Friday, November 29, 2019

The Scarlet Letter - Analysis Essays - English-language Films

The Scarlet Letter - Analysis Nathaniel Hawthorne's background influenced him to write the bold novel The Scarlet Letter. One important influence on the story is money. Hawthorne had never made much money as an author and the birth of his first daughter added to the financial burden ("Biographical Note" VII). He received a job at the Salem Custom House only to lose it three years later and be forced to write again to support his family (IX). Consequently, The Scarlet Letter was published a year later (IX). It was only intended to be a long short story, but the extra money a novel would bring in was needed ("Introduction" XVI). Hawthorne then wrote an introduction section titled "The Custom House" to extend the length of the book and The Scarlet Letter became a full novel (XVI). In addition to financial worries, another influence on the story is Hawthorne's rejection of his ancestors. His forefathers were strict Puritans, and John Hathorne, his great-great-grandfather, was a judge presiding during the S! alem witch trials ("Biographical Note" VII). Hawthorne did not condone their acts and actually spent a great deal of his life renouncing the Puritans in general (VII). Similarly, The Scarlet Letter was a literal "soapbox" for Hawthorne to convey to the world that the majority of Puritans were strict and unfeeling. For example, before Hester emerges from the prison she is being scorned by a group of women who feel that she deserves a larger punishment than she actually receives. Instead of only being made to stand on the scaffold and wear the scarlet letter on her chest, they suggest that she have it branded on her forehead or even be put to death (Hawthorne 51). Perhaps the most important influence on the story is the author's interest in the "dark side" ("Introduction" VIII). Unlike the transcendentalists of the era, Hawthorne "confronted reality, rather than evading it" (VII). Likewise, The Scarlet Letter deals with adultery, a subject that caused much scandal when it w! as first published (XV). The book revolves around sin and punishment, a far outcry from writers of the time, such as Emerson and Thoreau, who dwelt on optimistic themes (VII). This background, together with a believable plot, convincing characterization, and important literary devices enables Nathaniel Hawthorne in The Scarlet Letter to the develop the theme of the heart as a prison. The scaffold scenes are the most substantial situations in the story because they unify The Scarlet Letter in two influential ways. First of all, every scaffold scene reunites the main characters of the novel. In the first scene, everyone in the town is gathered in the market place because Hester is being questioned about the identity of the father of her child ( Hawthorne 52). In her arms is the product of her sin, Pearl, a three month old baby who is experiencing life outside the prison for the first time (53). Dimmesdale is standing beside the scaffold because he is Hester's pastor and it is his job to convince her to repent and reveal the father's name (65). A short time later, Chillingworth unexpectedly shows up within the crowd of people who are watching Hester after he is released from his two year captivity by the Indians (61). In the second scene, Dimmesdale is standing on top of the scaffold alone in the middle of the night (152). He sees Hester and Pearl walk through the market place on their way back from Governor Winthrop's bedside (157). When Dimmesdale recognizes them and tells them to join him, they walk up the steps to stand by his side (158). Chillingworth appears later standing beside the scaffold, staring at Dimmesdale, Hester, and Pearl. In the final scaffold scene, Dimmesdale walks to the steps of the scaffold in front of the whole town after his Election day sermon (263). He tells Hester and Pearl to join him yet again on the scaffold (264). Chillingworth then runs through the crowd and tries to stop Dimmesdale from reaching the top of the scaffold, the one place where he can't reach him (265). Another way in which the scenes are united is how each illustrates the immediate, delayed, and prolonged effects that

Monday, November 25, 2019

How to Write a KILLER LinkedIn Headline

How to Write a KILLER LinkedIn Headline How confident are you in your LinkedIn headline? Have you crafted it with keywords and viewer engagement in mind? Many LinkedIn users have not considered either SEO or marketing strategies in their headlines, mistakenly believing that their LinkedIn headline must be the same as their current job title. I frequently see job titles like â€Å"Project Manager at ABC Company.† In fact, using your current job title with nothing more will do very little to help you get found on LinkedIn. With 120 characters to play with, you can do so much more! LinkedIn headlines with brief titles such as IT Consultant, Sports Executive, or Sales Professional dont distinguish you from every other person with the same job description in a pool of half a billion LinkedIn users. To stand out in your LinkedIn headline, you must use both keywords and an attention-grabbing statement. Otherwise, you wont appear at the top of LinkedIn search results, and you certainly wont capture your readers attention. How to Identify Keywords for a KILLER LinkedIn Headline Not sure how to choose your top keywords? Here are my top 5 tips for building your LinkedIn SEO: 1. Put yourself in the position of the people who are searching for you. Who is searching for you on LinkedIn? Are they potential clients? Recruiters and hiring managers? Future business partners? Think about what and whom they would be looking for on LinkedIn and identify the phrases they would be searching for. These keywords might include job titles, core competencies, geographical regions, technical skills, soft skills, languages and more. Put the top keywords you identify into your headline. 2. Brainstorm. You know your profession better than anyone, so simply brainstorming commonly used words in your field can reap the perfect keywords. 3. Do comparative research. Another great tactic is looking at the profiles of other people with backgrounds or positions similar to yours. What keywords are showing up in their headlines? You might want to â€Å"borrow† them. Do not – I repeat do NOT – copy someone else’s LinkedIn headline (or any part of their profile) verbatim! 4. Wordle it (for job seekers). If you are a job seeker, you can look at job advertisements for your target position and count keywords by hand that are showing up repeatedly. Or, to save some time and energy, use Wordle.net (Java must be installed, and Safari and Internet Explorer work best). Simply put the copy from a few job listings into Wordle.net/create and generate a word map that shows you what words come up most frequently. Use those keywords! Here’s what I got when I put in some financial analyst job descriptions: And here’s one for a CTO: 5. Featured Skills Endorsements LinkedIn has done a lot of work for you in the Skills section. The items that come up in the drop-down menu in that section are keywords most searched for by recruiters. Scan through the skills that autopopulate there to see what keywords LinkedIn suggests for your profession. Once you have identified your top keywords, use them! Before I knew the power of keywords, my LinkedIn headline read: Founder and Senior Editor, The Essay Expert. Note the lack of keywords in that headline. Now it reads: The new headline has a lot more keywords. When I changed my headline, as well as added more keywords to my Current Job Title, Summary, Skills, and other Job Titles, I went from being almost invisible in searches to coming up first in the search rankings on queries for Executive Resume Writer in my geographic area of Madison, WI. Adding keywords will not only help your SEO within LinkedIn, but it will help you on Google too. Heres a sample Google result: Its incontrovertible. You will get value from including keywords in your LinkedIn headline. So if your  LinkedIn headline consists solely of your job title and company name, go change it now! How to Convey Your Unique Selling Proposition (USP) Once you’ve identified your keywords, craft a headline for your profile that tells us what makes you unique while including as many of those keywords as possible. Here are some examples: Frank Kanu Management / Business Consultant ââ€"   Speaker ââ€"   Author ââ€"   Leading Fortune 500 and Small Business Executives Teams Dave Stachowiak Host/Founder of Coaching for Leaders, a Top 10 iTunes careers podcast Senior VP, Dale Carnegie of Southern Los Angeles Ole-Kristian Sivertsen Senior Vice President Maritime | Global Eagle (MTN, EMC, GEE) | Market Leader in Mobility, Content Connectivity See the advantage over headlines like Consultant or Senior VP? More explicit headlines give spark and color to your profile as opposed to just listing your job title; and they contain keywords to help you appear at the top of search results. They can also hint at your personality, the results you produce, and some of your soft skills. NOTE: Including proper keywords does not guarantee your profile will appear at the top of searches. There are other factors that go into search rankings- most notably your number of connections and your level of profile completeness. But without keywords, your profile is guaranteed to remain at the bottom of the pile. MOBILE NOTE: When connections search for you on their phones, your entire LinkedIn headline is not visible, so use your most important keywords in the first 50 characters. What if Ive never held the position I want to be found for? If you are seeking a position as VP of Finance, and you have never held that position before, consider creative ways of including the keywords VP and Finance. For example: VP-Level Finance Executive or Available for VP of Finance Position at Growing Company. Of course you need to make sure not to misrepresent yourself, so you might need to say Poised for†¦ or something similar. Note that if you have performed the functions to match a job title, you can put the job title in your headline. I say if youve done the job, you can claim the job title! Should I include a tagline? There is evidence that you will have a higher conversion rate if you include a tagline or unique selling proposition (USP) in addition to straight keywords in your headline. Best strategy: Use keywords to increase the frequency with which you are found in searches; include a tagline or USP to generate interest so people click to read more. In conclusion†¦ More keywords in your LinkedIn headline means you will rank higher in searches- more people will find you. And with an effective tagline, people will be sufficiently intrigued to read more. An increase in page views means more potential business activity or job search activity for you. Keywords are your key to success. This article was adapted from my book, How to Write a KILLER LinkedIn Profile And 18 Mistakes to Avoid. For more on how to add your new headline, what pitfalls to avoid, and secret tips for putting more than 120 characters into your headline, get the book today!

