target zone. Professionals will train for professional dissertation, much longer than this to reach their required levels of fitness. You can Progressively Overload by gradually increasing duration of network your training sessions. Means the methods of training chosen to achieve a persons particular goals. This principle overlaps with Specificity.

The type of training should be chosen according to the goals/aims. REVERSIBILITY Means gradually losing fitness instead of progressing or remaining at the current level. This type of training is a good way to dissertation writing improve your aerobic energy system. Swimming, running and cycling are common examples of continuous training activities. You need to work for a minimum of you are network for a 20 minutes to achieve some kind of professional dissertation benefit. Continuous training The fitter you become, the longer you will be able to work for. As fitness improves, you will also be able to sustain a higher level of intensity.

You should start training at about 60% of tone of the story your maximum heart rate (MHR) increasing to around 75%–80% as your level of fitness improves. You need to stay within the professional dissertation writing, aerobic zone during continuous training. Russian Leader In The 1900s Similar To A. Continuous training Continuous training depletes your carbohydrate stores. As the professional, body needs an energy supply to keep working, it is forced into using fat supplies. This means that continuous training is a good way to burn fat and lose weight. Continuous training doesn’t just mean running. Aerobics is equity a popular form of professional writing continuous training. It is usually performed to music and requires the performer to tone story coordinate whole body movements. The main drawback of continuous training is that it does not improve speed or agility.

This means it is not ideal for professional writing, games players who need to be able to change pace. Continuous training can also be extremely boring! Disadvantages Examples of activities. that are suitable for. continuous training * of economic equity 25 Interval training Interval training involves following a fixed pattern of periods of strenuous exercise alternated with periods of rest or light activity. It can be used to gradually improve pace or train for sports like football and hockey where bursts of speed are required. Row for 1 minute at 30 strokes per minute, then 2 minutes at 18 strokes per minute.

One set = 5 repetitions of the above pattern. Complete 3 sets as shown above with 5 minute rests between each set. Example * of 25 Interval training Interval training should be planned carefully. The duration and intensity of the dissertation writing, exercise and the length of the rest periods must be calculated to suit the performer’s level of fitness. the type of activity done by the performer. the length of the training session. the number of you are implementing a soho network business bursts done in each period of exercise. the rest period between bursts of strenuous exercise. the intensity put into each burst of exercise. the duration of each burst of exercise.

The following can be adjusted to suit the individual performer: Interval training involves a mixture of professional aerobic and a tsar was a leader in the early to a, anaerobic exercise. * of professional dissertation writing 25 Fartlek training Fartlek training was developed in Sweden. Essentially, this training involves many changes of speed. A Soho Local. Intensity can also be varied, e.g., by running uphill or downhill. Like interval training, fartlek training is good for performers in activities requiring changes of pace and professional dissertation, sudden bursts. Equity. It usually involves running, though you could apply the same principles to professional dissertation other activities like cycling and swimming. Fartlek is derived from the Swedish term meaning ‘speed play’. * of 25 Fartlek training Fartlek training can be used to improve both the aerobic and anaerobic systems by of god grind slowly, mixing moderate activity with bursts of speed. It can be varied to suit the fitness level of each individual performer and the available time they have to train. This type of training can be used to avoid boredom in sports like running and cycling which can be monotonous. Professional Writing. As the performer decides on the intensity of a tsar who was similar work, it can be hard for coaches to tell if performers are working as hard as they should be.

Advantages Disadvantages * of 25 Fartlek training – an example An example of a Fartlek training session: 10 minute jog to dissertation warm up. Sprint hard for 30 seconds. Jog for 2 minutes. Run (about 75% of the mills slowly max) for 50 seconds. Jog for 2 minutes. Repeat 6 times, reducing the periods of jogging by 10 seconds each time. 10 minute warm down jog.

Examples of activities. suitable for fartlek training Circuit training Circuit training is a good way to organize training. In a circuit, you undertake a sequence of exercises. Each exercise is professional dissertation writing performed at a station (or workstation). There are usually between 8 and 15 of these stations in a circuit. Containment Policy. Performers spend a set amount of time at each station in turn, e.g., 1 or 2 minutes at each. Alternatively, you can do a set number of repetitions or exercises for each activity. Circuit training can take time to arrange and often requires a lot of equipment.

Disadvantages Circuit training When designing a circuit you can organize the stations to suit a particular activity or fitness goal. Writing. To develop general fitness, you may wish to use a range of different types of activities. You can alternate muscle groups between each station to delay muscle fatigue. You can target specific muscle groups. You can include weight training activities to increase strength. You can increase the length of each activity to train the aerobic system. You can include skill-based activities. The Mills Of God. Advantages.

2 MINUTE STATIONS Circuit training Here is an example of a circuit designed for footballers. dribbling press-ups star jumps sit-ups sprints passing sideways jumps keepy-uppy Cross-training Cross-training uses a combination of activities to break up the potential boredom of using a single type of professional writing training. As cross-training is why does lady macbeth a mixture of various types of training, it can be adapted to suit an individual’s needs and preferences. For example, an individual could spend one day running, one day swimming and dissertation writing, one day playing tennis. This type of training is a good way to maintain a high level of grind general fitness, while resting muscles used in a main activity. Elite athletes, however, may find that it is not specific enough to prepare them for their chosen activity. Elite cyclists do almost all their training on bikes. Weight training Weight training is an effective way of improving a performer’s strength. Weight training is usually anaerobic.

However, aerobic weight training can be achieved by using very light weights over a long training time. Weight training is useful in several different ways: It can improve muscular strength. It can improve muscular endurance. It can improve speed. It can aid rehabilitation after an injury. Professional. Weight training often requires a lot of equipment. Disadvantages Weight training Use medium weights, and move them quickly. When planning a weights programme to improve strength, you must first decide what type of strength you need: Exercise with a heavy weight and low reps or by pushing/ pulling against a static object. Use a heavy to medium weight and do a lot of repetitions.

Static strength – the strength to hold a position or support weight. The Mills Of God. Explosive strength – the force that can be exerted in one quick movement. Dynamic strength – the dissertation writing, strength to move weight. Weight training – reps and sets Weight training programmes are usually planned using repetitions (reps) and sets. The Mills. A ‘repetition’ is a single movement or exercise. In a weights session, performers usually perform 2–3 sets of about 10–15 reps for dissertation writing, each weight training exercise. Economic. A ‘set’ is a given number of repetitions (usually 8–12). How many repetitions are there altogether in 3 sets of 12 reps? Weight training – repetition maximums How much weight a performer should be lifting can be calculated using their 1 RM or 5 RM. RM stands for professional, repetition maximum.

A performer’s 1 RM = Performers must take care when testing repetition maximums, as the network for a, weights involved are at the limit of their abilities. Exam-style questions 1. In relation to weight training, what is meant by the following: repetitions. sets 2. Circuit training is a commonly used method of training. a)Give two advantages of using circuit training. b)Give one possible disadvantage of using circuit training. Exam-style questions The diagram opposite shows the layout of dissertation writing a fitness circuit. David is working on his general fitness and has decided to vary his method of training as much as possible. He is implementing a soho local business planning a fitness circuit, but has only included three activities so far.

Suggest three more activities that he may include in his fitness circuit. 1 2 3 4 5 6 3. 1.1.2 THE 6 INFLUENCES/FACTORS Cultural influences. Participation in exercise can help your health and well-being. Injuries and professional dissertation writing, illnesses could prevent you from taking part. E.g asthma may prevent some people participating in activities that involve long distance running. IMAGE INFLUENCES This includes Fashion and media coverage: Fashion: Many activities require the equity example, right equipment. Dissertation Writing. E.g. you need boots to play football. Equity Example. Some brands of equipment can be very fashionable and expensive partly as a result of media coverage. Location: Participation in professional writing, sport depends on what is locally available.

Access: Can you walk/bike there? If not do you own a car or can you get a bus there? Time: Are opening times convienient? After work, school and on weekends? SOCIO-ECONOMIC INFLUENCES This includes Cost and Status: Describe a number of initiatives developed to encourage participation in physical activity, including:

Minimum involvement in define, PE. PE School Sport and Club Links (PESSCL) School Sport Partnerships. Sport England’s Start, Stay, Succeed initiative. The Youth Sport Trust’s TOP and Active Kids Programme.

Influences on dissertation, taking part Task 1 (3mins): Develop a mind-map of for a business what you think are the main factors that affect involvement in physical activity. Give examples of each of your factors. Influences on taking part Task 3 (5mins): Revise all the previous influences on taking part for 5 minutes. Circle question time: 1 person to start by giving an influence of taking part.

Then next person to do the same. Continue until no-one can think of an answer that hasn’t been used already. Check sheet and see how many, and dissertation writing, what, was not remembered. Opportunities for getting involved in sport Most activities offer opportunities to participate in a variety of roles, including teaching or coaching, officiating, and volunteering. Training opportunities are available through most governing bodies. Most coaching awards offer training in a variety of roles to encourage young people to stay involved in sport (JSLA). Participants may start as performers and continue to be involved as coaches or officials.

Many sports depend on volunteers. Economic Equity. Even the London 2012 Olympic Games and Paralympic Games will rely on professional dissertation writing, voluntary effort. Opportunities for getting involved in sport TASK 5: Hotchair! People will be picked to come up to the front of the class and deliver their presentation, on an initiative picked by me. Opportunities for getting involved in sport Initiatives to keep people in sport: 1. You Are A Soho Network For A Business. Government Initiatives- Recently the government introduced a policy to ‘ensure all pupils receive their entitlement to two hours of high quality Physical Education per week’. Dissertation. This will encourage more participation and improve students’ fitness. Opportunities for getting involved in sport 3. The organisation Sport England- This organisation believes sport has the power to change people’s lives. You Are Implementing A Soho Local. Sport England is committed to creating opportunities for people to start, stay and succeed in professional dissertation writing, sport. Start- Increase participation in sport in order to improve the you are network for a, health of the nation, with a focus on priority.

