Russia and Its Neighbors Roman Zlotin, geology homework help

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this is my final paperplease do carefullyi am undergraduate 

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G427 2016 Russia and Its Neighbors
Roman Zlotin
Final (take-home) exam
Essay of a compulsory (4 pts) and three chosen (2pts each) questions (18, or more pages)
for graduate section, and a compulsory (4 pts) and two chosen (3 pts each) questions
(12, or more pages) for undergraduate section should be written in 12-font, doublespaced paper with 1″ margins on both sides, and turned in to the class on April 26, 2016
Compulsory question
You should write a comparative analysis of regional features of contemporary economy in:
(1) Moscow Region
(2) Western Siberia
(3) Ukraine
(4) Armenia
(5) Kazakhstan
Choose questions (two – for undergraduate students, three – for graduate
students) from the following list:
(1)
What are the causes and consequences of environmental degradation in the former communist
states of Eastern Europe
Analyze the contemporary social and economic conditions and environmental problems in:
(2)
Estonia
(3)
Latvia
(4)
Lithuania
(5)
Belarus
(6)
Moldova
(7)
Analyze contemporary social and economic conditions and environmental problems in
Moscow City
Analyze contemporary social and economic conditions and environmental problems in:
(8) Armenia
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(9) Chechen Republic
(10)
What are the current US interests in the Region of Caucasus?
(11)
Characterize geographic features and environmental problems in the Volga River basin
Analyze contemporary social and economic conditions and environmental problems in:
(12)
Uzbekistan
(13)
Turkmenistan
(14)
Kyrgyzstan
(15)
Tajikistan
(16)
Analyze the environmental devastation and social catastrophe in the Aral Sea basin
(17)
Characterize the major features of the environment, and contemporary economic and
social conditions in the Russian Arctic
(18)
Why has the Baikal Lake Watershed been deserved the status of the World Heritage
Area?
(19)
Characterize contemporary Russia-Ukraine relations
(20)
Characterize contemporary Russia-Georgia relations
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Running head: CHESTER COMMUNITY CENTER
Chester Community Centre
Jessica Lackey
PSY 104 Child and Adolescent Development
Instructor: Erin Harris
March 7, 2016
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CHESTER COMMUNITY CENTER
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Introduction
The proposed plan for Chester Community Center is going to be the ‘medical home’ of
residents and their families with regards to their socio-economical essentials. The cognitive
development of children into young adulthood requires proper monitoring of their psychological,
social and emotional needs. This motoring requires ample time, conducive environment and
specialized caregivers other than the parents or the obvious hospital visits. The social nature of
human beings begins while they are still at their tender ages and such tender care determines the
healthy growth of individuals into potential individuals. This proposed plan aims to utilize five
important rooms with specific age group equipped with relevant facilities for child development.
The rooms will include areas for infants, toddlers, early childhood, Middle childhood and the
adolescence.
Age Group 1: Infants
This room shall be specifically designed for infants and mothers. The floor of the room
shall be designed in such a way that it allows the babies to perform light physical activities such
as crawling and yoga. This development shall allow for both infant boys and girls to form
connections with their mothers, especially during the light physical activities. This platform is an
opportunity to create a happy atmospheric mood for the infants where mothers generate exercises
that cause laughter. Since this is the stage when infants are said to begin exhibiting cognitive
abilities, the five senses for infants shall be tested. The sense of touch, color and the ability to
CHESTER COMMUNITY CENTER
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distinguish between objects shall define this category of individuals in the centre (Jadva, Hines
& Golombok, 2010).
There center will provide an array of baby learning toys that can be utilized for sensory
stimulation that will expand their physical, psychological, and emotional capabilities; all of
which are associated with infant brain development. These various learning toys include rattles,
which promote a sense of directional hearing. It will likewise support development of arms and
legs with a specific end goal to make the sounds. Another learning toys that will be essential in
our infant room would be black and white books. High contrast are boldest of shading
complexities and are a percentage of the main hues infants can see. These toys will build up their
visual core interest. Musical mobiles are another learning toy that the center would offer in our
infant room. The musical mobile will help to reinforce eye muscles and eye control, and create
listening abilities through music. They can likewise be alleviating to those “fussy” babies. Some
other learning toys that would be implemented into the infant room would also include soft balls
or books with various textures to help promote a tactical experience as well as helping in the
beginning stages of reading.
Age Group 2: Toddlers
This room shall comprise of toddlers ages 1 to 3 years. This age of development is
usually characterized by understanding of language and communication skills. The toddlers can
be heard trying to join few words together. With that essence, activities that are relevant for
pronunciation skills shall be introduced. Both the parents and the tutors shall be provided with
music that is simple for the toddlers to grasp. This shall be a platform for leaning pronunciation
CHESTER COMMUNITY CENTER
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skills through learning of simple new songs. They shall interact through singing together and try
to make dancing like movements. The socialization shall also be essential for the toddlers to
develop skills for emotional regulation.
Toddlers are extremely inquisitive beings and love to explore their natural environment.
This toddler room will be furnished with various activity stations that will help in building their
cognitive development more. These learning/ play stations will be set-up with various colors and
toys that the toddlers will be able to freely play with. Some of these learning/ play stations will
consist of real-life situations that toddlers most appeal too, such as a zoo of stuffed animals.
