The Career Of A Computer Engineer - 1856 Words

â€Å"All you need in this life is ignorance and confidence; then success is sure.†- Mark Twain. The career of a computer engineer is fast paced and full of creativity, this will allow you to meet and work with different people with different ideas but the same drive as you do in your career. You also have the chance to create new technology with your own two hands, and be one of the leaders of new technological discoveries. Your creations could possibly develop into companies like Apple or Google or even build something the world depends on. It just depends on your hard work, creativity, and your quickness to react to something and adapt to fit the changes. What can I say i like computers, and the owner of Google was already taken. Before the 20th century there was a little or almost no electronics in the day to day life of a common man. So, we should start from the very beginning of electrical engineering, which is regarded as the parent of electronics. The formal beginning of electrical engineering goes back to 18th century when Franklin gave the explanation to the cause of thunder and lighting.Though the concept of charge was there before Coulomb there was no formal mathematical theory to explain the concept. So Coulomb’s theory was regarded as the first mathematical expression that defined the electrical charge in a well defined manner. He also invented the torsion balance and that helped him to calculate the force of interaction between the electrical charges, which isShow MoreRelatedComputer Engineer as a Career1193 Words   |  5 Pagesfield of computer engineering is a growing technological field for which there is a constant demand is presented. The different steps needed to begin a career in the IT field such as educational requirements are discussed. The different rewarding benefits of the career are presented. The paper concludes by sharing what I look forward to accomplishing my career as a computer engineer. Proposal For my presentation I will be proposing the benefits of choosing a career as a Read MoreCareer Research : Computer Hardware Engineer1113 Words   |  5 PagesCherry Honors English III Mrs.Freedman 9/26/14 Career Research Test Project Career 1: Computer Hardware Engineer Salary Range 63,970 - 150,130 (â€Å"Computer Hardware Engineers†). Skills In order for one to obtain this job they would need the following skills, problem-solving, speaking, and critical-thinking skills (â€Å"Computer Hardware Engineers†). Personality traits: Personality traits needed in order to become a computer hardware engineer; one must be detail-oriented, persistent, andRead MoreCareer Paper: Computer Hardware Engineer1830 Words   |  7 Pagesout there today. Computer engineering is a job that is constantly leading to the development of new technology, which is always changing as the years go. by (â€Å"Electrical† para. 1). Computer hardware engineers much research, design, develop, and test computer systems (â€Å"Computer†... U.S. para. 1). Also, they could improve processes, circuit boards, memory devices, networks, and routers (â€Å"Computer†... U.S. para. 1). The skills that are needed to be a computer hardware engineer are complex problemRead MoreBehind The Scenes Of Technology1463 Words   |  6 Pageshave a smartphone or a tablet or a laptop or maybe a computer, but do they know how their phone or computer actually works? To most people, you just type away or press a button and then it magically does whatever you want it to do. However, there is more going on in a computer or a phone than just the simplicity of pressing a button. Better yet, who actually makes all this stuff? Who makes a computer or phone? Who designs these things? Who engineers all these technological appliances that so many peopleRead MoreEssay on Computer Hardware Engineering1442 Words   |  6 Pagespowerful. Computer hardware engineering is the designing, building, and testing of computer hardware and computer systems. Computer hardware engineers acquire a persistent and detail- oriented nature. Through their work, computer hardware engineers get a wide range of opportunity, but they are also loaded with seemingly endless work on their hands. Ultimately, computer hardware engineering provides a cause for innovative thinkers and creative designers, labeling it as a job worth pursuing. Computer historyRead MoreComputer Hardware Engineering : The Advancement Of Technology1246 Words   |  5 PagesComputer Hardware Engineering The advancement in technology has made an evolution in the world today. Everything people use now is because of the advancement of technology. The social media used now and all of the jobs are based around today’s technology. Technology has changed the work industry in everything from textile making, to computer chips. The machines and all of the tools used we designed and made with technology. Computer engineers are working every day to make technology better. ComputerRead MoreThe Field Of Computer Engineering1347 Words   |  6 PagesConstantly growing and consistently in high demand, careers in STEM (an acronym for