Friday, November 29, 2019

Tiananmen Square And How It Relates To free essay sample

The Good Earth Essay, Research Paper The Tiananmen Square Protest ( and how the subjects relate with The Good Earth ) The Chinese authorities at the clip of the Tiananmen Square protest was a communist absolutism that was get downing to follow capitalist economic sciences. The authorities ruled by fright. Many of their politicians were corrupt. There are some types of issues that the Tiananmen Square protest has in common with The Good Earth. In both, there are cases where one individual alterations something that affairs. When the dissenters were being shot by armored combat vehicles and work forces with guns, one adult male stood in forepart of a row of traveling armored combat vehicles, make bolding them to run over him. The armored combat vehicles did non run over him and by halting them he may hold saved 100s of lives. In The Good Earth, a adult male gives up his last nutrient to Wang Lung so that he can feed his kids and maintain them from hungering to decease. We will write a custom essay sample on Tiananmen Square And How It Relates To or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Hu Yaobang was general secretary in China until he # 8220 ; overstepped # 8221 ; his bounds and was forced to retire. Near his decease he was public about his sentiment that China should be a democracy. When he died, 1000s of pupils gathered to demo that they agreed and that they wanted China to be a democracy. They began a protest to demand the rights they thought they and the people of China were entitled to. They demanded warrants of human rights, chiefly freedom of address, freedom of the imperativeness, and freedom of assembly. The pupils said that a less corrupt authorities was necessary and that the civil war between mainland China and Taiwan must stop and be no more than friendly competition. Revision of the fundamental law to take everything that supported absolutism by trusting on the footing of category battle was besides a necessity. They besides said that their leaders needed to be held accountable for their actions. The leaders of the Chinese Communist Party were less than happy at the idea of these alterations because they eliminated most of their power and made them more vulnerable. The first few yearss of the Tiananman Square protest had an about carnival like atmosphere. Workers would demo up with their friends the minute their displacement was over. There were 1000s of people shouting and transporting streamers, which gave the first yearss the instead unworried feeling of organized pandemonium. Students from the University of Communications even formed a metaphorical roller coaster by associating custodies and organizing what they called a # 8220 ; traveling democracy wall # 8221 ; . When the universe heard what was go oning in Tiananmen Square , many people could non sit softly and take no action. One 67 twelvemonth old adult male said that when he saw how the pupils were enduring for their cause, it was excessively â€Å"pitiful† to watch and he decided to travel fall in them, conveying the message that both immature and old wanted China to alter. Many of the world’s people supported the Tiananman Square protest by assisting the protesters’ households and directing money and other support. However, there were besides many people who scorned the pupils and workers who were protesting because they were doing pandemonium. The book The Good Earth and the Tiananman Square protest have many similar subjects traveling on due to the fact that they both took topographic point at times when the construction of China was altering. Actually, a subject that played a outstanding function in both was alteration in position. Wang Lung # 8217 ; s position changed when he is able to purchase land from the Huang household because they had been so powerful and rich. Throughout the book he non merely additions position by purchasing their land, Wang Lung and his household finally replace the Huang household in their place of power. In China, merely a few old ages before the Tiananman Square protest, the Red Guard persecuted the once rich ( no 1 was truly rich ) and the educated. Most of the formerly rich and educated became hapless while some of the hapless people became richer. In both The Good Earth and the Tiananmen Square protest dealt with power battle in the society. In The Good Earth Wang Lung owns private land and works really difficult to do it turn nutrient. Around the clip of the Tiananmen Square protest, the possibility of having private belongings was merely returning to China. For about 40 old ages all land had belonged to the community and since everyone got an equal portion of what the land grew and of the crop, about no 1 worked really hard. The Tiananmen Square protest turned into a slaughter when the Chinese Communist Party brought armored combat vehicles and guns into Tiananmen Square and fired. Thousands of lives were lost. The quality of life in China improved for some, but none of the demands of the dissenters have been met. In China, both at Tiananmen Square and in The Good Earth, though many people die, life goes on. It is about as if history is reiterating its ego. In both The Good Earth and in China at the clip of the Tiananmen Square protest, societal category is an issue. In The Good Earth the societal category of a individual may alter really dramatically really rapidly, while China the clip of the Tiananmen Square protest tried to extinguish societal position all together.

