<span>The climber asks “On belay”</span>
The belayer answers “Belay On”
The climber asks “Climbing”
The belayer answers “Climb on”
The climber then may
mount the wall. When the climber reaches the top, or is ready to come down, the
climber must say “Ready to Lower” so that the belayer knows that
the climber wants to come down.
Answer:
I want to avoid asserting from any evidence you develop:
a. that the results are probably related to the staff’s physical activity and family supports outside of the school as well as in-school activity.
Explanation:
Option 'a' is certainly out of the question for this research. This is why the researcher should avoid asserting such evidence from the study. The other assertions 'b,' 'c,' and 'd' can be concluded from the results of the study. In research, evidence is a fact or piece of information that indicates whether a proposition or claim is true or valid. Since the evidence for this research will concentrate on the physical activity of staff in a hospital, it is not scientific to use the results to relate to some non-hospital environments.
The microbiology department
Children are born with tremendous potential and capacity for learning across all developmental domains: physical,
cognitive, emotional, language, and social development. Brain development in early childhood is influenced by
heredity, experiences, and relationships. The adults who live with and care for infants and young children play an
important role in laying the foundation and setting the stage for learning success. This set of developmental and
learning guidelines was developed to ensure that the people who care for infants and young children have the
knowledge and resources to support and encourage children during the ongoing process of growth and learning.
These guidelines will help those living or working with young children to recognize appropriate behaviors and set
realistic expectations for infant, toddler, and preschooler growth, development, and learning.
The Guidelines for Healthy Child Development and Care for Young Children (Birth - Three Years of Age) was
originally compiled in 2004 by a workgroup composed of early childhood professionals, to be compatible with
the Maryland Model for School Readiness (MMSR) and the Maryland State Curriculum, making the guidelines an
important part of a Birth-Grade 12 learning continuum. The guidelines also met the expectations of the No Child
Left Behind Act, National Association for the Education of Young Children (NAEYC), and the National Association
of Early Childhood Specialists in State Departments of Education (NAECS/SDE), which were stated in a joint position
paper of November 2002. The Guidelines were updated in 2007.
Early learning guidelines can be a valuable part of a comprehensive high quality system of services for young children,
contributing to young children’s educational experiences and to their future success. But these results can be achieved
only if the early learning standards (1) emphasize significant, developmentally appropriate content and outcomes; (2)
are developed and reviewed through informed, inclusive processes; (3) use implementation and assessment strategies
that are ethical and appropriate for young children; and (4) are accompanied by strong supports for early childhood
programs, professionals, and families.
In 2009, the Maryland State Department of Education Division of Early Childhood Development began a revision
of these guidelines and changed the name to Healthy Beginnings: Supporting Development and Learning from Birth
through Three Years of Age. The revision process was intended to ensure that the information continued to meet
the goals of being family-friendly, accurate, and developmentally appropriate. It is our hope that families, child care
providers, special educators, family services workers and others who use Healthy Beginnings will confidently embrace
their roles as a child’s earliest teachers and will strive to do all that they can to meet needs of the children in their
care by supporting and encouraging them along the continuum of learning.
