Mcarthur Vitamin D Milk Essay

A. 1. McArthur Farm Grove is located in the Port Saint Lucie, South Florida where the climate is tropical with regular rainfall, this causes the usual soil composition consisting of rock, sand and mud. Shapeflies terrain has been created in South Florida, helping farming situations. 2. McArthur farms consist of 8,500 cows, owned by a large corporate farm with a labor force of typical farm employees. 3. McArthur cows are fed waste milk, that contains little mastitis. In this case all bacteria needs to be killed so the cows will consume good milk. B. 1. McArthur Milk was first produced in 1929 by Neville McArthur who created his own dairy with the produce of his own 20 cows. Over time, from Vero Beach to the Florida Keys, Neville McArthur gained the trust and loyalty of many families. 2. McArthur Milk is very important to our region’s economy , being the leading brand of diary products in South Florida. Though McArthur milk plays a vital role in our economy, it is 3.Market for McArthur is not only in the United States but the Caribbean Islands and Central America. McArthur brand milk supplies to many major business such as Abaco Market, Publix, and Rams Supercenter just to name a few. C. 1. Tanker trucks are loaded with McArthur Milk to transport the milk while keeping it cool. Temperatures of the milk can not rise beyond 44 degrees F when checked or else the entire load of which the milk is in will be trashed. Trucks which transept the milk also have to be cleaned every 72 hours. A characteristic of pasteurizing the milk is use of the Calf Milk Pasteurizer, a device which brings the milk to a temperature of 162 degrees F then cools it. 2. The largest market for McArthur Milk is in South Florida. D. 1. The type of images expressed from McAuthor milk are ones that is perfect for everyone. For example an Advertisement for McArthur milk produced one year ago by Grant Baird focuses on children who act as if they are grown-ups and no matter what their family size is the McAuthor milk is perfect. The language expressed is PG, so everyone can relate with this criteria. 2. The characteristics of the targeted market are families as well as single individuals, both young and old. Children are persuaded by the flavors marketed while adults and senior citizens are targeted with the family advertisement expressed. 3. An element of the packing that coveys a sense of the market for the product is the Vitamin D label placed on the packaging of the sleeve label. This brings in consumers for the benefits of nutrition in the milk.

Tradition and Treason

Tradition and Treason Tradition and Treason Tradition and Treason By Mark Nichol Curiously, a word referring to the handing down of beliefs and customs and one pertaining to a breakdown in fidelity to a political system, which is based on beliefs and customs, though they are not antonyms, have a common etymology. This post discusses these words and several others with the same ancestor. The words listed below all derived from tradere, a Latin verb meaning â€Å"deliver† or â€Å"hand over.† That word, in turn, stems from a combination of the Latin preposition trans, meaning â€Å"over† (seen in words such as transfer and transport) and the Latin verb dare, meaning â€Å"do.† Interestingly, however, though to trade is to deliver or hand over (in return for something else), the English word trade is not related; its origin is the Germanic trade, meaning â€Å"course† or â€Å"track† and cognate with tread. (Likewise, the English verb and noun dare is from Old English, not Latin.) Tradition comes from traditionem, referring to an act of delivery or handing over; the adjectival and adverbial forms are traditional and traditionally. (Trad occasionally appears as a slang abbreviation of traditional.) Adherence to tradition is called traditionalism, and one who advocates that philosophy is a traditionalist. Extradition, meanwhile, refers to handing over, as when the authorities in one country deliver a fugitive to those in the country in which he or she committed a crime; the verb is extradite. This fugitive may very well be a traitor to the country to which he or she is being extradited. Traitor, from the Latin noun traditor by way of French, means â€Å"one who delivers,† originally in the sense of information injurious to one nation and beneficial to an antagonistic country. By extension, one who merely betrays another’s trust may be branded a traitor. The act of betrayal is called treason, and the adjectival form is treasonous (and, less often, treasonable, with the adverbial form treasonably); however, treasonously is not employed as an adverb. (Treachery and its similarly inflected adjectival and adverbial forms is a similar-looking but unrelated synonym.) Speaking of betray, that word’s root stems from tradere as well. (An act of unfaithfulness is betrayal, and the actor is a betrayer.) Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Vocabulary category, check our popular posts, or choose a related post below:4 Types of Gerunds and Gerund Phrases5 Brainstorming Strategies for Writers20 Tips to Improve your Writing Productivity

What is a federal grant Case Study Example | Topics and Well Written Essays - 2000 words