Cognitive activities, for example, stacking blocks or filling and purging objects can advance
motor learning, spatial mindfulness and cause and effect. Through block play, toddlers can figure
out how to be purposeful with their motor activities.
Age Group 3: Early Childhood
The third room shall be designed to accommodate the ages between 3 and 6 years. This
age group is usually characterized with the ability of children to establish friendships and a sense
of selfness (Biersteker & Dawes, 2008). This room shall be a great platform for wide ranges of
interactions. Various materials will be available in the rooms for children to share, establish
friendship and learn how to communicate effectively with their fellow peers. Reading will be
taught phonetically as the child is prepared. The concrete materials, from sandpaper letters to the
beginning of sentence examination, will permit the child to take little, consistent, successive
strides to independent, familiar reading. Language work will also be incorporated this room
CHESTER COMMUNITY CENTER
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which will lead into cultural subjects, expanding the child’s vocabulary and working with the
child’s interest of her surroundings. Writing materials such as crayons and paint of different
colors and easy reading books shall be availed in this room for the children to begin recognizing
letters, sounds and symbols in writing and reading.
The room shall provide the children with all artwork materials to shape their motor skills
and create an interactive environment. Since the children shall be exposed to an environment of
task accomplishment, they develop a sense of pride in whatever they achieve. The multiple
interactions that the children shall experience will form the beginning of the decision making
skills that would be a basis for future critical thinking and problem solving ability. Even the
exercises involved in the room so far are helping the children to develop sensory skills, it should
be noted that no sharp objects are recommended safety of the children without the supervision of
an adult.
Age Group 4: Middle Childhood
The fourth room shall accommodate both the middle and the late childhood which
comprises of children between ages 7 to 12 years. This stage of development is characterized by
children developing adult-like behaviors (Johnson et al. 2009). The introduction to sports and or
physical forms of activity will be incorporated into this room of children. An important item at
this stage would be a baseball which shall equip the children with abilities to coordinate and
solve problems. Children begin understanding virtues and vices in their environment while at this
stage. Baseball games will help to provide the children with an opportunity to follow instructions
treat each other fairly and acquire patience. Friendship is said to become deeper at this particular
stage of development and requires interactions through sports to aid in development of social
skills and emotional balance.
CHESTER COMMUNITY CENTER
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Due to the fact that children at this developmental stage experience various forms of
relationships that may cause conflicts or they may be having problems at home, the proposed
plan is to also transform this room into a mediation or counseling center that will provide oneon-one and group counseling for these children. This aspect of transforming the room from a
learning and teaching room into a constructive mediation center will allow for these children to
freely expression their emotions in a safe and controlled environment, which will provide them
with in-depth knowledge on how to problem solve and utilize their critical thinking skills to
work through problems.
Age Group 5: Adolescence
Individuals ages 13-18 years shall constitute the adolescence and here they will be
introduced to a variety of activities especially those involving technology. Everything is shifting
towards technology and children are also moving with the technology. The room shall be
equipped with computers and children shall be taught on how to use computer functions and left
to explore on the devices for more analytical skills. They will also need supervision and guidance
while in this room to prevent inappropriateness and misuse of the devices, as well as maintaining
health relationships amongst themselves.
The adolescent age can be the beginning of obesity if not well monitored. This motivates
the proposed community project to construct a workout room. Physical exercise of any sort
during this age period is critical. According to the CDC, “Regular physical activity in childhood
and adolescence improves strength and endurance, helps build healthy bones and muscles, helps
control weight, reduces anxiety and stress, increases self-esteem, and may improve blood
pressure and cholesterol levels (2013).”
CHESTER COMMUNITY CENTER
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Conclusion
The proposed project for Chester Community Center will be beneficial to the selfdevelopment and health of all children with the community. Each room will be staffed with
highly motivational educators found within community that will focus on the various
developmental actitives that will help to enhance the overall development and health of these
children. In addition, Chester Community Center will engage in the efforts to educate children of
all ages on the importance of regular physical activity and introduce children to the world of
technology, so that as they develop throughout the years they will have gained the experience
and knowledge needed to advance through life. Hence, Chester Community Center will provide
children in the community a safe and confidential environment where they are able to prosper at
their pace. We would like to thank the counsel for the time that you have given to us in pitching
this exceptional proposed project. We have enjoyed the time spent with you and look forward to
working with you in building Chester Community Center.
CHESTER COMMUNITY CENTER
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References
Center for Disease Control and Prevention. (2013). CDC | Physical Activity | Facts | Healthy
Schools. Retrieved from http://www.cdc.gov/healthyschools/physicalactivity/facts.htm
Biersteker, L., & Dawes, A. (2008). Early childhood development. HUMAN RESOURCES
DEVELOPMENT REVIEW 2008, 185.
Jadva, V., Hines, M., & Golombok, S. (2010). Infants’ preferences for toys, colors, and shapes:
Sex differences and similarities. Archives of sexual behavior, 39(6), 1261-1273.
Johnson, J. E., Christie, J. F., Yawkey, T. D., & Wardle, F. P. (2009). Play and early childhood
development. Scott, Foresman & Co.

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