Essay on Setting in Stopping by Woods on a Snowy Evening :: Stopping Woods Snowy Evening

Importance of Setting in Stopping by Woods on a Snowy Evening The season is winter, the time is night, but, . . .the scene, we are reminded four times over, is a wood. Woods, especially when as here they are "lovely, dark and deep," are much more seductive to Frost than is an open field. In fact, the woods are not merely "lovely, dark, and deep." Rather, as Frost states it, they are "lovely, [i.e.] dark and deep"; the loveliness thereby partakes of the depth and darkness which make the woods so ominous. The recognition of the power of nature, especially of snow, to obliterate the limits and boundaries of things and of his own being is, in large part, a function here of some furtive impulse toward extinction, an impulse no more predominate in Frost than it is in nature. It is in him, nonetheless, anxious to be acknowledged, and it significantly qualifies any tendency he might have to become a poet whose descriptive powers, however botanically or otherwise accurate, would be used to deny the mysterious blurrings of time and place which occur w henever he finds himself somehow participating in the inhuman transformations of the natural world. That need is in many ways the subject of "Stopping by Woods on a Snowy Evening." As its opening words suggest--"Whose woods these are I think I know"--it is a poem concerned with ownership and also with someone who cannot be or does not choose to be very emphatic even about owning himself. He does not want or expect to be seen. And his reason, aside from being on someone else's property, is that it would apparently be out of character for him to be there, communing alone with a woods fast filling up with snow. He is, after all, a man of business who has promised his time, his future to other people. It would appear that he is not only a scheduled man but a fairly convivial one. He knows who owns which parcels of land, or thinks he does, and his language has a sort of pleasant neighborliness, as in the phrase "stopping by." It is no wonder that his little horse would think his actions "queer" or that he would let the horse, instead of himself, take responsibility for the j udgment. He is in danger of losing himself; and his language by the end of the third stanza begins to carry hints of a seductive luxuriousness unlike anything preceding it--"Easy wind and downy flake .