Stay- Retain people in sport through an effective network of clubs, sports facilities, coaches, volunteers and writing, competitive opportunities. Succeed- Create opportunities for talented performers to achieve success. Opportunities for getting involved in sport 4. Youth Sport Trust TOP Link- This is aimed at encouraging students in the 14-16 age group to organise and define containment, manage sports activities and dance festivals in local primary schools and special schools. Students who are taking GCSE PE or who have taken awards in, for writing, example, sports leadership are offered the opportunity to put their skills to equity good use. Their experience as a leader or official may even count towards their GCSE. Opportunities for getting involved in professional, sport 5. Active Kids programme- Various supermarkets and other enterprises run voucher programmes in which vouchers are collected by parents can be used by schools to buy sporting and other equipment. One example of these is the economic equity example, Active Kids programme. Dissertation. Opportunities for getting involved in sport Task 2 (2mins): Memory board. With the person next to you, write down (or mind map) as many of the you are implementing for a local, initiatives as you can, including as much detail as possible.

Can you remember how any of the initiatives inter-link?? G.C.S.E Physical Education Topic 1.1.2: Influences on dissertation, your healthy, active lifestyle. Pyramid narrows as less people take part at this level. Governing bodies of sport are responsible for development at this level as players pass from county to why does lady regional to national squads Sports participation pyramid Performance- During this stage young people begin to concentrate on sport specific skills and to develop talent in specific coaches.

Quality coaching is an essential part of player development at professional dissertation, this level. The following schemes contribute: Organised by sports development-coaching weeks: Shropshire youth games. Other: Active sports, club activity. Sports participation pyramid Participation- This is the stage when young people begin to participate regularly in a specific activity for enjoyment.

Sports development contributes significantly to this stage with it’s community TOP programme, school festivals, multi-skills clubs and club/school links. Sports clubs become important at this stage as they make the link to the next stage of development. Sports participation pyramid Foundation- Base of the pyramid. At this stage most are likely to be learning/ experiencing basic sporting skills. The types of activity which contribute to this stage include:

Primary PE lessons. TOP Play activities. Multi-sports sessions (sports centres) The acquisition of economic good exercise/skill habits provides a basis for personal development and future participation in dissertation writing, a chosen sport. Homework Select a sportsperson and a tsar was a similar to a, research their background from when they started playing to professional dissertation where they are now. Now create a timeline of their progress using the aspects of the Sports participation pyramid. E.g- Foundation Participation Performance Elite 1984- Billy started.

Playing at Byfleet F.C Billy signs first YTS contract with Reading Billy plays for.

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16 Free Medical Assistant Resume Templates. Professional Dissertation Writing? There is an increasing demand for medical assistants in the coming years due to aging of the population and why does lady, advances in medical technology. According to dissertation, the U.S. Tone Story? Bureau of Labor Statistics (BLS), the medial assisting field is expected to grow by over 30% between the years 2010 and 2020. Medical assistants are an important part of the healthcare industry as they provide much needed support within healthcare facilities. A medical assistant#8217;s main responsibility is to professional dissertation, provide patients with clinical and administrative assistance . They are employed in economic equity, medical offices, clinics, and hospitals, and work closely with physicians and specialists.

Their job duties often vary depending upon professional dissertation, where they are employed. Grind Slowly? In some offices, the professional dissertation writing, medical assistant is in charge of the of god slowly, management and professional dissertation, administration of the office, which allows the physician#8217;s time to be spent on providing better patient care. Other times, their responsibilities rest solely on providing patient care. Individuals who choose medical assisting as a career have a lot of a soho network for a, responsibility and can expect to earn an average salary of between $23,000 and $31,000 per year . Although there is NO requirement for MA to have formal training, all employers will have different educational requirements and professional, you might be expected to have at least 1-2 years of formal training at a technical or vocational school or hold an associate#8217;s degree. There are several different types of medical assistants . The first type is the containment policy, clinical medical assistant . A clinical medical assistant#8217;s primary responsibility is patient care, carrying out assessments, and performing other medical tasks. The second type of medical assistant is the administrative medical assistant. Writing? The administrative medical assistant primarily performs administrative duties such as managing patient records, scheduling appointments, answering phones, performing general account billing, and maintaining the front desk area. The final type of of god grind, medical assistant is one who has chosen to specialize in a specific field of professional, medicine . Specialty areas could be family medicine, geriatrics, internal medicine, OB/GYN, pediatrics, oncology, transplantation surgery, cardiology, urology, women#8217;s health, endocrinology, or another field. Policy? Size: Downloads: 9523 Download: zip and docx Uploaded: 2013-11-13 21:03:00 / 3354. This is a general resume that is suitable for a Certified Medical Assistant or a Registered Medical Assistant.

For the most part, writing a Medical Assistant Resume is the professional writing, same as writing resume for any other job. Your resume should accurately display your knowledge and equity, commitment to the field as well as your desire for employment within the field. Professional? It should show your professional potential as well as your passion and commitment to quality care. Define Containment Policy? Include any relevant clinical experience you have as well as experience in dissertation writing, specialized areas, if applicable. Maintaining a generalized approach is appropriate if you don#8217;t have any specialty experience. Describe responsibilities you had, duties you performed, and lady, success you achieved at your previous positions.

What is included in dissertation, your resume will vary depending upon what types of a tsar was a early 1900s, positions you plan to professional dissertation, apply for. Make sure you only example, include duties that are relevant to position you are applying for. Some duties typically found on professional dissertation writing, Medical Assistant resumes: Answer office phones and schedule appointments Greet patients and prepare them for examinations Obtain patient medical history and vital signs Assist physician during patient examinations Perform routine laboratory tests and administer injections Explain treatment procedures, medications, special diets, or doctor#8217;s instructions Perform electrocardiograms or other diagnostic tests Authorize drug refills and provide prescription information to pharmacies Assist with insurance, coding, and billing paperwork. Good communications skills, empathy, and people skills . These skills are important to help put patients at ease, as well as answer questions about medications, instructions, and tests. Containment Policy? Analytical skills . It is professional dissertation essential to understand information on medical charts such as diagnoses, as well as being able to code patients#8217; medical records for billing purposes, if required. Detail oriented and technical skills . Medical assistants use basic clinical instruments and need to be accurate when taking and recording patients#8217; vital signs. If you hold any certifications, licenses, etc., they should be incorporated into your resume to show your dedication to furthering your vocational skills. Of The Story? Here is just one sample Medical Assistant Resume with objective, summary of skills, work experience, and education. As previously noted, the type of resume required for medical assisting will depend upon what type of skills you#8217;ve acquired as well as what type of environment you plan to pursue employment in. A professional resume should be tailored to portray who you are, what skills you possess, and be geared towards the type of professional writing, job you#8217;re looking for . Equity Example? Here we#8217;ve helped to create examples of writing, just how to achieve the perfect resume to fit your needs. Grind? You will find three resume formats: chronological (focus on professional dissertation writing, work history), functional (focus on skills and qualifications), or combination (both work history and skills).

Whether you are a recent graduate, or someone who has experience as a medical assistant, you will be able to find one that will highlight your positive attributes and get you started on searching for the career you#8217;ve been looking for. This resume is suitable for someone who has some experience working as a Medical Assistant and has different clinical and administrative skills. Size: Downloads: 7178 Filename: Experienced-Medical-Assistant.docx Uploaded: 2013-11-13 21:03:00 / 3348. Chronological Medical Assistant Resume. Of The? Chronological resume for someone who is experienced at professional dissertation, working as a medical assistant; focus on experience, performed duties, and lady macbeth, job skills. Size: Downloads: 2307 Filename: Chronological-Medical-Assistant-Resume.docx Uploaded: 2013-11-13 21:03:00 / 3340. Experienced Pediatric Medical Assistant. This is an example of a resume to be used for someone who has experience as a Pediatric Medical Assistant. Size: Downloads: 2425 Filename: Experienced-Pediatric-Medical-Assistant.docx Uploaded: 2013-11-13 21:03:00 / 3350. This resume sample provides a generic template which can be used for an entry level medical assistant, or for professional dissertation writing, a certified or registered medical assistant. Size: Downloads: 4627 Filename: Entry-Level-Medical-Assistant.docx Uploaded: 2013-11-13 21:03:00 / 3344.

This is a basic resume that can be used for anyone seeking employment as a medical assistant. Define Containment Policy? Size: Downloads: 3411 Filename: Basic-Medical-Assistant-Sample.docx Uploaded: 2013-11-13 21:03:00 / 3338. This is a medical assistant resume sample that focuses on professional, administrative and clinical skills and experience in orthopedics. Size: Downloads: 1560 Filename: Clinical-Orthopedic-Assistant.docx Uploaded: 2013-11-13 21:03:00 / 3342. Entry-level Medical Assistant Resume. This resume is perfect for an entry-level position for someone who is you are network local just graduating and looking for professional dissertation writing, their first medical assistant job. Size: Downloads: 2447 Filename: Entry-level-Medical-Assistant-Resume.docx Uploaded: 2013-11-13 21:03:00 / 3346. Functional Resume For Medical Assisting Field. For A Local Business? This is an example of a functional resume for use when looking for a first-time job in the medical assisting field. It focuses on skills and qualifications rather than on work experience. Size: Downloads: 3421 Filename: Functional-Resume-for-medical-assisting-field.docx Uploaded: 2013-11-13 21:03:00 / 3352.

Generic Combination Medical Assistant. This resume can be used whether it’s your first or next medical assistant job. It highlights skills and experience. Size: Downloads: 2205 Filename: Generic-Combination-Medical-Assistant.docx Uploaded: 2013-11-13 21:03:00 / 3356. This resume contains a summary of qualifications and professional writing, is suitable for any medical assistant with some experience. Size: Downloads: 1987 Filename: Generic-Medical-Assistant-Sample.docx Uploaded: 2013-11-13 21:03:00 / 3358. This resume can be used for a student medical assistant who has not worked in the field yet. Define Containment Policy? It focuses on externships and dissertation, volunteer experience in place of the mills of god grind slowly, work experience.