Friday, November 22, 2019

Antigone Research Paper Example | Topics and Well Written Essays - 1250 words

Antigone - Research Paper Example Queen Jocasta’s brother, Creon, then announced that anyone who can answer the sphinx correctly will be married to his sister. Oedipus succeeded the test and eventually became his mother’s husband, fulfilling the prophecies told about him. Oedipus then sired Antigone, Ismene, Polynices and Eteocles. However, after twenty years of reigning in Thebes, the place was again plagued. Wanting to help the citizens of Thebes, Oedipus was committed to solving the city’s problem which finally led him to know the facts of his birth. Feeling guilty and angry, he then blinded himself and was exiled by his brother-in-law, Creon while his wife and mother hanged herself (Johnston). Consequently, the sons agreed to divide the rule of Thebes but Eteocles banished his brother Polynices. According to Alfred Church’s â€Å"Battle of Thebes† though, the latter returned with vengeance and a battle ensued where the brothers both die fighting each other. Recognizing Eteocles as a hero, Creon gave him a decent burial with full military honors while his banished brother, Polynices was disgraced because his uncle ordered that no one should mourn or bury him. Nevertheless, Antigone, the sister of Eteocles and Polynices feels sorry for her brother and vows to bury him. She asks her sister, Ismene, to help her but the latter was very afraid of her uncle’s decree that she refuses her sister’s request. As a result, Antigone had to bury her brother all alone during the night (Rosenberg). The famed author of â€Å"King Oedipus† and â€Å"Antigone†, Sophocles, was born in 496 B.C and lived to be ninety. He was born to a wealthy family so that he was given the best education during his time. Consequently, he became one of the best writers to survive fame to modern days. He is known to have written more than a hundred plays and ninety-six of which won first prize in the Athenian festivals held in the honor of Dionysius, the god of wine. U nluckily, only a few of his works survived (Rosenberg). Sophocles is recorded not only as a respected literary genius but he is also known for being a good Athenian citizen. Having been borne during the Persian war, a battle fought between the Greek city-states and the Persian Empire, Sophocles became well-informed about wars (Rosenberg). Politics has become important an information that is widely used by Sophocles to give color to his narrations. However, the events during his lifetime were not the only influences to his writing but the existing religious beliefs as well which includes Greek mythology characters as evident in â€Å"Antigone†. In addition, he also delves in the personal and familial relationships of his characters. When â€Å"Antigone† was written, the Peloponnesian war, the battle between Athens and Sparta, was still ongoing and this perhaps had a great impact on the story. According to historical accounts, the city of Epidamnus sent to inquire from D elphi if they are supposed ask protection from Corinth and an oracle was give that they are supposed to submit to their mother country (Crawley). In relation to Sophocles’ story, it is obvious how he showed such practice of kings, relating how Creon encouraged Oedipus to ask help from the prophet Teiresias on what to do when their city was plagued. It should also be remembered that the reason

Wednesday, November 20, 2019

Walkable Streets; Good City Forms Annotated Bibliography Essay

Walkable Streets; Good City Forms Annotated Bibliography - Essay Example It even states that if transport policy makers start considering walking as a major transport mode, they can create policies that can promote the act of walking. Joe Cortright in his research named â€Å"Walking the Walk: How Walkability Raises Home Values in US Cities† states that the level of walkability of a particular city have various advantages and the main advantage is increase in value of homes (Cortright 2). He states that homes that are situated in areas that score high in walkability and have retail stores and shopping outlets located near to them are up for sale at very high prices as compared to those homes that are located in areas that score low on walkability. In his research he uses the method of Walk Score algorithm to determine the price of a particular home in relation to the location’s walkability. Ray Tomalty in his research named â€Å"BC Sprawl Report: Walkability and Health† tried to figure out the impact of design of neighborhood on the trends of walking and bicycling in the region of BC and the overall impact of activities of walking and biking on the health of the members of the BC society (Tomalty x). Through their research they figured out that there was a connection between an individual’s behavior, issue of obesity and stress and the level of walkability and the act of walking. They even figured out that if the degree of walkability of a particular area is increased through programs, the amount of walking activity even increases. Duncan, D.T, D.R Williams, J Aldstadt, J Whalen, K White, and M.C Castro. "Space, Race, and Poverty: Spatial Inequalities in Walkable Neighborhood Amenities?" Demographic Research. 26 (2012): 409-448. Print. Dustin T. Duncan and fellow researchers conducted a research named â€Å"Space, Race, and Poverty: Spatial Inequalities in Walkable Neighborhood Amenities?†. In this research they tried to figure out the link between demographic characteristics