What is a federal grant - Case Study Example Federal grants are not federal assistance or loans to individuals. A federal grant may not used to acquire property or services for the federal government's direct benefit. The 26 federal agencies offer over 1,000 grant programs annually in various categories. More than 1,000 grant programs are offered by the 26 federal grant-making agencies, and these programs fall into 21 categories. I would put together a grant committee and elect any of the categories below to learn more about specific grants and agencies. Some agencies may be listed in multiple grant categories. I would be on the grant writing committee while I was continuing my duties as a therapist on the outpatient unit. Indeed, it is my experiences on the outpatient unit that would allow me to present a convincing grant application. At this juncture, I do not require protection. The key here is to have the time for the committee and my clients. My clients come first, so I would stay after hours to effectuate the application. In applying for our grant I would have the committee begin a Letter of Intent which would cover the areas as explained below. A letter of inquiry clearly and concisely describes the project, its aims, its significance, its duration and the amount of funds required. The document should not be an excessive one, but it should include the following points.: What problem does your project address Why is this issue significant What is the relationship of the problem/issue to the Grantor's current program interests What strengths and skills does St. Luke's organization and personnel bring to this project What makes your organization the right one to conduct this project Who will lead the project I would identify key personnel and attach resumes. What does St. Luke's outpatient unit intend to demonstrate or prove We would intend to prove that therapy for the outpatient clinic is far more meaningful to the client and the therapist when there is a full staff of therapists. What means will St. Luke's use The means to be used by St. Luke's would be the funding and trained retired social workers. (Gebo, 2006) I select r etired social workers because they would have not only the certification and training for this project, they would have the time! What outcome does St. Luke's expect, both immediate and long term Thus, I am assisting with the grant letter of intent on my breaks between therapy sessions. 3. Persons that I Would Include On My Action Team and the Capital That They Bring I would bring in the Director of Finance, the Director of Administration and the Head of the Outpatient Program. The Director of Finance can specifically state what monies are needed and how they can be applied. The Director of Administration can discuss how to implement the money to the program so that the outpatient program gets the direct benefit of the grant. The director of the outpatient program is crucial because they know precisely how the grant should be applied to the program. They know at what points extra staff need to be hired and they know what credentials they require in the additional staff. (Gebo, 2006) 4. The Task of the Action

In your opinion, what have been or are currently the three (3) Essay

In your opinion, what have been or are currently the three (3) greatest challenges for the United States in translating its mili - Essay Example In the years following its inception the military has always faced a number of challenges ranging from ethical, climatic to financial. The paper seeks to identify three such challenges faced by the U.S. army in the context of two wars. The paper also aims at identifying how far has these challenges translated the political outcomes in case of two specific wars. The Challenges The military capability of the U.S is definitely unmatched by any other state. The wars in which the U.S has been involved as often been as a result of an on the nation itself or as result of clash in opinions. This was evident after the 9/11 attacks when potential threats to the homeland and the measures to counter it were considered in full swing (Challenges to Military Operations in Support of U.S Interests, 2008, p.3). The war with Iraq in 2003 was justified by the Bush government as a measure to protect the homeland because they thought Iraq’s invasion of Kuwait as a potential threat to U.S interests (Knecht, 2010, p.113). On the other hand the involvement of America in the Vietnam War was questioned not only by the rest of the world but also by the American citizens themselves. Critical Thinking There is a domain of reasoned opinion between the world of facts and opinion. Nobody is a perfect decision maker. Numerous cognitive biases distort our judgment, and the heuristics, or mental short cuts, our minds use to deal with complexity can sometimes lead us astray. In addition, we are prone to making errors in logic which lead us to faulty conclusions. Overconfidence may lead us to overestimate the soundness of our judgment. Here logic gets more priority than emotions and both process and outcome are equally important. Reasoned opinion is often a source of discomfort because we fail to understand it and hence sense of evaluation and logic should prevail. In the modern age one has to possess these skill and proper approaches are required to learn. One such approach is critical thi nking which is very crucial. The concept of critical thinking is very important and it also finds an important place in