science, technology, engineering, and mathematics) are attractive for many prospective students. My own personal interest lies in the field of computer engineering, which is categorized as a STEM career and reaps the benefits of such a classification. The field of computer engineering requires relatively modest education, but still rewards employees with a com fortable life, numerous benefits, and personal fulfillmentRead MoreComputer Engineering : Becoming A Computer Engineer1386 Words   |  6 PagesComputer Engineering Computer engineering is a very extensive, challenging career. To become a computer engineer you need years of experience and college education. Many people think this career is easy and good paying, but is not that easy, excessive amount of knowledge is needed to become a top class engineer in this field, but that doesn’t mean it is an impossible task. One must understand that computer engineering is a challenge since before one begins studying it. With that kept in mind anRead MoreEssay on Comparing Two Engineering Careers: Electrical and Computer1435 Words   |  6 PagesWater Systems December 12, 2012 To: Michael Re: COMPARING TWO ENGINEERING CAREERS: ELECTRICAL AND COMPUTER. Dear Michael, Hi Michael, attached is the report you asked for on â€Å"COMPARING TWO ENGINEERING CAREERS: ELECTRICAL AND COMPUTER.† This report compares two career options for a fellow employee: Electrical Engineer and Computer Engineer. These two potential career choices are based on your past career path and future goals. The information has been gathered using DeVry library sourcesRead MoreComputer Hardware Engineering1185 Words   |  5 PagesComputer Hardware Engineering Computer hardware engineers research, develop, and test computer systems and components such as processors, circuit boards, memory devices, and many more (Bureau of Labor Statistics). They design new computer hardware, create blueprints of computer equipment to be built. Test the completed models of the computer hardware that they design. Update existing equipment so that it will work will new software. Oversee the manufacturing process for the computer hardware. Maintain

The Power Of Freedom By Kate Chopin - 1279 Words

Ruben Joseph Daniel Roberts EFL 095-4103 17 November 2014 The Power of Freedom An Indispensable Right There are a variety of birds that make wonderful house pets, and most of these birds don’t mind living in a cage. However, this is not the case for the cockatiel. When the cockatiel is not able to fly freely and have social interaction with other birds of its type, it becomes depressed and plucks out all of its feathers, one by one. It longs for freedom. The kind of freedom it would get out in the wild. According to Longman’s Advanced American Dictionary, the word â€Å"freedom† is defined as â€Å"the right to do what you want without being controlled or restricted by anyone â€Å"(643). There are two authors that were discussed in EFL 095 that use the†¦show more content†¦In 1894, Kate Chopin wrote â€Å"The Story of an Hour,† to describe the constraints placed on women during the 19th century. During the 19th century women didn’t have rights, their only roles were to be wives and mothers. Women didn’t have any rights to make decisions, have freedom of speech or work outside the home. It is an obstacle in the face of liberty that everyone should have, but only men reaped the benefits during this time. However, in the story, the main character, Mrs. Mallard experiences freedom for a short period of time. Mrs. Mallard receives news that her husband Bently was killed in a train accident and her sister Josephine and friend take precautions to share the news because they know it will bring on deep sorrow. In contrast, the death of her husband brings on a new feeling that others might consider inappropriate after the death of a spouse. Kate Chopin shows this in the short story: She abandoned herself a little whispered word escaped her slightly parted lips. She said it over and over under her breath: â€Å"free, free, free!† (Chopin 327). Death of a love one is expected to cause sadness, but in this case, it was for a short period of time. The premature death of Mr. Mallard causes Mrs. Mallard to start to notice the beauty of her environment, which possibly had gone unnoticed for a long time. She could see in the open square before her house the tops of trees that were all quiver with the new spring life. The delicious breath of

Police Operations Free Essays