Monday, November 18, 2019

Human resource management challenges in knowledge-intensive sectors Essay

Human resource management challenges in knowledge-intensive sectors and solutions - Essay Example Based on this research human resource management (HRM) is of crucial importance for the optimum functioning of the organisation, irrespective of whatever sector they operate in. As the organisations in all the sectors including knowledge-intensive sectors will have humans or employees, human resource management is inevitable. With the organisations in the knowledge intensive sectors maximally dependent on the employees and their intellectual assets than other sectors like manufacturing, service, etc., (which could have use of infrastructures and machineries), HRM has to play a major role to solve all the HRM centric challenges. In any organisation, Human Resource Department (HRD) in association with other departments will play a variety of roles. HRD as part of HRM will select of the right people for the right jobs or designations through aptly conducted recruitment drives. Then, they have to provide a healthy and effective work environment for them to exhibit high productivity. Effe ctive work environment in the sense, the employees can be made to work as part of teamwork, can be involved more in the decision making processes and importantly could be given timely incentives so that their efficacy levels are always at the peak. All these key aspects have to be taken by the organisation or the management with good inputs from the HRD in line with optimum HRM. Workers are the integral part of any successful organisation and that includes Knowledge-Intensive Firms (KIP). This paper will discuss the HRM centric challenges and problems that will normally arise among the employees in KIPs, and importantly discuss how it can be solved, thus making the employees provide optimum productivity and thereby keep the operations of those firms, running in a smooth, well lubricated manner. Knowledge-intensive sector or Knowledge-Intensive Firms (KIPs) The concept of KIFs is apparently distinct from other organisational categories or organisations in other sectors. This is becau se in other traditional organisational categories, the emphasis will be more on the raw materials, capital, machineries, etc., with employees and their intellectual assets playing a complementary role. However, in the case of firms in the Knowledge intensive sectors, their entire operations will depend on humans and their knowledge. â€Å"KIFs are generally considered to be diametrically opposite to traditional manufacturing firms in that the knowledge rather than physical or financial capital is central to the companies’ existence† (Jorgensen, Becker and Matthews 2009, pg. 451). Thus, the firms operating in the Knowledge Intensive sector carry out their operations based on the professional knowledge exhibited by their employees. That is, using the knowledge of the employees, they mainly provide knowledge based support, service and even products for other business processes. As stated by Rylander and Peppard (2005, pg.4), â€Å"KIFs are characterized as organisations where well-educated and qualified employees form a major part of the work force and engage in mainly â€Å"intellectual work†. Certain organisations, which do and provide these types of works or services comes under this knowledge intensive sector. For example, consulting organisations, financial companies, law firms, private banks, architecture companies, etc., comes under this sector because these companies will use their employees’ knowledge and data analysis skills to provide service to the other businesses or clients. Because of this main focus on the employees and their knowledge, more than their physical skills, their mental abilities will be focused. Thus, these firms will have a different employment structure than the traditional firms. For example, â€Å"their employment structures are heavily weighted towards scientists, engineers, auditors and other experts in specific fields.† (Metcalfe and Miles 1997, pg. 8). Thus, it is clear that the organisation al and employment struct