Nina

childrens needs February 2012 | | |Assignment 1: | |Explain what constitutes the physical and psychological needs of a three year old child. Explain how you would ensure that these physical and | |psychological needs can ideally be met in a setting/nursery which the 3 year old child attends from 8 am to 6 pm, 5 days a week. Reading for your assignment. Though we provide some recommended books and chapters, (see below) you need to read around the subject as much as possible and not limit yourself to just the recommended readings. Recommended reading from your prescribed text books:- Macleod-Brudenell, I,& Kay, J (2008, Second Ed) Advanced Early Years for Foundation Degrees & Level 4/5 Harlow: Heinemann Chapters 4, 5 and 9 Montessori Centre International (MCI) (undated a) Module 2 Child Development London: MCI Chapters 1 and 3 (pg 39 – 42) Montessori Centre International (MCI) (undated b) Module 4 Contemporary Issues London: MCIChapters 1, 3, 4 and 5 Montessori Centre Internat ional (MCI) (undated c) Module 5 Childcare and Health London: MCI Additional reading to consider for this assignment:- Montessori International (Issue 94, January – March) (Various articles in this issue of the magazine are relevant) Unicef (2008) Convention on the Rights of the Child, available from http://www. unicef. org/crc/ This assignment focuses on the importance of supporting the child’s well-being. Although, you will be given guidelines and additional reading material to assist you in the writing of this assignment, it is important for you to read as widely as you can.You will also need to consider the specific requirements within your own country. In these tutorial guidelines, the assignment question will be broken down into sections, giving you some pointers to consider when preparing your answer for submission. In order to enable you to focus on the different aspects of the questions, each has been given a weighting. These are the maximum marks that can be awarded for this part of the answer. The other 25% of the marks cover structure, expression and presentation (Take note of the marking table on the assessment sheet that you have received). WORKING ON THIS ASSIGNMENTBegin by:- †¢ Work through the recommended chapters listed above, making notes as you did for your Study Skills assignment. Please note that you are not limited to these chapters – You may also find it useful to do some independent research in your local library or on the internet. Be careful to limit your reading to academically sound sources – Wikipedia is not a safe site to use and should be avoided. (Remember to keep a record of the source document for later referencing and bibliography). †¢ Go through the extended guidelines below, and begin to gather information for your answer. Make note of any questions you have regarding this assignment and send them through to me. These questions and their answers will then form the second half of this f irst tutorial (the Q&A) which will be emailed to you so that you can take the information into consideration before finalising your essay for submission. Start to work on your answer:- 0 Study skills recap – †¢ Organise your information and thoughts into a logical, structured argument, addressing each of the important / main bullet points. Ensure that there is an overall flow to the information, and that each section links back to the question posed. Begin with an introduction that will state what you are going to cover in the main body of the essay. The introduction should be  ± 5-10% of the total length of the essay. Draw your argument to a conclusion at the end. †¢ Reference each time you paraphrase ideas you have read during your research for the essay, as well as the first time you include specific terminology in any one essay. In this essay you should ensure that you are quoting from academically sound sources. †¢ Find three or four relevant quotes that will support your argument.Use MCI protocol when referencing and quoting. CONTENT GUIDELINES FOR THIS ASSIGNMENT Identify and define the specific physical needs of a three year old child – including exercise and rest, diet, health and safety. (10) †¢ Briefly define what is meant by physical needs, including exercise and rest, diet, health and safety . †¢ Identify the specific physical needs of a three year old. Give a full explanation of how these physical needs should ideally be met by an early years setting/nursery which offers care from 8am to 6pm five days a week. (17. ) – Consider for example, how you could provide for gross and fine motor skills. Also think about safety issues (such as appropriate clothing for specific weather conditions), access to fresh air and ventilation in the classrooms, opportunities for rest, etc. – Give practical examples of what a setting would do to ensure the child’s well being as an essential pre-requisite to effective learning. Identify and define the psychological needs of a three year old child – focus on emotional and social needs. (10) †¢ Briefly define what is meant by psychological needs, focus on emotional and social needs.Your definition should briefly consider the needs for survival, participation and belonging. †¢ Identify the specific psychological needs of a three year old. Give a full explanation of how the psychological needs should ideally be met in an early years setting/nursery which offers care from 8am to 6pm five days a week. (17. 5) – Explain how the three year old’s emotional and social needs can be met. Here you should be looking at consistency, predictability and availability of care. – Explain how the children’s well-being and sense of belonging are promoted. Focus on settling in procedures and transitions, availability of a key person and liaison with parents. – Give practical examples of how you could make a three year old comfortable, settled, at ease and ready to actively participate in the daily life of the nursery. Having discussed the physical and psychological needs of a three year old relate these to relevant articles in the UNCRC (United Nations Convention on the Rights of the Child) which inform the statutory requirements for best practice in early years settings/nurseries in your country (20) –Briefly explore the general underlying principles (especially that of survival, protection and participation) which underpin the relevant articles of the UNCRC. (supplied with this tutorial) – Link these principles to the child’s needs. 0 Study skills recap – †¢ Your conclusion should summarise what you have said, without adding or introducing anything new. †¢ The word count includes references and quotes, but excludes bibliography †¢ Remember to use double line spacing and to number the pages of your document Finalising your answer:- †¢ R ead through your essay, checking your spelling, grammar and referencing format. Make sure your argument has a logical flow, and that you have answered each aspect of the question fully, in your own words. †¢ Fill in the cover sheet, including all necessary details. Check that your word count is within the accepted limit. †¢ Compile or finalise your bibliography using the correct format. (Follow the MCI protocol as outlined in your Student Handbook. ) 0 Study skills recap – Your bibliography must include full entries for all sources that you have referred to in your essay, as well as other books, articles, websites etc that you have read or consulted in preparation for this assignment.Bibliography:- Macleod-Brudenell, I, & Kay, J (2008, Second Ed) Advanced Early Years for Foundation Degrees & Level 4/5 Harlow: Heinemann Montessori Centre International (MCI) (undated a) Module 2 Child Development London: MCI Montessori Centre International (MCI) (undated b) Module 4 C ontemporary Issues London: MCI Montessori Centre International (MCI) (undated c) Module 5 Childcare and Health London: MCI