Size: Downloads: 2360 Filename: Student-Medical-Assistant.docx Uploaded: 2013-11-13 21:03:00 / 3366. Sample resume for Medical Assistant Intern with example of qualifications, objective, related skills, education, and employment history. Size: Downloads: 1642 Filename: Medical-Assistant-Intern.docx Uploaded: 2013-11-13 21:03:00 / 3360. Dissertation Writing? This is define containment a resume for an experienced Certified Medical Assistant who has experience as Medical Assisting Extern and Emergency Room Technician Extern. Size: Downloads: 1532 Filename: Medical-Assisting-Extern.docx Uploaded: 2013-11-13 21:03:00 / 3362. This resume is for Medical Assistant experienced in working with pediatric patients, solid Clinical and Administrative skills. Size: Downloads: 1960 Filename: Pediatric-Medical-Assistant.docx Uploaded: 2013-11-13 21:03:00 / 3364. CMA with experience in a multi-physician family medical practice and additional healthcare experience as an RPT. Size: 148 KB Downloads: 2332 Filename: Certified-Medical-Assistant.docx Uploaded: 2015-08-11 21:02:00 / 8222. 855.213.0348 | MON-FRI 8A-8P, SAT 8A-5P, SUN 10A-6P CST. 2017 Bold Limited.

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essay paper pcitures Young children drawing: the significance of the context. College of Ripon and York. Paper presented at the British Educational Research Association Annual Conference, University of Leeds, 13-15 September 2001. The role of drawing in children's learning is frequently misunderstood. Even within foundation stage classrooms, where the professional, opportunity to draw is often freely available, there is usually an adult focus upon 'mark making leading to writing' rather than communication and creativity. Yet drawing is one of the many languages which children use to equity example 'talk' about their world, both to themselves and to others (Dyson, 1993, Gallas, 1994, Kress, 1997, Pahl, 1999, Lindqvist, 2001). Through drawing children can re-present action, emotion, ideas or experiences (Malchiodi, 1998 Matthews, 1994, 1999).

This paper uses data, collected as part of a longitudinal research project about young children and drawing across settings, to illustrate the importance of the context, physical, social and dissertation, cultural, in which drawing takes place. The hypotheses will be explored that the context in which a child draws: has an impact upon both the frequency with which the define containment, child draws and professional writing, the number of drawings produced; has an impact upon what he/she perceives to be appropriate to draw; is populated by significant others whose belief systems, both generally and in relation to drawing, impact upon the belief systems of the child. Implications for early childhood education will be drawn. The role of drawing in children's development. Until relatively recently the study of children's drawings has reflected a 'top down' approach which takes the pursuit of implementing a soho network for a realistic representation as its goal and a stage theory which has been generalised from the work of Luquet (1927), Piaget (Inhelder Piaget, 1958), and dissertation, Kellogg (1970) as its model of development (Matthews, 1992:26, 1999:84). This approach, reflected in the National Curriculum programme of study for Art (DES, 1991), has cast the young child in an outdated deficit role which does not reflect the leader early who was similar, view held by early years educators of children as 'able learners, powerful thinkers, feeling human beings' (Nutbrown, 1996, xv). Also damaging to some extent, for the understanding of the role of drawing in young children's learning, has been the exchange of the word 'drawing' for 'mark making' in educare settings (Athey, 1990, Nutbrown, 1994).

The term, in emphasising the importance of children's earliest marks for writing development, can give the message that pictorial representation is inferior to the more important role that the reading and writing of symbols has been given within the National Curriculum and within society in general. This is a narrow view of literacy, which once again does little to dissertation reflect the young child's holistic abilities. Bronfenbrenner's (1979) seminal ecological model of human development gives insights into how young children are situated as learners by the societies in which they are nurtured and educated. His model is supported by studies of young children in home/ pre-school and of the, school settings (Tizard and Hughes, 1984; Trevarthen, 1995; Schaffer, 1992) which have shown children to be. '. skilful in professional writing negotiating a diverse repertoire of relationships, actively contributing to the process of their own development and recognising that their status and the mills of god slowly, power as social actors varies between contexts and cultures.' (Woodhead, Faulkner Littleton, 1998:1) These studies have concentrated upon the relationships between children and their 'significant others'. Influenced by Vygotsky (1962, 1967), the key foci have been language and to a lesser extent play.

Little is writing, known, however, about the a tsar leader in the 1900s to a, impact upon a child's use of drawing of firstly the different settings of home and pre-school or school, and secondly the roles taken by 'significant' others in professional 'formal' and 'informal' learning contexts, particularly over any length of time. The influence of context on russian 1900s who was similar, young children's drawing development. This paper takes a sociocultural approach to the study of dissertation writing young children's drawings. It recognises that: the child is a co-constructor of meaning and an active player in you are implementing a soho his or her world. culture acts as mediator between the child and his/ her environment. the role of professional dissertation writing adults and more able peers/ siblings is why does lady, significant in 'scaffolding' learning.

the role of the peer group is significant in a young child's learning. language, play, objects, artefacts, and the meanings attributed to professional dissertation them, are mediating tools within and russian in the who was similar, across cultures in children's learning. (Bruner, 1996; Vygotsky, 1962, 1967; Rogoff, 1990; Wertsch, 1985) Drawing is seen to have originated from professional writing children's physical action (Matthews, 1994; 1999) and play (Vygotsky, 1995). Matthews (1999) explores young children's intentional actions in making drawings of their own body movements and the sounds and movements of objects around them. He calls these 'action representations'. In common with Athey (1990) he describes development as 'an interaction between what is unfolding in you are a soho local the child and what is available within the writing, environment' (Matthews, 1994).

Athey concentrates on tone, drawing as a reflection of professional dissertation children's inner schematic representations, the developing organisational or conceptual systems by which they make sense of diverse aspects of life. Was A Russian Early 1900s Who Was. Matthews, however, sees children's drawings 'located within a family of expressive and symbolic actions used fluently by children between 3 and professional dissertation writing, 4 years of age' (1999:49). Grind. He draws attention to the interrelationship of a range of conceptual interests and emotional concerns, which are reflected within children's 'artistic' representations. Referencing the work of Trevarthen (1980, 1995) he suggests that 'the basis for professional, the expression of emotion and the representation of objects and events form within an interpersonal arena between caregiver and infant' (1999:17). It is within this interpersonal relationship that the child acquires 'skills in viewing, handling and visually tracking objects, plus the expressive and lady macbeth faint, representational possibilities these might have. Professional Dissertation Writing. ' (1999:18). For Vygotsky there is a close relationship between play and art and the mills grind, 'the entire process through which children develop cultural awareness'. 'Vygotsky (1995) argues that children's creativity in its original form is syncretistic creativity, which means that the individual arts have yet to be separated and specialised.

Children do not differentiate between poetry and dissertation writing, prose, narration and implementing network local business, drama. Children draw pictures and tell a story at the same time; they act a role and writing, create their lines as they go along. Children rarely spend a long time completing each creation, but produce something in an instant, focusing all their emotions on what they are doing at that moment in economic equity time.' (Lindqvist, 2001:8) Play is seen by Lindqvist to create meaning. She argues that it is a 'dynamic meeting between the child's inner life (emotions and thoughts) and its external world' and professional, as such should not be interpreted as a 'realistic presentation of define a certain action' but as reflecting reality 'on a deeper level'. Both play and professional dissertation, art, in enabling the child to create an imaginary or fictitious situation, are seen to example enable the child to writing move towards 'disembedded from policy action' thinking, towards abstractions from the here and now (Lindqvist, 2001).

Building upon the work of Wells (1986) and Bruner (1996) the term 'meaning making' is used extensively when considering the child as a learner from a sociocultural perspective. Dyson (1993) sees a symbol, be it a word, picture or dance, existing because of professional writing a 'human intention to you are network for a business infuse some tangible form - a sound, a mark, a movement - with meaning and, thereby, to comment on professional dissertation writing, or take action in the social world'. Was A Leader Early Who Was Similar To A. Symbol making is, for Dyson, 'the essence of being human' and dissertation, drawing, as a symbolic system, is one of the ways humans liberate themselves 'from the here and now'. Geertz (1983) argues that people who share a culture share similar ways of equity infusing meaning into sounds (language), movement (dance), and lines (drawings), among other media. Children, by using symbols, join with others who share the same 'imaginative universe' or 'worlds of possibility'. Dyson illuminates the way drawing is helped by the critical role of talk and gesture to become 'a mediator, a way of giving a graphic voice to an intention' (Dyson, 1993:24). She draws attention to Vygotsky's description of drawing as a kind of 'graphic speech' (Dyson, 1982). Drawing as narrative in young children's development. If speech is dissertation writing, seen to be internalised as thought (Vygotsky, 1978) can we assume that 'graphic speech' has its own internal visual narrative? Gallas (1994:xv) takes the view that children's personal narratives, formed in an attempt to containment policy order and explain the world from all aspects of their experience, 'are often part of the silent language that embodies thinking'.

She takes 'an expanded view' of children's narratives, not confining them to the spoken or written word, but including the stories they tell from early childhood 'in dramatic play, in their drawings and paintings, in movement and spontaneous song.' In putting forward her view of the young child as a powerful meaning maker, Gallas draws attention to adults within school settings not enabling young children to make use of their 'enormous number of innate tools for acquiring knowledge' (xv) or their different modes of representation which might be visually, verbally or kinaesthetically based. '. Children do not naturally limit the professional, forms that their expressions take. Of The Story. Because adult communication relies so heavily on spoken and written language, however, schools necessarily reflect that orientation and writing, channel children's narratives into a very narrow realm of expressions, in effect limiting rather than broadening the child's expressive capabilities.' (Gallas, 1994:xv) Because of years spent with adults less flexible in define thinking and communication she feels that most children 'lose their natural gifts for narrative expression.' (xvi). There is a lack of recognition by most adults of the power of drawing in serving a narrative function for professional dissertation, children by externalising their experiences, thoughts and containment policy, feelings through visual images. Writing. Malchiodi (1998) gives drawing a dual role as a narrative form, enabling children to define containment policy express their individual stories through a developmentally appropriate form of communication and providing a focus for talking about their drawings. Given the emphasis on reading and professional, writing within the statutory curriculum, the equity example, innovative work of professional writing Kress (1997) on young children's meaning making has importantly drawn attention to the need for a broader view of literacy, which includes both the reading and making of visual signs. You Are For A Local. He argues that children are bombarded with a variety of stimuli both static (pictures, signs, posters) and moving (T.V., video, computer imagery). They are learning to decode the professional dissertation writing, meaning of implementing network for a these images, alongside the more experienced users of these semiotics, within the communities in professional dissertation writing which they are reared. Lady. Kress's thesis is that 'children act multi-modally, both in the things they use, the objects they make, and in the engagement of their bodies; there is no separation of body and mind' (ibid.: 97).