Saturday, November 16, 2019

Every Child Matters Strengths and Weaknesses

Every Child Matters Strengths and Weaknesses In todays rapidly changing society there is one factor that remains constant; childrens individual needs. These needs vary greatly from child to child, with some children needing lots of support to achieve a little. The Salamanca Statement (1994) believes that every child has unique characteristics, interest, abilities and learning needs. It carries on to state that every child has a fundamental right to education and the education systems should be designed, and programmes implemented, to take into account of the wide diversity of these characteristics and needs. It was the Warnock Report (1978) that first placed emphasis on a greater integration of pupils with special educational needs into mainstream schools, and has had a wide ranging influence on policy and practice that has followed in subsequent years. The SEN Code of Practice (2001) supports the Warnock Reports (1978) inclusion in to mainstream schools by providing guidance on policies and procedures aimed at enabling pupils with special educational needs to reach their full potential, to be included fully in their school communities and make a successful transition to adulthood. One of the most important frameworks that schools are bound to in supporting childrens individual needs is the Every Child Matters (2003) framework. The Every Child Matters green paper was published in 2003 as a response to the report by Lord Laming into the death of Victoria Climbie through being mistreated and abused. The paper proposed a range of measures to reform and improve childrens care. This framework resulted in the Childrens Act (2004) and provides the legislative spine for Every Child Matters. The aim of Every Child Matters was to create a joined-up system of health, family support, childcare and education services so that all children get the best start possible. Even though it arose from a child protection issue it is essentially for all children and is based around a few fundamental principles. Firstly, society should pursue five goals for all children: Being happy Staying safe Enjoying and achieving Making a positive contribution Economic well-being Secondly, services for children and their families need to be organised around the childs needs. Thirdly, ECM aims to create an effective working practice between different practitioners. These fundamental principles relate very closely to the SEN Code of Practice (2001). The Code sets out guidance on policies and procedures aimed at enabling pupils with special educational needs (SEN) to reach their full potential, to be included fully in their school communities and make a successful transition to adulthood (SEN Code of Practice 2001). It would appear that the SEN Code of Practice (2001) and Every Child Matters framework support the work that each does. The arrival of the Every Child Matters framework signalled a change in the context that the SEN Code of Practice (2001) functioned. The focus is now on making sure that all children are supported, well taught and make progress, and this applies to children with special educational needs. Children with special educational needs and their families often need support from a range of different services if they are to overcome barriers to learning and participation. The creation of Sure Start Childrens Centres and Extended Schools through the Every Child Matters framework will extend the range of services to children and families and bring them together in single locations, enabling children and young people with SEN and disabilities and their families to have better access to the support they need, when they need it and where they need it. This is a prime example of the Every Chid Matters framework providing support to the SEN Code of practice. For the SEN Code of Practice (2001) to be fully functioning and effective, it needs the Every Child Matters framework also to be fully functioning and effective. Both work together towards the same goals, for children to achieve their full potential despite any hurdles that may be in their way whether social, physical or emotional. An umbrella of support is provided, for the children and their families to strive towards the goal of providing a better future. Q.21 b Introduction Children today are faced with many challenges outside of school that affect their ability to come into school and learn effectively. Recent years have seen schools providing support to children other than as an educator. The Every Child Matters agenda is there in schools to support every child whatever their background and ability. There are a group of children however, who have additional struggles that affects their ability to learn; and these children are provided with extra support from the SEN Code of Practice (2001). These children will have been identified as having special educational needs (SEN), and will have been placed on the schools SEN register with their parents permission. From this, differing levels of support will be given depending on the childs code of practice stage. The support provided will enable them to access the curriculum within school. The aim of this child study is to consider the learning needs of a child and to assess how these needs are met in their school. To carry out this task effectively there were a number of factors that needed considering. Firstly, the child chosen for the study and their school will be introduced. For the purpose of this study, the child will be known throughout as Child A, and their school as School A. Numerous observations were carried out of Child A within different contexts of the curriculum (see Appendix One). Then, the study will look at learning theories and styles. This is to help build up a picture of how children learn in general. From this, and coupled with the observations of Child A, their preferred learning style will be identified. To link into this, the teaching styles within School A will be highlighted and the impact of this on Child As capacity to learn will be discussed. Finally, conclusions will be made on the impact of the Every Child Matters framework on School A and how this has affected Child A. Q.21 b Child A and their School The School Child As school is a much larger than average school due to the amalgamation of the infant and junior school in 2004. Most pupils come from a socio-economically mixed catchment area on the edge of the central town area. While most pupils are White British, over a third come from minority ethnic backgrounds. This proportion is increasing year-upon-year with most of these pupils also having English as an additional language. The proportion of pupils within school having learning difficulties and/or disabilities is below average. There is provision for children in the Early Years Foundation Stage; this is provided through the Nursery and in three Reception classes. Child A Child A is a Y5 pupil whose birthday is in the summer term. The child comes from a stable and affluent background where both parents live together, and is the eldest of three children (a brother in Y3 and a sister aged 8 months). During Y3 of Primary School, Child A was highlighted as being a cause for concern and was eventually placed on the schools SEN register in February 2010 while in Y4. Child A has also been placed on the Gifted and Talented Register for creativity. This is due to their Y4 teacher assessment of Child As unusually detailed pictures and Design Technology skills. Child A also excels in gymnastics. In April 2010, Child A was assessed for the first time by the local authorities Learning and Language Team; Reading: 1 year and 1 month below that expected of a child of their chronological age. Spelling: 3+years below their chronological age. Writing: right-handed using a reasonably neat print style with good spacing between words. The initial summary stated that Child A appeared to have some indications of specific learning difficulties in literacy (Dyslexia), Dyslexia can not be diagnosed as a one off event; rather it will follow on from a cumulative assessment over time (taken from Child A SEN file, see Appendix Two). For the purpose of this study and from advice from School As SENCo, it will be assumed that Child A will receive support for that of a dyslexic child, with programmes tailored towards Child As strengths and weaknesses. The Local Education Authority states in its dyslexia policy that difficulties with dyslexia occur on a continuum, from mild to severe, and estimates suggest that between 4 and 15% of all pupils are affected. Q.21 a The Theories Showing How Children Learn Before the learning needs of Child A can be identified, the ways in which a child learns must be analysed. There are two main theories of learning that this study will focus on; behaviourist and cognitive. The Behaviourist Theory This theory suggests that learning is gained by associating a stimulus with a response, as with Pavlos dogs www.nobelprize.org (Accessed 6th October 2010). Skinner suggested that reward and reinforcement of a response increases the frequency of response; this is known as operant conditioning, and assumes all behaviour (e.g. learning) can be controlled in this manner. These are the principles of conditioning that form the basis of the behaviourist approach to learning. These assumptions of the behaviourist approach can be seen and are easily applied in Child As classroom. For example, the Teacher would use positive and negative reinforcement to strengthen the behaviour that conforms to classroom expectations. Positive reinforcement is also used to increase motivation; for example reinforcing good performance with praise may improve confidence and thus motivation within the next task which is essential for Child A who suffers from low self esteem. However, the validity of the behaviourist approach must also be questioned. It assumes that all behaviour (e.g. learning) is under the control of reward and reinforcement, ignoring genetic inheritance. The Cognitive Theory Pollard (2010) states that this theory suggests people learn through an interaction between thinking and experience, and through the sequential development of more complex cognitive structures. Piaget developed the notion of cognitive stages to describe the childs cognitive structure at different stages. These stages are the sensory-motor (birth to 2 years), pre-operational (2-7 years), concrete operations (7 12 years) and formal operations (12 years upwards). Piaget also devised the term schemas, a unit of knowledge, each relating an object/experience in the world; For example, a child my have a schema relating to eating a meal at a restaurant, this schema will have a stored pattern of behaviour (looking at the menu, eating the meal). Vygotsky disputes Piagets cognitive stages, implying that social interaction plays a more important role, instead of trying to fit a child into a box based on their age. Vygotskys theory places more emphasis on social contributions to the process of development. His theory views interaction with peers as an effective way of developing skills and strategies. He suggests that teachers use cooperative learning exercises where less competent children develop with help from more skilful peers within the zone of proximal development (ZPD). Vygotsky believed that when a child is at the ZPD for a particular task, by providing the appropriate assistance (scaffolding) it will give the child enough of a boost to achieve the task. Once the child, with the benefit of scaffolding, masters the task, the scaffolding can then be removed and the child will then be able to complete the task again on his own. Child A relies on scaffolding within their learning and has shown that this does aid their success at a task. However, working with their peers is something Child A does not find comfortable. Jerome Bruner, another cognitive theorist, also disputes age related stages, tending to lean towards Vygotskys view. Bruner states that what determines the level of intellectual development is the extent to which the child has been given appropriate instruction together with practice or experience. Again, Child A requires this but in an adapted format. In his research on the cognitive development of children (1966), Jerome Bruner proposed three modes of representation: enactive representation (action-based), iconic representation (image-based) and symbolic representation (language-based). Modes of representation are the way in which information or knowledge are stored and encoded in memory. This is related to how the VAK theories work. Multiple Intelligences Howard Gardner suggests that there are eight learning styles; interpersonal, intrapersonal, mathematical and logical, visual and spatial, kinaesthetic, musical, naturalistic and linguistic. He suggests that many people have elements of some or all of the above. Gardners approach recognises the diversity of children and appreciates that ability and intelligence should not be dominated by language skills. Gardners theory seems to be backed up by Riddick, Wolfe and Lumsdon (2002) whom state it is generally accepted that providing teaching in a variety of styles is the most effective way to develop students learning. Child A and the Learning Theories. Where does Child A fit in to the learning theories? Stated throughout this section are references to how Child A may fit into these theories. Child A, it seems, strives for an essence of all the theories discussed. From the behaviourist point of view, Child A responds well to positive reinforcement and would help to improve to a certain extent their low self-esteem. From the cognitive point of view, Child A craves scaffolding, constantly looking for help from adults within the class when unsure. It does help Child A to successfully complete tasks, and this proves why Child A relies heavily on scaffolding. Again, it helps to improve their low self-esteem. With regards to Gardners multiple intelligences, child A leans more towards the bodily kinaesthetic and visual spatial elements of his theory. Therefore, Child As learning must come throughout these areas to help learning and understanding to be effective Q.18 Teaching Styles The Assertive Teacher The assertive discipline method of behaviour management was pioneered by Lee and Marlene Cantor in the 1970s. The goal of assertive discipline is to teach students to choose responsible behaviour and in so doing raise their self-esteem. This in turn should lead to an increase in their academic success. Having a good classroom environment in which to teach gives the pupil the best possible chance of learning effectively. A basic principle of assertive discipline is that pupils need to know your behavioural expectations. They must be given limits and the teacher must be consistent in his / her approach at all times. Pupils need positive recognition and support as well as discipline so that they are motivated to behave well. It is very easy to criticise a pupil for being badly behaved but some teachers fail to comment on good, appropriate behaviour. The teacher who uses assertive discipline effectively has a classroom plan, which she shares with pupils so that they are clear about the consequences of their actions. The teacher will have a list of classroom rules on display and will remind the pupils what they are at the start of the lesson. The Non-Assertive Teacher When a teacher reacts to pupils disruptive behaviour it is known as either a non-assertive or