Department Organization Paper â€Å"What if the structure of police organizations is shaped by factors beyond easy human contrivance, such as the size and age of the force, the degree of stability in the political environment, the complexity of governmental regulation, the geographical dispersion of the population, or the nature of police work itself† (Maguire 2003)? In this paper I will describe in detail various types of police agencies at the local, state, and federal level and how each is organized, identify the principal roles and functions of police organizations and their role as it applies to the law, and also identify major organizational theories associated with policing. * There are many different types of police organizations that specifically deal with specific circumstances. On the other hand there are broad organizations that deal with a wider scope of jurisdiction and rules. We will write a custom essay sample on Police Operations or any similar topic only for you Order Now I will just touch on the major organization within police work at the local, state, and federal levels. The first organization (city and county) are the first level of policing. Moreover, these agencies have municipal police, county police, and the county sheriffs. (Wikipedia 2010) â€Å"The Municipal police are law enforcement agencies that are under the control of local government. Their powers are delegated by legislation or directives by higher levels of government† (para. 3). They receive pay by local budgets and have fewer rights than that of state police.Municipal police are generally a part of law enforcement that acts more of a deterrent, only limited by the by the equipment that they carry. They can range from one officer agencies to our own Sacramento PD. The next police organization is state, which includes the state police and bureaus of criminal investigation. State police are controlled by the state supreme courts and are directed by state codes of criminal procedure that define what police must do and what they may not do. â€Å"The most important role of state governments has been to require the licensing or certification of all sworn officers† (Walker and Katz 2008, para. 02). State police have state wide authority to conduct law enforcement activities and also criminal investigations. They perform functions outside the jurisdiction of the county sheriff. Some of their duties include, but are not limited to; enforcing traffic laws on state and interstate highways, protecting the governor, provide technological and scientific support services and help to coordinate with other jurisdictions in aiding serious cases. Another service is the highway patrol that patrols the highways for any infractions concerning traffic and safety. Other state police agencies such as the Bureaus of Investigation (State Detectives), Bureau of Narcotics (Drug Enforcement), Department of Public Safety (provide oversight and coordination over various state level police agencies), and also Marine Patrol (water police), are amongst state patrols. All these agencies have state wide jurisdiction governed by the state supreme courts rule. The last level police organization is the federal government. (Walker and Katz 2008) states, â€Å"The role of each federal agency is specified by federal statute. In important respects, federal agencies have far less complex role than that of municipal agencies.Federal agents do not have the ambiguous and difficult order maintenance responsibilities, do not maintain 911 emergency telephone services, and are not asked to handle vague disturbance calls† (para. 61). â€Å"Federal Law Enforcement Officers are authorized to enforce various laws not only at the federal level, but also state, county, and local in many circumstances† (Wikipedia 2010). There are numerous federal agencies such as, Department of Agriculture, Department of Commerce, Department of Defense, or Department of Energy to just name a few.All federal agencies are limited by the U. S. Code, but because of the USA PATRIOT Act (Uniting and Strengthening America by Providing Appropriate Tools Required to Intercept and Obstruct Terrorism Act of 2001), federal power has broadened in scope. As (Grant and Terry 2008) state, â€Å"researchers have found four main theories or explanations. The first Psychological theories, argue that core attitudes are formed before the individual enters the police force and are a function of such things as family background, social status, and prior education. Next, Educational theories, state that core attitudes are acquired during police training and early years on the street and are passed on to recruits by older, more experienced police officers. Also, Sociological theories, state that police attitudes are shaped by the daily demands of police work and reflect the â€Å"working culture† of policing. Lastly, Organizational theories, argues that police attitudes and values are shaped by the organizational and working culture of policing and the demands placed upon officers by their police colleagues† (p. 223). Whether officers exhibit similar personality traits and the extent to which hese are caused by predisposing factors or a socialization into the police culture is the subject of many diverse explanations: psychological, educational, sociological, and organizational. ‘The influence of historical factors on officer perceptions of suspiciousness must also be considered in discussing the origins of police culture. Pol ice are in many ways a reflection of the larger societal force in which they are embedded† (Grant and Terry 2008, p. 235).References * Grant, B. amp; Terry, J. (2008). â€Å"Law Enforcement in the 21st Century, (2th)† Retrieved from: