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establishment of law courts where disputes and cases could be settled amicably. Resume For Teens |! In order to incorporate democracy, schools and universities . Pediatric Oral Health Risk! were established, since the native only Criminal Check spoke in their mother tongue, they had to be taught English for easier communication. Christianity was also introduced by the missionaries, who also did some translation of the Health Risk, bible to the native Arabic languages. British rule in India had both benefits and detriments to the citizens. To start with the benefits experienced included:The. British Empire , British overseas territories , British Raj 1835 Words | 5 Pages. It doesn't take a lot of research to tell us that discipline in school is Logistics And Answers, different today than it was in the 1950s. But it does take some . investigation to find out why. Various studies have shown that students who act up in school express a variety of reasons for Oral Risk Assessment doing so: * Some think that teachers don't care about them. * Others don't want to Specialist And Answers be in school at all. * They don't consider goal setting and success in school important anymore. Pediatric Oral Risk! * Students are unaware that their adolescent. College , Education , Grammar school 1059 Words | 4 Pages. ?A citizen is Saskatchewan Reports News |, a member of a community, state, or nation.

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A for Pediatric Oral Assessment, and against essay about the internet. Top 10 Logistics Interview Questions And Answers. Look at the essay and do the exercises to improve your writing skills. Do the preparation exercise first. Then read the text and do the Pediatric other exercises. What's your opinion? Do you think the internet is bad for young people? For young people it is. They shoud be surervised while accessing the internet, because they might find pornographic content, violent content and Knitting Tag Template, Love, Handmade, such. Internet, an invention which still amazes people in is own way, is not always good.

It has really bad side effects on young adults. As in the essay, the young people get addicted to online games and they become addicted to the internet quickly. As we can see, there are many more online games being made like Pokemon Go, etc. is really dangerous for young people. Pediatric Oral. I think it really should have a age limit. And also we must be strict about the rules of age limit on internet too. I#039;m also a young adult but I find internet uninteresting and Templates Simple, dangerous so I approve of Oral Risk, it having age limits. For YOUNG PEOPLE yes it is. Ideas On Pinterest In. I think Internet is very useful in schools and in work.

It#039;s also handy when you need to communicate. Pediatric Oral Risk Assessment. On the other hand a lot of people are addicted from sites like facbook, twitter or instagram. I also agree that learning on Format. Simple Job, the internet (like here ont the british council ;) ) is very usefull . So in conclusion internet is possibly the most usefull thing that we ever invented. :) I agree with all of you, but what about learning how to play a musical instrument? I think internet can be very good for teenagers because it helps them a lot especially for essays, projects and homeworks, but it can be also very bad because children spend too much time online. I like internet because I can listen to songs onYouTube and I use British Councile:) Hi BigBen6464. I'm glad to hear that you enjoy practising English here :) Is there anything in particular that you like on the site? Jonathan (LearnEnglish Teens Team) Thanks! I like your reading skills practice, stories about UK and What is it? in Study Break. British Council really helps me with my vocabulary. I love it! I think the internet is an amazing tool which can be used for equally amazing things, but only in the hands of the right person.

One bad aspect of internet is that anyone could acess anything anytime. That means there is a lot of inappropriate content out there, but a good person is able to avoid it. In my opinion, though internet is very good and useful, but some young people use it for Oral Health, bad things. Such as playing computer games and get addict with it. Many parents has banned the children not allowed to play forever,1 week or a day or so.

But they never keep their word because, of course, parents love their kids, that is Best 20 Resume Ideas Career Objective In why after just a while,they let their children play AGAIN with their games, so really though, I think internet is useful with good children,and it is Oral Health Assessment bad with bad children. I totaly agree. It all depends from parents. If they let children to spend too much time online children will get a bad habit when they grow up. You#039;re quite right! I agree with your good comment in point: #039;I think internet is useful with good children, and it is Yarn With Handmade Printable bad with bad children#039;. Oral Risk. !! :) In my opinion, Internet is one of the greatest people created. You have an access to billions of libraries from your computer, you are able to speak with your friends even if they are on the other side of the world.

Many people work using the Internet. Basic Format. 54 Basic Resume Templates Simple Job. Now let#039;s mention disadvantages of the Pediatric Health Internet and web-technologies. Firstly, many people nowadays become addicted and can#039;t survive for more than an hour without computer or smartphone. Yarn Tag Template, Handmade With Handmade. They need to publish their photos in Oral Assessment social networks, chat with 7 people in one moment and read new posts in their favourite online communities. Young people sometimes find their online-life better than the 20 Resume Ideas On Pinterest In real one.

The second disadvantage is that nobody can guarantee the safety of your personal data. Everyone has heard stories about hackers that published private and scandal photos of data base of the big company. It#039;s not really pleasant to Oral Risk, know that somebody can easily find out all your secrets. To sum up, Internrt is a wonderful tool for Top 10 Specialist, searching the necessary information, but social networks is quite tricky part of World Wide Web. I think the internet very useful for Health Risk Assessment, us .bcz we can get anything without spend alot of Newspaper News |, time in Pediatric Oral Risk looking it . everything when we use it excessively and more than usually #039;it will be badthing. Well, we must admit that on this perfectly imperfect planet nothing entirely good or entirely bad exists. Internet is included.

Surely it was meant for connecting people from all continents, but as the Knitting Yarn Handmade With Love, Printable human mind has no border line we found out how to Pediatric Health Risk Assessment, use it for different things that provide us either with information or amusement. It is said that the Internet is a good servant but a bad master. Format. Resume Hloom. Therefore, we can see that the problem isn#039;t in Pediatric Oral Risk Assessment the Internet itself but rather in the humans, as it is us who are using it and Resume Format. Resume Simple, who are asked FOR WHAT we are using it. So for our irresponsibility we shouldn#039;t blame the Internet but ourselves as we are unable to use a powerful tool for our own improvement but we use it for our own unwanted degradation. I think that#039;s quite right!! Nowadays, Internet has been the Health most important thing in Newspaper Reports News | mutimedia life. Personally, l consider that the internet is bad or not,which depends on Assessment, users. I think the For Teens Internet is something that we have to know, and we should know what is Health Assessment good and Top 10 Logistics Questions And Answers, bad for us, and Pediatric Assessment, keep ourselves away from what can damage ourselves in Basic Resume Format. Resume Templates any way. I think it is the same for young people, we have to be responsible, because the Internet is a tool that helps us either with the school, or with any ordinary situation. i think internet is useful for everyone. If it was a bad thing, something awful, it would have changed instead of reaching the whole world.

Is something crazy, used 24hrs a day, everyday of the week, a lot of information, and a lot of Health Risk, people online. About teenagers who are addicted to games, that depends on each family. Parents could create rules, so no one would be in a bad position. And that also depends on the teenager#039;s sense of what he or she can or can#039;t do. It#039;s impossible to live without internet in a society like nowdays, it#039;s just so easy to make a research, work on a project. c#039;mon, does anyone here wants to spend hours and hours looking for few informations? Internet is useful for everyone, for young and old people. There#039;s a lot of sites that can help us a lot.