hostile response. The non-assertive response is one where the teacher is passive and does not give clear directions; the teacher responds to inappropriate behaviour as and when it happens. She will be inconsistent in her response and will allow poor behaviour to go unchallenged one day and respond angrily another. When a pupil thinks that he can behave in any way he chooses and not suffer any consequences then he will see how far he can push the boundaries at every opportunity. The Hostile Teacher The hostile teacher is one who keeps the class under control but only through intimidation. They do not set a good example of how to behave and often put down pupils with remarks that lowers their self-esteem and hurt their feelings. They promote negative feelings and expectations where pupils believe that they cannot achieve goals or succeed. The hostile teacher rarely makes a positive comment and takes every opportunity to make a negative one. Teaching Styles in School A Assertive teaching is shown and encouraged throughout School A based on various observations throughout the school. It is also evident in the school behaviour policy in the form of an assertive discipline routine. There are strict guidelines on the wording of personal reminder, final warning and then time-out for those children that are failing to follow school rules; this is consistent throughout. Positive praise of good behaviour is a strategy used to try and encourage other children to do the same. Child A responds very well to this style of teaching; behaviour problems are never an issue with Child A, who follows school rules at all times. Child A also benefits from the teacher having control over the class; as stated in Child As SEN file (see Appendix Two) there is a preference to work in quiet which is quite common for a child with dyslexia (Reid, G 2010, Learning Styles and Inclusion Sage Publications Ltd: London, P23). There is evidence to show that behaviour management strategies, such as the assertive discipline techniques, do help to improve behaviour, achievement and attainment. Good behaviour leads to good attainment because there is an effective learning environment, and therefore the child achieves. It states in the Steer Report (2005) that a consistent experience of good teaching engages pupils in their learning and this reduces instances of poor behaviour. It also relates to the Every Child Matters strand of Enjoy and Achieve. This identifies that children should feel safe, be healthy, and enjoy and achieve in school. Q.19 The Learning Needs of Child A According to information received (Booth, Personal communication, 8 September 2010) Child As learning style is that of a multi-sensory learner. This is also stated in the SEN file of Child A (Appendix Two) in a report from the Senior Learning Support Teacher. Pupils with dyslexia learn best when all the senses are used; this is the VAK model of visual, auditory and kinaesthetic learning. VAK is an accelerated learning approach where visual learners learn best through pictures, charts, diagrams, video, ICT etc; auditory learners learn best through listening; kinaesthetic learners learn best through being physically engaged in a task. There is further research by Glazzard (2010), stating that teachers should aim to make a childs learning multi-sensory, catering for all the VAK learning styles. With regards to Howard Gardners Multiple Intelligences, a dyslexic child will have a greater imbalance of strength and skills. It is important that Child A is provided with the opportunities to develop their preferred learning style so to work to their strengths. Support should be provided in areas of weakness with specific teaching and a demonstration of strategies that aid learning. This is also evident in the Local Authority Dyslexia Policy stating Some pupils who have dyslexia can frequently display marked differences between their abilities. It goes on further to state that it is important to identify strengths as well as weaknesses, in order to make the most effective provision (see Appendix Three). It has been suggested that Child A has access to a structured, cumulative, multi-sensory programme of work with opportunities for interleaved learning and repetition (see Appendix Two). Interleaved learning is a psychological process where new and old materials are practised together. It is also important to remember that to help with Child As self-esteem issues, extra measures of support provided within the class should be available for Child A to access them when required, and not draw attention too. Child A also has low-self esteem that requires attention. The Local Education Authority Dyslexia Policy also backs this up by stating we recognise the particular links between dyslexia and low self-esteem (see Appendix Three). From what is known about Child A and through research, it can be stated that when looking at Maslows hierarchy of needs (1968) diagram (see Appendix Four), Child A has had the biological and physiological needs, also safety needs and belongingness and love needs satisfied. On the other hand, esteem needs have not been realised and as this continues to be a problem, the childs self-actualisation stage can not be fulfilled. Again, positive reinforcement and working with School As Learning Mentor to build up self esteem is required. It is vital, as a teacher, that Child As successes are shared with the class/school to help improve self-esteem. Impact of Every Child Matters Framework in School A There has been a great impact on School A since the Every Child Matters framework was introduced. Some aspects were in place before, but a lot has changed in recent years. A holistic approach has been taken by School A to implement the Every Child Matters agenda. A significant commitment has been made to the nurturing and education of the whole child. Be Healthy Through the curriculum the children receive at least 2 hours of exercise a week. Also, they receive education on health, drug awareness and sexual health education. Healthy snacks are provided free to children in foundation stage and KS1. Children in KS2 are offered fruit juice at morning break for a minimal cost. Most recently, the school has had a kitchen built which now allows for food to be cooked on site, giving the school greater control on they type of food being provided. Stay Safe There are child protection measures in place that all staff are aware of. Three members of staff are contacts for child protection issues that may arise. Any concerns would be expressed to these people and the appropriate action would then be taken by them. Other support within school is provided by the Learning Mentor. This role encompasses many of the aims of the Every Child Matters Framework. The Learning Mentor is part of the Child Protection Team. The Learning Mentor has created a Peer Mediators team created of Y6 children to help support children in the playground when problems arise. There has been a big emphasis placed on the prevention of problems arising in the playground through the creation of play leaders, friendship and singing squads; again, this is through the support from the Y6 children who carry out activities with the younger children at playtime. Enjoy and Achieve Special Educational Needs provision kicks into action when there are concerns about an individual child with regards to behaviour issues or academic difficulties. Under the guidance of the schools SENCo this would involve the child monitored as a cause for concern. If the child showed no improvement or deteriorated, they would then be placed on the schools SEN register with the parents permission. School Action would see the child receiving extra support from within school to support their learning and well-being, and again if the child showed no improvement or deteriorated, they would be place on School Action Plus which then brings in the involvement of outside agencies to help and support the child. Again, the Learning Mentor plays a crucial role here, working very closely with extended schools, helping to provide after-school clubs with family involvement. A homework club is also run for children who regular fail to complete homework for a variety of reasons. Another critical role that the Learning Mentor provides for under the Every Child Matters Framework is liaising with parents. As well as involving them in family clubs after school, she will also provide support for them on an individual basis. This area has an additional staff member to help, the Parent Support Advisor. The School employs a Parent Support Advisor (PSA) who runs activities at the Sure Start centre, and has particularly provided support to the Muslim community within School. This has taken the form of English classes to help those parents who struggle speaking and understanding English so they can then support their children at home with their reading and writing. The PSA, with the help of the Maths co-ordinator, ran a similar scheme for parents called Ocean Maths. This meeting provided parents with an understanding of how they can help their child at home with maths, and they were also able to purchase very cheaply a resource pack that will help support the child at home. Wrap around care is also provided by the school in the form of breakfast and after-school care which has been running now for a number of years. This provides parents with the extended support that they may need to be able to return to work. Extended Schools, through government funding, helps children to access activities that they may have been unable to afford in the past. During the summer holidays, activities were available for children to take part in; those children that receive free school meals were able to access these activities free of charge. Extended Services have also provided support to Teaching Assistants within school by running a course on Playground Games so that these may be taught to the children in the playground. The school places a big emphasis on assessment and how it is used to ensure that pupils make the best possible progress both in the curriculum and in their personal development. Assessment for Learning techniques are used in order to enable pupils to progress as individuals. Self and peer assessment techniques are especially relevant in relation to reflecting on the process of participating. The children know where they are at in their learning and how to progress in terms of their next steps. Make a Positive Contribution to the Community There is a school council that is made-up of one child from each class. These children meet regularly to discuss how things can work better for the children. They also take views of the other children to these meetings and feedback to the children. A new recent development is the creation of learning challenges. These aim to let the children have the opportunity to apply their skills and knowledge to a range of different real life situations that makes a positive contribution to an individual, class, school or a local, national global community. A big emphasis is placed on entrepreneurship being encouraged at all times. Achieve Economic and Social Well-being At a Primary school level, this is where the seeds are sown to help achieve economic and social well-being, by providing the children with literacy, numeracy and ICT skills. The learning challenges mentioned in the previous section also help towards meeting this. There are many more aspects of school life that exist due to the emergence of the Every Child Matters Framework. Child A has benefited hugely from this having taken part in after school clubs with their family. There is the support network in place for Child A should they wish to access it, and the relevant people providing support for them already. This is also the case for other children, and has had a positive impact on lots of children throughout School A in supporting their learning. Conclusion This child study has highlighted the significant impact that the Every Child Matters framework has had on Child A, other children with and without personal and learning difficulties, and School A as a whole. Every Child Matters now underpins the whole school ethos, and provides support to children, their families and the school. The understanding of how children learn is essential to my practice as a teacher so that the childs education can be moved on and supported. There are elements of behaviourist and cognitive learning in School A through rewards systems of team points and positive reinforcement of good behaviour, and also through the assertive teaching methods used. The cognitive approach is seen in the pedagogy of the teacher through effective scaffolding techniques, which have been seen to help Child A in the achievement of tasks. In a personal communication with the class teacher of Child A, intervention groups have been arranged so that the supported learning of Child A can take place not just through the effective inclusion of all pupils by quality first teaching. As a teacher it is my responsibility to cater for Child As additional needs, and also to regularly review and assess them so that they are continually being met. It is also important that within my practice I regularly consult the class teacher, SENCo and the Learning Mentor who also aid Child A to overcome the difficulties presented, so that the best possible support is being given. Child A has a positive approach to learning and does not display any of the behavioural difficulties that can be seen in some pupils who have learning difficulties (see Appendix Three). Appendix One Observations of Child A General Observations Child A is someone who is very well behaved in class. There are no behaviour problems associated, and conformity is shown at all times. There is interaction between their peers in the class but this is very infrequent and short lasting. Outside in the playground this is the same; Child A has a small circle of friends who have played together for quite a few years. There is interaction between this group, but again, Child A takes a rather passive role of listening rather than initiating. Numeracy Lessons Child A again always gave the teacher their attention but fiddled with their pen in an undisruptive way. Facial expressions throughout suggested uneasiness. During observations of Child A in Numeracy it was quite evident that there is a low self esteem. Individual tasks saw Child A begin by looking around, gaining the attention of the teaching assistant and teacher to provide the support. Working with a partner was something Child A seemed to shy away from. Child As partner seemed unbothered by this and was happy to discuss with others on the table. A little interaction did take place but this was towards the end of the task as their partner had realised that they must complete the task. Child A also had some number reversal, especially number five and 9. Literacy Lessons Child A is very conscious of their problems with spellings as their reading age is far better than their spelling ability so when they read their work back they can see the errors. The childs commitment and determination is excellent, and after a recent writing assessment was able to identify improvement points that were not linked to spellings. Child A also prefers to work in quiet, which they communicated to the previous years teacher. Art and DT A familiar pattern is also seen here; lack of interaction with their partner and a tendency to allow their partner to be more dominant and do most of the work. P.E Child

