Childs Safety In Mind Children And Young People Essay

Childs Safety In Mind Children And Young People Essay A good early childhood environment meets the childs basic needs and supports and encourages children to engage in activities that implement the programs curriculum. the environment is designed to enable staff to facilitate the optimum learning for their children. the environment makes parents and guardians feel welcome, involved, and empowered. Kids often trip or tumble so the play space should accommodate this with safety precautions. Local building codes for childrens indoor play areas are also important to ensure the area meets all standards during the construction phase. An early childhood environment is many things: Its a safe place where children are protected from the elements and are easily supervised, and its where the important activities of the day take place, such as playing, eating, sleeping, washing hands, and going to the bathroom. The success of an early childhood environment is not dependent upon aesthetics and design alone. Places Children Can Call Their Own. A basi c human need is the need to belong. Children need to feel they belong, too. They need to be close to people they know, have familiar and comfortable objects, and be in a setting that has a personal history for them. Early Childhood Environments Should Be Functional for Both Children and Teachers Accidents- leading cause of death for children. Most deaths could easily be prevented, so it is important to keep your childs safety in mind at all times. Children are most commonly exposed to lead by the ingestion of paint chips or dirt that is contaminated with lead-Those days lead was an ingredient of paint, so children living in older homes with chipping paint are most at risk for lead poisoning- Reviewing your homes risk for causing  lead poisoning- avoid purchasing older toys at yard/garage/rummage sales. Some may have been recalled for lead paint- eating foods that are cooked or stored in imported or glazed pottery. Make sure older buildings contain no lead, asbestos or other toxic materials. Your community health department or child care center licensing agency can put you in contact with experts who can take samples of paint and other materials for official findings. Learning to use  baby products  correctly and according to age appropriate recommendations. Putting  door knob covers  on doors that you dont want your child to open, including the bathroom, rooms that arent childproofed. Checking the floor regularly for small items and toys that younger children can choke on. includes marbles, balls, uninflected or broken  balloons, small magnets, and small toy pieces. Keeping all of the  top household poisons  out of your childs reach and in a childproofed cabinet. Ice pack-angin medicine-kids panadol-first aid-updated regularly. You can prevent falls and/or things falling on them; As with infants, be sure to secure chairs, tables, shelves, lamps. so they cant pull them over on themselves. If you have windows that they can reach, be sure they are screened, open from the top, or keep them closed and locked. If you cant- barricade them. Installing  smoke alarms  and  carbon monoxide detectors.- common sources of carbon monoxide ex posure include:- Preventing Carbon Monoxide Poisoning: Oil and gas furnaces Motor vehicles Stove/Gas range Placing latches and  locks on cabinets  and  drawers. Installing a  stove guard  in front of the stove to keep your childs hands off the burners. Securing appliances, including the refrigerator, dishwasher, and oven, with an  appliance locking strap. Installing covers on electrical outlets- Take a look around your home at your electrical cords- move them out of reach.   Be sure your stairways (stairs, porches, decks, lofts, etc.) have railings- if possible one that a child can reach. If your steps are prone to being slippery, put tread mats on them or carpeting- something non-skid. If you are using a high chair for toddlers, be sure they have a wide base (so they cant be tipped over) and always use the restraints. Never leave your baby unattended in the bath. Be sure your smoke alarms are working properly. SAFETY SCISSORS-dap equipments! A baby gate should be an important part of every home with children. These items safely block off different parts of the house that are potentially dangerous to toddlers such as staircases. If there are any areas of the house that your toddler should not be going to yet, then you definitely need to find a gate to keep them safe. Ideally, they should be easy to install sturdy and be made of materials that are safe for your toddler. guidelines for buying the best one possible: A frame that connects to a door frame and does not have any gaps for the heads or fingers of children. Be sure there are no sharp edges. Do not use gates with potential foot holds. Do you have toys or objects like marbles, legos, etc that have a diameter of less than 1 1/4 inch (about the size of a half dollar) or have detachable parts? If so they need to be thrown out or put away and NOT USED in your daycare for toddler safety/ Keep all plastic bags and Styrofoam packing out of their reach for toddler safety-Choking/suffocation and Poison hazards Common sense tells us to keep all medications, cleaning supplies, insect poisons, bug spray, weeds killers out of reach or locked up. be sure that all sunscreen, perfumes, and cosmetics, alcoholic beverages, vitamins, and pet supplies are as well. Do not chemically treat your yard, use insect/rat poisons, or weed killer when the kids are present.  