the army. It has become synonymous with military education as it is considered to be an essential tool for operating in a complex and dynamic world (Emilio, 2000, p.4). Critical thinking is important as it helps a person to analyze a situation more analytically and to take the decisions accordingly. It enables a person to be more competitive in dealing with arguments and different situations (Brink-Budgen, 2002, p.16). Such critical thinking becomes crucial in the army also has here decision needs to made not on emotion but logic and this creative approach will enable â€Å"the potential of digitized approach† (Bonn, 2005, 106). Critical thinking refers to improvement of one’s judgment. One might assess the information on a PowerPoint slide in a Pentagon briefing, browse a newspaper article, or take part in a conversation with an Iraqi mayor; critical thinking indicates purposeful cognizant and suitable relevance of thoughtful cynicism (Gerras, 2006, p 12) . Ethics Ethics are basically standards which one should follow and they are based on values. It has become one of the challenges in the U.S army and it is threatening the political stability of the government. The violent combat between human beings has always resulted in the loss of humanity. Morality and ethics in humans were also there in the past and

Poverty, Hunger, and Homelessness Research Paper

Poverty, Hunger, and Homelessness - Research Paper Example Poverty, Hunger, and Homelessness According to Nelson, the climate change is one of the roots of poverty among communities. This is because it results in hunger, droughts, and floods. Lack of shelter is a global challenge and comes from an inadequate income which does not allow people to afford the available housing. Conflicts, overpopulation, natural disasters are among the factors that lead to hunger, poverty, and homelessness in underdeveloped countries. Criteria of Poverty and Homelessness Poverty may not always refer to the lack of financial resources only. Poverty goes beyond the amount of money that one owns. Several measures that constitute the criteria for identifying poverty among people have come up. The measurement and analysis of the poverty level proves its significance for analytical, cognitive, and policy-making purposes, as well as for evaluating and monitoring purposes. Various concepts of well-being exist, and this report focuses on three of its aspects. Firstly, the poverty state where an individu al possesses inadequate resources to meet their daily needs. It is based on the comparison of individual’s income, consumption, education, and other constituents. Secondly, this report focuses on inequality in the distribution of income among the population. This argument is based on evaluating the premise that in the society individuals occupy different positions. Finally, the welfare-being evaluation of the overall level of inequality, in terms of monetary and non-monetary dimensions of the population, shows the poverty level (Coundouel 77). The World Bank estimates that in developing countries, millions of families survive on 1.25 dollar a day or less. In addition, it indicates that poverty and hunger results from poor economic and political systems in a country. The federal government uses the income threshold to establish the poverty level in a community. The Census Bureau for Statistical Purposes uses the thresholds to establish poverty. According to Coundouel (78), the government classifies people according to â€Å"their residence, ethnicity, and other demographic characteristics†. A state of homelessness is when a person does not have a permanent residence. Poverty Level in Terre Haute According to the United States Bureau of Statistics and Census, the poverty level in Terre Haute is estimated at 25.2%. Indiana ranges around 14% when compared to the national poverty level of 15%. According to Nelson (24), the poverty level in Terre Haute exceeds Indiana’s average and the national average. The Indiana’s government uses a below the poverty line as an economic benchmarking and a poverty threshold. This shows that a majority of the population lives in poverty. Homelessness Level in Terre Haute Homelessness in Terre Haute is at seven percent with Indiana’s homelessness at eleven percent. The high rate of homelessness is immensely contributed to by inadequate finances and inadequate incomes which do not allow people to aff ord building of good housing. The National Shelter Shelter rate comparison between Terre Haute and Indiana shows that Indiana rates exceed those of Terre Haute. Fifty eight percent of homeless people in America live in shelters and makeshift housing. The financial and economic crisis in America has led to the increasing rate of poverty and hunger. In 2011, over seventeen million people faced a crisis of food shortage. Arguably, the poverty level in America ranged around fifteen percent in the same year of 2011. The United

The two directors Baz Lurhman Essay Example for Free