Thursday, November 14, 2019

Chicago Hope Essay :: essays research papers

Chicago Hope Essay Chicago Hope is a TV Drama. The show uses camera shots and angles', lighting, dialogue and characters to portray the attitudes and values of the director. These are also used to push across themes. The values and attitudes that are strongly pushed across in this episode are Relationships, Law and order, gender and race and Men's health. A major relationship that is focused upon in this episode is the one between Dianne and Margaret, who is supposedly Dianne's lost mother. The fact that Margaret gave Dianne up for adoption at birth means that this reunion will be a very delicate one. The close up of Dianne in the car before she gets out the car to met her mother shows her feelings and makes it known that this is an important moment for both mother and daughter. The extreme close up when Dianne says 'I'm the daughter'; shows us the full impact of the statement and it makes us feel for Dianne and what she is going through at that moment. When Dianne is in the bathroom and she opens the cabinet it frames her face, when she closes it and there are two figures in it. We are filled with shock, and the suspense of what will happen to her next keeps us involved and interested in the show – the music that is playing in this scene also adds to the dramatic tension. The next part of this story line sees Margaret talking about how she knows abit about medicine because she had a hysterectomy. By mixing up the dates we start to feel that something isn't quite right. While Margaret is talking about the hysterectomy and how there we complications we are being lead toward the attitude that doctors aren't always right nor are they Gods. In the shower scene there are sound effects of creaking taps, water-running and so on, this gives us the impression of a creepy old house. The close up of Dianne with the silhouette in the background gives us the feeling that something bad is about to happen and that she is going to be the poor unsuspecting victim. This scene is exactly the same as the shower scene in Alfred Hitchcocks' 'Psycho';. When Dianne has found out that Margaret is really Alfreda Perkins, Billy wants to leave but before they can Margaret comes out with a knife. This immediately makes us think that she is going to turn out like the psycho lady we think she is.

Monday, November 11, 2019

Hurricane Charley Essay

Trees down every where, houses crushed, roofs gone, thousands of people without power, cars damaged, people dieing. Hurricane Charley was perhaps one of most devastating events that I have ever experienced, in my entire life. The next morning after hurricane Charley hit, we drove outside and saw the devastating remains that Charley left. The roads were full of chaos, with no traffic lights, and the gas lines were insanely long. I was very fortunate to only loose my power and cable, in comparison to some people loosing a loved one. This hurricane caused approximately $20 billion in damages, which is nothing compared the 19 lives it took. I learned to never underestimate the effects of a hurricane, always be prepared for a hurricane, and to always think and help the less fortunate. Hurricane Charley wasn’t perceived as a very powerful hurricane to a lot of people as it progressed more towards Central Florida. I feel that a lot of people were not very prepared for Charley, just as I wasn’t. When I heard about this hurricane coming I thought, â€Å"Oh, another hurricane coming, there is going to be a lot of rain.† I didn’t think it was going to be a big deal at all. After the hurricane hit, I realized that I was completely wrong. One should always be prepared for a hurricane. I think that this statement is most definitely true, and should be carried out by everyone. Every household should have plenty of water, money, gas, batteries, flashlights, and many other things stashed away in their houses. There were major gas outages at the gas stations, because people were filling up their generators and cars. One of the major problems was that almost everyone was out of power, so you could cook or keep things cold without a generator. This lead to everyone needed ice to keep their very expensive groceries cold. When I looked back at what resulted from Charley, I actually feel fortunate. Yes, Charley did cause my dad lost business, left a lot of yard for me, left power and cable outages, and hundreds of dollars of meat to go bad. When I thought about this I felt kind of unfortunate but, when I thought about the people that starve day after day on normal bases in places like Africa, I feel fortunate. A lot of people in other countries don’t ever have power, cable, or even houses for that matter. I think that after events like this,  we should all pull together and help one another. Volunteer to help your neighbors and people that had it worse then you, have free barbeques with your meat that is going to go bad anyway, and most of all give everyone moral support. I think that Charley was a very important learning experience for a lot of us and should be thought about in different views. If you think about it, were you that effected by hurricane Charley? Did you take your power for granted? Were you well prepared for this hurricane? Did you underestimate Charley? All of these are important things to think about as you look back on Charley.