But, today Internet ha gone too far away. Almost, there#039;s no home without the internet(more than 70% in whole world are with internet). Yes, there are a good and a bad sites on the Internet. We have different web-sites(Facebook,Tumlr, Twitter, Instagram. ) that shows us a different world. We can learn a lot of things (English, French. Top 10 Logistics Specialist Interview Questions. ) and a lot of Health Risk Assessment, other things.

But we all know that Internet isn#039;t so much safe.Even if we think that we have good hide it our information, we don#039;t. There#039;s a lot of dangerous people in the world. To sum up, I completely agree with essay. No, i don`t thing internet bad for Best 20 Resume Objective Ideas On Pinterest Objective, young people, because there is many information in the internet. In my opinion, I dont think Internet is Oral Health Risk Assessment bad for people.

Without the Internet, I cannot learn language (English) by myself and I wouldn#039;t be able to access to lots of useful information that school doesn#039;t teach me. On the other hand, internet is bad only when people dont know how to Criminal Background Authorization Check | Templatezet, use it wisely. If young people use the Internet for studying and relaxing in proper way, internet would be very useful. To me, the internet#039;s the Oral Health Risk most wonderful tool that human had created. In my own perspective, the Knitting Yarn Tag Template, Handmade With Handmade Internet plays an important role in the communicating barrier. As you can see, people all around the world are using the Internet, including the elderly. We communicate with each other using the internet and it really helps us to stay connected with one another. Besides, without the internet, how are the countries going to develop?

Our knowledge and the view to Oral, the outside world, the Top 10 Specialist Interview Questions perspective to the outside of Pediatric Oral Health Assessment, our comfort zone will be just limited, like a frog in the well. Saskatchewan Newspaper On No News. So, why not? The internet is the best connection between an Pediatric Risk, individual to the whole wide world. Newspaper Reports | It#039;s definitely a boon. Internet is very usefull for us. Internet is particularly useful for everyone, nearly all things are on Pediatric, the internet, you can get anything by only searching on Top 10 Logistics Questions And Answers, it. Internet seems becoming really important nowadays, it helps people a lot, for Pediatric Oral Risk, example i use internet for Logistics Questions, learning English, reading news and doing research for Pediatric Oral Assessment, my tasks. However, internet also can give many bad effects, people become so fanatical on social media and often forget about time and Yarn Handmade Love, Printable, everything they should do.

I completely disagree that internet is bad for teenagers, internet can be useful or useless, it depends on Health, the way people use the internet. How does this photo make you feel? Can you write a caption for it? . Look carefully. What's this everyday object? Play Wordshake and Resume Format. Simple Job, see how many points can you get in 3 minutes. © British Council The United Kingdom's international organisation for cultural relations and educational opportunities.

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essay paper pcitures Young children drawing: the Risk Assessment, significance of the 20 Resume Objective Ideas Career, context. College of Oral 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 Resume For Teens, frequently misunderstood. Pediatric Oral! Even within foundation stage classrooms, where the 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 20 Resume Objective Ideas On Pinterest In, 'talk' about their world, both to Oral Assessment, 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 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 Knitting Tag Template, With Love, Handmade Printable, frequency with which the Pediatric Oral Health Risk Assessment, child draws and 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 Logistics Questions 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 realistic representation as its goal and a stage theory which has been generalised from the work of Pediatric Oral Health Luquet (1927), Piaget (Inhelder Piaget, 1958), and Resume Templates For Teens, 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 Oral Risk, view held by early years educators of Newspaper Reports News | children as 'able learners, powerful thinkers, feeling human beings' (Nutbrown, 1996, xv). Also damaging to Health Assessment, 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 With Love, Handmade Printable general. This is a narrow view of literacy, which once again does little to 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. Oral! His model is supported by studies of young children in home/ pre-school and school settings (Tizard and Background Authorization Check | Templatezet, Hughes, 1984; Trevarthen, 1995; Schaffer, 1992) which have shown children to be. '. skilful in negotiating a diverse repertoire of relationships, actively contributing to the process of their own development and recognising that their status and 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 known, however, about the impact upon a child's use of drawing of Pediatric Oral Risk firstly the different settings of home and pre-school or school, and secondly the roles taken by 'significant' others in 'formal' and Knitting Yarn Handmade With Handmade, 'informal' learning contexts, particularly over any length of time. The influence of context on Pediatric Oral Health Risk young children's drawing development. This paper takes a sociocultural approach to Criminal Background | Templatezet, the study of young children's drawings. It recognises that: the child is a co-constructor of meaning and an active player in Pediatric Oral Health Assessment his or her world. culture acts as mediator between the child and his/ her environment. the role of adults and more able peers/ siblings is 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 them, are mediating tools within and across cultures in children's learning. (Bruner, 1996; Vygotsky, 1962, 1967; Rogoff, 1990; Wertsch, 1985) Drawing is seen to Tag Template, Handmade Handmade, have originated from Oral children's physical action (Matthews, 1994; 1999) and play (Vygotsky, 1995). Newspaper |! Matthews (1999) explores young children's intentional actions in Risk Assessment making drawings of their own body movements and the sounds and 20 Resume Objective Ideas Career Objective, 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 Pediatric Risk Assessment the child and what is available within the environment' (Matthews, 1994).

Athey concentrates on Saskatchewan Newspaper Reports News | drawing as a reflection of children's inner schematic representations, the developing organisational or conceptual systems by Pediatric Health Risk which they make sense of diverse aspects of life. Matthews, however, sees children's drawings 'located within a family of expressive and symbolic actions used fluently by children between 3 and 4 years of age' (1999:49). Templates! 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 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 representational possibilities these might have. Oral Risk! ' (1999:18). For Vygotsky there is a close relationship between play and art and '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 prose, narration and drama. Children draw pictures and Authorization Check, tell a story at the same time; they act a role and create their lines as they go along. Oral Risk! Children rarely spend a long time completing each creation, but produce something in Resume Format. 54 Basic Resume an instant, focusing all their emotions on Risk what they are doing at that moment in 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 Basic Resume Format. Simple Job, as such should not be interpreted as a 'realistic presentation of a certain action' but as reflecting reality 'on a deeper level'. Risk Assessment! Both play and art, in enabling the child to create an imaginary or fictitious situation, are seen to enable the child to move towards 'disembedded from action' thinking, towards abstractions from the here and now (Lindqvist, 2001).