Also, can the kids get behind your T.V.? If so, move it so they arent able to. If you have your computer, DVD players, cd players within their reach, move them up high so they cant.  Keep lighters and matches out of reach. Be sure your toilet lids are always closed. Always keep sharp objects out of a toddlers reach. Only takes a couple of seconds for those to become sharp! So are the edges of an aluminum foil/plastic wrapping box! There must be two exits out of each child activity room. One exit must lead directly to the outside. There must be a fire suppression system throughout the facility. Follow guidelines-health/fire departmnt. Th e building will need to have high ceilings to accommodate the main play structure. We recommend between 5 and 6 meters. Insurance?Equipment made of?-high quality. Matainance-carefully evaluated and assessed on an annual basis. If you have a working fireplace, wood stove or space heater, is it safely screened and inaccessible to children? Are privacy locks on bathroom or bedroom doors inaccessible to children? Can the lock be opened quickly from the outside? Does the kitchen meet fire safety standards? Is fire protection available within a short distance of your center? Does the center have adequate hand washing and toileting areas in the rooms occupied by children? The location for the preschool play area is one of the most important decisions- Choosing the location for each piece of play equipment takes some time and consideration. An open space with plenty of room for active preschoolers is essential. The room also needs some degree of security depending on the particular situation. In a child care setting, a room that is easy to monitor and keep secure is more important. Avoid areas with high air pollution/near gas stations where there are underground or above ground gas/oil storage tanks. Survey-surrounding-road-CAR parks. Once the location is established, the foundation of the room begins to take shape. Responsive/Stimulating-Not overwhelming(DAP)(colours). Because so many child care facilities have limited space, it can be challenging to respond to the uniqueness of each child within a collective environment. Young children have unique personalities and needs that require us to respond to them as individuals, not as members of a group. Th e environment must be responsive to this need. Ease of cleaning, maintenance, supervision, cost, and adult aesthetics should not detract from providing spaces children feel are designed for them. Children need to have private areas, secluded corners, lofts, and odd-shaped enclosures. Individual cubbies for each childs clothes and belongings, photographs of home and family, and at least a couple of secluded areas where two or three children can gather allow children opportunities to maintain their individuality and break away from the group to avoid over stimulation. Accurate measurements of the area help with the indoor play equipment selection. It also helps when choosing and purchasing the floor covering. A soft flooring option helps prevent injuries when children fall off of the soft play equipment. Preschool children often fall; soft surfaces such as mats underneath protect the kids. A rubber floor covering is a common option for a childrens indoor play area. It helps absorb the shock when a child falls from short play equipment. Gymnastic mats are another option for the area. These floor mats also help absorb the shock. Foam mats are also used for kids play areas. Local building codes governing childrens play areas might have specific requirements for the floor covering so its always a good idea to check first. A floor plan of the room helps determine the layout of the childrens indoor play area. It should provide a mixture of play equipment that is appropriate for preschool-aged children. The budget will influence the selection of the equi pment. Soft play equipment is a popular option if the budget allows. These special pieces of equipment are designed to prevent injuries as the young children play on them. Evaluate the entire center, including the playground, hallways, and bathrooms. Hire professional-know 1st aid/***- handle young ones-follow RATIO. knowledge and understanding of infant/toddler growth patterns and developmental needs are critical in providing appropriate care and experiences. Creating play zones that separate the different types of play equipment increases the safety of the childrens indoor playground. Consider the amount of space each toy needs, including a buffer area to allow easy movement. The types of activities that go well together are also a factor. Once the arrangement is selected and the soft play equipment and other play areas are set up, a final walk through is needed. This test run checks for a good flow in the indoor play area to make sure the kids wont constantly run into one another. Kids and adults should easily move around all of the play equipment. A clear line of vision for the adults from all vantage points in the room is another key factor to check during the test run. Noise making area separate-quiet ones. Managing noise is important in a classroom. Placing carpet on the floor absorbs noise as absorbent tile on the ceiling. The reading center should be next to a quiet area like the art area. Blocks are loud, and should be located next to other loud areas such as the woodworking bench. Noisy activities can also be placed in transition areas or moved outside in good weather. group size, the developmental stages and the infants/toddlers needs shall determine the amount of space and spatial