The two directors Baz Lurhman Essay The two directors Baz Lurhman and Zefferelli both presented the style, pace, tone and mood of the two Shakespeare film in different ways. Baz Lurhman version of the pace is slow. The pace for this version is slow due to a lot of time spent on the opening scene. It focuses on telling us about the film and what its about and also the view of where it was set and not to forget it also spends time on telling us about the two sworn enemies and their characters. The mood is dark, aggressive and more dramatic because after the prologue the music hits you and the tone of voice was like a loud speaker beaten with extreme energy into the atmosphere. Whereas Zefferelli version was in the 16th century and it follows the script of Shakespeare the way it was wrote. Although the pace is fast, this could be because in the opening scene they got on with the play by using low camera angle shots. They choose to stick to the normal text draw for your sword even though its a gun. In the first scene the mood was aggressive. However In the other scenes it was tenser and calm and more romantic due to its focuses on Romeo and Juliet. Also, on the opening scene the tone was harsh and deep to start with to develop the feud between the two sworn enemies. Overall the tone is soft and sharp to build more effect on their romantic love scenes. Their way of style was addressed in a 16th century way to follow the script of Shakespeare; you could tell by the way they were dressing, who had high status and low status. Whereas the characters in Baz Lurhman wore modern clothes and more casual wear to what people would wear now because the style and play was set in the 21st century. The first version of the Prologue was presented to us with a small old television with a blacked out background. The woman voice draws your attention in with its calm tone of voice, which tells us in a news form of way what the two sworn enemies are like and also a brief information about the two lovers Romeo and Juliet. The second version of the prologue starts with a chorus which describes the two sworn enemies in the city of Verona in an aggressive form of way. It flashes us clips about the city and the impressions the viewers are giving about Verona Beach is that the place is not a safe place to be. During the flashing of clips u see a man been held down on a mattress by a police man. Every clips of it shows a gun. The city doesnt look like an Italian city it was made to look like New York. This prologue also lets us know that they catholic. The form of text they used was white text on black screen, using newspaper to show lines of the prologue. The sort of music played in this sequence was a dramatic music and orchestra music been played. Although in this prologue it was a male voice been used, the tone of voice was deep but told in bold written on a newspaper with characters pictures on it. The third version of the prologue is presented very far and the sorts of expression shown on the face of the Capulet parents were sad and also were the Montague parents. The expression shown on Mercutio face was him feeling or ready to kill someone. In this sequences the two important characters were not shown this could be due to their innocents and both of them not seen each other as enemies. However Zefferelli version didnt have a prologue the director just shows us a high angle short of the Italian city and market, then shows the characters with a low angle short then you hear their voices. Images of violence and the characters are seen as gangsters. The presentation of the feud between the two families are you could see by the facial expressions that they dont like or agree with one another. Capulet ask for a fight then one of the Montague men was forced to draw for his sword then the fight gets more serious and fights develops with pushing, shoving among peasants, then they ring the big bell to inform the others that theres a big fight then people get more involved. Sword fighting, rocks thrown above, vegetables thrown and wrestling to the floor. Tybalts character in the Zefferelli is betrayed as the leader of the gang. You see him without shot of his feet and moving up to his face with his gang behind him in a triangle formation which shows that is an important character. His also aggressive and hard hearted doesnt have any pity for no one apart from themselves. Hes also very mocking, likes making fun and gesture of people. Whereas on the Baz Lurhman, his betrayed as a arrogant man and a low angle screen shot to show us his Cuban hill shoes in a cowboy form of way but metal and big. Then the camera shows his clothes with a western music on the background which links to what his wearing. A leather jacket used to let us viewer know his religious because inside the jacket theirs a big image of Jesus on the inner clothe he was wearing. In my point of view I think his vain and fashionable. His character is showing has confident, arrogant and sharp, you can tell by the way he holds his gun. He holds it in a calm and cool way, knows that his in control and a well known leader and a very good sharpshooter. Once is sword is drawn its something to be feared of. The way he also walks is cool calm and collected. The presentation of the two versions is both equally dramatic even though Zefferelli fight scene shows more chaos and bloodshed. But they both show the anger between both families clearly. The directors expectation is trying to capture young viewer especially student, trying to bring Shakespeare to life. In conclusion I would rather watch Baz Lurhman due to his understanding of kids. He knew what kids of now days like so he made it spectacular, sexy and fashionable. Tim Adesunloro Mrs Hulbert.

