Acaydia School of Aesthetics Nutrition Health and Safety for Young Children Discussion
Description
Please respond to elisa with 200 words . Please include intext citations
I decided to write about what I would do as a teacher who has a child with visionimpairments that is in the classroom. A vision impairment “refers to conditions in which vision isreduced even when corrected with glasses or contact lenses,” (Sorte, Daeschel, & Amador, 2017,pg.397). So essentially it is just where someone has pretty bad vision, and can’t see as wellwithout contact lenses or contacts, so they need some type of aid as to what they’re able to see.Visual impairments can happen for a number of reasons, in the book it stated that it can comefrom “Genetics, birth defects, any type of eye disorders, as well as age-related eye diseases, cancause vision impairments,” (Sorte, Daeschel, & Amador, 2017, pg.397). There are different typesof vision impairment, these are low vision and blindness. So depending on the type of visionimpairment the child has, we’ll definitely determine the way that I were to run my classroom aswell as come up with different strategies that support their health concern in the classroom.Lopez 2Well first and foremost, I would definitely inform the children that they are not allowedto touch the other child’s, with a vision impairment, glasses. That the glasses are necessary andare very important to the child. And if something were to happen to the child’s glasses, orsomeone were to get them really dirty, it could upset and even hurt the child with the visualimpairment. So I just think that making the other children aware of what they are doing, andmaking them aware of the child and how important it is to not grab at the glasses is kind of amandatory step, especially dealing with younger age groups.In the classroom, if a child with visual impairment has a low vision, I would have to payattention to the lighting in the classroom, and reduce the glare and really separate objects bycolor (Sorte, Daeschel, & Amador, 2017, pg.397). I will also do more Hands-On activities withmaterials to support their learning, rather than doing a visual lesson. Just so in case the child isnot able to see the board, or see what I am doing because other children are in the way, or forwhatever reason that may arise, I feel that if they are able to feel what they are doing oh, it is agood and appropriate way to support they’re learning (Sorte, Daeschel, & Amador, 2017,pg.398). With this of course I do have to be more vocal, and address the child’s name, because inthe textbook it was said that the child may have trouble with recognizing eye contact being made(Sorte, Daeschel, & Amador, 2017, pg.398). So I know that being vocal and really addressing thechild well. All in all though you do have to try to allow the child to become more independent,so having these helpful learning things for the child’s Vision challenges is nice but you can’t overprotect the child or else it will just be harder for them to really work with their visionimpairment
ReferencesSorte, J., Daeschel, I., & Amador, C. (2017). Nutrition, health, and safety for youngchildren: Promoting wellness. (3rd Ed.) Upper Section River, NJ: PearsonEducation, Inc.
Acaydia School of Aesthetics Nutrition Health and Safety for Young Children Discussion
In-Text Citations: The Basics
Note: This page reflects the latest version of the APA Publication Manual (i.e., APA 7), which released in October 2019. The equivalent resource for the older APA 6 style can be found here.
Reference citations in text are covered on pages 261-268 of the Publication Manual. What follows are some general guidelines for referring to the works of others in your essay.
Note: On pages 117-118, the Publication Manual suggests that authors of research papers should use the past tense or present perfect tense for signal phrases that occur in the literature review and procedure descriptions (for example, Jones (1998) found or Jones (1998) has found…). Contexts other than traditionally-structured research writing may permit the simple present tense (for example, Jones (1998) finds).
APA Citation Basics
When using APA format, follow the author-date method of in-text citation. This means that the author’s last name and the year of publication for the source should appear in the text, like, for example, (Jones, 1998). One complete reference for each source should appear in the reference list at the end of the paper.
If you are referring to an idea from another work but NOT directly quoting the material, or making reference to an entire book, article or other work, you only have to make reference to the author and year of publication and not the page number in your in-text reference.
On the other hand, if you are directly quoting or borrowing from another work, you should include the page number at the end of the parenthetical citation. Use the abbreviation “p.” (for one page) or “pp.” (for multiple pages) before listing the page number(s). Use an en dash for page ranges. For example, you might write (Jones, 1998, p. 199) or (Jones, 1998, pp. 199–201). This information is reiterated below.
Regardless of how they are referenced, all sources that are cited in the text must appear in the reference list at the end of the paper.
In-text citation capitalization, quotes, and italics/underlining
* Always capitalize proper nouns, including author names and initials: D. Jones.
* If you refer to the title of a source within your paper, capitalize all words that are four letters long or greater within the title of a source: Permanence and Change. Exceptions apply to short words that are verbs, nouns, pronouns, adjectives, and adverbs: Writing New Media, There Is Nothing Left to Lose.
(Note: in your References list, only the first word of a title will be capitalized: Writing new media.)
* When capitalizing titles, capitalize both words in a hyphenated compound word: Natural-Born Cyborgs.
* Capitalize the first word after a dash or colon: “Defining Film Rhetoric: The Case of Hitchcock’s Vertigo.”
* If the title of the work is italicized in your reference list, italicize it and use title case capitalization in the text: The Closing of the American Mind; The Wizard of Oz; Friends.