organization. The environmental needs of non-mobile infants are different from those of mobile infants, as space becomes a crucial consideration for young infants developing gross motor skills such as crawling and walking. The use of appropriate barriers is necessary for the safety and protection of younger infants. Dividers are any physical object that serves to delineate areas within a classroom, create interest areas, control traffic, and distribute children throughout the classroom. Almost anything can be used as a divider, so long as it is safe shelves, couches, fabric hung from a line, streamers attached to the ceiling, folding screens, puppet stages, etc. Safety is obviously a critical issue. Some dividers are easy to push over. The larger and heavier they are at the bottom, the safer. A divider can also be secured by fastening it to the floor or a wall. Several equipment companies have introduced dividers that attach directly to storage units and furniture. Ideally, dividers should be multi-functional for use as storage units, play furniture, and display boards.  Keep in mind that solid dividers or walls of more than 30-40 inches high disrupt the circulation of air in the classroom and limit supervision of children. Less solid dividers, like fabric, avoid this problem. One teacher creatively used colorful fabric streamers attached to the ceiling as effective dividers. Unlike traditional classrooms, early childhood environments need to support both basic functions and learning activities. Look around your classroom from a childs perspective. Are toilets, sinks, windows, faucets, drinking fountains, mirrors, towel racks, chairs and tables, tooth brush containers, and bulletin boards at the childs level and child-sized? Are classrooms, bathrooms, kitchens, and eating areas close together so that children can develop self-help skills and important autonomous behaviors? Like children, teachers also need to have spaces that are functional. Teachers need to be able to arrange and rearrange their classrooms for various class activities and supervision purposes. Classrooms that include permanent, built-in features such as lofts, playhouses, tables, benches, alcoves, and cubbies can be problematic. These types of fixed features make it difficult for teachers to create areas for gross motor activities, can cause injury in active children, or prevent inclusion of physical activities altogether. Classrooms built as a basic shell work best. Adaptations must be made carefully for any child with special needs, be they physical challenges, learning disabilities, or emotional issues. Brail and large lettering can be used for children with visual impairments, and sign language can be incorporated into the curriculum for those children with hearing impairments. Reducing distractions, glare, and over stimulation helps accommodate children with ADD and ADHD. Visual images are an important part of developing a feeling of belonging in all children, so it is important to display pictures of single parent families, grandparent families, and homes of every race and ethnicity, including interracial, multiethnic, and adoptive families.  The entire center should also reflect diversity throughout the world race, ethnicity, languages. Storage areas are a little like entrance and exits-they receive lots of traffic and are noisy and congested. For these reasons, storage areas can sometimes foster disruptive behavior and noise. Provide easy access to materials, allowing children to get what they need quietly and easily. The closer materials are to where they will be used, the better. Storage must also be designed so that materials for independent child use are separate from those teachers control. Activity Area Access. Activity areas need to be located next to supplies and be easy to clean up. The classic example is the art area. While providing easy access to paint, easels, paper, and brushes, the art area needs to be close to a water source and on a surface that can withstand a mess. Similarly, the reading area must be close to book shelves, magazine racks, and comfortable places to sit. CHILD SAFETY This is especially true once their children become mobile and start crawling their way into trouble.  Child safety is a very sensitive issue and importance for it is rising in the recent times with the rising cases of child missing, child injuries, child labor and so on. As a social citizen; it is your duty to support child safety awareness and this could be best done by protecting your own child from the world. efforts which you put to save your child from any of the dangers. Saving your child is extremely easy as it mainly includes one precaution which if followed by you can surely make a change. This precaution is that you need to keep a constant eye on your child. The areas for play, diapering, feeding and napping shall be set up to maximize contact between the caregiver and the infant. These areas shall allow the interaction to be unhurried and quiet. Areas (especially play areas) for non-mobile infants shall be separate from those for mobile infants. The napping area shall be physically separate from other activity areas. Partitions or other suitable barricades shall be used to separate the napping area from other areas. The outdoor activity area shall be suitably surfaced and well-drained. The outdoor activity area shall be equipped with a variety of age-and developmentally-appropriate toys and equipment. The outdoor activity area shall also have shaded areas. Cribs/cots shall be of sturdy construction with closely-spaced bars. Each crib/cot