https://ecampus. phoenix. du/content/eBookLibrary2/content/DownloadList. aspx? assetMetaId=08c377a1-ea3a-4b46-be5d-363667e36f97amp;assetDataId=86388622-06ef-4ecb-a9bb-bd30d479b2a2 Maguire, E. (2003). â€Å"Organizational Structure in American Police Agencies† Retrieved from: http://books. google. com/books? id=nJtIrM_rtbsCamp;dq=police+departments+organizationamp;printsec=frontcoveramp;source=inamp;hl=enamp;ei=UITlTO-XEIf0swPBlMCxCwamp;sa=Xamp;oi=book_resultamp;ct=resultamp;resnum=11amp;sqi=2amp;ved=0CGQQ6AEwCg#v=onepageamp;q=police%20departments%20organizationamp;f=false Wikipedia, (2010) Retrieved from: http://en. wikipedia. org/wiki/Police * * B. amp; Terry, J. (2008). â€Å"Law Enforcement in the 21st Century, (2th)† Retrieved from: https://ecampus. phoenix. du/content/eBookLibrary2/content/DownloadList. aspx? assetMetaId=08c377a1-ea3a-4b46-be5d-363667e36f97amp;assetDataId=86388622-06ef-4ecb-a9bb-bd30d479b2a2 Maguire, E. (2003). â€Å"Organizational Structure in American Police Agencies† Retrieved from: http://books. google. com/books? id=nJtIrM_rtbsCamp;dq=police+departments+organizationamp;printsec=frontcoveramp;source=inamp;hl=enamp;ei=UITlTO-XEIf0swPBlMCxCwamp;sa=Xamp;oi=book_resultamp;ct=resultamp;resnum=11amp;sqi=2amp;ved=0CGQQ6AEwCg#v=onepageamp;q=police%20departments%20organizationamp;f=false Wikipedia, (2010) Retrieved from: http://en. wikipedia. org/wiki/Police * * How to cite Police Operations, Papers

ECE 230 Language And Literacy Development In Early Childhood

Question: Discuss about the ECE 230 Language And Literacy Development In Early Childhood. Answer: In the case of engaging with the children through dialogue reading approach, I had chosen the book for children The Giving Tree which proved to be a very interesting book for the children. I can consider my success in having an effective dialogue reading session with the children as I was able to identify and observe to behavior of the child during the story reading. On the basis of Vukelic, Christie Enz research, I could understand the level of engagement that the child had with the entire story by the way he was making sounds even before speaking as if he was imitating my voice (Cortes, 2013). I could very well engage with the child during the entire story telling session (As shown in Appendix). This can be concluded by the way the child was attentive towards me and the way he was listening to the story. The child was actively engaged throughout the reading which was very much visible through his expressions. The child was observed to be slapping at the book at regular intervals v ery frequently as the story was progressing (Biddulph, 2002). He seemed to look at me and the book alternatively as the story proceeded. I could assess my success in delivering effective dialogue reading which was completely evident from the fact that the child was constantly asking me questions in between the reading which is a good sign denoting the engagement level of the child. I could further assess my engagement and ability to be a successful children story reader by the way I could introduce the text of the story effectively by talking to the child regarding the relevant experience at their age. I was able to provide the child with space and scope of talking, reading and thinking about his way of imagination throughout the session. I was able to make the child predict about the story which gave scope for the development of his imagination. I was also successful in delivering the story and reading it out to the child along with making expressions which were very effective in the delivery of the story. There was proper interaction between the child and me which was one of the strategies that had to be taken care of during the entire delivery of the dialogue approach (Bredekamp, 2016). Throughput the entire depiction of the story, there were immediate talks most of the time. The child was frequently asking questions throughout the session of storytelling. As per DeTemple, The immediate talk was oriented in the direction of answering the literal questions that were asked by the child to me. This also included the labeling of the pictures that were present in the story book (DeTemple, 2001). Further, there were many instances present throughout the entire session of dialogue delivery approach of the story telling to the child where the child had multiple opportunities of engaging in non-immediate talk. It could be observed that the engagement of the child throughout the story telling session was reflecting the receptive knowledge of the child through both the immediate talk and non-immediate talk. He seemed to be interested in the pictures that were present in the bold throughout the story (Bus Neuman, 2014). He kept on asking questions that were associated with the various types of pictures and images which are considered to be in the immediate talk section. The child was very enthusiastic and interested in getting to know about the characters, colors, letters present in the images. The non-immediate talk extended beyond the textual content of the story book. It involved the dialogue and conversations between the child and me about the meanings