300 W Essay Example | Topics and Well Written Essays - 500 words

300 W - Essay Example The third initiative involves creating proposals for several new courses, including ones on such topics as Hallucinogenic Literature, Women’s Scientific Literature, Space, Film, and Literature. The fourth initiative is the creation of at least one new position in the option. We would like to be able to search for a faculty member who can teach in the areas of women’s, scientific, and nature literature. Finally, we would like to create a scholarship for students to be funded by current full professors in the department. In order to allow the initiatives to run more smoothly, we have assigned certain committee members to the four of them: Initiative 1: Dan Jenkins and Audrey Smith; Initiative 2: Sue Osborne, Kara Jenkins, and Molly Maguire; Initiative 3: Holly Golightly and Jane Eyre; Initiative 5: Dan Jenkins. All members of the committee will work on the fourth initiative. As a head horticulturist, I have been assigned the task of ensuring that all the company managers implement a series of changes intended to improve our company and increase profits. These changes involve two areas: plant breeding and plant

How can a creative corner encourage a group of 3-4 year old Essay

How can a creative corner encourage a group of 3-4 year old mathematical development - Essay Example Often, creativity is not a word associated with formal learning of subjects such as mathematics (Hall and Robinson, 2003). However, many researchers and scholars have been exploring the effectiveness of using creativity for mathematical development (Hall and Robinson, 2003). This article tries to explore whether a creative corner can encourage a group of 3.-4 year old children with mathematical development. It attempts to look at some of the creative activities that are used, the benefits and also the role that a practitioner has to play in promoting mathematical development. Young children have a natural ability to create fantasies, ask questions, explore their surroundings and carry out experiments. Therefore, the toddler age is one where the level of creativity is often maximum (Prentice, 2000). According to Prentice (2000), as children get older, the level of creativity reduced and hence, creativity is seen more in children who are in the age group of 3-4, when compared to the children who are in the age group of 5-6. According to Russ, (2003), creativity in young children can be fostered through three main aspects - they include setting up a creative environment, developing creative modules and programs as well as the skill or ability of the instructor in using these aspects. According to Talboys (2004), creativity is something that can extend to all the aspects of learning, including mathematics and not necessarily limited to activities such as art, theater of dancing. From a conventional perspective, children were encouraged to learn only very limited things through creative activities such as role play. Most of the curriculum, especially subjects such as mathematics and social science, were approached only from a formal classroom environment (Russ, 2003). According to Jean Piaget’s theory on mathematical development, the children undergo a staged development, where by between 0-2 years

How can a creative corner encourage a group of 3-4 year old Essay

How can a creative corner encourage a group of 3-4 year old mathematical development - Essay Example Often, creativity is not a word associated with formal learning of subjects such as mathematics (Hall and Robinson, 2003). However, many researchers and scholars have been exploring the effectiveness of using creativity for mathematical development (Hall and Robinson, 2003). This article tries to explore whether a creative corner can encourage a group of 3.-4 year old children with mathematical development. It attempts to look at some of the creative activities that are used, the benefits and also the role that a practitioner has to play in promoting mathematical development. Young children have a natural ability to create fantasies, ask questions, explore their surroundings and carry out experiments. Therefore, the toddler age is one where the level of creativity is often maximum (Prentice, 2000). According to Prentice (2000), as children get older, the level of creativity reduced and hence, creativity is seen more in children who are in the age group of 3-4, when compared to the children who are in the age group of 5-6. According to Russ, (2003), creativity in young children can be fostered through three main aspects - they include setting up a creative environment, developing creative modules and programs as well as the skill or ability of the instructor in using these aspects. According to Talboys (2004), creativity is something that can extend to all the aspects of learning, including mathematics and not necessarily limited to activities such as art, theater of dancing. From a conventional perspective, children were encouraged to learn only very limited things through creative activities such as role play. Most of the curriculum, especially subjects such as mathematics and social science, were approached only from a formal classroom environment (Russ, 2003). According to Jean Piaget’s theory on mathematical development, the children undergo a staged development, where by between 0-2 years

How can a creative corner encourage a group of 3-4 year old Essay

How can a creative corner encourage a group of 3-4 year old mathematical development - Essay Example Often, creativity is not a word associated with formal learning of subjects such as mathematics (Hall and Robinson, 2003). However, many researchers and scholars have been exploring the effectiveness of using creativity for mathematical development (Hall and Robinson, 2003). This article tries to explore whether a creative corner can encourage a group of 3.-4 year old children with mathematical development. It attempts to look at some of the creative activities that are used, the benefits and also the role that a practitioner has to play in promoting mathematical development. Young children have a natural ability to create fantasies, ask questions, explore their surroundings and carry out experiments. Therefore, the toddler age is one where the level of creativity is often maximum (Prentice, 2000). According to Prentice (2000), as children get older, the level of creativity reduced and hence, creativity is seen more in children who are in the age group of 3-4, when compared to the children who are in the age group of 5-6. According to Russ, (2003), creativity in young children can be fostered through three main aspects - they include setting up a creative environment, developing creative modules and programs as well as the skill or ability of the instructor in using these aspects. According to Talboys (2004), creativity is something that can extend to all the aspects of learning, including mathematics and not necessarily limited to activities such as art, theater of dancing. From a conventional perspective, children were encouraged to learn only very limited things through creative activities such as role play. Most of the curriculum, especially subjects such as mathematics and social science, were approached only from a formal classroom environment (Russ, 2003). According to Jean Piaget’s theory on mathematical development, the children undergo a staged development, where by between 0-2 years