shall be occupied by only one infant. Each crib/cot shall have a firm mattress and it shall be covered with vinyl or similar moisture-resistant material. Cribs/cots shall be arranged so as to provide a walkway and work space between the cribs/cots sufficient to permit staff to reach each infant without having to step over or reach over another infant-observable. Separate facilities shall be provided for food preparation. Food preparation utensils and equipment shall not be used for other purposes. Sufficient and suitable facilities shall be provided for the sterilization of milk bottles. Sinks with running water shall be provided near the diaper change area at a ratio of one sink for every 10 infants /toddlers aged 18 months and below. Sufficient potty chairs shall be provided for the infants / toddlers- kept separate from the kitchen/food preparation areas. Sleeping infants shall be placed on their backs rather than on their fronts to ensure that their breathing is not interfered. Any other soft materials that may potentially block the airways such as pillows, blankets, comforters, and bean bag chairs shall be removed. Feeding equipment and all surfaces used for food preparation shall be sterilized after each use. Liquid soap shall be used and hands washed under running water before and after diapering before and after preparation of meals and feeding an infant when in contact with bodily fluids such as mucus, urine, saliva or faecal matter Disposable paper towels shall be used for drying hands. The diapering area shall be disinfected with each diaper change. Soiled diapers shall be placed in plastic bags and disposed of in a covered bin, preferably with a step pedal to reduce the risk of contamination. Log book RECORD-allergies/ diaper changing routines/ feeding times/ injuries/visitors

Compulsory Education in Saudi Arabia

Education is very important as it greatly influences people’s behavior, interpersonal relationships, leadership and the general economy. When people are educated, they become more open minded to new ideas and it is this change in attitudes that enhances innovation and intelligence in society to make people skilled in certain areas such that they positively impact on the society (World Education Forum, 2000). Saudi Arabia is one of the countries in the Middle East whose economy is growing rapidly. The country therefore needs skilled people to work in the industries who will continue propelling the economy to greater heights. For this reasons, education in Saudi Arabia is something that the government considers as a necessity and that is why it is has dedicated itself to improve the literacy levels especially among people in the rural areas. Saudi Arabia being an Islamic state it is ensuring that the citizens follow the culture and traditions as stated in the holy Quran. To enhance this, the school curriculum follows the Islamic principles and belief system. This research will look at the various ways in which education in Saudi Arabia is enhanced in several ways so as to ensure that the children of Saudi Arabia have access to good education. Compulsory Education Compulsory education generally means that children are allowed to go to school without being asked to pay any fees. This is because the government will cater for the expenses that the public schools will incur which are mainly related to school tuition. Compulsory education in Saudi Arabia was initiated during the reign of the two Kings; Faisal and Khalid (1964- 1982). It was then that the education system was changed from the former Egyptian model and a five year plan was formulated so as to enhance human capital development via education and training. Initially, 50% of the best children after finishing primary education went to secondary and the rest were enrolled in the training institutions. Nowadays, compulsory education in Saudi Arabia generally includes primary and secondary education and partly higher education which is funded by the government. Compulsory education has been beneficial to the government as well as the people because the poor and marginalized children can now go to school, more people are becoming educated and skilled and the government now has leant to budget it s money well so that all sectors of the economy get enough funding. This initiative has helped in reducing the cases of unequal distribution of resources (OECD Staff, 230). For easy monitoring of academic progress, the kingdom is divided into school districts (Saudi Arabia, 2009). The Ministry of Education is responsible for formulating educational policies that are used by all schools in the different districts. We will now look at how compulsory education works in the different levels of education. Primary Education. Primary education was made free by the government so that everyone in the country could be educated such that when they become of age and are left on their own , they have high chances of finding a job so that they an meet their daily needs. â€Å"Since Saudi Arabia follows the Sharia Law even in the school system, boys and girls are separated and that is why there are separate schools for both genders but all follow the same education system as the exams set are the same (State University, 2009). † The system therefore includes traditional education for boys, general education for the boys and girls education system. Primary education constitutes the elementary school where upon successfully completing this stage, a child is awarded the general elementary schools certificate and the intermediate schools where after finishing at around