of the word, making of the interferences and predictions. It also included the association of the meanings, interference and predictions with the textual content of the entire story book to the personal experiences of the child (Ewing, Callow Rushton, 2016). The child, through the immediate and non-immediate talks was able to actively engage in learning the story and the moral behind the story. The immediate and non-immediate talks included the words like what, how, when, how, etc. these questions were followed by the answers for the questions, continuous repetition of the what the child kept on speaking, along with providing praise and help (Greenwood et al., 2014). These immediate and non-immediate talks created more space for active engagement of the child in the entire session of the story telling. The story reading session with the dialogue reading approach facilitated an enjoyment time for the child through the story which was filled with many opportunities for understand and imagine the story with visual clues. The child was not made to read the text form the story form the story book (Ewing, Callow Rushton, 2016). The activity, expression and the behavior of the child was observed throughout the entire session. The child was matching and resonating with the delivery of the story. The child was prompted in the entire story telling session which was based on the dialogue reading approach. Selection of the books for children is a very crucial aspect and infact, it is the first step of the entire dialogue reading approach of storytelling to the children. One of the ways for beginning the selection of the books for the children is to seek for the award winning authors and the books. This method should be preferred as the books that are award-wining are selected by the committees which are made up of the selected individuals who have expertise in the literature for children (Greenwood et al., 2014). Another source for selecting the books for the children is the Internet which would provide many options and choices of books for the children with information regarding the date of application, publisher, and cost of the books. The strategies that I shall adopt while reading next time would include previewing which would include the aspect of learning a text before actually reading it. It will enable me to get an idea about what the text is all about (Genishi Dyson, 2015). The next strategy that I shall adopt is the contextualization that would include placing the text in biographical, cultural and historical contexts. The next strategy that I would inculcate is questioning for understanding and remembering what the children would think of asking. The role of the child in writing back could reflect the development of the cognitive abilities, verbal communication of the child with adults and other children along with the narratives of the child. The psychological aspect and conditioning of the child could also be reflected in the writings of the child. The assessment of the writing skills along with the drawings had major links to literacy. It can be stated that there has been tremendous effect of ,media on the cognitive behavior of the child as the child could write and draw things out of his imagination which was majorly influenced by the entertainment media (Hammer et al., 2014). As per Schickedanz Casbergue, the writing style and pattern reflected the gain of control of the child regarding the development and implementation of the hand and eye coordination along with motor strength. The speed and fluency of the child could be analyses (Schickedanz Casbergue, 2004). The drawings of the child were much in coordination with the writings which were primarily implemented according to the imagination of the child. The most driving force for the child was the exploration of ideas along with visualization which is oriented to the child though the dialogue reading session (Ziol?Guest McKenna, 2014). Linear learning principle denotes to the aspect of being in resonance with the old, obsolete and contemporary way of learning that includes the textbooks, curriculum, schedules and classrooms. This linear learning system works like a delivery model which acts like a conveyor belt. The delivery of the writing cannot be expected form a child to be in a linear format (Jung et al., 2016). The linear principle would include the correct usage of tense, grammar and synchronicities in the sentences which cannot be done by a small child. The flexibility principle would denote to the way the child created a wide variety of symbols by decorating or repositioning the conventional forms that enabled him to explore the constraints and limits within which every form of the letter varied and was different from each other. However, it still retained its identification. The flexibility writing principle in this case could be analyzed as that child could discover what is acceptable and what is not acceptable in the writing. He could understand the fact that he had to write and draw according to the story that he was presented with. He produced certain kind of shapes of letters