He draws on detailed observations of professional dissertation writing his own young children engaged in multi-model representations using: found materials to lady macbeth make 'models' household furniture and objects mingled with toys to make 'worlds' in which to act out involved narratives in play. mark-making media such as felt tips and professional dissertation, paint to 'draw' elaborate versions of their understanding of the of god grind, world around them. He calls these 'the energetic, interested, intentional action of professional children in their effects on their world' (114). He argues that: 'It is essential that . Equity Example. children are encouraged . in their fundamental disposition towards multi-modal forms of text and meaning making. . Professional Writing. Above all there will need to be particular emphasis on developing their awareness about the dynamic interaction between the various modes, and their awareness that all modes are constantly changing in their interaction with other modes; and a tsar russian in the early 1900s who was similar to a, through the sign maker's use.' (154) Pahl (1999) uses Kress's thesis to study children's meaning making in nursery education and notes that the objects children made in the nursery settings often have a 'fluid quality'. Children create layers of narrative as they represent and re-represent versions of stories in their play. A shopping basket made from a cereal packet and strips of card for role-play in the nursery might be transformed into a carrycot for a doll when the model was taken home. She argued that children had more opportunities to utilise fluidity in dissertation writing their meaning making at home where objects could be freely transformed from a tsar russian early 1900s one function to another without the watchful gaze of an adult. She sees these 'lines of enquiry' offering scope for children to explore the professional writing, gap between 'me' and 'not me' using the models they make as 'transactional objects'. The models children carry from nursery to home offer them opportunities to explore the inner workings of their minds through the outer material representations of their thinking shaped in particular ways by the environments in a tsar was a russian leader in the early who was similar which they try to record their understanding of the world. Drawing is seen by Kress and Pahl to be one of the many languages which children use to 'talk' about their world in informal settings, both to themselves and to professional writing others.

Through drawing children can re-present action, emotion, ideas or experiences and tone of the, tell complex stories (Malchiodi, 1998, Matthews, 1994, 1999). Egan has drawn attention to the story form as a cultural universal which 'reflects a basic and powerful form in which we make sense of the world and experience.'(1989:2) Given the professional dissertation writing, emphasis on a traditional view of literacy and narrative within the statutory English curriculum, it is economic equity example, not surprising that oral storying and story writing have received far more attention within research than storying through drawing. Professional Dissertation. Exploring the young child's use of drawing from equity a socio-cultural perspective allows the impact upon professional the young child's drawing behaviours of the views and beliefs of older and more significant others across both home and pre-school settings to be highlighted. It also emphasises how the young child, operating at profound levels both cognitively and emotionally, uses narrative across modes of representation which include drawing. Short introduction to russian leader 1900s who was to a project. This paper draws on data collected as part of a three year, longitudinal research project 'Young Children Drawing at dissertation writing, Home, Pre-school and School: the influence of the socio-cultural context'. Evidence was collected for the mills of god grind slowly, one month, at the beginning of the professional writing, school year to compile case studies of seven children's use of drawing across home, pre-school and economic, school settings. It was a longitudinal study that took place over a three-year period. Two key research instruments were used for data collection: Booklets of each child's drawings collected by professional writing the significant adults in each setting. Semi-structured interviews with significant adults and with the children.

In addition contextual information was gathered via photographs/ digital images taken in the home and pre-school/ school contexts and, during the first phase of the project, observations of the equity example, children in their settings. Dissertation. The function of the detailed contextual data was to capture the 'situated' nature of the grind slowly, drawing episodes and outcomes. The evidence was collected from September 1998 until November 2001 during a period of continuing change in dissertation writing the UK for all involved in both pre- and primary schooling. Government strategies introduced during this period included, for example, statutory baseline assessment, the Literacy Hour and the daily numeracy lesson. The following detailed exemplar, drawn from the study, concentrates upon the experiences of one child and shows how he begins to use drawings as a narrative form to 'talk' to himself and to others and by doing so constructs new meanings. His drawings reflect versions of meaning making from the socio-cultural context in which he constructs his narratives and particularly reflect the influence of TV and policy, video culture. There is evidence that the cultural assumptions about drawing in the child's home and pre-school/ school contexts affect what he draws, how he draws and how often he draws. Professional Dissertation Writing. Yet the child demonstrates a unique drawing style and an exploration through line of the mills of god intensely personal responses to experiences. In doing so he participates in professional dissertation writing the making of his culture (Kress, 1997) and shows himself to be an able and powerful storyteller. Phase 1: Luke aged three, drawing at home. At just turned three Luke was the youngest child in the sample.

He lived in an inner city council house during phase one of the a tsar leader early 1900s who was to a, project and moved to professional dissertation writing private housing prior to phase two. He had one younger brother. Luke attended a Family Centre three days a week. The drawings Luke completed at home revealed a fertile imagination and a preoccupation with 'scary' things. His drawing 'A crocodile with sharp teeth and scary legs' (Figure 1) reflects a fascination with crocodiles. This preoccupation also emerged in the narratives he wove into 1900s who was, his solitary play episodes at home. His mother described him frantically 'rowing' a baby bath with coat hangers across the living room floor with cushions strategically positioned as stepping stones trying to dissertation writing avoid an imaginary crocodile. With great speed the same coat hangers were transformed from fishing rods to oars as Luke's imaginative play script changed. A Tsar Russian 1900s Similar. The element of scariness was a regular part of mum's interactions with the boys, part of what she called 'our silly time' when they sang and danced together. 'We've a song about crocodiles from Pontins when I was a kid - Never Smile at a Crocodile' . The second drawing from this period reflected Luke's interest in imagery from the television screen.

His mother explained his habitual response to an advertisement for fruit pastilles which featured a strawberry eating a little boy (Figure 2) 'When he watches you can see him backing away from the telly.' The television and videos were a big part of Luke's mother's day and she enjoyed watching children's programmes with the children, often referring to characters from professional dissertation them in conversation and building them into grind, play with the dissertation writing, children. Luke used a 'megasketcher' to draw with as he didn't have access to paper and pens all the time. He spent a lot of time recording and erasing continuous rotations, drawing quickly and with great energy. Paper, pens and scissors were reserved for when his younger brother was asleep and why does lady macbeth, were used at the kitchen table. Writing. Luke was fascinated by scissors and systematically cut paper into strips, turned each strip at a right angle and define containment, cut it into writing, a smaller strip until he was left with tiny pieces of paper. Sometimes he made a mark on the paper as a prop for his cutting action. His mother commented ' He's forever making squiggles with the pen, then cutting them out and then making shapes with the cuttings. You Are Implementing A Soho. He'll cut out something not trying to make the shape, then he'll see it fall down and he'll say 'Oh look, I've made a triangle.' He'll pretend he made it properly.' Luke's mother drew with or for him and described how when she tried to draw the teletubbies for him he insisted on the detail being a correct representation: 'I did La La and he said 'La La's head doesn't go like that.' You have got get the right colour, the dissertation writing, right shade.' Phases 1 and economic equity, 2: Luke aged three and four, drawing at the Family Centre.

During both phase one and phase two of the professional writing, project there were strong messages given by staff at the Family Centre, to both Luke and the mills grind, his mother, about the importance of drawing people. Dissertation. The key workers within the Family Centre were aware of the need for a broad range of implementing a soho network activities, for child choice and of the need for young children to be involved in exploration and self-expression. Professional Writing. Their conversations generally extended individual children's interests. However the a tsar was a russian leader early 1900s to a, messages given by 'Desirable Outcomes for Children's Learning on professional dissertation writing, Entering Compulsory Education' (SCAA, 1996), gave further emphasis to a tendency within the Family Centre for key workers to channel children towards emergent and adult recognisable mark making. The nursery manager felt there was pressure from parents for key workers to be able to explain how drawing led to formal learning i.e. writing. The practice within the setting of including drawing within the term 'mark making' allowed drawing a valid place within the curriculum, but seemed to define containment policy be devaluing drawing as an professional, activity in lady macbeth faint its own right. It was being interpreted as a stage which children moved away from, as they became literate. The Family Centre manager commented 'When they (key workers) hear mark making, it doesn't matter how many times you go through it, they still think writing. That's there at the back of the professional dissertation, mind all the the mills slowly, time. That's not to say that if a child did a row of circles they wouldn't be impressed by professional dissertation that, but only because it's starting to look like letters.'

One of the ways in which the Family Centre gave messages about the purpose of drawing was by its inclusion within the child's developmental record, as part of a progression from horizontal and vertical marks through figure drawing and onto early writing. This check list of competencies, shared with parents at tone, progress meetings, seemed to dominate the dissertation, key workers drawing agenda, influencing their approach and discussions with children about the possible content of their drawings. Equity Example. Luke's mother, during the first phase of the project, was considered by the Family Centre to be pushing Luke to write before he was ready. They told her that they felt he was missing out drawing figures, a stage considered important by the staff and accepted as coming before writing. The drawings collected whilst Luke was at the Family Centre were mostly completed during the afternoon session. The routine at the Family Centre was for professional dissertation, the morning to be spent in 'free flow', with free choice of activities and rooms being allocated to a particular type of activity e.g. large construction. For the afternoon sessions the children were allocated to a base under the supervision of their key worker. This was a more pressured time for the key workers when they were more likely to 'set up' a directed art activity which was often linked to a half-termly theme. Why Does. The afternoons were seen by one key worker as being 'when you get time to do your display work, you know, the professional dissertation, pictures you want the a tsar leader in the early 1900s who was similar, children to do.' It was also a time when they would update their developmental records and for Luke this meant a concentration on dissertation writing, figure drawing. Both 'Mam' (Figure 3, phase one) and 'My Mummy' (Figure 4, phase two) were adult initiated drawings and reflected the setting and key worker's expectations of what a child of a tsar was a russian leader early who was Luke's age should be drawing. 'Mam' was drawn following the key worker's modelling of a similar figure, and dissertation, during the completion of 'My Mummy' Luke was shown where to put the eyes and nose, but did decide to put the hair on himself.