the age of 15, one is awarded the intermediate schools certificate. The subjects that are learnt at the primary level are those that are meant to create a strong foundation so that the children can develop an interest on the areas that they would like to specialize (Sedgwick, 2001). The subjects studied include, mathematics, Arabic, English, science, art, history and religious studies. The boys on top of this, they study physical education. o Secondary Education Secondary education is supposed to shape the growing children’s behavior and build on the areas where they can specialize so that by the time they finish high school and get the general secondary education certificate, technical secondary school or the religious Institute Secondary Education certificate, they can choose either to further their studies if they have passed or to engage in other economic activities if they do not join training institutions. Under the secondary education, there is the general secondary education and the religious secondary school which mainly focuses on the social sciences and religious studies (Rothbard, 2006). † Subjects taught in the general secondary education may be optional but there are those that everyone has to learn which include scientific and literary subjects. The technical secondary school offers vocational, commercial and agricultural training progra ms as specified by the general Organization for Technical Education. This system is good as it makes people define at an early age the areas they would like to specialize on. After completion, there is further vocational and training that seeks to emphasize on the skills acquired. o Higher Education There are 7 public universities, teacher training colleges and colleges for women. The universities follow two systems, the modern system that is influenced by the western ways of doing things and the traditional Islamic system which mainly teaches students on Islamic laws and social studies. When students pass their secondary education specifically the Tawjihi or the General Secondary Education Certificate examinations, they will be admitted to the universities (Sedgwick, 2001). † University education is supposed to take four years but there are exceptions in disciplines like medicine, engineering and Pharmacy which can last for up to eight years. The women colleges mostly offer bachelor and masters degrees but there is also a doctorate in education following the provisions made by the General Presidency for Girls Education. The government has also established higher technical institutions and those that deal in financial and commercial sciences. The courses take about two to three years and after completion, certificates and diplomas are awarded. These non-university higher education institutions are governed by the General organization for Technical Education and Vocational Training (GOTEVT). The students who are admitted to these schools have to have undergone secondary education and specialized in the science subjects or gone to the vocational and commercial schools. Teacher training. The government of Saudi Arabia in wanting to offer the best teachers for the schools they have funded and built, they have invested in teacher training colleges. There are about 18 teacher training colleges and the Ministry of Education ensures that the colleges are well supported so that they produce competent and skilled teachers who will be recruited by the government after the completion of their studies to each in the public schools around the country. The teachers are trained for all the levels which include primary, secondary and higher education. King Abdul Aziz University usually trains the teachers who will concentrate in higher education (Sedgwick, 2001). o Special Education Specialized education include taking care of the disable in society, adult education, offering public administration services and educating and training the military personnel in various fields. ? Physically challenged educational initiatives The Saudi government in its quest of equitable distribution of resources has not forgotten the physically challenged people and children in society. Schools have been established within the kingdom to cater for disabilities like blindness, mental cases and the deafness. These schools generally create a safe haven for the pupils who would otherwise been shun away by society by ensuring that there are facilities that will cater for the physical therapy sessions they sometimes undergo through and proper training sessions. King Saud University teaches teachers so that they can take care of special children. The College of Applied Medicine also teaches educators on how they can deal with deaf children. Adult education Research has shown that the illiteracy levels are more in women than they are in men. That that is why adult education programs have been developed to deal with such cases. The ministry of education in conjunction with the General Presidency of Girls Education has opened up institutions that help the elderly in society to read and write. In addition to this, they undergo various vocational training classes so that they can gain skills which ah they can use to earn income. For example the women are taught about weaving and Pottery. Public Administration To enhance the skills that people gain in school, the government offers special training to people who work in hospitals so that they can offer the best health care to patients, people in the banking sector so that they can manage people finances well and also the governments resources as they will be