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Advocacy research reflection-edited
1. Poverty levels in Canada are difficult to determine as there is no single definition, but Statistics Canada provides low-income cut off levels (LICO) for different family sizes. Over 550,000 Canadians live on less than half the LICO.
2. Unemployment is a major cause of poverty, but many people in Toronto live in poverty while employed due to high costs of living. Food banks play a key role in helping over 148,000 children in Ontario each month who might otherwise go hungry.
3. Solutions proposed include increasing corporate social responsibility programs to fund initiatives, better utilizing existing food bank infrastructure, and addressing the root causes of unemployment that contribute to rising poverty levels.
Final power point.pptxfinal
This document discusses poverty and efforts to address it. It defines poverty and provides statistics on child poverty rates in Ontario. Some key causes of poverty mentioned include low wages, social assistance systems, and lower skills/education. Impacts of poverty include hunger, malnutrition, and higher healthcare costs. The document outlines actions taken by the group, including volunteering at a food bank, conducting a food drive, and interviewing a community worker. Reducing poverty rates in the community is an important goal.
Resume
WeiHong Zhang is seeking a position as an early childhood educator. She has an Early Childhood Education Diploma from Centennial College and certificates in First Aid and CPR. She has field experience at three child care centers where she implemented daily activities to support children's development and ensured their safety and well-being. Zhang also has strong communication, problem-solving and teamwork skills and is bilingual in Mandarin and English.
Resume
WeiHong Zhang is seeking a position as an early childhood educator. She has an Early Childhood Education Diploma from Centennial College and certificates in First Aid and CPR. She has field experience at three child care centers where she implemented daily activities to support children's development and ensured their safety and well-being. Zhang also has strong communication, problem-solving and teamwork skills and is bilingual in Mandarin and English.
Project
This document provides details about activities that preschool children will engage in to learn about seasons and leaves. The activities include using craft materials like cotton, felt, and googly eyes to demonstrate the four seasons; pretending to garden in the spring for dramatic play; eating oranges to experience fall flavors; blowing leaves and comparing them to other objects for a science lesson; singing a song and reading books about seasons; and using a season wheel to discuss the consequences of seasonal changes. The goal is for the hands-on experiences to build the children's knowledge and excitement about seasons and leaves in an engaging way.
Project
The document discusses activities that preschool children will engage in to learn about seasons and leaves. The activities include using craft materials to represent the four seasons, doing leaf rubbings, dramatic play involving gardening tools, tasting oranges to experience fall, comparing how easily different materials can be blown, singing a song about leaves falling, and reading a book about seasons. The goal is for the children to build experience with and understanding of seasons and leaves through these hands-on learning experiences.
Recommended
Advocacy research reflection-edited
1. Poverty levels in Canada are difficult to determine as there is no single definition, but Statistics Canada provides low-income cut off levels (LICO) for different family sizes. Over 550,000 Canadians live on less than half the LICO.
2. Unemployment is a major cause of poverty, but many people in Toronto live in poverty while employed due to high costs of living. Food banks play a key role in helping over 148,000 children in Ontario each month who might otherwise go hungry.
3. Solutions proposed include increasing corporate social responsibility programs to fund initiatives, better utilizing existing food bank infrastructure, and addressing the root causes of unemployment that contribute to rising poverty levels.
Final power point.pptxfinal
This document discusses poverty and efforts to address it. It defines poverty and provides statistics on child poverty rates in Ontario. Some key causes of poverty mentioned include low wages, social assistance systems, and lower skills/education. Impacts of poverty include hunger, malnutrition, and higher healthcare costs. The document outlines actions taken by the group, including volunteering at a food bank, conducting a food drive, and interviewing a community worker. Reducing poverty rates in the community is an important goal.
Resume
WeiHong Zhang is seeking a position as an early childhood educator. She has an Early Childhood Education Diploma from Centennial College and certificates in First Aid and CPR. She has field experience at three child care centers where she implemented daily activities to support children's development and ensured their safety and well-being. Zhang also has strong communication, problem-solving and teamwork skills and is bilingual in Mandarin and English.
Resume
WeiHong Zhang is seeking a position as an early childhood educator. She has an Early Childhood Education Diploma from Centennial College and certificates in First Aid and CPR. She has field experience at three child care centers where she implemented daily activities to support children's development and ensured their safety and well-being. Zhang also has strong communication, problem-solving and teamwork skills and is bilingual in Mandarin and English.