Luke's key worker commented 'We haven't the economic, time to dissertation give them one-to-one experience and then perhaps there's something in the profile - is was a russian in the to a, able to draw a face - and you think I haven't seen him do that, so you sit with him and say. Professional Dissertation. shall we see what we can do?' She gave suggestions to the children that would support their achievement of drawing competencies as set out in equity example the developmental record saying - 'oh look you could do a circle for writing, the face, two eyes, a nose and a mouth see if you can do that'. Luke's key worker admitted difficulty in interacting with a child who was drawing and 'fell back' on suggesting that the child drew a face or drew his/ her mother. 'I do it, yes, because I'm stumped to know how I can help them.' Luke had a different key worker during phase two of the project who also used her understanding of lady macbeth stages in drawing development to professional dissertation writing underpin her decisions about intervening when children were drawing. 'Normally with drawings it is just scribbles on the paper. It moves onto circular movements and dots and then they will start drawing pictures and saying, 'that is mummy'. . We might not be able to recognise it but they will start saying what it is and then you will start seeing pictures of a head with arms and legs, and then they will start putting in the eyes and tone story, things.' She acknowledged that some children had difficulty in drawing people but that she encouraged them to professional dissertation have a go when she judged they were ready. 'I normally ask, start encouraging them to do that (draw mummy) when they say they have done a picture of their mummy or daddy. It might not look like that, but that is why does, when I'll draw one and dissertation, say 'can you do that', when they are ready to do it.' At three years old Luke was very reliant on the presence of his key worker as he was a tentative, nervous participant in Family Centre activities and sought the one-to-one conversations he had with his mother in the home context.

His preferred activities were cutting paper, dough and watching videos. Among his peers at the Family Centre he was unusual in his ability to a soho network local business remain captivated by video and television imagery. Professional Writing. 'He absolutely loves television. He is the you are implementing a soho network for a local business, one child who will sit there and professional dissertation writing, be actually enthralled by it. He talks about what he watches on the television and video in detail - Jurassic park and an animal video.' His key worker at the Family Centre commented on his ability to enter into long monologues about home events with adults. A Tsar Was A Russian Who Was Similar. 'His speech is very very good, very forward for his age. He can be very talkative and uses a lot of language that is older for him, a lot of adult words.' Perhaps influenced by children in the setting, he gained the attention of his key worker by involving her in his 'tea party' role play. Dissertation Writing. She recorded his comments made whilst at story, play 'Would you like a piece of my chocolate cake. You can only have a little piece because I'm only professional dissertation writing, chopping it into little bits.' The reoccurring play script of the tea party was also a means by tone of the which Luke could use clay or dough to satisfy his preoccupation with cutting into smaller and smaller strips. At the Family Centre Luke's key workers noted that he rarely chose to draw. 'Our house' (Figure 5, phase one) was completed without adult presence and although the drawing is named, its content can only be debated.

It may reflect the dissertation, action and business of the home context, but it could also be the case that it was named following completion, in response to define policy an adult enquiry. Professional Writing. It had much in economic example common with the images drawn with the Megasketcher in the home context. Luke's representation of 'Dr. Jekyll when he turned into a nasty monster' (Figure 6, phase one) was completed in response to professional an adult's request for him to draw. It reflects both Luke's continued use of drawing to explore and represent his fears and the influence upon him of define containment video or television images. His choice of topic followed discussion with the key worker about writing, what the content of the drawing would be.

Phase 2: Luke aged four, drawing at home. At home Luke's mother continued to limit Luke's access to paper and Luke still preferred to link drawing with cutting. Because his younger brother no longer slept during the a tsar in the early 1900s, day drawing was now limited to when mum could sit with the children and supervise. She commented 'They sometimes see it (on plastic shelving) and say 'can we draw' or 'can we paint' and I'll say 'not now' or 'maybe later'. Paint at nursery ' out of sight, out of mind.' In response to Family Centre suggestions, Luke's mother encouraged him to draw people but felt she wasn't getting anywhere. 'He won't draw people. Dissertation. Very very rarely draws people.' 'Just colours in leader early 1900s a shape, he'll do a circle and colour it in, then a triangle and colour it in.' Mum felt Luke got really frustrated because he couldn't make his drawings like the images he visualised. 'He'll draw a car, then he gets really frustrated because it isn't how he sees a car, and scribbles it out.' Still trying to support Luke in developing his drawing ability she asked him to writing copy pictures. 'When you see a picture, and you say to him 'Can you draw a picture of a whatever', he'll try and a tsar was a in the early who was to a, draw it. Professional. Because it doesn't look exactly like a pig, he'll say it's rubbish, and if it is the mega sketch, the zipper goes down and he won't even have it on.' Luke's mother gave examples of Luke's critical remarks about both her and his younger brother's drawings. 'That doesn't look nowt like a house. That doesn't look nowt like a cat, where's its tail?' The drawings collected during phase two by Luke's mother reflect her attempts to support his drawing and have probably mostly been instigated by her. 'Pumpkin' (Figure 7) is a shared effort between Luke and his mother as is his attempt to draw around one of the tone story, leaves collected on the way home from the Family Centre (Figure 8). The drawing of his brother, given to him as a birthday card (Figure 9) is the only evidence of Luke drawing freely on paper, but was still probably completed at his mother's request.

Phase 2: Luke aged four, meaning making through role-play. In contrast to Luke's frustration in relation to drawing, Luke's mother and key worker told of his increasing use of role play to act out both real life experiences and re-enact video scripts. His mother gave examples of both his fascination for tape measures - 'as soon as he sees it (a tape measure) it's gone, its disappeared, its clipped onto his trousers and he's a workman'- and his preoccupation with the role of the doctor. The latter followed a recent, quite traumatic, visit with his asthmatic brother to professional writing hospital. Luke also assumed the role of key worker, both at home and at the Family Centre, turning his book around when reading it to show to others. At the Family Centre his favourite book was 'Funny Bones' which fitted into his love/ hate relationship with frightening images.

His mother commented 'He likes being scared, not too scared obviously, but he loves making people jump. He loves being jumped upon lady macbeth faint as long as he knows it is going to happen.' At home Luke's mother built up Luke's sense of drama and professional dissertation writing, atmosphere 'the night before Halloween there was a film 'Hocus Pocus' with witches, and it is a bit scary. But what we did was we turned all the lights off, and put the pumpkin on top of the TV and define containment policy, lit it. Dissertation. ' The influence of why does lady macbeth faint time spent watching videos in the home context was very marked. His mother said 'When its on. he just sits and watches it but afterwards he will do like pretending that he is in that film, or that character. Nine times out of ten he's always the baddy.' His mother discussed how he used familiar objects to support a role. 'He had the professional dissertation writing, radio cassette and the microphone on define, his lap, a little karaoke thing, and that's what he does, his character Woody, in film, because they are all moving house, and he is in charge and he's telling them to get a moving buddy, a partner, so they won't get lost, and Luke is sat there copying it word for word. Even though it weren't on that day, he were like 'get them moving, everybody get one.' When watching a video Luke found the toys he had that were associated with that particular video. His mother said shopping had to include a visit to writing his favourite shop, the Disney Shop. The practitioners in the family centre also acknowledged that the lady macbeth, biggest influence on Luke's play seemed to be videos, watched repeatedly in the home context. 'He will be playing something else but he will always go back to Jurassic Park.' At the Family Centre Luke used construction to support his play and often 'set up' the play scenario and then invited others to join him. As the oldest child in the nursery, and with the departure of the older children to school, Luke had obviously grown in confidence and was now a leader, particularly in role-play.

He had strong ideas about how the professional dissertation, 'story' should be re-enacted. His key worker commented 'Some children will come over and stay for containment, a little bit, but then if they don't do what he wants them to do, he says they are messing it up.' Luke complained to his mother about them not wanting to professional writing play 'Jurassic Park' 'You just can't get them to lady macbeth faint do what you want. Writing. they want to go and play Mums and Dads.' On one occasion, when asked by business his key worker what they were playing, Luke replied 'We are being chased by monsters, dinosaurs and ghosts'. This was a recurring play theme, which in the Family Centre involved escaping from frightening situations and it was followed through in the home context when other children were invited to play in the garden. One of his favourite games, introduced by Luke to neighbourhood friends, was 'stampede'. This again had been watched on video and was explained by his mother 'It is a load of professional dissertation writing animals chasing them.' 'The film starts off as a board game, but real things happen, like spiders come out and economic, lions, oh it's really good and then there's a big, huge stampede. His mother commented that broadening his circle of friendships was causing Luke to ask questions. She gave the following examples of his search for professional dissertation, meaning and understanding 'Where do you go if you die? What if you are good, what if you are bad? He thinks that you have to be old and have 'twisted neck' before you die.' 'When Hannah said her brother was in the graveyard 'What's he doing playing in there then?' 'He died' 'Children don't die' and they are arguing about it.' Phase 2: Luke aged four, moving towards formal writing.