more observant on the changes in the domestic, regional and global market trends. Special training is also given to the people who handle electronic data and secretaries. The goal of building on the skills of the public administrators is to ensure that they serve the public well, manage the country’s resources and perform their duties without any form of biasness (Abir, 1988). ? Military Training and Education The government in its commitment to protecting people’s lives and safeguarding their lives and property from any form of internal and external danger, it has set up military training camps for all the different divisions within the military. Where upon completion of the course, A military science degree is awarded. Health training centers are also in place which train doctors in various fields, nurses, laboratory assistants, pharmacists and intuitionalists who can therefore offer better health treatment to people all over the country. The Ministry of Foreign Affairs is also working with other institutions in conducting research on various things so that they can continue enhancing various sectors of the economy. Funding. The Provision of quality education is something that the government is working on and that is why the government allocates funds to schools in order to buy things like stationery, reading and writing books and also building of classrooms. In building schools, the Ministry of Education emphasizes on the rural development fast because a lot of people are now living in the cities and man people are migrating to the urban areas leaving them underdeveloped. â€Å"That is why they need to make sure that there are good schools in the regions and better facilities so that people stay and develop the areas (UNESCO, 2007). The ministry also offers scholarships to the children who have performed well and they would like to further their education in oversees countries. The ministry thus relies on the budget allocation set aside for educational purposes and several charities got from donors. â€Å"The state is developing ways that will make the private sector more involved in the prov ision of extra funding for educational programs (Raheed, 2008). † The ministry of Education ha therefore come up with ways that aim at increasing the support of the community for this initiative. Since some private institutions fund schools, they are being given a duty of monitoring and evaluating the activities that occur in such schools so that they can perform better and continue giving the funds. Challenges and Solutions Though the compulsory educational system is meant to make the citizens more knowledgeable, it is faced wit various setbacks that need to be addressed if the Ministry of Education objectives are to be fulfilled. One of the challenges is that the number of the children going to school is increasing and this has made the public schools especially the primary schools become congested. This situation is straining the learning process as the teachers have to cope with the large number of children and therefore they cannot address the individual needs of the children. Moreover, performance of the pupils in such schools is diminishing. That is why the private schools are starting to gain popularity because they are offering quality services hence their better performance. If policies are poorly designed, parents will keep their children at home and neither party will gain in the process (Field et al, 2007). For the state to be able to cope with this problem, they have to redefine their policies so that they can build more schools or hire more teachers. Another challenge is that the teachers or educators salaries have not been increased therefore they are not motivated enough to teach students. The ministry needs to adjust the teachers pay packages because if the problem persists, the people who are largely going to suffer will be the students as they will be caught in a tag of war between the teachers and the state. Women education is largely governed by Islamic principles and that is why it is difficult for the women to further their education. â€Å"The women especially those who want to pursue higher education in other countries are not easily allowed to travel to other countries and this restricts then from finding pleasure in careers they want to do (Arabic News, 2003). † On top of this, priority is always given to the boys therefore women have a limited chance again of enhancing their careers. The state as much as it is Islamic, it can allow exceptions and even provide guidelines that will help the women who would like to further their studies. Funding is a major issue and this can be attributed to mismanagement of some of the funds allocated to educational ventures and the leaders both of schools and the state not being accountable for the funds. There are cases where schools do not have records of the money they have spent and this makes it difficult to properly allocate funds (Ghonemy, 1998). The leaders therefore need to guide the people in proper ways and ensure that they positively then to follow in their footsteps. Moreover, they need to properly plan and budget for their activities. In conclusion, compulsory education has helped the state increase its human resource capabilities by supporting education and training programs in almost all sectors of the economy. If they implement the solutions to the various problems mentioned and continually monitor and evaluate the progress of schools, then they have a high chance of improving the education sector and likewise the lives of the people of Saudi Arabia.