Building upon the work of Wells (1986) and Bruner (1996) the Background, term 'meaning making' is used extensively when considering the child as a learner from Oral Assessment a sociocultural perspective. Dyson (1993) sees a symbol, be it a word, picture or dance, existing because of a 'human intention to infuse some tangible form - a sound, a mark, a movement - with meaning and, thereby, to comment on or take action in Top 10 Logistics Questions the social world'. Pediatric! Symbol making is, for Dyson, 'the essence of being human' and Knitting Love, Printable, drawing, as a symbolic system, is one of the Pediatric Oral Assessment, ways humans liberate themselves 'from the Yarn Tag Template, Love, Handmade Printable, here and now'. Pediatric Health! Geertz (1983) argues that people who share a culture share similar ways of 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 Basic Resume Format. 54 Basic Resume Templates Hloom Job possibility'. Dyson illuminates the way drawing is helped by the critical role of Pediatric Risk Assessment talk and gesture to become 'a mediator, a way of giving a graphic voice to an intention' (Dyson, 1993:24). Saskatchewan Reports On No News! 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 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 Oral Health Risk an attempt to Basic 54 Basic Resume Job, 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 Pediatric Oral Health Risk Assessment, 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 forms that their expressions take. Because adult communication relies so heavily on Logistics Questions spoken and Pediatric Risk Assessment, written language, however, schools necessarily reflect that orientation and channel children's narratives into a very narrow realm of expressions, in Top 10 Questions And Answers effect limiting rather than broadening the Pediatric Health Risk Assessment, child's expressive capabilities.' (Gallas, 1994:xv) Because of Format. 54 Basic Resume Hloom Simple years spent with adults less flexible in thinking and communication she feels that most children 'lose their natural gifts for Pediatric Risk narrative expression.' (xvi). There is a lack of Top 10 Logistics Interview recognition by most adults of the power of drawing in serving a narrative function for children by externalising their experiences, thoughts and feelings through visual images. Malchiodi (1998) gives drawing a dual role as a narrative form, enabling children to express their individual stories through a developmentally appropriate form of communication and providing a focus for Pediatric Assessment talking about their drawings. Given the emphasis on Background Authorization reading and writing within the statutory curriculum, the innovative work of Kress (1997) on young children's meaning making has importantly drawn attention to Health Assessment, the need for Questions a broader view of literacy, which includes both the reading and making of visual signs. 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 Pediatric Risk Assessment, decode the meaning of these images, alongside the more experienced users of these semiotics, within the communities in which they are reared. 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 For Teens his own young children engaged in multi-model representations using: found materials to 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 Pediatric Oral Assessment, paint to 'draw' elaborate versions of their understanding of the world around them. He calls these 'the energetic, interested, intentional action of children in their effects on their world' (114). Resume Templates For Teens |! He argues that: 'It is essential that . children are encouraged . in their fundamental disposition towards multi-modal forms of Risk Assessment text and meaning making. . 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 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 their meaning making at home where objects could be freely transformed from one function to another without the watchful gaze of an adult. Pediatric Risk! She sees these 'lines of enquiry' offering scope for children to explore the gap between 'me' and 54 Basic Simple, '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 Oral Assessment particular ways by the environments in Basic Templates which they try to Pediatric Oral Health, 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 Background, their world in informal settings, both to themselves and to others.

Through drawing children can re-present action, emotion, ideas or experiences and 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 emphasis on a traditional view of literacy and Oral, narrative within the statutory English curriculum, it is not surprising that oral storying and story writing have received far more attention within research than storying through drawing. Resume Format. 54 Basic Job! Exploring the young child's use of Oral Health Assessment drawing from Basic 54 Basic Resume a socio-cultural perspective allows the impact upon the young child's drawing behaviours of the Oral Assessment, 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 project. This paper draws on Resume 54 Basic Resume Templates Simple data collected as part of a three year, longitudinal research project 'Young Children Drawing at Home, Pre-school and Pediatric Health Risk, School: the influence of the socio-cultural context'. Resume 54 Basic Resume Templates Job! Evidence was collected for Health Assessment one month, at Resume Templates, the beginning of the school year to compile case studies of seven children's use of drawing across home, pre-school and school settings. It was a longitudinal study that took place over a three-year period. Pediatric Health Risk Assessment! Two key research instruments were used for data collection: Booklets of each child's drawings collected by the significant adults in Criminal Background Authorization 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 Oral, children in their settings. The function of the detailed contextual data was to capture the Format. Resume Hloom Job, 'situated' nature of the drawing episodes and Pediatric Risk, outcomes. The evidence was collected from Knitting With Handmade September 1998 until November 2001 during a period of Pediatric Health Risk Assessment continuing change in the UK for all involved in Logistics Specialist Interview 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 Pediatric Risk Assessment the experiences of one child and Knitting Yarn Tag Template, With Printable, shows how he begins to Pediatric Risk Assessment, 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 Knitting Yarn Tag Template, With Handmade which he constructs his narratives and particularly reflect the influence of TV and Assessment, 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. Yet the Top 10 Specialist Interview Questions, child demonstrates a unique drawing style and an exploration through line of intensely personal responses to experiences. In doing so he participates in the making of Health his culture (Kress, 1997) and shows himself to be an able and Logistics Specialist Interview, 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 project and moved to private housing prior to phase two. He had one younger brother. Risk! Luke attended a Family Centre three days a week. The drawings Luke completed at Resume Hloom Simple Job, 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 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 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. 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 Pediatric Health Risk this period reflected Luke's interest in imagery from the television screen.

His mother explained his habitual response to an advertisement for Criminal Authorization 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 Oral Assessment them in Logistics Interview conversation and building them into play with the 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 were used at the kitchen table. Luke was fascinated by Oral scissors and Basic Resume Resume Hloom, systematically cut paper into strips, turned each strip at a right angle and Assessment, cut it into a smaller strip until he was left with tiny pieces of paper. Sometimes he made a mark on Top 10 Questions 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 Health, cuttings. 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 Criminal Authorization | Templatezet, 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 Pediatric, right colour, the right shade.' Phases 1 and 2: Luke aged three and four, drawing at the Family Centre.

During both phase one and phase two of the project there were strong messages given by staff at the Family Centre, to 20 Resume Objective In, both Luke and his mother, about the importance of drawing people. The key workers within the Family Centre were aware of the need for Pediatric Oral Health Assessment a broad range of activities, for child choice and of the need for young children to be involved in exploration and self-expression. Their conversations generally extended individual children's interests. Knitting Yarn Handmade Love,! However the Risk, messages given by 'Desirable Outcomes for Children's Learning on Entering Compulsory Education' (SCAA, 1996), gave further emphasis to a tendency within the Knitting Tag Template, Handmade With Handmade Printable, Family Centre for key workers to Oral Assessment, channel children towards emergent and Templates For Teens |, 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 be devaluing drawing as an Oral activity in Logistics Specialist Interview And Answers 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 mind all the time. That's not to say that if a child did a row of Pediatric Oral Risk Assessment circles they wouldn't be impressed by that, but only On No News, because it's starting to Pediatric Oral Health Assessment, look like letters.'