Although Luke had not regularly and voluntarily drawn people, as a four year old at the Family Centre he spent a short period of time each day as part of a small group of children preparing for statutory schooling the network local, following September. All the key workers took turns in leading these sessions, which involved the dissertation, children in working with numbers in addition to the stories and singing they had when they were younger. The children were expected during these short sessions to a tsar russian leader 1900s who was similar 'fit in' with what the adults were doing and 'sit down and professional dissertation, respond when spoken to'. The key worker commented that there would, during the coming year, be more concentration on preparing Luke to enter school and was a russian who was similar to a, that this would include writing his name. Taking advice from the Family Centre staff, Luke's mother provided materials to support Luke in learning to write. Writing. 'We've got this learning to write thing and its like mazes when you've got to tone go a certain way, and he's fantastic with them. He loves doing them, going through the writing, gaps and doing squiggles.' Writing numbers was, however, not always seen so positively by Luke. Tone Story. '. He recognises a load of numbers and letters, but as for writing them down. I think from dissertation writing my view of him, because it doesn't actually look how it's drawn, he can get really angry. Luke's mother was proud of the the mills, fact that Luke recognised and could write his name, but she admitted that 'he gets really anxious and upset that he can't do it right.' Phase 3: Luke aged five, drawing at dissertation, home. It was very obvious from the beginning of phase three of the economic equity example, project that Luke was now drawing and writing a lot. Cupboards had recently been built in the dining room at home, which stored the children's toys, games and paper.

Luke's mother felt this had influenced their choice of dissertation activity. Containment. 'With everything being put away I don't know if its out of sight out of mind.' There was an professional dissertation writing, emphasis in the home on working at the table, either drawing or writing. The scissors and the Mega-sketcher were no longer readily available and although the boys were able to get their own paper from the shelf, pens were kept in a soho for a business the mother's bedside cabinet and she therefore again limited drawing. Although mum had said Luke wasn't cutting any more and professional, chose to write and draw, Luke said he was not allowed to cut at home any more. Equity. It would seem that Luke's mother felt his preoccupation with scissors was not helping him to master the use of a pencil. Luke was now happy to draw. Mum thought this was because he was happy with the way drawings turned out. 'I think he can draw something now and dissertation, recognise it. Like he's done, and we say oh look that's really good and we'd know what it is before he tells us.' There was a huge change in Luke's ability to grind represent images in a way that he found satisfying and which allowed him to use them to communicate with others.

The main difference would seem to writing have been his increased physical maturity, which was supported by the regular practice he was getting in using a pencil. Why Does Lady Macbeth Faint. The drawing ' Sea snails' (Figure 10) demonstrates Luke's ability to interpret a topic of interest in a satisfying way because of his developing drawing skills. It includes not only the spiral and zig-zag shapes but also the numerical symbol '4' which Luke had recently learnt to 'do properly'. At age five, Luke seemed to have made a huge leap in his physical development. He was much more physically daring, as long as he was in control, and had a range of professional dissertation new accomplishments enjoying climbing trees and jumping down stairs.

His mother had represented the city at lady macbeth faint, gymnastics when younger and was keen that the children were involved in physical activity. Luke therefore belonged to professional writing a gymnastics club and went swimming once a week. Other new skills included using bubbly gum to blow bubbles, whistling, clicking his fingers and tying his shoelaces. Luke had transferred from the Family Centre to a Catholic primary school. Towards the tone, end of his time at professional dissertation writing, the Family Centre staff thought that at times he was over confident and dominated the younger children and his mother certainly thought he had changed. Story. 'He's harder. He's not as sensitive and professional writing, he's more rough'. 'He can get upset and wound up, but physically he's got a lot stronger and he can take it and he gets really mad with him (Dad) when they're wrestling and stuff and he'll really go for economic example, him.' Luke still liked to draw individual pictures. These now obviously represented internal and meaningful visual images for him and he seemed to be attracted to drawing as a way of capturing stages of a story. Writing. 'Lots of little pictures' (Figure 11) was completed towards the end of his time at the Family Centre. 'Luke had a fantastic story to tell with it' . When Luke reviewed this drawing a year later he said immediately 'That's a story' but at grind, that point was unable to retell it and simply commented on separate images. A wonderful 'Holiday Diary' (Figure 12), completed by Luke's mother with his help at professional dissertation, the beginning of the reception year, records the salient features of his holiday experiences and shows how, probably unknowingly, his mother is the mills slowly, helping him to bring together drawing and story. 'Arranged cut outs' (Figure 13) is professional dissertation, a collaboration between Luke and his mother but with Luke in control. Drawing and a tsar 1900s who was similar to a, cutting out allows Luke to control the final effect on the page because they can all be named, renamed, or discarded at any stage in professional dissertation the process, prior to his mother sticking them down. Luke's developing interest in writing is why does lady faint, shown in Figure 14, which would seem to be a list of names.

His mother said 'Since Luke started school, he's been practising his writing wherever and whenever he gets the chance. He can read all his letters on the alphabet chart and doesn't copy when doing things like this.' Although his mother said it was his choice to draw and write in the home context there did seem to be a regular time set aside each evening for professional dissertation writing, it. Importantly, there seemed to be little pressure put upon Luke as to the content of his drawings and without being asked he included at the bottom of the page a drawing of himself. During phase three Luke had a relaxed and confident approach to drawing and it was his inability to make letters perfectly, which frustrated him. His mother commented 'He gets wound up if you ask him to write a card out, he gets really wound up. He got really upset last week because it was my birthday and his wasn't right.' Phase 3: Luke aged five, drawing at school. Having transferred to the reception class of a Roman Catholic primary school.

Luke was taught by a confident and experienced early years teacher who was concerned to introduce formal education gradually, seeking to provide a balance of child and containment policy, adult initiated activity. As in the Family Centre, the professional dissertation, class teacher's expectations regarding drawing were linked to story realism and dissertation writing, figure drawing 'A lot still just have the policy, circle with the arms and legs coming out of the head but I would expect to see a recognisable face' . Dissertation. The children were allowed to draw whatever they wanted if a drawing table was set up, but the teacher commented that the children often replicated the standard images which adults drew for them and cited as an example a recent preponderance of house drawing. Equity Example. The passing of an professional writing, idea from network for a business child to child was confirmed by Luke's representation of a house, drawn for the first time during his initial weeks at school. Although Luke's teacher felt the professional, girls generally seemed to be more interested in drawing than the boys, she noted that Luke was often to be found at the drawing table. The third and final phase of the project gives evidence of Luke's choice of policy drawing as a developing form of representation and professional, meaning making. He may have been attracted to why does macbeth drawing in this setting, whether at the drawing table or in the office, for a range of reasons. Most importantly, for Luke's growing confidence in his own ability, in this setting drawing was an activity without teacher direction, where he was free to express and explore his own ideas and where he knew they would be valued.

He had always been able to concentrate and become quietly immersed for long periods of time in activities that were meaningful to him and he was now motivated to dissertation writing draw because of equity example a real sense of achievement in professional writing relation to his drawings. When showing them to the researcher he said enthusiastically 'You'll love this' in relation to his 'Machine for making bread' (Figure 15) . This drawing had been similarly represented the preceding evening at home and named as 'Bread making machine' (Fig 16) by grind Luke. An explanation for the preoccupation with this theme was perhaps connections he was trying to work through. Professional Dissertation. The story of the 'Little Red Hen' had been 'acted out' at school, he had past experience of his Nan's bread making machine and he had a growing friendship with a boy who drew machines. Perhaps these factors led Luke to you are implementing a soho network for a business try to professional writing make sense of the economic, way a machine can deliver a loaf of bread in this way. In this drawing and in 'Aeroplane and professional dissertation, Machine' (Figure 17) there is a continuity of line reminiscent of his earlier drawings, but this interest in define movement and connections had now developed to incorporate shapes which required more complex hand/ eye co-ordination. He was now far more physically confident in professional dissertation his ability to draw images that were acceptable representations both to him and to others and implementing a soho for a local business, because he felt his drawings were now capable of conveying a message, he was beginning to be able to talk about dissertation writing, them.

The class teacher tried to support her understanding of the need for talk about drawing by planning for a work experience girl to containment policy sit with the dissertation, children at the drawing table. She gave her the following guidance 'Don't do it for them. You're there to talk to them basically; you're not there to draw. Let them get on with the drawing. But I would say if they've drawn a person and they've forgotten something obvious, then you could say to them, they've got no hair, or what's happened to their arms?' The class teacher commented that the young girl coloured in alongside the children. 'She's quite arty and she likes just sitting doodling.' Having an older girl modelling drawing behaviour at why does faint, the table would be attractive to Luke because firstly it gave drawing status but secondly it fulfilled his need to talk to an older child or an adult. His teacher commented 'He likes to talk. Dissertation Writing. so if he can give you a running commentary and he thinks he's got a receptive audience then I think he likes to be there.' Suddenly Luke seemed to was a russian leader in the who was similar be using drawing to explore his broader range of writing interests. Interestingly there did seem to be a growing division between play and work and there was no evidence of the influence of was a leader early who was cartoons, which had replaced his fascination with video images and dissertation writing, stories, in his drawings.

It was at playtime, surrounded by the same age or older boys that Luke took part in very animated discussion about video and cartoon characters. 'But know what, have you seen that bit where Scooby Doo falls down that hole and that panda went like that, pointing out on the wall and then a zombie came out. A Tsar Was A Russian Leader In The 1900s Who Was Similar To A. That was the first zombie. Oh have you seen the T-Rex movie? Oh you should, it goes, its good. Right this T-Rex eated only one dinosaur. Dissertation Writing. It bit it, then it ate it. It was one of the nice ones. Playtime was when chasing and pretend fighting games flourished and you are network local, his love/hate relationship with scary images was retained.

This was illustrated in Luke's following discussion with a school friend. But you know what? One day, one night, my Dad told me this story and do youknow what he said? This little boy went on holiday with his Uncle Nick and doyou know what? One day the little boy looked out of the window at the field and they were playing football and he went to tell his Granddad and he said those are ghosts. And then the next night he stayed up really late and looked out of the window again and they were playing football again and guess what they were playing with? A head! Somebody's head! In the classroom Luke spent a lot of dissertation writing time in of god slowly the office area, mark making and professional dissertation, copying words rather than the role play and define, 'dressing up' area 'If he's in the office you could lose him for dissertation writing, virtually the whole day.' 'Dinosaur' (Figure 18) was completed in the office, and Luke spent a long time discussing his drawing with another boy. He then brought the finished drawing to his teacher 'He showed me the tone of the story, picture saying at first that the circles were spots but then correcting himself saying 'No I mean they're scales' . Perhaps Luke will turn to cartoon drawing when once again he cannot represent his understanding of reality to professional his and society's satisfaction.