Social Science Analysis

Social Science AnalysisEducational Technology represents an interesting extension of Education as a societal scientific discipline. Though instruction is anchored in decennaries of scientific survey and analysis, educational engineering is in its babyhood as a societal scientific discipline. As Sayer ( 1992 ) reminds us, societal scientific disciplines are hard to analyze due to the big figure of variables and the troubles in insulating variables when experimentation is attempted on a societal group or in a societal scene ( p.3 ) . To this terminal, one must see whether educational engineering qualifies to be recognized a ‘science ‘ at all. In general footings, ‘science ‘ is defined as ‘the systematic survey of the universe around us ‘ . The American Physical Society ( 1999 ) further delineates scientific discipline as an entity that â€Å"extends and enriches our lives, expands our imaginativeness and liberates us from the bonds of ignorance and superstition† through experimentation/testing of Torahs and theories. In scientific discipline, cognition is gathered, organized, and condensed so that it may be farther tested to turn out or confute the work of others. Science involves the attachment to structured rules of survey ( scientific method ) , communicating between scientists, reproduction of experiments, and the credence of information that disproves before recognized theories or decisions based on new observations or decisions. Scientists must be willing to openly and candidly supply methods, processs, and informations to maintain scientific survey ethical, dependable, and believable. Based upon the definition and rules of scientific discipline, the field of educational engineering meets some but non all standards of scientific discipline. While educational research ( in general ) seeks to quantify the consequences of new attacks, course of studies, or even bing methods, there is trouble in retroflexing research due to the societal nature of the acquisition environment. Often, consequences vary from schoolroom to classroom or twenty-four hours to twenty-four hours as can be observed on pupil appraisals. Educational Technology is, hence, excessively ‘new ‘ to be evaluated as a scientific discipline since research workers are still in the ‘information assemblage and analysis ‘ phase. Though the scientific discipline of acquisition and the art of learning have been studied extensively, the job with educational engineering is that it is viewed more as a tool to learn other topics than as its ain separate field of survey. For this ground, much of the research conducted has focused on the effectivity of a bringing medium for larning instead than instructional schemes that use engineering in instruction ( Reeves, Herrington, and Oliver, 2005 ) . Clark & A ; Mayer ( 2007 ) postulate that it is the instructional scheme instead than the bringing medium that determines larning results ( p.21 ) . Hence, until educational engineering embraces the ‘method ‘ instead than the ‘medium ‘ of engineering integrating, it will stay on the peripheries of scientific discipline and scientific survey. In order create a deeper credence of educational engineering among data-driven decision makers, educational engineering will necessitate to supply a greater sense of dependability through proving that can be replicated in any schoolroom. It is imperative that educational engineering be studied from the instructor ‘s position if it is to be efficaciously relied upon in schools and schoolrooms. Researching educational engineering for its offering of new media, appliances, and devices is the equivalent of purchasing a auto without trial drive it. Some educational engineerings may work better than others in certain scenes or with certain particular conditions but be wholly uneffective if non decently applied or instituted by the teacher. Web 2.0 tools and their societal deductions in instruction will non be trusted by pedagogues and decision makers until research is able to supply assurance that educational benefits exist through following these tools in the instructional procedure in a systematic mode that will bring forth an expected result as a consequence of applied instructional schemes and methodological analysiss. As a research worker, I will seek to make full the nothingness by utilizing the available research and informations to bring forth methodological analysiss for work outing jobs instead than merely supplying more informations that is merely focused on educational engineering tools.MentionsAmerican Physical Society ( 1992 ) . Ethics & A ; Values / Education: 99.6 â€Å" What is scientific discipline? â€Å" Retrieved from hypertext transfer protocol: //www.aps.org/policy/statements/99_6.cfm on 12-20-09. Clark, R. C. and Mayer, R. ( 2007 ) . E-learning and the scientific discipline of direction: proved guidelines for consumers. Malden, MA: John Wiley and Sons. Reeves, T.C. , Herrington, J. , and Oliver, R. ( 2005 ) . Design Research: A Socially Responsible Approach to Instructional Technology Research in Higher Education. Journal of Computing in Higher Education, 16 ( 2 ) , 96-115. Sayer, A. ( 1992 ) . Method in societal scientific discipline. New York: Routledge.