Role-play area increase childrens oral language

Role-play area increase childrens oral language My interest for this research stemmed from my passion for drama and my belief that it can enhance childrens learning experience. However, within the research school, teachers planned collaboratively and the use of drama did not suit lessons planned. This led to a developing interest in childrens play within the role-play area and the potential it had in enabling children to acquire language. The potential of the role-play corner is supported by Sylva et al (1980) who believe that the richest conversations within the Foundation classroom occur within the home corner. During my research I found that I strongly agreed with Moyles (2005) opinion that play is not employed within the primary classroom despite recommendations that this should be the case due to the range of potential it provides. Before changes were made to the role-play area during the research I felt that children were not using the area to its full potential and the research carried out aimed to resolve this by encouraging teachers to use this area in enhancing childrens learning. Therefore, the research carried out aimed to show the important role the role-play area plays within primary education and enabling children to acquire oral language. The study further aims to bring to light elements within the role-play area that will enhance childrens experience within the role-play area and ensure they are engaging with new vocabulary. The study was based in a large school with 300 children on roll and 30 teaching staff in Oxfordshire. The research was carried out in a mixed Year 1 and 2 class which consisted of 30 children for a period of five weeks. The following chapter aims to explore previous research within the areas of language acquisition and how the role-play area can enhance childrens language acquisition. Literature Review 2.1 Looking at language acquisition Language acquisition occurs as children learn a language and outlines the stages they progress through to achieve speech (Clark 2009). The first stage looks at sounds, words, meanings and construction which moves onto knowing when and where to use language and incorporating it into everyday life (Clark 2009). There are three main theories that look at how children acquire their language skills and at what age this starts to develop. The Behaviourist view states that children develop language skills through imitating their parents and later reinforce these skills (Eyres 2007). Nativists believe that children find language to be instinctual as children often hear incomplete sentences as they grow up and impose structures they have overheard on their own speech (Eyres 2007). Chomsky (cited in Wilson 2008) believes that children have a Language Acquisition Device that refers to an area of the brain which allows for children to learn and use language from a young age. Chomsky agrees with the Nativist theory in that children make use of rules they overhear in adult speech within the first few years of life and therefore their ideas on language structures constantly change and adapt to suit a more mature view of language grammar (Wilson 2008). The third theory about language acquisition is that of Interactionalists. They argue that children learn from the community around them and that babies start to pick up conventions of communication and their learning is developed through encouragement by adults, lending their support and interpreting sounds (Eyres 2007). However, other research suggests that infants are pushed to learn a language in order to share meaning and communicate with those around them and relationships with their carers engages them in a world of a specific language (Whitehead 2007). Brumfit (1984) states that there is a lot of research that was carried out on acquiring language but it is important to note that it is impossible to be able to isolate childrens language experiences from processes of interaction in their early years. Wells (1979) stands out for researching language acquisition and examines how adults support and assist children in their conversations by expanding on their contribution. Although this research is dated, the significance it still holds in this area should be noted as it the theories are commented on and developed by Wilson (2008) who states that Wells research suggests that children benefit mostly from one-to-one discussions with adults about topics that concern and interest them and the quantity of language experience children have is crucial to their language development. Vygotsky and Bruner (cited in Wilson 2008) believe that adults and older children play an important role in aiding young childrens language development. They further argue that children need first-hand experience with language through small group or one-to-one interactions with adults and engaging in talk about shared experiences and talking for a variety of purposes (Wilson 2008). Goodwin (2005) believes that speaking and listening opportunities are essential aspects within the Early Years and this is clearly shown throughout the strands of the Early Years Foundation Stage Curriculum (DCSF 2008). Sylva et al (1980) argue that the richest conversations within Foundation classrooms occur in the home corner. Moyles (2005) believes that although play has mainly been used as a teaching strategy in the Early Years, recommendations have been made about implementing it into Key Stage One and Two classrooms due to the worth it holds for a wider age range. Some schools and teachers have taken this advice and set up a transitional classroom which integrates the Early Years approach with traditional classroom practice (Harris 2003). 