* If the title of the work is not italicized in your reference list, use double quotation marks and title case capitalization (even though the reference list uses sentence case): “Multimedia Narration: Constructing Possible Worlds;” “The One Where Chandler Can’t Cry.”
SHORT QUOTATIONS
If you are directly quoting from a work, you will need to include the author, year of publication, and page number for the reference (preceded by “p.” for a single page and “pp.” for a span of multiple pages, with the page numbers separated by an en dash).
You can introduce the quotation with a signal phrase that includes the author’s last name followed by the date of publication in parentheses.
According to Jones (1998), “students often had difficulty using APA style, especially when it was their first time” (p. 199).
Jones (1998) found “students often had difficulty using APA style” (p. 199); what implications does this have for teachers?
If you do not include the author’s name in the text of the sentence, place the author’s last name, the year of publication, and the page number in parentheses after the quotation.
She stated, “Students often had difficulty using APA style” (Jones, 1998, p. 199), but she did not offer an explanation as to why.
LONG QUOTATIONS
Place direct quotations that are 40 words or longer in a free-standing block of typewritten lines and omit quotation marks. Start the quotation on a new line, indented 1/2 inch from the left margin, i.e., in the same place you would begin a new paragraph. Type the entire quotation on the new margin, and indent the first line of any subsequent paragraph within the quotation 1/2 inch from the new margin. Maintain double-spacing throughout, but do not add an extra blank line before or after it. The parenthetical citation should come after the closing punctuation mark.
Because block quotation formatting is difficult for us to replicate in the OWL’s content management system, we have simply provided a screenshot of a generic example below.
Formatting example for block quotations in APA 7 style.
QUOTATIONS FROM SOURCES WITHOUT PAGES
Direct quotations from sources that do not contain pages should not reference a page number. Instead, you may reference another logical identifying element: a paragraph, a chapter number, a section number, a table number, or something else. Older works (like religious texts) can also incorporate special location identifiers like verse numbers. In short: pick a substitute for page numbers that makes sense for your source.
Jones (1998) found a variety of causes for student dissatisfaction with prevailing citation practices (paras. 4–5).
A meta-analysis of available literature (Jones, 1998) revealed inconsistency across large-scale studies of student learning (Table 3).
SUMMARY OR PARAPHRASE
If you are paraphrasing an idea from another work, you only have to make reference to the author and year of publication in your in-text reference and may omit the page numbers. APA guidelines, however, do encourage including a page range for a summary or paraphrase when it will help the reader find the information in a longer work.
According to Jones (1998), APA style is a difficult citation format for first-time learners.
APA style is a difficult citation format for first-time learners (Jones, 1998, p. 199).
Description
Please respond to elisa with 200 words . Please include intext citations
I decided to write about what I would do as a teacher who has a child with visionimpairments that is in the classroom. A vision impairment “refers to conditions in which vision isreduced even when corrected with glasses or contact lenses,” (Sorte, Daeschel, & Amador, 2017,pg.397). So essentially it is just where someone has pretty bad vision, and can’t see as wellwithout contact lenses or contacts, so they need some type of aid as to what they’re able to see.Visual impairments can happen for a number of reasons, in the book it stated that it can comefrom “Genetics, birth defects, any type of eye disorders, as well as age-related eye diseases, cancause vision impairments,” (Sorte, Daeschel, & Amador, 2017, pg.397). There are different typesof vision impairment, these are low vision and blindness. So depending on the type of visionimpairment the child has, we’ll definitely determine the way that I were to run my classroom aswell as come up with different strategies that support their health concern in the classroom.Lopez 2Well first and foremost, I would definitely inform the children that they are not allowedto touch the other child’s, with a vision impairment, glasses. That the glasses are necessary andare very important to the child. And if something were to happen to the child’s glasses, orsomeone were to get them really dirty, it could upset and even hurt the child with the visualimpairment. So I just think that making the other children aware of what they are doing, andmaking them aware of the child and how important it is to not grab at the glasses is kind of amandatory step, especially dealing with younger age groups.In the classroom, if a child with visual impairment has a low vision, I would have to payattention to the lighting in the classroom, and reduce the glare and really separate objects bycolor (Sorte, Daeschel, & Amador, 2017, pg.397). I will also do more Hands-On activities withmaterials to support their learning, rather than doing a visual lesson. Just so in case the child isnot able to see the board, or see what I am doing because other children are in the way, or forwhatever reason that may arise, I feel that if they are able to feel what they are doing oh, it is agood and appropriate way to support they’re learning (Sorte, Daeschel, & Amador, 2017,pg.398). With this of course I do have to be more vocal, and address the child’s name, because inthe textbook it was said that the child may have trouble with recognizing eye contact being made(Sorte, Daeschel, & Amador, 2017, pg.398). So I know that being vocal and really addressing thechild well. All in all though you do have to try to allow the child to become more independent,so having these helpful learning things for the child’s Vision challenges is nice but you can’t overprotect the child or else it will just be harder for them to really work with their visionimpairment
ReferencesSorte, J., Daeschel, I., & Amador, C. (2017). Nutrition, health, and safety for youngchildren: Promoting wellness. (3rd Ed.) Upper Section River, NJ: PearsonEducation, Inc.