Comparative and Superlatives for Beginners

The comparative and superlative forms in English compare and contrast different objects in English.   Basketball is more exciting than golf.That house is bigger than mine. Our friends have the nicest dog in the town.She is the happiest person I know. Comparative Form   Use the comparative form to show the difference between two objects. Examples: New York is more exciting than Seattle.His car is faster than Dougs.Mary is happier than Anna.   1 syllable adjective + -er She is faster than Mary. 2 + syllables more + adjective Jack is more handsome than Jerry. 2 syllables ending in -y drop -y from adjective +-ier That joke was funnier than mine. Comparative Form Comparative Form Explained One Syllable Adjectives Add -er to end of the adjective (Note: double the final consonant if preceded by a vowel) remove the y from the adjective and add ier Examples:  Ã‚  slow - slower / high - higher This book is cheaper than that book.Tom is smarter than Derrick.   Two Syllable Adjectives Ending in -y Drop -y and add -ier to two syllable adjectives ending in -y. Note adjectives ending in -y that are three syllables or more take more rather than -ier.   Example:  happy - happier / funny - funnier I am happier than you.That joke was funnier than his joke. Two, Three or More Syllable Adjectives place more before the adjective Examples:  interesting - more interesting / difficult - more difficult London is more expensive than Madrid.This test is more difficult than the last test. Here is another chart showing how to construct the  comparative form  in English.   Superlative Form Use the superlative form when speaking about three or more objects to show which object is the most of something. Examples: New York is the most exciting city in the USA.Peter is the luckiest guy in the world.Thats the cleanest bathroom Ive ever seen! 1 syllable the + adjective + add -est That's the tallest building in New York. 2+ syllables the most + adjective Alice is the most interesting woman I've ever met. 2 syllables ending in -y drop -y from adjective +-iest Peter is the funniest guy in my class. Superlative Form Superlative Form Explained One Syllable Adjectives Place the before the adjective and add -est to end of the adjective (Note: double the final consonant if preceded by a vowel) Example: cheap - the cheapest / hot - the hottest / high - the highest Today is the hottest day of the summer.This book is the cheapest I can find. Two, Three or More Syllable Adjectives Place the most before the adjective Example: interesting - the most interesting / difficult - the most difficult London is the most expensive city in England.That is the most beautiful painting here. Two Syllable Adjectives Ending in -y place the before the adjective and remove the y from the adjective and add iest Example: happy - the happiest / funny - the funniest New York is the noisiest city in the USA.He is the most important person I know. Here is a chart showing how to construct the  superlative form  in English: Important Exceptions There are some important exceptions to these rules! Here are two of the most important exceptions: good good - adjectivebetter - comparativethe best - superlative This book is better than that one.This is the best school in the city. bad bad - adjectiveworse - comparativethe worst - superlative His French is worse than mine.This is the worst day of my life. Teachers can use this comparative and superlative lesson plan to teach these forms to learners. Start from the basics.