One of the ways in which the Family Centre gave messages about the purpose of Top 10 Interview And Answers drawing was by its inclusion within the child's developmental record, as part of a progression from Oral Health Risk horizontal and vertical marks through figure drawing and onto And Answers, early writing. Pediatric Oral! This check list of Criminal Authorization | Templatezet competencies, shared with parents at progress meetings, seemed to dominate the key workers drawing agenda, influencing their approach and discussions with children about the possible content of Health Risk their drawings. Luke's mother, during the first phase of the Saskatchewan |, 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 the morning to be spent in 'free flow', with free choice of activities and Pediatric Health Assessment, rooms being allocated to a particular type of activity e.g. large construction. For the Best Objective, afternoon sessions the children were allocated to a base under the supervision of Health Risk their key worker. Top 10 Questions! 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. Assessment! The afternoons were seen by one key worker as being 'when you get time to do your display work, you know, the pictures you want the children to do.' It was also a time when they would update their developmental records and for Luke this meant a concentration on figure drawing. Both 'Mam' (Figure 3, phase one) and 'My Mummy' (Figure 4, phase two) were adult initiated drawings and reflected the Basic Resume Templates, setting and key worker's expectations of what a child of Luke's age should be drawing. Pediatric Oral Health Assessment! 'Mam' was drawn following the key worker's modelling of a similar figure, and during the completion of 'My Mummy' Luke was shown where to put the eyes and Format. Resume Hloom, nose, but did decide to put the hair on Pediatric Oral Assessment himself.

Luke's key worker commented 'We haven't the time to give them one-to-one experience and then perhaps there's something in the profile - is able to draw a face - and you think I haven't seen him do that, so you sit with him and say. Resume Templates |! 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 the developmental record saying - 'oh look you could do a circle for the face, two eyes, a nose and Health Risk, a mouth see if you can do that'. Luke's key worker admitted difficulty in Format. 54 Basic Resume Hloom Simple Job interacting with a child who was drawing and 'fell back' on suggesting that the child drew a face or drew his/ her mother. Assessment! '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 stages in drawing development to underpin her decisions about intervening when children were drawing. 'Normally with drawings it is Ideas On Pinterest Objective, just scribbles on the paper. Pediatric Health Assessment! It moves onto circular movements and dots and then they will start drawing pictures and Best Ideas On Pinterest Career, 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 things.' She acknowledged that some children had difficulty in drawing people but that she encouraged them to Pediatric Oral Health Risk, 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 when I'll draw one and 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 remain captivated by video and television imagery. 'He absolutely loves television. He is the Best 20 Resume Career Objective, one child who will sit there and Health, be actually enthralled by it. He talks about what he watches on the television and video in Top 10 Specialist And Answers detail - Jurassic park and Pediatric Health Assessment, an animal video.' His key worker at the Family Centre commented on his ability to Resume 54 Basic Resume Hloom, enter into Pediatric Oral Assessment, long monologues about home events with adults. 'His speech is very very good, very forward for his age. He can be very talkative and Knitting Yarn Handmade Printable, uses a lot of language that is older for him, a lot of adult words.' Perhaps influenced by Oral Health children in the setting, he gained the attention of his key worker by involving her in his 'tea party' role play. She recorded his comments made whilst at play 'Would you like a piece of my chocolate cake. You can only have a little piece because I'm only chopping it into little bits.' The reoccurring play script of the tea party was also a means by which Luke could use clay or dough to satisfy his preoccupation with cutting into smaller and Yarn Love, Handmade, smaller strips. At the Family Centre Luke's key workers noted that he rarely chose to draw. Pediatric Oral Assessment! 'Our house' (Figure 5, phase one) was completed without adult presence and Resume Templates Simple Job, although the drawing is named, its content can only be debated.

It may reflect the action and business of the home context, but it could also be the case that it was named following completion, in response to Oral, an adult enquiry. Saskatchewan Newspaper Reports |! It had much in 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 an adult's request for him to Pediatric, draw. On No |! It reflects both Luke's continued use of drawing to explore and represent his fears and the influence upon Pediatric Assessment him of video or television images. His choice of topic followed discussion with the key worker about what the content of the Newspaper On No News |, 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 day drawing was now limited to when mum could sit with the Oral, 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 20 Resume Objective Objective 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. Very very rarely draws people.' 'Just colours in 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 Pediatric Health Assessment, 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 copy pictures. 'When you see a picture, and you say to him 'Can you draw a picture of a whatever', he'll try and Specialist, draw it. 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 Pediatric Oral Health Assessment, he won't even have it on.' Luke's mother gave examples of Luke's critical remarks about both her and Tag Template, With Love, Handmade, 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 Oral Health Risk Assessment, support his drawing and have probably mostly been instigated by Saskatchewan On No News her. 'Pumpkin' (Figure 7) is a shared effort between Luke and his mother as is his attempt to draw around one of the 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 Pediatric Health Risk his increasing use of Top 10 Logistics Specialist Questions And Answers role play to Pediatric Health, act out both real life experiences and re-enact video scripts. Newspaper Reports On No |! 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. Oral Risk Assessment! The latter followed a recent, quite traumatic, visit with his asthmatic brother to Saskatchewan Reports On No, hospital. Luke also assumed the role of key worker, both at Health Assessment, home and at 20 Resume Objective Career In, 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 as long as he knows it is going to happen.' At home Luke's mother built up Luke's sense of drama and 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 lit it. ' The influence of 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 Pediatric Oral Risk Assessment, baddy.' His mother discussed how he used familiar objects to support a role. 'He had the radio cassette and Background Authorization, the microphone on 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 Oral Assessment, 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 For Teens | word. Risk! Even though it weren't on Format. 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 his favourite shop, the Disney Shop. The practitioners in the family centre also acknowledged that the biggest influence on Luke's play seemed to be videos, watched repeatedly in Pediatric Oral Health Assessment the home context. 'He will be playing something else but he will always go back to With, 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 Pediatric Assessment, 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 'story' should be re-enacted. Criminal! His key worker commented 'Some children will come over and stay for a little bit, but then if they don't do what he wants them to Health Risk, do, he says they are messing it up.' Luke complained to his mother about Best 20 Resume Objective Ideas Objective, them not wanting to play 'Jurassic Park' 'You just can't get them to do what you want. they want to go and play Mums and Pediatric Oral, Dads.' On one occasion, when asked by 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 Yarn Tag Template, Love, Handmade the Family Centre involved escaping from frightening situations and it was followed through in Pediatric Oral the home context when other children were invited to Background Authorization Check, play in Pediatric Oral Risk the garden. One of his favourite games, introduced by Luke to neighbourhood friends, was 'stampede'. This again had been watched on video and Logistics, was explained by Health Risk his mother 'It is a load of animals chasing them.' 'The film starts off as a board game, but real things happen, like spiders come out and 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 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 following September. All the key workers took turns in leading these sessions, which involved the children in working with numbers in addition to the stories and Criminal Check, singing they had when they were younger. The children were expected during these short sessions to 'fit in' with what the adults were doing and 'sit down and respond when spoken to'. The key worker commented that there would, during the coming year, be more concentration on preparing Luke to Pediatric Oral Risk, enter school and that this would include writing his name. Taking advice from the Family Centre staff, Luke's mother provided materials to Basic Resume Hloom, support Luke in learning to write. 'We've got this learning to write thing and its like mazes when you've got to Pediatric Oral Health, go a certain way, and he's fantastic with them. Logistics Questions! He loves doing them, going through the gaps and Pediatric Health Assessment, doing squiggles.' Writing numbers was, however, not always seen so positively by Luke. '. He recognises a load of numbers and letters, but as for writing them down. I think from my view of Top 10 him, because it doesn't actually look how it's drawn, he can get really angry. Oral Health! Luke's mother was proud of the fact that Luke recognised and could write his name, but she admitted that 'he gets really anxious and Saskatchewan News, upset that he can't do it right.' Phase 3: Luke aged five, drawing at home. It was very obvious from the beginning of phase three of the project that Luke was now drawing and Pediatric Oral Health, writing a lot. Saskatchewan On No News! Cupboards had recently been built in Pediatric Health the dining room at home, which stored the children's toys, games and paper.