Project
This document provides details about activities that preschool children will engage in to learn about seasons and leaves. The activities include using craft materials like cotton, felt, and googly eyes to demonstrate the four seasons; pretending to garden in the spring for dramatic play; eating oranges to experience fall flavors; blowing leaves and comparing them to other objects for a science lesson; singing a song and reading books about seasons; and using a season wheel to discuss the consequences of seasonal changes. The goal is for the hands-on experiences to build the children's knowledge and excitement about seasons and leaves in an engaging way.
Project
The document discusses activities that preschool children will engage in to learn about seasons and leaves. The activities include using craft materials to represent the four seasons, doing leaf rubbings, dramatic play involving gardening tools, tasting oranges to experience fall, comparing how easily different materials can be blown, singing a song about leaves falling, and reading a book about seasons. The goal is for the children to build experience with and understanding of seasons and leaves through these hands-on learning experiences.
Guidenc reflection
The author reflects that their strength is making correct decisions when disciplining children and having patience when children need time to accept limits. They build good relationships with children through positive communication and expectations, which leads to willing cooperation. Going forward, the author plans to bring more toys to avoid fights, use redirection strategies, record observations of social skills, and have another teacher observe interactions to reflect on how their personality impacts guiding children.
Mamita2 (1)
The document discusses child care in the Philippines. It notes that day care programs are conducted in both public centers and home-based settings. Public day care centers are the largest providers of early child care, with 3-4 hour sessions held Monday through Friday aimed at developing children physically, socially, emotionally, and cognitively through a less structured curriculum centered around play. Both formal and informal child care programs aim to maximize children's potential through varied experiences tailored to their interests and abilities. The National Pre-School Education Program was established in 2005 to further engage children in structured classroom activities while maintaining health, safety, and growth across all developmental domains.
Curriculum reflection
The educator observed children playing with fallen leaves in the playground which inspired a leaf sorting project. During activities, the educator asked open-ended questions to scaffold the children's learning per Vygotsky's theory. The whole process was child-centered, with the educator and children using inquiry to answer questions like why leaves change color and develop new understandings.
Curriculum reflection
The educator observed children playing with fallen leaves in the playground which inspired a leaf sorting project. During the project, the educator asked open-ended questions to engage the children and ensure their continued interest. The educator also informed parents of the project to enhance the children's learning, keeping the children's needs and interests at the center.
Guidenc reflection
The educator reflects that their strengths include making correct decisions when disciplining children, having patience when children need time to accept limits, and building good relationships with children through positive communication and genuine care. They will bring more toys to avoid fighting, use redirection strategies by offering other choices, observe turn-taking skills through written notes, and have another teacher observe interactions to reflect on how their own personality impacts guiding children effectively.
Guidenc reflection
The document discusses the author's strengths in making correct decisions when disciplining children and building good relationships with them through patience, positive words, and genuine care. The author will bring more toys to avoid fights, use redirection and observation to analyze children's temperaments, and have another teacher observe interactions to reflect on how the author's personality impacts guiding children effectively.
Guidenc reflection
The educator reflects that their strengths include making correct decisions when disciplining children, having patience when children need time to accept limits, and building good relationships with children through positive communication and genuine care. To improve, the educator will bring more toys to avoid fights, use redirection strategies by offering choices, record observations of social skills, and have a colleague observe interactions to reflect on how their personality impacts guiding children.
Cover letter
WeiHong Zhang is graduating from the Early Childhood Education program at Centennial College in April 2013. She had placements at a daycare and Ontario Early Years Centre which enhanced her learning and allowed her to contribute to children's growth. She built good relationships with children in her care and received positive feedback from staff and children. She is requesting an interview to further discuss her qualifications.
Resume
WeiHong Zhang is seeking a position as an early childhood educator with experience in field placements at various centers. She has an Early Childhood Education Diploma from Centennial College and certifications in First Aid and CPR. Her qualifications include implementing daily activities to support child development, ensuring safety, and building children's self-esteem through positive guidance and routines.
Development templates (preschool and school age years)oringinal
Mabo, a 3-year old child, is meeting typical developmental milestones across physical, social/emotional, and intellectual domains according to a formal assessment. At age 4, Mabo continues to develop well physically and exceeds social/emotional milestones, showing strong intellectual development as well. As a school-aged child between 6-11 years old, Mabo maintains good physical, social/emotional, and intellectual development appropriate for their grades.