2.2 Using the role-play area to develop childrens oral language acquisition Children require first-hand experiences of language when acquiring language through experiences with their peers and adults in different situations (Vygotsky and Bruner cited in Wilson 2008). Goodwin (2005) writes that watching through watching their peers, children can observe different models of language which they can implement on their own. Although this research relates to the opportunity to critically observe drama performances, it lends itself to the idea of children experiencing new language through their peers. During pretend play, children use their real life and imaginary experiences as a basis for their language and learning, while starting at their own level (Moyles 1989). This is further supported by McArthur (1983) who believes experiences within language classrooms should relate to real-life situations that occur beyond the classroom walls. The use of pretend play within the role play area further develops language use as it encourages expressive speech to occur as objects may take on a different role during play and these ideas need to be made clear to all participants of play (Marjanovic-Umek and Lesnik-Musek 2001). Experiences within the role play area further provide meaningful contexts for children by letting them use language in ways they can identify, respond and learn from as they become active and interactive users of language (Clipson-Boyles 1998). Within the role-play area this often occurs through children pretending to be adults and this enables them to experience situations from a new perspective (Clipson-Boyles 1998). When children take on these roles they often imitate adult speech patterns (Tassoni and Husker 2005) and this argument is further developed by Andersen (1990) who states that adult language features can be clearly identified when children start to imitate adults around them. Through this experience children assimilate new vocabulary through portraying different roles (Tassoni and Husker 2005), as well as developing the social skills required to play these roles (Clipson-Boyles 1998). Due to this, teachers need to ensure children are introduced to new situations and Bedrova and Leong (2003) further argue that as childrens repertoire of roles begins to grow they acquire a wide range of vocabulary to suit each role and therefore it is essential that children are encouraged to play different roles. When entering new contexts and situations, new and different demands are made on language use and therefore new language can be used and developed effectively (Byron 1986). Furthermore, it is important that children are introduced to new settings and experiences in order to engage them with high-level play (Bedrova and Leong 2003). However, it is important to note that children often revert to playing family roles, even within a new area, as they are familiar and comfortable with these roles (Bedrova and Leong 2003). When children are introduced to a new theme within the role-play area, they engage with and use new vocabulary which would be appropriate for the theme and situation they are acting out (Bedrova and Leong (2003). Bedrova and Leong (2003) believe that when children use new words within their play it shows that the children understand the meaning of the words they are using and are able to master the vocabulary within the meaningful context of play. While children are practicing their language and discussing the play they will engage in, the teacher should step in to prompt children to use the vocabulary they have learnt (Bedrova and Leong 2003) Teachers may create stimulating and exciting role-play areas that contain a variety of quality resources however, when a role-play area is kept the same for several weeks childrens experiences are unlikely to be move the child forward past free and directed play modes (Moyles 1989). Due to this children should be aware that the time they spend within the role-play area is limited (Clipson-Boyles 1998). When introducing a new and exciting role-play area there should be some opportunity for free-play to occur before teacher direction is implemented to provide children with a direction to explore other dimensions and extend their learning (Moyles 1989). However, Bedrova and Leong (2003) believe that teacher intervention should occur before children access the role-play area in order to raise the level of play occurring within the classroom. Talk is an essential element within play as children use it constantly, either when talking to themselves, others and even toys and playthings (Moyles 1989). Although the use of role-play is beneficial, the quality of learning that occurs is limited by the quality of the resources available to children (Clipson-Boyles 1998). Bodrova and Leong (2003) concur with this statement and believe the use of a variety of props and objects provide children with the best opportunities to practice their language. Moyles (1989) further develops this argument by stating that if play is structured by the materials and resources that have been made available the quality of play occurring will be dependent on the quality, quantity and variety of resources being provided. However, Martin and Dombey (2002) argue that the quality and richness of play language arises from children managing tensions when creating a play world, the storylines and multiple identities they create as they strive to have their voice heard. Therefore, teachers should look at childrens language while they are in role and out of role (Martin and Bombey 2002). The practical element of play within the role-play area aids the development of language acquisition as play provides intense motivation for young children to learn while they play (Chambers 1999) while also allowing children the option of either repeating or varying the language being used (Cook 2000). Therefore the role-play area provides children with a wealth of opportunities to develop language through play (Tassoni and Hicker 2005). However, a crucial element in using the role play area in developing language is the important role the teacher plays in recognising and valuing the play which occurs within the role play area while ensuring children know they are accountable for their learning and their actions within the role play area (Clipson-Boyles 1998). Methodology Chapter The research to answer the question Does the increased use of the role-play area increase childrens oral language acquisition? was based in a large school with 300 children on roll and 30 teaching staff in Oxfordshire. The research was carried out in a mixed Year 1 and 2 class which consisted of 30 children for a period of five weeks. In order to explore and answer the question Does the increased use of the role-play area increase childrens oral language acquisition? a case study approach was taken. A case study is ideal for allowing one aspect of a problem to be examined and explored in some depth (Bell 2010). It also provides an accurate and detailed account of events, feeling and views given by real people in a real situation (Basit 2010) which is achieved in relation to this question through the use of interviews, observations and questionnaires. Due to the nature of the question, the methods used collected both qualitative and quantitative data. Quantitative data is represented with numbers and provide the