that were recognizable. He also included patterns and numbers in his writing. He did not have any idea regarding the limits of et writing system. The child was still getting confused with the reversal letters like b and d in his writing (Lane Wright, 2007). This can straight way denote to the fact that he was much more resonating to be adapting flexibility writing. The writings and drawings by the sign principle would denote to the extent to which the sense of the numbers is comprehended and what the child has learned out of it. As per Hill, Jones Schillin, the cognitive ability of the child to be able to perceive the numbers and symbols in the surroundings is reflected through the writings and drawings of the child. It could be analyzed that the child was very much prompt in being close to accurately understanding small numbers and symbols (Hill, Jones Schilling, 2014). The child was able to discriminate between various types of objects (Xu et al., 2014). The development of the word concept in the child is observed to emerge in a very gradual manner and is relevant in this case (Lederberg, Schick Spencer, 2013). At this age, the child is learning to read and write. The learning of the child includes the lessons including the use of syllable, word and phoneme. The order of the word emergence has placed the syllable to be in the first factors that the child was giving attention to. The selection of words had to be taught to the child at this age which was getting reflected in his writings. The child was very prompt at identifying the symbols, names and words by sight. Throughout his conversations, I could identify that the child was very fast in learning from the symbols and had the assumption that any whole symbol was representing the entire word. It could also be perceived that the child could identify and adopt various strategies of seeking various features from any word. It was also observed that the child used such features for the identification of any word. The child has the natural tendency for memorizing the entire word. He could also memorize some of one the salient features of the words. He, however, had difficulty in reading the authentic contents that was not composed primarily as sight words. Phonemic awareness of the child co uld be associated with the ability of the child to identify, hear and manipulate the sounds in the words which he spoke (Otto, 2015). Throughout the story reading session, the child was very carefully identifying and categorizing sounds and was giving efforts in blending sounds from forming words (Wallach, 2016). The child was giving attention to sight word through which he was able to the read simply by having a look at the words without him saying much to sound it alphabet by alphabet. He was able to create sight word as he was naturally able to encounter various words that were outside the sight word. He was sounding out the words by pronunciation it aloud. It helped in enhancing the ability of the child in differentiating between what he expected to hear and what he actually heard. The session also helped the child in separating the sound of the words from their actual meaning (Piasta et al., 2015). The child was also identifying and was able to separate the phoneme. He was recognizing the words that rhymed with each other. He was. However, having a very enjoyable time while getting to identify the phoneme and getting aware of the way every word should be pronounced. He was able to recognize single words in every sentence. He was paying attention to the matching of the identically sounding words at every beginning of the words. Transcript Line Speaker Utterance Comment 1 Teacher I chose the story book named The Giving Tree for us to read. What do you think his book might be about? Seated side by side on a couch and sharing the book with the child. Looking at the front cover. 2 Child Is it about a tree, a boy and a fruit which gives something? Pointing at the front cover having the picture of a tree. 3 Teacher Yes, the book is about a tree. How do you know that it is about a tree? 4 Child There is a picture of a tree on the cover of the book. But there is also a boy. He is there to eat anything. Pointing out to the picture of the boy on the cover of the book. The child points to the image of the fruit in the cover page of the book. 5 Teacher Very good. What fruit is it? 6 Child That is an apple. It is a strawberry! No! It is not a strawberry. It is an apple. 7 Teacher How can you say that the fruit is an apple? Why not a strawberry? 8 Child Because the fruit is too big. Strawberry that I ate in my breakfast is a small fruit. 9 Teacher Yes, it is an apple which is bigger than strawberry. Can we start reading now? 10 Child Mm, hmm. Turn the page. He opened the cover and we went to the first page. 11 Teacher This book is called, The Giving Tree. It is written by Mr. Silverstein I pointed to the words as I read. The child was watching intently. 12 Teacher Once upon a time, there was a tree. The tree kept growing as she saw the little boy who looked just like you. The tree also loved the little boy a lot. The boy went up the hill and climbed into the tree. Both look at the picture. 