Saturday, November 9, 2019

Human development Essay

Life starts at conception. Immediately fertilization takes place changes and events occur that will determine the kind of person to be born. This research tries to find out the effect of early life on the later life of an individual. And if early life affects the later life of the individual, then do children who grow up in violent communities have a tendency to exhibit violent behaviors as adults? The research will apply the cross-sectional design. People who differ in age are studied at the same time. A comparison of age related changes and the social behavior is done. A hypothesis is put forward and a cross-sectional experiment is done to test it. One advantage of this design is that one can collect data from different ages of children over a short period of time. Stages of human development After fertilization takes place, the zygote is formed. The zygote undergoes cell division some hours after it is formed. It takes one week to reach the uterus. In the uterus there occurs implantation. The zygote makes connection to the blood vessels. This process takes about one week(Brian & Scott, 2005). After the zygote completely implant into the uterus, it becomes the embryo. This stage occurs between the 3rd week and the 9th week. During this stage the human body structure start to develop. The internal organs also start developing. The embryo consist of three layers: the ectoderm, the outer layer; the endoderm, the middle layer and the endoderm, inner layer. The ectoderm develops into the skin and hair; the mesoderm develops into bones , cartilages and the cardiovascular system ; the third layer develops into the internal organs . The heart start beating after four weeks. By 8 most body organs can be seen in although not well developed. Brian and Scott, 2005 ). The embryo rest in the amniotic sac which contains amniotic fluid. This fluid protects it. The embryo is connected to the mother via the placenta and the umbilical cord. The development of the embryo follows two principles: the cephalocaudal i. e it develops from head towards the legs and the proximodistal – the parts near the centre of the body develops first e. g the arm develops before the hands (Lichtenberg & Norton,1970). The third stage is the Fetus stage. This stars from the ninth week. At this stage, most body organs start to work. There is remarkable increase weight. During this period, the body systems like the respiratory system develop. The fetus can move and play in the uterus. It can hear the heart mother’s hear beat and the mother speak. It can detect flavor. The fetus’s senses are developed. The sensory influence can have a lifetime effect on the fetus. A research done by deCasper and Spence( cited in Lorraine ) shows that the last few months of prenatal developments can shape the life of the newborn infant. It can have either positive or negative effect on the infant. For instance extreme stress in the mother can have several effects: First, the stress tigress the production of hormones which reduces the level of oxygen consumption of the fetus. Second, stress may affect eating habits of the mother thus affecting the fetus in turn. Third, it may cause the mother not to take onto account resting, exercising and may influence her to drink. All these have negative effect on the fetus (Joseph , & Sandraw,1994). The mother’s age. The mother’s age seems to have an effect on the newborn baby. For instance teenage mothers mothers are likely to have problems during pregnancy and during birth. This is because they may not have the resources and skills to give them a good prenatal care. Again children born by teenage mothers may have problems. However a study ( Leavitt, 1993) revealed that it is the environmental and economic background that affect the child and not necessarily the age of the mother. Also the prenatal care given to the mother determines the behavior of the child. Nevertheless, older women, over 35 years experience more problems during pregnancy than younger women. They also record higher rates of miscarriage and Down ’s syndrome (Cited in Nelson). In general, for a healthy pregnancy and healthy baby, the age of the mother should be between 20 to 35 years. Teratogens. : Drugs, deseases and environmental harzards. Teratotegen is anything that affect a pregnancy. Some teratogens are: Drugs: Many drugs consumed by pregnant women pose great danger to the fetus and the mother. This was discovered after a drug called thalidomide caused women to bear children with malformed body organs. Thalidomide was being used by pregnant women to assist them sleep Other examples of teratogens are alcohol, cocaine, caffeine, nicotine and cigarettes. Joseph & Sandraw, 1994). Diseases: Some diseases do not have any serious effect on the pregnant women. However most viral and bacterial diseases have effect on the pregnancy. The most serious ones are AIDS, gonorrhea, syphilis and genital herpes. These may cause low immune system and various disorders in the unborn (Lichtenberg & Norton, 1970). Environmental hazards: The wastes from the industries contain chemicals. These chemicals may be absorbed into the mother’s body in small quantities through breathing and drinks. These cause great damage to the fetus since they are teratogens. Environmental teratogens are more serious because the mother may not be aware that she is taking it. Thus she may not have control over it. (Joseph &Sandraw, 1994). However some teratogens may be avoided especially those found in food as food additives. Freud(1954) suggested that life starts at birth. Most psychoanalysts of his time believed so. They believed that the brain developed at infancy. Winnicot(cited in Freud) did a research which found that the experience of the unborn is very important the infant. It could have emotional implications that could affect the person even as an adult. Winnicott observed children and saw that there very many differences. He noted that problems caused during labor could traumatize the baby who develops a lot of distress. He conclusively said that the experience gained in the womb remain in memory for a lifetime. In the womb, traumatized fetus even develops defensive mechanisms to face the expected trouble. Later research therapists conducted research and were able to conclude that early trauma created a lot of fear for the rest of the life of the infant. The feelings of anxiety, seeing being devoured by ogres, falling into a bottomless bit are as a result of early trauma. An example is given of an infant who was mistakenly exposed to cold in a very cold night (Lorraine). This child always dreamt lying in the refrigerator and this continued even after 30 years. This shows that early trauma caused the infant to expect disaster at any time. However the discovery of the effect of perinatal trauma on the life of an individual helped therapists to treat patients with problems related to early trauma (Freud, 1954). Recent research by perinatal psychologists, neurobiologists, experimental psychologists has shown great connection of fetal trauma to problems experienced later in life. Initially biologists used to think that the fetus had incomplete myelination of neurons and therefore it could not have memories. Research shows that the thinly myelinated nerves of fetus can transmit waves but at a lower rate. Joseph et al.. Thus the experience gained in the womb may make one to be aware of violence, disaster lack faith. With this in mind, parents have started to consider the unborn as part of the member of the family. A father who played a game with a baby and the mother found that the next baby easily learnt the game. These parents tried to avid any experiences that may cause fetal distress (Lichtenberg & Norton,1970). Fourteen independent studies have shown the relationship between antenatal maternal anxiety and emotional distress in the child. Prenatal stages are likely to be affected by antenatal stress. These reports have suggested that maternal distress affect the fetus as evidenced by increased fetal heart rate (FHR). This is done by use of ultrasound and monitoring FHR over long periods of time. Both the experimental and distress –induced study design have been employed to achieve this. For a normal case, at about the 15th week of the pregnancy fetal movements exhibit a certain pattern. As developments progress the fetal movements become dependent on specific heart rate pattern. These patterns finally develop into sleep-wake patterns which characterize stable temporal origination near term. There is a relationship between body movements and FHR accelerations. Fetal behavior is organized in rest – activity or sleep- wake cycle (Lichtenberg & Norton, 970). Effect war and social violence Family violence and trauma caused by war are passed through generations. Adults who were exposed to abuse and violence are more likely to show violence to their own offspring. They have difficulty forgetting their past and live normally. War and violence are everywhere in our societies. Many ethnic clashes continue for years and our children are being exposed to their effects. The children are being thought that disputes are being solved by use of violence. This violence is passed from generation to generation. Research and behavioral science has began to confront the problems of children exposed to violence. (Heidi, 2002). Over the last few decades, there has been an increase in the prevalence of domestic violence. Domestic violence has severe effect on families and society in general. Domestic violence can be in the form physical abuse, psychological abuse and sexual abuse. Exposure to violence creates traumatic stress. Traumatic stress can be either short term or long-term. Terr ( cited in Brian & Scott, 20005) describes short term trauma as â€Å"Type I† e. g a single event of rape or beating. He described repeated or prolonged trauma as â€Å"Type II†. Type II has more serious effects than type I. Individual exposed to this kind of trauma may develop Post Traumatic Stress disorder (PTSD). PTSD makes one to show routine withdrawal and oversensitivity. Many children from domestic violence homes show levels of (PTSD) (Leavitt, 1993). If untreated, the children exhibit violent behaviors, delinquency and other social and psychological problems. Since young child do have the ability to express themselves verbally, the emotional problems developed are behavioral such as lack of sleep, feeding problems, inability to concentrate, withdrawn and physical complaints. The pre-adolescents child may in addition to the above problems show loss of interest in peers, poor self concept violence,, defiant behavior and temper out bursts. Adolescents are likely to fail academically and start abusing drugs. Youth who exhibit violent behaviors can be traced to families experiencing domestic violence. An estimated 20% 30% of dating teenagers abuse or are being abused by their partners mentally, sexually, emotionally or physically. Between 30% and 50 % of adult relationships show the same cycle of violence (Leavitt, 1993) Nelson ( 2000), points out that community violence also has an impact on children who were victimized or who witnessed member of community or family members being victimized get affected. The effect of violence spread to even those children who are not directly affected by violence. Violence tampers with activities of the child which might make the child a better person. Impact of violence on the child depends on the level of development of the child. Early exposure to violence is more detrimental than later exposure( p. 266) In 1995 FBI report it reported that 27% of all violent crime involved domestic violence. All forms of violence affect the child’s mind. One study was done to show the connection between the brain and someone’s violence. Psychologists observed brain imaging data for a great number of people with violent behaviors. The research focused on specific brain regions. One was the orbital frontal cortex and the amyglada. The results showed that most of the cases, there was absence of normal activity in the orbital and anterior regions. While the shoed normal activity. The two regions will not counteract and this may explain some people are hyper aroused ( Lorraine).