Figure 19 is a first attempt to tabulate a pattern of drawing development, not confined to stage theories. It derives from Dyson's illumination of the way drawing is containment policy, helped by the critical role of talk and gesture to professional writing become 'a mediator, a way of giving graphic voice to an intention. This adaptation (Figure 19) places emphasis on drawing as an you are business, iterative process during which a child may display more than one of the listed features simultaneously, depending on the media, the task and the context. Exploration of available medium. has no intention to symbolize; manipulates the: sounds of language; movement of own body; graphic marks of drawing and painting implements; structural possibilities of dissertation blocks and other constructive media; explores the distinctive physical and visual properties which each medium offers; responds to the material, the tone, material responds to the child . Use of dissertation writing gestures, marks and words to symbolize - to represent - significant actions in their world. begins to use these symbolic tools to invest meaning in drawn marks (Vygotsky, 1978); derives symbolic meaning from the gestures , not the equity example, marks (Matthews, 1994); uses the writing, marks as a critically important prop for dramatic play (Wolf Perry, 1989) Attempt to story read the meaning of what they have made.

Attempt to communicate its potential meaning to other people. notices, after drawing, similarities between salient physical features of the world and professional writing, his/her own graphic constructions; invests his/ her marks with meaning through talk with others; is prompted to talk about his/her drawings, read his/her marks and of god slowly, discover hidden meanings through the writing, interest shown by other people (Golumb, 1974, 1988); names, reinterprets and renames his/her drawings in order to respond to the interest of others (Malchiodi, 1998 ). may respond as a 'patterner', classifying his/her world through form, colour and size or. may respond as a 'dramatist, showing more interest in actions and adventures, dramatic stories and tales' (Gardner, 1980) and inventing stories about equity, his/her drawings; With experience drawing accompanied with talk about evolving intentions. reinterprets their original intentions, making them more suited to their products, if their intentions prove too ambitious (Golumb, 1974, Brittain, 1979); eventually uses talk to represent meanings, to interact with others about professional, those meanings, but also to regulate drawing itself; uses consciously a range of genres and stylistic conventions in his/her drawings. Autonomous, personal drawings. uses drawing to macbeth re-represent important objects, events and relationships. partakes in general rites of drawing alongside peers (home/ wet playtimes) uses drawing to dissertation writing fulfil the educational agenda in school settings. is supported by a tsar was a in the 1900s similar talk in planning a particular drawing, monitoring his or her shaping of lines and professional dissertation writing, curves, evaluating progress. Figure 19: A sociocultural pattern of drawing development adapted from Dyson (1993:24) The role of drawing in children's learning is frequently misunderstood.

Even within foundation stage classrooms, where the opportunity to draw is often freely available, there is usually an macbeth faint, adult focus upon 'mark making leading to writing' rather than communication and creativity. This paper draws attention to the need for practitioners to. reaffirm or reconsider the place and value of drawing within the professional dissertation, curriculum, particularly the relationship between drawing as communication and drawing as art. There is a need for practitioners not only to 'tune into' and thus give value to was a russian in the early to a children's drawings as re-presentations of their interests and pre-occupations, but also to use re-presentations as starting points for provision which will motivate a child's or children's thinking and support learning. Athey, C. (1990) Extending Thought in Young Children: A Parent-Teacher Partnership London: Paul Chapman.

Brittain, W.L. (1979) Creativity, Art, and writing, the Young Child. New York: Macmillan. Bronfenbrenner, U. (1979) The Ecology of Human Development: Experiments by Nature and Design. Cambridge,MA.: Harvard University Press. Bruner, J. (1996) The Culture of Education Cambridge, Mass,: Harvard University Press. DES (1991) Art for Ages 5 to economic example 14 London: HMSO. Dyson, H.A. Professional Writing. (1982) 'The emergence of tone of the story visible language: Interrelationships between drawing and early writing.

Visible Language, 6, 360-381. Dyson, H.A. (1993) 'From Prop to Mediator: The Changing Role of Written Language in Children's Symbolic Repertoires' in professional dissertation writing Spodek,B. and Saracho,O.N. Yearbook in the mills grind Early Childhood Education:Language and Literacy in Early Childhood Education Volume 4,pp21-41 New York: Teachers College Press. Egan, K. (1989) Teaching as Story Telling: An alternative approach to teaching and professional, curriculum in the elementary school Chicago: University of Chicago Press. Gallas, K. (1994) The Languages of grind Learning: How children talk, write, dance, draw, and sing their understanding of the world New York: Teachers College Press. Gardner, H (1980) Artful Scribbles: The significance of children's drawings New York: Basic Books. Geertz, C. (1983) Local Knowledge New York: Basic Books. Golumb (1974) Young Children's Sculpture and Drawing: A Study in professional writing Representational Development , Cambridge: Harvard University Press. Golumb (1988) 'Symbolic inventions and transformations in child art. In K.Egan D. Nadaner (eds.) Imagination and Education (pp.

222-236) New York: Teachers College Press. Inhelder, B. and Piaget, J. (1958) The Growth of Logical Thinking from Childhood to Adolescence London: Routledge. Kellogg, R. (1970) Analysing Children's Art (Palo Alto, Cal.:Mayfield) Kress, G. (1997) Before Writing: Rethinking the Paths to Literacy London: Routledge. Lindqvist, G. (2001) 'When Small Children Play: how adults dramatise and children create meaning' Early Years Vol 21, No.1. pp 7-14. Luquet, G. (1927) Le Dessin Enfantin. A Tsar In The Early Similar. Paris: Delachaux et Niesle. Malchiodi, C. (1998) Understanding Children's Drawings London: Jessica Kingsley. Matthews, J. (1992) 'The genesis of aesthetic sensibility' in Thistlewood, D. (ed.) Drawing, Research and Development , NSEAD and dissertation writing, Longman, pp. 26-39. Matthews, J. (1994) Helping Children to Draw and Paint in Early Childhood London: Hodder Stoughton.

Matthews, J. (1999) The Art of Childhood and Adolescence: The Construction of the mills grind slowly Meaning. Dissertation. London: Falmer Press. Nutbrown, C. (1994) Threads of Thinking: Young children learning and the role of early education London: Paul Chapman. Nutbrown, C. (1996) Respectful Educators - Capable Learners: Children's rights and early education London:PCP. Pahl, K. (1999) Transformations: Meaning Making in was a russian leader in the early 1900s who was to a Nursery Education Stoke on Trent: Trentham Books. Rogoff, B. Writing. (1990) Apprenticeship in thinking: Cognitive Development in a Social Context.

Oxford: Oxford University Press. SCAA (1996) Desirable Outcomes for Children's Learning on Entering Compulsory Education. London:SCAA. Tizard, B. and Hughes, M. (1984) Young Children Learning: Talking and Listening at was a russian in the similar to a, Home and at School. Dissertation Writing. London: Fontana. Trevarthen, C. (1980) 'The foundations of intersubjectivity: The development of interpersonal and cooperative understanding in infants', in Olson, D. (ed.) The Social Foundations of Language and Thought: Essays in Honour of J.S.Bruner, New York: W.W.

Norton, pp. 316-42. Trevarthen, C. (1995) 'The child's need to learn a culture' Children and Society 9(1). Schaffer, H.R. (1992) 'Joint involvement episodes as contexts for cognitive development in H. McGurk (Ed.) Childhood and Social Development: Contemporary Perspective. Hove: Lawrence Erlbaum. Vygotsky L.S. (1962) Thought and Language Cambridge. Mass: The MIT Press. Vygotsky L.S. Was A Leader In The Early 1900s. (1967) 'Play and its role in the mental development of the child' Soviet Psychology 5(3), 6-18. Vygotsky L.S. Dissertation. (1978) Mind in Society. Cambridge MA:Harvard University Press.

Vygotsky, L.S. (1995) Fantasi och kreativitet i barndomen (Imagination and lady macbeth faint, Creativity in Childhood) Gothenburg: Daidalos. Wells, G. (1986) The Meaning Makers London: Hodder and Stoughton. Wertsch, J.V. (1985) Culture, Communication and Cognition: Vygotskian Perspectives Cambridge: Cambridge University Press. Wolf, D. and Perry, M.D. Professional Writing. (1989) 'From endpoints to repertoires: Some new conclusions about drawing development. In Gardner, H. and containment, Perkins, D. (eds.) Art, mind and dissertation, education: Research from Project Zero (pp. Grind Slowly. 17-34) Urbana and Chicago: University of Illinois Press. Woodhead, Faulkner Littleton, K. (eds) (1998) Cultural Worlds of Early Childhood London: Routledge. Figure 1 Crocodile with sharp teeth and scary legs.

Figure 2 Strawberry eating little boy from fruit pastille advert. Figure 4: My mummy. Figure 5: Our house. Figure 6: Dr. Jekyll when he turned into a nasty monster. Figure 7: Pumpkin. Figure 8: Drawing around leaf. Figure 9: Brother's birthday card. Figure 10: Sea snails.

Figure 11: Lots of little pictures. Figure 12: Holiday diary. Figure 13: Arranged cut outs. Figure 16: Bread making machine. Figure 14: Names. Figure 15: Machine for making bread. Figure 17: Aeroplane and machine. Child's use of drawing across a year in both settings. Frequency/ no of drawings. Content of dissertation writing drawings.

Drawing as physical action. Drawing as prop. Drawing as mediator. Messages given to child (belief systems) Views of define policy adults. Provision by adults. Modelling by adults. Adult/ sibling involvement. Multi-modal meaning making.

#9;#9;Frequency/ no of drawings. Drawing as physical action. Drawing as prop. Drawing as mediator. The adults in Liam's life are obviously influential in modelling and resourcing activity. Children use what is to hand and watch adults using what is to hand.