Monday, November 25, 2019

Allergies essays

Allergies essays There are millions of Americans today whom suffer from allergies, catch colds or burn from hot fevers. These Americans depend on over the counter drugs, which are convenient to attain. I believe that the average American who has caught the common cold in the winter would just run to the nearest store to get some medicine rather than make an appointment with the doctor to get a simple prescription. The doctors schedule would be so filled up with such simple illnesses! Advertising on television allows people to be informed of what medicine today has to offer. Advertising is meant for a two-way gain from the consumer and the company. Television advertising is not responsible for Americans belief that over the counter drugs are cure-alls. Americans must be very gullible to believe everything they see on television. It is quite understandable for a child to believe such things, but an average adult should catch something that is exaggerated and embellished. Medicine is taken very seriously because it involves our health, and health is something that we value very much because it affects us in every way. I have seen many commercials in my lifetime, and over the counter drugs are common. I believe that these commercials are more beneficial to consumers rather than harmful. From commercials, the consumers are informed of new upgraded medicine. From this information, the consumer is given a choice whether the product benefits them. This way, the company also benefits because their sales will increase. The more sales they make the more money they gain, the more money they gain, the more they can use the money to research in better medicine for the people. A never-ending cycle can be seen from this. There is in some cases, that the medicine that the consumer purchases will not heal their cold, allergy, or fever. Each individual has his or her unique body that requires different attention. The medicine products only tries to ...

Thursday, November 21, 2019

Personnel Resourcing and Development Essay Example | Topics and Well Written Essays - 2250 words

Personnel Resourcing and Development - Essay Example It includes the required outcomes of an organisation with the contribution from the individuals or the teams. It is essential to achieve the strategic objectives of an organisation as well as an individual. Moreover, performances encompass both the financial and the behavioural outcomes of an individual. This is due to the fact that an individual’s behaviour may lead to the final outcomes. Thus, it can be affirmed that performance of an individual is directly correlated with the potentials of an individual which is based on his/her method of comprehension and realisation (Australian Public Service, 2001). Performance management is referred as the procedure of creating a working situation, which can enable individuals to enhance their quality of performances. It is described as the procedure of monitoring and analysing the performances of an individual in order to obtain requisite outcomes (Melin, 2010). It is necessary because it may lead to varied rewards and recognitions, re sulting in augmentation of the brand image of an organisation as well as reputation of an individual. The prime objective of performance management system is to train and to educate the staff in order to enhance the level of performances. It also helps in attainment of constructive and constant feedback about the underlying barriers of the performances of an individual so that it can be treated to reduce those discrepancies (Dattner, 2010). Subsequently, performance management system also facilitates in evaluating the high as well as poor performers of a particular group, which provides a detailed idea about the types of training programmes required to maintain the trends of performances (Apriority Learning, n.d.). For this reason, performance management is described as the current buzzword, which plays an active role for an organisation that facilitates in its sustainability in this era of competitiveness. In order to do so, performance management system includes certain specific c omponents, namely planning, reassessing and performance appraisal and constant feedback (Slideshare, n.d.). This aspect is depicted in the below figure. Performance Management Components Source: (Slideshare, n.d.) Planning is the most crucial part of the performance management procedure which forms the fundamental source of performance appraisal (Apriority Learning, n.d.). It is mainly performed in order to evaluate the level of performance of an individual among other employees of an organisation. This method of performance appraisal is done with joint effort of appraisee along with reviewee to detect his/her level of action. With the help of this process, the major areas of responsibility along with individual skills, knowledge and priorities can be easily analysed (Department of the Interior, n.d.). Moreover, it also helps in development of an action plan in order to enhance the level of performance thereby diminishing the drawbacks or shortcomings. Other than this, reviewing als o plays an active role in the entire process of performance management system. In this process, the appraisee is offered a form to appraise him/her-self, but later again reviewed or quantified by his/her seniors (Slideshare, n.d.). After completion of the entire process, the reviewee provides a dynamic contribution within the process of appraisal in order to investigate the loopholes of the performance and to overcome them (Melin, 2010). It also helps in constant progress and development of the individuals through varied types of guidance programmes, which might facilitate in augmenting those loopholes. In addition to these steps, the other significant component of performance ma

Wednesday, November 20, 2019

American Psycho Movie Review Example | Topics and Well Written Essays - 750 words