reader with explicit information (Denscombe 2003). In contrast, qualitative data encompasses several research methods as there is a written or oral outcome that is later interpreted (Denscombe 2003). The use of both quantitative and qualitative data reinforced the reliability and validity of the information gathered, as the accuracy of the findings increases through the implementation of different methods of investigation (Denscombe 2003) Due to the case study element of the question, as well as the benefits of collecting both qualitative data and quantitative data, the research methods of unstructured group interviews, participant observation and questionnaires were chosen. The use of a method such as document scrutiny would not have been appropriate for the research as the question was more concerned with oral language skills rather than childrens written skills. Interviews were used during the study as they were easy to adapt and allowed for the interviewer to follow up on ideas and answers which could be further developed and clarified (Bell 2010). The use of unstructured interviews allowed the interviewee to develop their own thoughts as the process was started by introducing a theme or topic from which the researcher developed their ideas (Denscombe 2003). The use of interviews suited the question as it recorded childrens views and feelings in regards to changes implemented within their classroom. These interviews were be carried out informally (Basit 2020) and created a deeper understanding of individuals ideas (Denscombe 2003). Group interviews operated at the level of those participating (Denscombe 2003). The main purpose of group interviews was for the participants to interact and respond to what the others were saying and the interviewee took a step back and tended to moderate the discussion (Bell 2010). However, the use of group interviews can be difficult, especially in scheduling when it can take place and controlling the amount of people that may be talking at once (Denscombe 2003). A limitation to group interviews is that quieter people tend to be forgotten as the more confident members take charge of the group and the answers (Denscombe 2003). Another factor that needs to be considered is that people may provide answers with are deemed as acceptable within the group and not disclose their true opinions (Denscombe 2003). Despite this, the use of group interviews allowed for the collection of opinions from children of different abilities and therefore showed how the changes affected children of diffe rent abilities. Interviews allowed for valuable insight to be gained into how the changes, which were implemented, affected childrens language acquisition. Due to the positive arguments above, and the opportunity to gain an understanding of childrens feelings and ideas towards the changes, ensured interviews were ideal for carrying out research. However, it was important to realise that the children participating may have answered questions as they felt obliged to answer, rather than how they truly felt. Further to this, on different days, children may be experiencing different emotions and this may have affected their answers during the interview. Participant observation was used during the research as this method relies on the idea that the participants being observed are unaware and act to what happens in the normal way (Denscombe 2003). This type of observation normally occurs when the observer is within the setting on a regular basis to improve their practice (Basit 2010) and was employed due to the researchers regular presence within the classroom this research method was adopted. Participant observation allowed for the researcher to note that childrens natural responses and actions within the role-play area. It further lent itself as children a method which collected unbiased data due to the researcher refraining from interfering with the participants. However, it is important to note that despite the researcher aiming to remain unobtrusive (Denscombe 2003) children may still be aware they are being watched. Questionnaires were used as a method of gathering information from other teachers who employed the role-play area within their classrooms. Questionnaires need to be carefully planned and the way in which the information gathered and interpreted needs to be considered (Basit 2010). The answers given, through the use of questionnaires, can be easily divided into opinions and facts and it is important that the researcher is able to distinguish between both views (Basit 2010). Despite this, questionnaires were used as they can offer insight into what teachers think. This allowed for information from an outside source to be collected and further validated the information collected. The questioners employ the Likert scale which asks participants to comment on how much they agree with a statement (Bell 2010) which allows for quantitative results to be collected. However, iti is important to note that answers to questionnaires can not be clarified and the researcher needs to rely on what has been written on paper (Bell 2010). Despite this, the use of a questionnaire allowed for opinions of teachers to be noted and some questionnaires were written on by the participants to further explain and give reasons for their answers. However, when filling out questionnaires the participants may provide answers they believe the researcher wants to collect rather than noting what they truly think. By using three different methods, triangulation of data occurred. This meant that different aspects were examined and the complexity of human behaviour was taken into account (Cohen at al 2000). It also reinforced the validity of the research collected as the same issue was examined from different angles (Basit 2010) through the implementation of different research methods. The methods used in the research were able to complement each other and support the findings produced but also offered some differences as the different methods were suited towards different purposes (Denscombe 2003). Triangulation further allowed for findings to be cross-checked which validated the results collected within the research (Bell 2010). Before the research was undertaken, the ethical aspects were considered and examined closely, appendix 1 (page xy). Cohen et al (2000) state that social scientists have a responsibility not only to their profession in its search for knowledge and truth, but also for the subjects they depend on for their work. Therefore, it was important the children were aware that