13 Child He could climb a tree! Child pointing 14 Teacher Yes, he could. Looking at the child. 15 Child Was he not scared 16 Teacher No he wasnt! Every day the boy would come and take up the leaves with his hands to gather the leaves. He used to make crowns out of the leaves. He pretended to be the forests king and play the game of king of the forest. 17 Child I am the king of the forest. Raising one hand 18 Teacher He would climb up the trunk of the tree and pick the apples and eat them. He would also play hide and seek around the tree. 19 Child Wow! Okay! 20 Teacher When he was tired, he would sleep in the shade of the tree. 21 Child then 22 Teacher As 20 years passed by, while the tree was mostly alone, it used to be very sad. Then one day the boy came to the tree. Then the tree said, Boy, come on! Climb up my branches and swing. The boy who had grown up to a big man replied, No, I cannot do that anymore. I am too grownup and big to play and climb on you. 23 Child Oh!! Putting palms on his cheeks 24 Teacher The young man told, I want to buy many things and have fun. I want to make a lot of money. Do you have a lot of money Giving Tree? 25 Child Then what happened? 26 Teacher The tree helped the boy in making money by giving her apples and branches as time passes by. The greed of the young man kept on growing. The tree kept on giving whatever she could from her own trunk, branches, etc. 25 Child Then? 26 Teacher The tree, through her entire lifetime helped the by giving him whatever was possible out of love but the man could not return back anything. At the end of his lifetime, the young man was too tired and wanted to rest in peace with the left over trunk of the tree. Can you tell me what you learned out of the story? 25 Child The tree loved the boy a lot and she was her best friend till the end. 26 Teacher Yes, absolutely correct! References Biddulph, J., 2002. Guided reading: grounded in theoretical understandings. Steps to Guided Reading: A professional development course for grades, 3. Bredekamp, S., 2016. Effective practices in early childhood education: Building a foundation. Boston: Pearson. Bus, A.G. and Neuman, S.B., 2014. Multimedia and literacy development: Improving Achievement for young learners. Routledge. Cortes, C., 2013. Designing Literacy Rich Classroom Environments for Young Children: A Study of Teachers' Design Processes and Tools. Arizona State University. DeTemple, J.M., 2001. Parents and children reading books together. Beginning literacy with language, pp.31-51. Ewing, R., Callow, J. and Rushton, K., 2016. Language and Literacy Development in Early Childhood. Cambridge University Press. Greenwood, C.R., Carta, J.J., Goldstein, H., Kaminski, R.A., McConnell, S.R. and Atwater, J., 2014. The Center for Response to Intervention in Early Childhood: Developing evidence-based tools for a multi-tier approach to preschool language and early literacy instruction. Journal of Early Intervention Management, 36(4), pp.246-262. Genishi, C. and Dyson, A.H., 2015. Children, language, and literacy: Diverse learners in diverse times. Teachers College Press. Hill, C.W., Jones, G.R. and Schilling, M.A., 2014. Strategic management: theory: an integrated approach. Cengage Learning. Hammer, C.S., Hoff, E., Uchikoshi, Y., Gillanders, C., Castro, D.C. and Sandilos, L.E., 2014. The language and literacy development of young dual language learners: A critical review. Early Childhood Research Quarterly, 29(4), pp.715-733. Jung, Y., Zuniga, S., Howes, C., Jeon, H.J., Parrish, D., Quick, H., Manship, K. and Hauser, A., 2016. Improving Latino children's early language and literacy development: key features of early childhood education within family literacy programmes. Early Child Development and Care, 186(6), pp.845-862. Lane, H.B. and Wright, T.L., 2007. Maximizing the effectiveness of reading aloud. The Reading Teacher, 60(7), pp.668-675. Lederberg, A.R., Schick, B. and Spencer, P.E., 2013. Language and literacy development of deaf and hard-of-hearing children: successes and challenges. Developmental psychology, 49(1), p.15. Otto, B., 2015. Literacy development in early childhood: Reflective teaching for birth to age eight. Waveland Press. Piasta, S.B., Logan, J.A., Pelatti, C.Y., Capps, J.L. and Petrill, S.A., 2015. Professional development for early childhood educators: Efforts to improve math and science learning opportunities in early childhood classrooms. Journal of educational psychology, 107(2), p.407. Spodek, B. and Saracho, O.N., 2014. Handbook of research on the education of young children. Routledge. Schickedanz, J.A. and Casbergue, R.M., 2004. Writing in Preschool: Learning to Orchestrate Meaning and Marks. International Reading Association (NJ3). Wallach, G.P. ed., 2016. Handbook of language and literacy: Development and disorders. Guilford Publications. Xu, Y., Chin, C., Reed, E. and Hutchinson, C., 2014. The effects of a comprehensive early literacy project on preschoolers language and literacy skills. Early Childhood Education Journal, 42(5), pp.295-304.