American Psycho - Movie Review Example In this essay, Messier analyzes the paradigm related to the term, eloquently propounded by Robert Stam as â€Å"intertextual dialogism†. The relation between the literary texts and its cinematic adaptations in the recent years as claimed by Vartan has suffered from a lack of narration between the literary text and its cinematic adaptation. Vartan claims that it would be a very logo centric approach and straightforward inference if the cinematic adaptations of the literary texts are coined as â€Å"unfaithful to and/or of lesser value† in relation to their mother text from which the cinematic production has evolved without taking into consideration the huge realm of socio-cultural context upon which they evolve and get dispersed. In order to establish this content of the essay, Vartan meticulously chose one of the best cinemas of the recent times, which is an adaptation of a text. American Psycho is a novel by Bret Easton Ellis published in the year 1991. In the year 200 0, director Marry Harron prepared a film out of the Ellis’ text which Vartan and the critics following the same school of thoughts considered for a close reading. They considered both the works from a very close contour resulting into the establishment of the discourse that would give a shape to the interpretations, receptions and dispersions of both the works under a critical and ideological light. Vartan begins the paper by providing a short overview of the text, â€Å"American Psycho† by Ellis and then introduces the amount of controversy inherent within the content of the text before the essay intends to discuss the myriad ways by which the visual poetics of the novel operate as a cut-throat and dissecting critique by figuring the transition of the aesthetics related with the sexual violence which Vartan views as a potent trend in the contemporary consumer culture. Next, the essay takes a turn and launches the comparison of the text by Ellis with that of its cinema tic adaptation of Harron and intends to discuss the shortcomings inherent in the novel which shocks the audiences. Contrarily, according to Vartan, the film by Harron provides a social commentary keeping the plot of the film at a safe distance which actually facilitated it to became more soothing (Messier, â€Å"Visual Poetics, Intertextuality, and the Transfiguration of Ideology: An "Eye" for an "I" in Mary Harron's Cinematic Adaptation of Bret Easton Ellis's "American Psycho"). Vartan in order to establish the propositions suggested by him at the very outset of the essay divides the essay into four sub-sections with intriguing titles like, ‘ Shock and Scandal: American Psycho as Postmodern Pastiche’, ‘ From Pastiche to Parody, or, an â€Å"I† for an â€Å"Eye†, ‘ Transfigurations: Excess, Affect, and the Gaze’ and ‘The Politics of Adaptation: Poetics, Intertextuality, and Ideology’. These sections individually throw elabo rate light on the propositions inherent within the essay required to establish the point of Vartan effectively. The section, ‘ Shock and Scandal: American Psycho as Postmodern Pastiche’ discusses the amount of problem the film, ‘American Psycho’ was about to face long before its date of release owing to the fact that it was a cinematic adaptation of a text which was already condemned as, â€Å" sadistic, pornographic , misogynistic and loathsome†. The negative reception according to Vartan did create an inquisitive pursuit and rage to view the film as it was thought to capture a few of its turbulent sexually violent passages, but Vartan asserts that maintenance of the distance from the stark

Monday, November 18, 2019

USGS Bird Population Assignment Example | Topics and Well Written Essays - 500 words

USGS Bird Population - Assignment Example and specialists species characteristics to determine where the Double Crested Cormorant, Great Blue Herron, Wood Stock and the American Robin belong (Mobley 12). This specie of bird is a specialist. The Double Crested Cormorant is mostly distributed along the coastal regions and water bodies like the Gulf, Pacific and the Atlantic coasts in Canada and the United States which are densely populated due to the economic activities that are carried out in these regions (Sauer 2). It is also found along the Great Lakes and Mississippi valley. Their breeding nests are usually built on top of very tall trees in areas with bodies of water; therefore, they thrive best in wetland biomes. They change their niche according to the precipitation available at a particular time mostly preferring regions with high precipitation. The Double Crested Cormorant is very specific with its diet. It mainly eats fish and this is the reason why it prefers areas near water bodies. They mostly thrive in the riparian habitats. They are widely spread in water body regions but more uniformly distributed in regions that have water masses. Their diet which mainly consists of fish gives evidence that they are specialists and not generalists (Mobley 12). This specie of birds is generalists. This is because of their wide range of distribution. Although they are mainly distributed along northern America, Mexico and southern Canada, they are more common throughout the United States apart from regions that are woody (Sauer 2). They prefer the summer as opposed to winter seasons and this is why they are mostly found in Minnesota during summer. They are found in both coniferous and deciduous forests. They can also be seen in swampy areas or areas near water bodies. In addition, they can thrive in tree habitats that are either dead or alive and also found in densely populated areas. This means that they can survive in any environmental niche be it forested, savannah or wetlands. Another major reason why