Luke's mother felt this had influenced their choice of activity. 'With everything being put away I don't know if its out of Check | Templatezet sight out of mind.' There was an 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 Risk Assessment, get their own paper from the shelf, pens were kept in the mother's bedside cabinet and she therefore again limited drawing. Although mum had said Luke wasn't cutting any more and Basic Resume Format. Hloom Simple, chose to write and draw, Luke said he was not allowed to cut at home any more. 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 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 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 Pediatric Health, have been his increased physical maturity, which was supported by the regular practice he was getting in using a pencil. The drawing ' Sea snails' (Figure 10) demonstrates Luke's ability to Criminal | Templatezet, interpret a topic of interest in a satisfying way because of his developing drawing skills. It includes not only the Oral Risk Assessment, 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 Authorization Check, have made a huge leap in his physical development. He was much more physically daring, as long as he was in Pediatric Oral Risk Assessment control, and had a range of new accomplishments enjoying climbing trees and jumping down stairs.

His mother had represented the city at gymnastics when younger and was keen that the children were involved in physical activity. Luke therefore belonged to 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. Newspaper News! Towards the end of his time at the Family Centre staff thought that at times he was over Pediatric Oral Health, confident and dominated the younger children and his mother certainly thought he had changed. 'He's harder. He's not as sensitive and 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 him.' Luke still liked to Background Check, 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 Pediatric Oral a story. '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 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 the beginning of the reception year, records the salient features of his holiday experiences and shows how, probably unknowingly, his mother is helping him to bring together drawing and story. 'Arranged cut outs' (Figure 13) is a collaboration between Luke and his mother but with Luke in control. Drawing and 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 Saskatchewan Reports On No News the process, prior to his mother sticking them down. Luke's developing interest in Pediatric Oral Health writing is 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 Reports, chance. Pediatric Risk! He can read all his letters on the alphabet chart and Saskatchewan On No News, 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 it. Health Risk Assessment! 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 Basic Format. 54 Basic Templates Hloom 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 Health Risk Assessment, his wasn't right.' Phase 3: Luke aged five, drawing at Yarn Tag Template, Handmade With Handmade Printable, school. Having transferred to the reception class of a Roman Catholic primary school.

Luke was taught by a confident and Pediatric Health Risk Assessment, experienced early years teacher who was concerned to introduce formal education gradually, seeking to provide a balance of child and adult initiated activity. As in Reports On No News the Family Centre, the class teacher's expectations regarding drawing were linked to realism and figure drawing 'A lot still just have the circle with the Pediatric Health Assessment, arms and Logistics Questions, legs coming out of the head but I would expect to see a recognisable face' . 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 Oral Health Risk Assessment, cited as an example a recent preponderance of house drawing. The passing of an idea from child to child was confirmed by 20 Resume Objective Ideas On Pinterest In Luke's representation of a house, drawn for the first time during his initial weeks at school. Although Luke's teacher felt the 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 Pediatric, project gives evidence of Luke's choice of drawing as a developing form of Top 10 Logistics Specialist Questions And Answers representation and meaning making. He may have been attracted to Pediatric Health Risk, drawing in Basic Format. 54 Basic Templates Job this setting, whether at the drawing table or in the office, for a range of reasons. Most importantly, for Pediatric Health Assessment 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 Resume Templates, draw because of a real sense of achievement in 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 Luke. An explanation for the preoccupation with this theme was perhaps connections he was trying to work through. The story of the 'Little Red Hen' had been 'acted out' at Assessment, 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 Objective Objective In, try to make sense of the Oral Health, way a machine can deliver a loaf of bread in this way. In this drawing and in Saskatchewan Reports On No 'Aeroplane and Machine' (Figure 17) there is a continuity of Risk Assessment line reminiscent of his earlier drawings, but this interest in movement and Knitting Yarn Handmade With Love, Printable, connections had now developed to incorporate shapes which required more complex hand/ eye co-ordination. Health Risk! He was now far more physically confident in his ability to Knitting Tag Template, Handmade Love, Handmade, draw images that were acceptable representations both to Oral Health Risk Assessment, him and to others and because he felt his drawings were now capable of conveying a message, he was beginning to be able to talk about Best 20 Resume Career Objective, them.

The class teacher tried to support her understanding of the need for talk about drawing by planning for a work experience girl to sit with the children at the drawing table. She gave her the Pediatric Health Assessment, following guidance 'Don't do it for them. You're there to Knitting Yarn Tag Template, Handmade Love, Handmade, 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 Oral Health Assessment, 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 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 20 Resume Objective Objective In adult. Pediatric Oral Risk Assessment! His teacher commented 'He likes to Reports |, talk. 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 be using drawing to Oral Risk Assessment, explore his broader range of 20 Resume Ideas On Pinterest Career Objective In interests. Pediatric Oral! Interestingly there did seem to Knitting Yarn Handmade With Love, Printable, be a growing division between play and Oral Health Risk, work and there was no evidence of the influence of cartoons, which had replaced his fascination with video images and stories, in Yarn Handmade With 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 Health Assessment, 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. 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. It bit it, then it ate it. It was one of the Templates For Teens |, nice ones. Playtime was when chasing and pretend fighting games flourished and Oral Health Assessment, 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 Career Objective In, next night he stayed up really late and looked out of the window again and they were playing football again and Risk Assessment, guess what they were playing with? A head! Somebody's head! In the classroom Luke spent a lot of time in the office area, mark making and copying words rather than the role play and 'dressing up' area 'If he's in the office you could lose him for 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 |, picture saying at Health Risk Assessment, 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 Best 20 Resume Objective Ideas In reality to 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 Pediatric Risk Assessment Dyson's illumination of the Criminal Background Authorization Check | Templatezet, way drawing is helped by the critical role of talk and gesture to become 'a mediator, a way of giving graphic voice to an intention. This adaptation (Figure 19) places emphasis on drawing as an iterative process during which a child may display more than one of the Health Risk, 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 blocks and other constructive media; explores the distinctive physical and visual properties which each medium offers; responds to the material, the material responds to the child . Use of gestures, marks and words to symbolize - to Top 10 Interview Questions And Answers, represent - significant actions in their world. begins to use these symbolic tools to Pediatric, invest meaning in drawn marks (Vygotsky, 1978); derives symbolic meaning from the Format. Templates Hloom Job, gestures , not the marks (Matthews, 1994); uses the marks as a critically important prop for dramatic play (Wolf Perry, 1989) Attempt to read the meaning of what they have made.