The videos provide additional models which attract children with fast moving action, songs and professional, rhythms. This is the only world Luke knows and he brings this knowledge to bear on new situations, looking for the objects and activities that make sense to him. Adults attitudes to drawing and equity example, understanding of its place within child development will therefore influence the child's motivation to professional use drawing as a means of. Access to why does macbeth faint drawing as part of daily routine - importance of views and professional dissertation, beliefs of adult about drawing - it is done at nursery - link to writing / academic; its part of example what you do with young children - its what my mum did. Female role. Children use what is to dissertation hand. Children influenced by daily pattern of behaviour. If home has special focus this influences the tone story, child and is taken into the nursery. Importance of choice, provision of materials and adults who model use of different materials, particularly initial exploration 'what can we do' rather than 'this is what you do' Role model for drawing.

An adult who draws. In nursery being comfortable with familiar activities therefore initially following home pattern. Talk about drawing - joint involvement episodes. 1. Drawing as part of a range of activities (syncretistic creativity) 2. Writing. Messages given to tone children. 3. Narrow view of literacy. Drawing as part of a (developmental) sequence towards writing. Play Drawing Writing (double symbolism) plus with talk. The importance of social interaction. The importance of dissertation writing oral storytelling in broadest sense.

The importance of tone story drawing and talking in professional carrying the story meaning. Linked to implementing a soho network local business above: The prescriptive curriculum. Adult focus/ child freedom. Gender expectations/ female teachers/ good behaviour is 'still' 'passive' '2D' Material not used in text. 'children construct their own understanding of the professional, world, including their understandings of how symbolic media work, and that they do so as they engage in a tsar was a leader in the 1900s who was to a social activities with other people (Vygotsky, 1978).' Cassirer (cited in Gardner, 1982) claimed that such representative symbols are not simply tools of thought but are the professional writing, functioning of thought itself. In other words, symbols provide a way of representing reality and integrating ideas we have about the world.

Through symbolic activity, children engage in what is now popularly called 'meaning making'. (Wright in Boulton-Lewis Catherwood :1993) which children develop cultural awareness'. Mikkelsen (1990:13) Storymaking a third literacy, a way we 'read' ourselves into understanding the world, as well as a way to 'write' a new version of the world we are trying to see Egan - the power of storytelling for children. The children in the study fall within the age range which is associated with children learning to use symbols and slowly, symbol systems. This symbolic period (Gardner, 1991) is a time when children learn to use and professional writing, understand language, to ask for lady faint, things and information, and to tell others what they want. They also use language for dissertation, more expressive purposes, such as telling jokes, teasing, making up or retelling stories, creating friendships and role playing. Carr,M (2001) Assessment in the mills slowly Early Childhood Settings London: Paul Chapman Publishing Y.

David,T and Goouch (2001) 'Early Literacy Teaching: The Third Way' Education 3-13 Vol 29 No 2 pp 19-24 Y. * Dunn,J. (1993) Young Children' Close Relationships London: Sage. Egan,K (1986) Teaching as Story Telling Chicago: University of Chicago Press Y. *Einarsdottir,J. (1996) Dramatic play and professional dissertation writing, print Child Education Vol. 72(6) pp.352-57. Ferreiro,E. and Teborosky, A. (1983). Grind Slowly. Literacy Before Schooling London: Heinemann P. Hall,N. (1987) The Emergence of Literacy.

Sevenoaks, Kent: Hodder and Stoughton. Jones,E and writing, Reynolds,G (1992) The Play's the Thing: Teachers' Roles in Children's Play. New York: Teachers College Press Y. Kantor,R., Miller,S. and Fernie,D. (1992) Diverse paths in literacy in a preschool classroom: a sociocultural perspective. Reading Research Quarterly Vol.27 pp. 185-201 P. * Knupfer,A.M. Example. (1996) Ethnographic studies of writing children: the difficulties of entry, rapport, and presentations of faint their worlds. Qualitative Studies in dissertation writing Education, 9(2) pp.135-49. * Merritt,S. and Dyson,A.H. (1992) A social perspective on informal assessment: voices, texts, pictures, and play from the first grade.

In C. Genishi (ed.) Ways of Assessing Children and Curriculum: Stories of you are implementing a soho for a business Early Childhood Practice New York: Teachers College Press. * Morrow, L.M. (1990) Preparing the dissertation writing, classroom environment to promote literacy during play. Early Childhood Research Quarterly Vol.5(4) pp.537-54. * Morrow,LM and Rand,M. (1991) Promoting literacy during play by designing early childhood classroom environments. Was A Russian Leader In The Early Who Was Similar To A. The Reading Teacher Vol.44 pp. 396-402. * Smith, A.B. (1992) Early Childhood Educare: seeking a theoretical framework in.

Phillips, L. (2000) 'Storytelling: The seeds of children's creativity' Australian Journal of Early Childhood Vol 25 (3) pp1-5. Pollard,A. (1996) The Social World of Children Learning: Case Studies of professional Pupils from four to seven. London:Cassell. L. Roskos,K. and you are for a local, Neuman, S. (1993). Descriptive observations of adults' facilitation in young children's play. Early Childhood Research Quarterly . Vol.8 pp.77-97 P. Seitz J.A. (1997) 'The development of Metaphoric Understanding: Implications for a Theory of Creativity' Creativity Research Journal Vol. 10 (4) pp347 - 353 P. Smith, A.B. (1993) 'Early Childhood Educare: Seeking a theoretical framework in Vygotsky's work' International Journal of Early Years Education Vol 1(1) pp47-61 P. Sylva,K. (1994) School influences on children's development.

Journal of Child Psychology and Psychiatry, 34(1), pp. 135-70 P. *Vygotsky's work . International Journal of Early Years Education , 1,pp.47-61. Wright,S (1995) in dissertation Boulton-Lewis,G and Catherwood,D The Early Years: Development, Learning and the mills slowly, Teaching London: Pitman Publishing Y. Yair,G. (2000) Reforming motivation: how the structure of instruction affects students' learning experiences. British Educational Research Journal, 26(2) pp.191-210 P.

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Your letterhead should be the same letterhead that appears on your resume. This is your one and only chance to name drop, so take advantage of it. Potential employers want to know how you heard about the position. You should also identify the specific position that you are seeking, and dissertation writing state that you are applying for grind slowly this position. Yes, it’s obvious, but cover letters follow a long-established pattern, and this isn’t the time to be a rebel. Finally, set the tone for the rest of the letter, and briefly state what you will be discussing.. If you have more than a few years of experience in the field to which you are applying, your professional experience should be presented before your educational experience. First, write a topic sentence that presents one unified idea. If you’ve held several jobs in this career, find the one aspect that these jobs have in common that will most impress your potential employer.

You also need to link this paragraph to your educational experience. Similar to your employment paragraph, you need to develop one unified idea rather than simply presenting a list of professional writing, all the schools you’ve attended and courses you’ve taken. Determine which aspect of your education is most important to the position you’re applying for why does lady and present it here. A fourth and even fifth paragraph may be added if you need to present additional relevant information. Just remember to develop one idea per paragraph, and to keep the entire letter under one page. This is your opportunity to tie everything together, leading the reader to dissertation writing, invite you to an interview. You need to reference your resume and any other included attachments. A Soho? In addition, you need to politely, yet confidently state that you wish to professional writing, be invited to an interview.

Finally, state the easiest way for the employer to reach you, referring to the phone number and e-mail address in your letterhead. For important documents like cover letters, you need to go beyond your computer’s spell check and grammar check. Place the cover letter aside for a few hours, or overnight if possible, and look at it with fresh eyes. You might find errors that you didn’t see previously. As a final step, ask someone, who you trust will do a decent job, to a tsar leader in the early 1900s who was, proofread your cover letter. Now, you have a well-written cover letter that will hopefully lead a potential employer to read your resume and professional ultimately invite you to an interview. The rest is up to you! How to prepare for a winning job interview. In a competitive market for available jobs, potential candidates should put in the necessary time and effort to make a solid impact. You must simply accept that it’s a buyer’s market, the buyer, in this case is the organization. Your first job as the seller is to sell yourself.

You need to stand out from the other candidates like a house with a shiny red door in a cookie-cutter neighborhood. Assume your resume and cover letter is in 1900s who was similar a pile on writing, a desk with plenty of others, therefore you must find a way to the mills of god, rise to the top. You need to put yourself in professional writing a stronger position, instead of equity, you trying to chasing the professional dissertation writing job, make them convince you to take it. Your mindset dictates the demeanor you portray. Policy? If you seem too desperate, you don’t make it to the next step, however, too arrogant and dissertation doors will close. You have to put yourself in the shoes of the interviewer and determine your moves every step of the way.

Spend about five hours preparing for each hour of interview, you want to investigate how you can deliver value to economic, the organization. Professional Writing? By researching and probing how you can make an the mills of god grind impact in dissertation the position, you are going beyond the canned responses of most candidates. Your resume should announce that you are qualified for the position. After the interview, you want to leave the impression that you can start the job tomorrow. You want to contact somebody who does the same job at the organization or similar enterprise and why does lady macbeth ask several questions. Dissertation Writing? It’s a must that you discover the current challenges for the position within the organization and the industry as a whole. The next step is succeed where so many candidates fall short, you want to economic equity example, show initiative by suggesting ideas for the position.

Hiring managers have so many job functions to perform, by dissertation proving that you not only macbeth faint did research concerning the professional writing position, but proposed suggestions, you show tremendous potential. You would be surprised how those that have been performing the job for years have not expressed such aptitude. Be prepared to go beyond lip service, you want to equity example, demonstrate the homework you have done. Reaching out to dissertation, a current employee performing the same job function puts you over the top. Don’t be shy or feel like you are intruding. Many employees have innovative ideas about economic how to perform their jobs better, tap into that information for professional dissertation writing free and then add your own spin.

Use the power of imagination to stand out from the crowd, everybody else is 1900s going to be following the same job interview tips that get recycled over the web. Professional Dissertation Writing? If you want to make a lasting impression, you must put in the sweat and effort. Find someone who you can practice with until it comes out natural. Landing an you are for a local business offer in a tough economy requires considerable effort. Professional Dissertation Writing? If you can demonstrate you can make an impact in your interview, your name will rise to the top of the pack. Copyright Curriculum-Vitae.In 2013 - Contact : webmaster curriculum-vitae.in.

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