The Private School Waitlist What to Do Next

Most everyone knows that you have to apply to private school and get accepted, but did you also know that you could get waitlisted? The admission waitlist is usually common knowledge when it comes to college applications, but is often not as well-known when it comes to private school admission processes. The varied admission decision types can make for a confusing time for prospective families trying to understand all their admission offers and pick the right school. However, the waitlist doesnt have to be a mystery. Waitlisted at Your First Choice Similar to colleges, many private schools have a part of the admission decision process called the waitlist. What this designation means is that typically the applicant is qualified to attend the school, but the school doesn’t have enough spaces available. Private schools, like colleges, can only admit so many students. The waitlist is used to keep qualified candidates on hold until they know if those students who were admitted will enroll. Since most students apply to several schools, they have to settle on one final choice, which means if a student is admitted at more than one school, that student will decline the offer of admission at all but one school. When this happens, schools have the ability to go back to a waitlist to find another qualified candidate and offer that student an enrollment agreement.   Basically, a waitlist means that you may not have received an acceptance to the school yet, but you might still be offered an opportunity to enroll after the first round of enrollments are processed.  So what should you do when youre waitlisted at private school? Check out the following tips and best practices for handling your waitlist situation.   Respond to the Waitlist Notification Assuming that you hope to be offered admission to the private school that waitlisted you, it’s important to make sure the admission office knows you are indeed serious about wanting to attend. A good first step is to make sure you write them a note specifically saying that you’re still interested and why. Remind the admission office of why you might be a great fit for the school, and why that school, in particular, is your first choice. Be specific: mention the programs that matter most to you, sports or activities you want to get involved in, and even teachers whose classes you’re excited to take. Taking the initiative to show you’re invested in the school can’t hurt. Some schools require students to communicate via an online portal, which is fine, but you can also follow up with a nice handwritten note - just make sure your penmanship is good! While many people think that a handwritten note is an outdated practice, the truth is, many people appreciate the gesture. And the fact that few students take the time to write a nice handwritten note can actually make you stand out. Its highly unlikely that someone will ever fault you for having nice manners! Attend Accepted Students Day Some schools automatically invite waitlisted students to accepted students events, but not always. If you see that there are events for accepted students, like a special Open House or Revisit Day, ask if you can attend them, just in case you get off the waitlist. This will give you another chance to view the school and make sure that you actually want to stay on the waitlist.  If you decide that school isn’t right for you or that you don’t want to wait to see if you receive an offer, you can tell the school you’ve decided to pursue another opportunity. If you decide that you are still invested and want to wait for an offer of acceptance, you can have another chance to speak to the admission office to reiterate your desire to attend if you wish to remain on the waitlist. Just remember, you shouldn’t go overboard when it comes to showing how much you want to attend. The admission office doesn’t want you calling and emailing daily or even weekly to profess your love for the school and desire to attend. In fact, pestering the office could potentially negatively affect your ability to get off the waitlist and be offered an open slot. Be Patient The waitlist isn’t a race and there really isnt anything you can do to speed up the process. Sometimes, it can take weeks or even months for new enrollment positions to become available. Unless the school you’ve applied to has given you specific instructions to follow in terms of communicating with them during this limbo period (some schools adhere to a strict, â€Å"don’t call us, we’ll call you policy† and breaking that could affect your chances at acceptance), check in with the admission office periodically. That doesn’t mean hound them daily, but rather, gently remind the admission office of your interest in attending and ask about the potential for getting off the waiting list every few weeks. If you’re backed up against deadlines at other schools, call to ask the likelihood that you might be offered a spot. You won’t always get an answer, but it doesn’t hurt to try. Remember that not every student accepted in the first round will enroll at the private school where you were waitlisted. Most students apply to more than one school, and if they are accepted at more than one school, they must choose which school to attend. As students make their decisions and decline admission at certain schools, in turn, those schools may have spots available at a later date, which are then offered to students on the waitlist. Be Realistic Students have to be realistic and remember that there’s always the chance that they  may not make it off the waiting list at their first choice school. So, its important to make sure that you don’t jeopardize your chances of attending another great private school where you’ve been accepted. Talk to the admission office at your second-choice school, and confirm deadlines to deposit to lock in your space, as some schools will automatically rescind their offer of admission as of a specific date.  Believe it or not, its actually ok to communicate with your second choice school and let them know you’re still making decisions. Most students apply to multiple schools, so evaluating your choices is common.   Enroll and Deposit at Your Back Up School Some schools will allow you to accept the agreement and make your enrollment deposit payment, and give you grace period to back out before the full tuition charges are legally binding. That means, you can secure your spot at your backup school but still have time to wait it out and see if you get accepted at your first choice school. Just remember, however, that these deposit payments are usually not refundable, so you risk losing that money. But, for many families, this fee is a good investment to ensure that the student doesnt lose their offer of admission from the second-choice  school. No one wants to be left without a place to start classes in the fall if the student doesnt get off the waitlist. Just make  sure you’re aware of deadlines for the grace period (if it is even offered) and when your contract is legally binding for the full amount of tuition for the year.   Keep Calm and Wait a Year For some students, attending Academy A is such a huge dream that its worth it to wait a year and reapply. Its ok to ask the admission office for advice on how you can improve your application for next year. They may not always tell you where you need to improve, but chances are it wont hurt to work on improving your academic grades, SSAT test scores, or get involved in a new activity. Plus, now youve been through the process once and you know what to expect for the application and interview. Some schools will even waive some parts of the application process if youre re-applying for the following year.   Notify Other Schools of Your Decision As soon as you know that you’re off the waitlist at your top school, notify any schools that are waiting to hear your final decision immediately. Just as you were at your first-choice school, there may be a student who has been waitlisted at your second-choice school hoping another spot will open up and, if youre sitting on a financial award at your second choice school, that money can be reallocated to another student. Your spot might be the ticket to another student’s dream of attending private school. Remember, its important to communicate with both your first-choice school where you’ve been waitlisted, and your second-choice school where you’ve been accepted, so that you know where you stand in the admission process with each school, and what each school needs from you.