Attempt to communicate its potential meaning to Pediatric Oral Risk, other people. notices, after drawing, similarities between salient physical features of the world and his/her own graphic constructions; invests his/ her marks with meaning through talk with others; is prompted to For Teens, talk about Oral Health Assessment, his/her drawings, read his/her marks and Saskatchewan Reports On No News, discover hidden meanings through the interest shown by Assessment other people (Golumb, 1974, 1988); names, reinterprets and renames his/her drawings in Best On Pinterest Career order to Oral Health Risk, 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 Resume Templates, adventures, dramatic stories and tales' (Gardner, 1980) and inventing stories about his/her drawings; With experience drawing accompanied with talk about Oral, 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 those meanings, but also to Basic Resume Format. Resume Hloom, regulate drawing itself; uses consciously a range of genres and Health, stylistic conventions in Best On Pinterest Career his/her drawings. Autonomous, personal drawings. uses drawing to Pediatric Oral Assessment, re-represent important objects, events and relationships. partakes in general rites of drawing alongside peers (home/ wet playtimes) uses drawing to fulfil the educational agenda in school settings. is supported by talk in planning a particular drawing, monitoring his or her shaping of Newspaper On No lines and 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 Pediatric Oral Risk Assessment adult focus upon 'mark making leading to writing' rather than communication and Templates For Teens |, creativity. This paper draws attention to the need for practitioners to. reaffirm or reconsider the Pediatric Oral Risk Assessment, place and value of drawing within the curriculum, particularly the relationship between drawing as communication and drawing as art. There is Knitting Yarn Handmade With Handmade, a need for practitioners not only to 'tune into' and thus give value to 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 the Young Child. New York: Macmillan. Bronfenbrenner, U. (1979) The Ecology of Human Development: Experiments by Nature and Pediatric, 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 14 London: HMSO. Dyson, H.A. (1982) 'The emergence of visible language: Interrelationships between drawing and early writing.

Visible Language, 6, 360-381. Dyson, H.A. (1993) 'From Prop to Format. 54 Basic Resume Templates Hloom Job, Mediator: The Changing Role of Pediatric Oral Risk Assessment Written Language in Children's Symbolic Repertoires' in Spodek,B. and Saracho,O.N. Yearbook in Questions And Answers 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 curriculum in the elementary school Chicago: University of Chicago Press. Gallas, K. (1994) The Languages of 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 Pediatric Oral Risk, Drawing: A Study in Representational Development , Cambridge: Harvard University Press. Golumb (1988) 'Symbolic inventions and transformations in child art. In K.Egan D. Basic Format. Resume Simple Job! Nadaner (eds.) Imagination and Oral Health Risk Assessment, 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. Resume! (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. Paris: Delachaux et Niesle. Malchiodi, C. (1998) Understanding Children's Drawings London: Jessica Kingsley. Matthews, J. Pediatric Risk! (1992) 'The genesis of aesthetic sensibility' in Thistlewood, D. Background Check | Templatezet! (ed.) Drawing, Research and Development , NSEAD and 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 Meaning. London: Falmer Press. Nutbrown, C. (1994) Threads of Oral Health Risk Assessment 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 Nursery Education Stoke on Trent: Trentham Books. Rogoff, B. (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 Specialist Interview Questions, Hughes, M. (1984) Young Children Learning: Talking and Listening at Home and at Pediatric Oral Risk Assessment, School. London: Fontana. Trevarthen, C. (1980) 'The foundations of intersubjectivity: The development of interpersonal and cooperative understanding in infants', in Olson, D. Basic Format. 54 Basic Job! (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 Pediatric Oral Risk, 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. (1967) 'Play and its role in the mental development of the child' Soviet Psychology 5(3), 6-18. Vygotsky L.S. Knitting Tag Template, Love,! (1978) Mind in Society. Cambridge MA:Harvard University Press.

Vygotsky, L.S. (1995) Fantasi och kreativitet i barndomen (Imagination and Health Risk, Creativity in Basic Resume 54 Basic Resume Job 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. (1989) 'From endpoints to repertoires: Some new conclusions about drawing development. In Gardner, H. and Risk Assessment, Perkins, D. Best Objective Ideas Career Objective! (eds.) Art, mind and education: Research from Project Zero (pp. 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 Assessment drawings. Content of drawings.

Drawing as physical action. Drawing as prop. Drawing as mediator. Messages given to child (belief systems) Views of Criminal Authorization | Templatezet 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 Health Assessment 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 rhythms. This is the only world Luke knows and he brings this knowledge to Top 10 And Answers, bear on new situations, looking for the objects and activities that make sense to Pediatric Oral, him. Adults attitudes to Criminal Check, drawing and understanding of its place within child development will therefore influence the child's motivation to use drawing as a means of. Access to drawing as part of Pediatric Oral Risk Assessment daily routine - importance of views and Reports On No News, beliefs of adult about Pediatric Risk, drawing - it is Tag Template, With Printable, done at Pediatric Oral Assessment, nursery - link to writing / academic; its part of what you do with young children - its what my mum did. Female role. Children use what is to hand. Children influenced by daily pattern of behaviour. If home has special focus this influences the 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 Basic Resume Hloom Simple activities (syncretistic creativity) 2. Messages given to children. 3. Narrow view of literacy. Drawing as part of Pediatric Health Assessment a (developmental) sequence towards writing. Play Drawing Writing (double symbolism) plus with talk. The importance of social interaction. The importance of oral storytelling in broadest sense.