they were being observed throughout the case study and actions were taken to consider any ethical implications. Data set Content Quantity/Quality Recording Method Unstructured group interviews The group interviews consist of six participants (one from each ability group within their separate year groups) The interviews lasted 10-20 minutes and occurred before and after changes were implemented. In total, two interviews were held with the children. Tape recorders were used when interviewing six children. Interviews were then transcribed and pplaced within the appendices (appendix 6 and 7). Participant Observation The role-play area was observed for one hour a week for five weeks. The children within the role-play area were not selected and the focus of the observation was the language being used. In total, five observations occurred. Notes made while observing the role-play area once a week. Notes written on post-it notes at all times to note use of new vocabulary used etc and then typed onto the computer and placed in the appendices (appendix 8) Teacher Questionnaires Four teachers filled out a questionnaire which asked for their opinion in how best to aid childrens language acquisition. In total, one questionnaire was filled out. Questionnaire handed out and filled in independently then handed back to researcher. These were then collected and placed into the appendix (appendix 2,3,4 and 5) Results Table 1: Questionnaire Results Question Results 1. Do you think the role-play area helps children learn and become familiar with language? Yes 100% 2. How effective is the role-play area in allowing children to develop their language? 4 66% 5 33% 3. Do you set up an area specifically to encourage children to practice and extend their learning and therefore engage in topic-specific vocabulary? Yes 100% 4. With the role-play area currently set up have you noticed children using topic related vocabulary? Yes 100% 5. If yes, how frequently is this language used? 3 33% 4 33% 5 33% 6. Are the children able to use the language correctly and in an appropriate context? Yes 66% When modeled 33% 7. For future topics, would you think about ensuring the role-play area allows for topic specific vocabulary to be used (especially in terms of science vocabulary). Yes 100% 8. How might you ensure that this is achieved? Key vocabulary displayed, teacher modeling, Sharing experiences with class, interactive resources Table 2: Interview One Results Question Key responses 1. How do you think the school room helps you learn? Lets children know more about emergency vehicle and traditional stories through questions and for others and answering questions on the wall 2. So what do you do when you were in the school room? Puppets are used to re-tell or create stories, children learnt about emergency vehicles and traditional tales but did not mention how 3. Do you use the questions on the wall to help you? No as the questions are too easy 4. Some of the questions on the wall are about traditional tales but some are about emergency vehicles. Does that confuse you? Yes as children were confused about what each question referred too 5. What kinds of words do you use? Do you use new words, words that you learnt from the stories? Or do you just talk like you normally would? Children used phrases such as The end, Once upon a time and The middle One child mentioned using adjectives 6. So what could the teachers have done to help you learn more in the school room? Teachers could have provided the correct answers so children could share and inform each other 7. So what could I change then in the school room? Questions could be trickier, could have provided more resources for the emergency vehicle section Table 3: Interview Two Results Question Key responses 1. What do you do when youre in the electricity shop? Children make circuits and discussed some of the circuits they made. One child discussed how she drew the circuit using symbols and then made it 2. How do you think the electricity shop has helped you learn? Children know how to make and draw symbols 3. So, in the electricity shop, do you look at the questions? Yes because they helped their learning and know more about electricity. No because they are not important. 4. How helpful was it to have the batteries, wires and light bulbs? Good so children could build circuits and learn independently 5. Did you find having all the electricity stuff helped you with your language? Did you use lots of words about electricity? Not really as they could have drawn them instead. Yes as you need a battery, wire and bulb to make a circuit. 6. Do you think you speak differently in the electricians shop than in the rest of the classroom? More electricity related words are used such as mains electricity, insulated wire, power stations, electricity pylons and electrocuted 7. What helped you to use all the electricity words? Anything special in the electricians shop that helped you? The questions helped, the equipment helped and the pictures that were available Table 4: Observation results Observation 1: 17/2/2011 Observation 2 : 3/3/2011 Children did not stay on task and therefore did not use new language Drawings of stories, however, story not told Child commented on light being dimmer and brighter Children talked about the parts they were using to make a circuit Children discuss breaks within a circuit Child predicted brightness of a bulb from a drawing Children use new vocabulary effectively and regularly Observation 3: 10/3/2011 Observation 4: 17/3/2011 Child discusses how some equipment uses mains electricity and the use of a switch Children discuss how crocodile clips work One child discusses how he melds lights with his father Two children discuss solar power and how most electricity comes from a power plant Children further discuss how pylon wires are insulated Children discuss why a light may not be working as the crocodile clip does not clip on the bulb holder Two children discuss how the electricity in the bulb gives off heat The dangers of electricity are mentioned and how one child could be electrocuted as he put a circuit around his neck The purpose of a switch is mentioned. One child links the word circle with circuit in describing electric flow Observation 5: 14/3/2011 Child discusses how the electricity is moving through the circuit Circuit is being made and when the bulb does not light a child mentions that a battery must be broken Child mentions she saw a traffic light being fixed and that the electricity was stopped so the electrician was not electrocuted