Thursday, November 7, 2019

Odyseus vs. Superman essays

Odyseus vs. Superman essays Odysseus and Superman are some what a like. They have been around for a long time. They both have strength and skills, both of them are smart and strong. In some ways they are very much different in mind and body. Odysseus took a trip around the world and superman tried to save the world. In my opinion superman is stronger than Odysseus and but Odysseus is smarter than superman. Odysseus was the son of Laertes and was the ruler of the island kingdom of Ithaca. He was one of the most prominent Greek leaders in the Trojan War, and was the hero of Homer's Odyssey. He was known for his cleverness and cunning, and for his eloquence as a speaker. Odysseus was a good king; everyone believed that he could do anything. He was known for the things he did. Odysseus was one of the original suitors of Helen of Troy. When Menelaus succeeded in winning Helen's hand in marriage, it was Odysseus who advised him to get the other suitors to swear to defend his marriage rights. However, when Menelaus called on the suitors to help him bring Helen back from Troy, Odysseus was reluctant to make good on his oath. He pretended to have gone mad, plowing his fields and sowing salt instead of grain. Palamedes placed Odysseus' infant son in front of the plow, and Odysseus revealed his sanity when he turned aside to avoid injuring the child. Odysseus had many children. He loved his wife Penelope. Odysseus was sent on a voyage around the world it took him ten years to get back. He went through a lot, many people thought he wasnt going to make it back. They told Penelope to remarry but she loved Odysseus to much to do that. Suitors were all around the castle trying to marry her, when found Odysseus out he snuck in the castle and killed all of them. Now superman was the super hero that saved the world by killing bad villains and stuff. Superman was the man of steel couldnt nobody defeat him. He had many powe ...

Monday, November 4, 2019

Should Abortions be Illegal Essay Example | Topics and Well Written Essays - 1750 words

Should Abortions be Illegal - Essay Example As such, abortion should be illegal given that it does not provide a long term solution to the recurrent problem of unwanted pregnancies especially among the teenagers. Abortion should not be treated as an option but concerted efforts should be made to address the root cause of this problem in every society. Against this background, this argumentative essay is going to argue in favour of the topic which suggests that abortion should be illegal. However, the second part will look at the topic from the other angle where some advocates argue that abortion should be legalised. A synthesis will be drawn at the end of the paper to summarise the main points discussed and defend the argument in favour of the topic. Tribe (1992, p. 3) posits to the effect that â€Å"no right is more basic than the right to live and the untimely death of a young child is among life’s most awful tragedies.† To cause such a death to an innocent soul is a great wrong which deserves to be treated wit h the contempt. The right to life is an inalienable right that is conferred to every person upon birth. However, in some instances, unborn babies are denied this right before even seeing the earth as a result of aborted pregnancies. Basically, abortion can be described as the process of terminating or ending unwanted pregnancies (Wharton, 1989). ... cle/12504-teen-pregnancy-rates-usa/>, The Center for Disease control says â€Å"that the United States has the highest teen pregnancy rate in the industrialized world whereby one-third of girls get pregnant before the age of 20.† It also states that Teenpregnancy.org, a site which is managed by the National Campaign to Prevent Teen and Unplanned Pregnancy has revealed that about 750  000 teen pregnancies are reported annually where eight out of ten of these are not planned. The trend is similar in many countries and abortion should not be treated as a viable option given that teenagers for instance indulge in sexual activities without properly weighing the consequences hence they should not have any legal right to terminate life unless otherwise it is beyond their control. There are many reasons why unplanned pregnancies occur and carelessness is one of them (Gutman, 1987). Some teenagers have misguided perceptions that they want to believe that having sex at an early age ca n prove their manhood or woman hood which is not correct. As a result, unplanned pregnancies are reported and this cannot be the problem of the unborn fetus in the womb given that it is life already developing which must not be ended unceremoniously. It is the responsibility of the mother in particular to ensure that they take preventive measures against unwanted pregnancies. For instance, the use of contraceptives such as pill as well as condoms is another viable way of preventing unwanted pregnancies. Instead of preferring abortion as the last resort, both men and women need to take responsibility for contraception since this is the best alternative to abortion. Abortion is therefore considered as murder hence cannot be condoned. No society likes abortion and the main task is to enable the women to

Saturday, November 2, 2019

Prescription, Nonprescription, and Herbal Medication Research Paper

Prescription, Nonprescription, and Herbal Medication - Research Paper Example As the essay declares the aging process is defined by numerous impairments of several regulatory processes that play a critical role in cells and organs. In addition, other physiological changes are evident in advanced age, and have the capacity to affect the absorption, distribution, metabolism, and excretion of drugs. The geriatric population exhibits cardiac dysfunctions. The relaxation and contraction of heart muscles change remarkably a one ages. Blood flow becomes slower, a factor that may affect drug distribution. In addition, aging brings about the reduction of renal mass. Fewer nephrons define the reduction of renal mass. According to the research findings there is a notable delay in the kidney functions, a factor that affects the elimination of drugs. The gastrointestinal system is also affected by aging because elderly people have lower rates of hydrochloric acid and pepsin. Research has highlighted that aging may contribute to potential changes in the enzyme secreting cells or hormonal glands a factor that minimizes the efficiency of the gastrointestinal system. In the small intestines, absorption of some substances reduces with age, while in the colon, the transit time may prove to be slower. Other digestive enzymes such as lipase and trypsin usually decrease as one age. The liver is a critical organ in the metabolism of drugs. With advancing age comes a remarkable reduction in the liver blood flow. In other cases, the liver structure may change over time while enzymes may cease to function effectively.