The importance of drawing and talking in With carrying the story meaning. Linked to Health Risk, 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 world, including their understandings of how symbolic media work, and that they do so as they engage in 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 functioning of Saskatchewan 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 Pediatric Oral Risk Assessment, 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 Saskatchewan Newspaper Reports On No News, power of storytelling for children. The children in the study fall within the age range which is associated with children learning to Pediatric Oral Health Risk, use symbols and symbol systems. This symbolic period (Gardner, 1991) is a time when children learn to use and understand language, to ask for things and information, and to tell others what they want. They also use language for more expressive purposes, such as telling jokes, teasing, making up or retelling stories, creating friendships and role playing. Carr,M (2001) Assessment in Resume | 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 Pediatric Health Risk Assessment, print Child Education Vol. Saskatchewan Newspaper News |! 72(6) pp.352-57. Ferreiro,E. and Teborosky, A. (1983). Literacy Before Schooling London: Heinemann P. Hall,N. (1987) The Emergence of Literacy.

Sevenoaks, Kent: Hodder and Pediatric Health, Stoughton. Jones,E and 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. Saskatchewan News |! (1992) Diverse paths in literacy in Oral Health Assessment a preschool classroom: a sociocultural perspective. Reading Research Quarterly Vol.27 pp. 185-201 P. * Knupfer,A.M. (1996) Ethnographic studies of children: the difficulties of entry, rapport, and presentations of their worlds. Qualitative Studies in Saskatchewan Newspaper News | Education, 9(2) pp.135-49. * Merritt,S. and Dyson,A.H. Pediatric Oral! (1992) A social perspective on informal assessment: voices, texts, pictures, and Best Objective On Pinterest Career, play from the first grade.

In C. Genishi (ed.) Ways of Assessing Children and Curriculum: Stories of Early Childhood Practice New York: Teachers College Press. * Morrow, L.M. (1990) Preparing the classroom environment to promote literacy during play. Early Childhood Research Quarterly Vol.5(4) pp.537-54. * Morrow,LM and Rand,M. Pediatric Health Assessment! (1991) Promoting literacy during play by designing early childhood classroom environments. 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 Pupils from four to seven. Knitting Tag Template, With Love, Handmade Printable! London:Cassell. L. Roskos,K. and Neuman, S. (1993). Descriptive observations of Pediatric Health Risk adults' facilitation in young children's play. Early Childhood Research Quarterly . Objective In! 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. Pediatric Oral Risk! 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 Logistics Specialist Interview Child Psychology and Risk Assessment, Psychiatry, 34(1), pp. Basic Format. 54 Basic Hloom Simple! 135-70 P. *Vygotsky's work . Pediatric Health! International Journal of Early Years Education , 1,pp.47-61. Wright,S (1995) in Boulton-Lewis,G and Catherwood,D The Early Years: Development, Learning and Teaching London: Pitman Publishing Y. Yair,G. Best Objective Ideas On Pinterest Career Objective! (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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column cover letter This page explains how to write a British-style CV (curriculum vitae, or resume, or personal history) and covering letter, used when applying for jobs in the UK. Author: Corinne Mills. Date: January 2009. Author: Tracey Whitmore. Publisher: How To Books Ltd. Your CV ( curriculum vitae ) is Oral, a summary of your work experience and education, used for Criminal Background Authorization, job applications.

A resume (properly written as resumé) is an American English term for a CV. A covering letter is Pediatric Risk, a letter sent with your CV which explains details about your application to a particular company. A reference is News |, a formal letter to an employer, from somebody who knows you well, describing your character or ability. A referee is Health, a person who provides a reference for you. How should I design the layout of my CV? There are many ways to design a CV. This section gives an Best Objective Ideas Career In example. Print your CV on good quality white paper. The paper size should be A4 (this is 21.0 cm wide and 29.7cm tall).

Usually you should not attach a photograph. Leave wide margins (there should be a gap of at least 2 centimetres on the top, bottom, left and right). A good font size to use is Health Risk Assessment, 12 (or 10 if you want to put more information on Knitting Yarn Love, Printable your CV). The document should use only one font style, for example Times New Roman. Use bold ( Bold ) or italics ( Italics ) to emphasise important words. Only underline section titles (or do not underline any words). If you make a list (for example, a list of Oral Assessment, your job achievements), consider using bullet points. Try to keep the CV on one side of paper, or use two sides if you have a lot of relevant work experience or qualifications. Keep your sentences short and simple.

A typical section order is: There is an example CV shown below. When writing your name, always put your own name first and Specialist Interview Questions And Answers your family name last (even if you write the family name first in your own country). Include the Risk Assessment, full postcode in your address. Make sure that you will be able to collect all mail sent to this address (if you move, ask the owner to forward letters to you). If you have a mobile telephone, put this number on your CV, so that you can be contacted easily. Basic Format. 54 Basic Resume Templates Hloom Simple! If you use a voicemail service, it will be easier for Health Assessment, callers to leave a message for Tag Template, Handmade Printable, you.

If you do not have a mobile telephone, give the Risk, number of the Logistics Specialist Interview, telephone at your accommodation. The telephone number should start with the area code, written in Oral Health Risk brackets; for example, a London number should be written (020) xxxx xxxx. Interview And Answers! If the Oral Risk Assessment, telephone has an Yarn Tag Template, Handmade Love, Printable answering machine, make sure that you check the messages every day. If you are sharing someone else's telephone, ask that person's permission before using their number on Oral Health Risk Assessment your CV. Write your e-mail address next to your telephone number, and check your messages regularly. Create two columns. Use the left-hand column for dates. For start and end dates, use either full years (eg 1998-2000) or the first three letters of the Logistics Specialist Interview Questions And Answers, month followed by the last two digits of the year (eg Jun 98-Sep 00) In the right-hand column, provide information about Pediatric Health Assessment, each of Resume Templates Hloom Simple, your job roles. Start by Health Risk writing the name of the company (in bold) and its location.

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You should not use the word I on Pediatric Oral Health Risk your CV; this is understood. For example, you might write Increased sales at the shop, but not I increased sales at Background Authorization Check, the shop. Remember that the Assessment, person reading your CV may not be familiar with the Templates |, education system in your country. Create two columns. Use the left-hand column for the dates.

For start and end dates, use either full years (eg 1998-2000) or the first three letters of the month followed by the last two digits of the year (eg Jun 98-Sep 00) In the Oral, right-hand column, list the name of the school or university on one line, followed by further details (the course name or the number of exam subjects passed) on the next line. List formal educational qualifications only in this table (eg university and Saskatchewan | secondary school, but not a language school or part-time courses), stating the most recent (and highest level) qualifications first. If you have been to a post-graduate school or college, put the name of this after a label such as Post-graduate studies: so that the level is clear. If you have been to a university, use the Pediatric, word University in the name, or put a label such as University: before the name so that the level is clear. If the university is one of the Yarn Handmade With, top universities in your country, state this fact (the interviewer may not know it). State the Pediatric Oral Health, name of the town and country after the university's name.

In the description, put the name of the main subject studied (try to Format. Resume Templates avoid using the Health, words major or minor, which are used in Authorization American English). If you studied English, the subject should perhaps be described as English language and Pediatric Oral Health literature, not just English literature. Avoid mentioning grades unless they are particularly good; if you do mention grades, make sure that they are clear (e.g. 80%, or top grade) - the British university grade system is probably different from Yarn Handmade With Handmade Printable, that in your country. You should list any schools you have attended between the ages of about 15 and Health Assessment 18, but not before this age.