Development templates (preschool and school age years)oringinal
Mabo, a 3-year old child, is meeting typical developmental milestones across physical, social/emotional, and intellectual domains according to a formal assessment. At age 4, Mabo continues to develop well physically and exceeds expectations intellectually and socially. As a 6-8 year old, Mabo's physical skills have increased and social/emotional development remains on track. Mabo demonstrates excellent intellectual development and is identified as gifted. From ages 9-11, Mabo stays healthy and on target socially and intellectually according to a school report card.
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Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Find out more about ISO training and certification services
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General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
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For more information about PECB:
Website: https://pecb.com/
LinkedIn: https://www.linkedin.com/company/pecb/
Facebook: https://www.facebook.com/PECBInternational/
Slideshare: http://www.slideshare.net/PECBCERTIFICATION
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Guidenc reflection
The author reflects that their strength is making correct decisions when disciplining children and having patience when children need time to accept limits. They build good relationships with children through positive communication and expectations, which leads to willing cooperation. Going forward, the author plans to bring more toys to avoid fights, use redirection strategies, record observations of social skills, and have another teacher observe interactions to reflect on how their personality impacts guiding children.
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The document discusses child care in the Philippines. It notes that day care programs are conducted in both public centers and home-based settings. Public day care centers are the largest providers of early child care, with 3-4 hour sessions held Monday through Friday aimed at developing children physically, socially, emotionally, and cognitively through a less structured curriculum centered around play. Both formal and informal child care programs aim to maximize children's potential through varied experiences tailored to their interests and abilities. The National Pre-School Education Program was established in 2005 to further engage children in structured classroom activities while maintaining health, safety, and growth across all developmental domains.
Curriculum reflection
The educator observed children playing with fallen leaves in the playground which inspired a leaf sorting project. During activities, the educator asked open-ended questions to scaffold the children's learning per Vygotsky's theory. The whole process was child-centered, with the educator and children using inquiry to answer questions like why leaves change color and develop new understandings.
Curriculum reflection
The educator observed children playing with fallen leaves in the playground which inspired a leaf sorting project. During the project, the educator asked open-ended questions to engage the children and ensure their continued interest. The educator also informed parents of the project to enhance the children's learning, keeping the children's needs and interests at the center.
Guidenc reflection
The educator reflects that their strengths include making correct decisions when disciplining children, having patience when children need time to accept limits, and building good relationships with children through positive communication and genuine care. They will bring more toys to avoid fighting, use redirection strategies by offering other choices, observe turn-taking skills through written notes, and have another teacher observe interactions to reflect on how their own personality impacts guiding children effectively.
Guidenc reflection
The document discusses the author's strengths in making correct decisions when disciplining children and building good relationships with them through patience, positive words, and genuine care. The author will bring more toys to avoid fights, use redirection and observation to analyze children's temperaments, and have another teacher observe interactions to reflect on how the author's personality impacts guiding children effectively.
Guidenc reflection
The educator reflects that their strengths include making correct decisions when disciplining children, having patience when children need time to accept limits, and building good relationships with children through positive communication and genuine care. To improve, the educator will bring more toys to avoid fights, use redirection strategies by offering choices, record observations of social skills, and have a colleague observe interactions to reflect on how their personality impacts guiding children.
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WeiHong Zhang is graduating from the Early Childhood Education program at Centennial College in April 2013. She had placements at a daycare and Ontario Early Years Centre which enhanced her learning and allowed her to contribute to children's growth. She built good relationships with children in her care and received positive feedback from staff and children. She is requesting an interview to further discuss her qualifications.
Resume
WeiHong Zhang is seeking a position as an early childhood educator with experience in field placements at various centers. She has an Early Childhood Education Diploma from Centennial College and certifications in First Aid and CPR. Her qualifications include implementing daily activities to support child development, ensuring safety, and building children's self-esteem through positive guidance and routines.
Development templates (preschool and school age years)oringinal
Mabo, a 3-year old child, is meeting typical developmental milestones across physical, social/emotional, and intellectual domains according to a formal assessment. At age 4, Mabo continues to develop well physically and exceeds social/emotional milestones, showing strong intellectual development as well. As a school-aged child between 6-11 years old, Mabo maintains good physical, social/emotional, and intellectual development appropriate for their grades.
Development templates (preschool and school age years)oringinal
Mabo, a 3-year old child, is meeting typical developmental milestones across physical, social/emotional, and intellectual domains according to a formal assessment. At age 4, Mabo continues to develop well physically and exceeds expectations intellectually and socially. As a 6-8 year old, Mabo's physical skills have increased and social/emotional development remains on track. Mabo demonstrates excellent intellectual development and is identified as gifted. From ages 9-11, Mabo stays healthy and on target socially and intellectually according to a school report card.
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