You should add the For Teens |, label Secondary school: before the name of the school, or include the words High School in the name. If you took exams in Oral Health Risk a wide range of On Pinterest Career Objective, subjects, you may prefer to list only the number of subjects passed instead of the Pediatric Oral Health Assessment, subject names, or if you have been to university you may choose not to list any secondary school qualifications. If you are studying in the UK, you may want to include details of Resume Templates, this course. If so, write this in a line under the main table. For example, you could write Currently studying English at ABC school, London (since January 2001). If you have other skills or qualifications which you believe may be relevant, you can list these.

English exams which you have passed (eg Passed Cambridge First Certificate of English). Computer skills (eg Good knowledge of standard office software, including e-mail and the internet) Typing speed (only mention this if you are applying for data entry or secretarial jobs) An international driving licence (only mention this if you may need to drive for the job) Create two columns; use the left-hand column for Oral Health Risk Assessment, labels and the right-hand column for information. The exact list of personal details you want to give may depend on your circumstances and what the job requires, but the list below will give you a guide. Write Date of birth:, followed by News | the day you were born in the second column, eg 3 Feb 1980. Note that the Risk Assessment, date should be written in British date order (day, month, year), not in American date order (month, day, year). Write Nationality:, followed by your nationality eg Japanese. You may want to write Gender:, followed by Male or Female, if this is not obvious to a British person from Interview, your name.

Whether you are a man or a woman may be relevant for some jobs. Write Work status:, followed by a description of the status implied by the stamp in Oral Health Risk Assessment your passport, for Yarn Handmade Handmade Printable, example, Student visa or EC citizen (no work permit required). Write Interests: followed by a short list of Oral Health, perhaps 3 or 4 main hobbies or interests. As you have come to Top 10 Logistics Interview Questions the UK to study, you can probably include interests such as travel, learning languages, or international cultures. Don't list anything which you wouldn't be happy to discuss at an interview. Include interests which may show the interviewer that you have good social or team-working skills, that show your dedication / enthusiasm / success, or that highlight additional skills that may be useful in the job (for example, computer or language skills). If you think it is necessary, write References:, followed by Pediatric Oral Health Risk Assessment Available on Best On Pinterest request. You should only Pediatric Health Risk, provide references if your employer asks for them. If you do need to give a reference, make sure that you have asked the person beforehand. Possible referees include a teacher or previous employer.

It may complicate your application if you give the name of a referee who lives abroad; if you want to do this, make sure that the person will be able to provide comments in English, and give an Yarn Tag Template, Handmade Love, e-mail address so that delays can be minimised. 52 Orchard Street, London W2 3BT. Telephone: 020-7654 3210; Mobile: 07960 999999; E-mail: [email protected] · Advised the main shop's customers about organic and health foods. · Developed new business in smaller satellite stores, explaining the Pediatric Health Risk, benefits of supplements and Yarn Tag Template, Handmade With Love, Handmade Printable organic food to Pediatric Assessment potential new customers. · Increased sales at Objective Ideas Career Objective, both the Pediatric Health, main and the satellite shops. The extra profits were used to expand the Knitting Yarn Tag Template, With Love, Handmade, business by Pediatric Oral establishing a new shop. · Examined incoming mail and Criminal Background Authorization Check redirected this to the appropriate division. · Translated foreign letters (written in English) into Japanese. · Dealt with customs enquiries and Pediatric Oral Risk Assessment procedures.

Computer literate: good knowledge of Word and Excel, as well as e-mail and the internet. Fluent in Reports On No News | Japanese; practical knowledge of English and Korean. If you are sending an application directly to a potential employer, you should write a one-page letter to accompany your CV (a covering letter). The covering letter may either be typed (better if you are applying to Oral Health Risk a large company) or written neatly by hand (better if you believe that a typed letter may appear too formal). There is an example covering letter shown below.

State what type of Best 20 Resume Objective Ideas In, visa you have, so that the potential employer knows that you will be able to Pediatric Oral Health Risk Assessment work legally. You may want to Best 20 Resume Objective Ideas On Pinterest In mention the level of your English ability. Explain in your letter how you can be contacted. If you are about to change your accommodation, you should ask to Pediatric Oral Health Risk be contacted either on Authorization your mobile telephone or by e-mail. If you give the telephone number of your host family, you should ask them for their permission first, and Oral Health Risk Assessment you should check if they have an | Templatezet answering machine.

EXAMPLE COVERING LETTER. Re: Job as a part-time sales assistant (reference: JBW5014) I would like to Health Risk apply for the job of a part-time sales assistant in the food section of Fortnum Mason's in Piccadilly, as advertised in Loot Recruit on 2 August. Please find attached a copy of my CV. My previous jobs include two years as a sales assistant in an organic food shop in For Teens Japan. This has given me experience of dealing with customers, as well as cashier skills and a basic knowledge of food retailing. I have been living in Health Assessment London since last September, and am currently studying English at Criminal Background, a language school. I have good English communication skills (recently I passed the Cambridge First Certificate in English exam).

My fluency in Japanese may be useful when dealing with your Japanese customers. I am an enthusiastic worker, and enjoy working in a team. Health! My student visa entitles me to work up to 20 hours per week (or longer during my school holidays), and I could start work immediately. I would welcome the opportunity to Objective In discuss the job vacancy with you on the telephone or at Pediatric Oral Risk, an interview. I can be contacted most easily on my mobile telephone or by e-mail (see details at the top of this letter). SENDING YOUR APPLICATION. Check your CV and covering letter carefully before you send them. Use the spell-checker on the computer (set the language to British English rather than American English). Ask a native English speaker to check what you have written, and ask this person for any comments they may have.

If sending your application by post, send it by first class rather than by second class (it shows that you care about getting the job). If you send an application by e-mail, telephone to make sure that it has arrived, or send an application in the post as well. Alternatively, you may wish to hand in Objective Objective In your application personally; if so, use this opportunity to find out more about the Oral Risk, company and ask when you can expect to Saskatchewan Newspaper Reports On No News | hear from Pediatric Oral Risk Assessment, them. If you have not heard from the Top 10 Specialist Interview, company two weeks after you sent your application (or before the Assessment, closing date for applications, if there is Reports News |, one), telephone the company to check that your job application has been received and Assessment that there haven't been any problems contacting you. It is often the case that people are invited for an interview for Resume Templates For Teens, only a small number of the jobs to Pediatric Oral Health Assessment which they apply. Format. 54 Basic Resume Simple Job! Try not to feel depressed if it takes a long time to get a job. If you are rejected by a company, ask them to give you some comments, so that you can improve the quality of your later applications.

Prepare for a job interview: Work/Interview. Improve your English writing skills: English/Writing.