Saturday, November 16, 2019

5 Concepts Associated With Nutritional Health Health Essay

5 Concepts Associated With Nutritional Health Health Essay This is the type of malnutrition where there are more nutrients than are required for normal growth in a persons body. Thus, with the person taking in over nutrients, this means that he/she will be more likely to become overweight the fact that the foods that this person takes in are highly in caloric content. Over weight This is the enhanced body weight of the person in relation to his/ her weight. Hence, with the person being overweight, this means that this person is most likely to get coronary heart disease, stroke, and gall bladder disease and pregnancy complications. Therefore, a person to lower the risk of getting health problems due to being overweight, the person needs to make sure that he/she loses weight by doing regular exercise and eating healthy. obesity This is when a person has extremely high amount of body fat that is unhealthy. For that reason, with the person being obese, this person is also most likely to have serious medical conditions such as high blood pressure, diabetes, cancer, breathing problems, heart disease and stroke. Body mass index This calculates an individuals weight in relation to their height. It is very important that a person carries out BMI as he/she will be able to know whether he is overweight or not. Dietary reference values This gets to record the recommended nutritional intakes for UK population. Withal, the dietary reference values help to calculate approximately the amount of energy and nutrients needed by different groups of healthy people in UK population. P2 Describe the characteristics of nutrients and their benefits to the body. The kinds of nutrients which can be found in the persons body, these include of carbohydrates, proteins, fats, fibre, vitamins and minerals. Carbohydrates The characteristics of carbohydrates are that there are two different types of carbohydrates and these are monosaccharide and polysaccharide. Monosaccharide these are simple carbohydrates composed of one sugar molecule such as glucose and fructose. Whilst, polysaccharide these are carbohydrates made up of a long chain of simple sugar molecules that are joined together. The examples of polysaccharide carbohydrates these can be starch and cellulose. The benefits of carbohydrates to the persons body, they help to provide energy. Hence, this energy has to be broken down into glucose before cells can use it. In addition, carbohydrates are the bodys main source of fuel because when the person takes the right carbohydrates, this means that the persons body systems and organs will be able to function properly. The foods that can be found in Carbohydrates can be as such as whole grain cereals, fruits, beans, vegetables and dairy products. Proteins When it comes to the characteristics of proteins, these are large, complex molecules that have a variety of functions in the body and are essential to good health. There are two types of proteins and these are amino acids and peptides. The amino acids these are building blocks of the bodys proteins. Hence, some amino acids are produced by a persons body and other amino acids come from a persons diet. On the other hand, peptides these are two or more amino acids that are connected together. Hence, the proteins are made up multiple peptides. However, the benefits of proteins to the body, proteins help to build and repair tissues in the body. In addition, the proteins help to also make haemoglobin which is the part of the red blood cells that carry oxygen to all the parts of the body, make enzymes, hormones and also act as the building block of bones, muscles and blood. Lastly the examples of food that is highly in proteins this can be as such as diary products, meat, chicken, fish, beans, nuts and seeds. Fats Fat consist of saturated fat and unsaturated fats. The saturated fat can be as such as butter and cheese whilst unsaturated fat can be olive oil and sunflower oil. The benefits of fats to the body, is that the body needs fats to work properly by protecting the organs. The fats also help to provide energy in the form of calories, to absorb certain vitamins, to produce cell membranes, enzymes, neurotransmitters and lastly to produce hormones. The examples of foods that can be found in fats, these are eggs, butter, dairy products, margarine, cheese, olive oil, fatty beef and fish. Therefore, a person having food that contains fats, these foods will help to play a vital role in their body. Fibre The main function of fibre is to keep the digestive system healthy and also to function properly. Hence, fibre it helps to speed up excretion of waste and toxins from the body. However, it is advised that if a person is going to increase the amount of fibre in his/her diet, he should drink high levels of water so that the fibre can get absorbed. As a result, this will avoid a person from being constipated. The characteristics of fibre is that all the food that are rich in fibre such as fruits, wholemeal bread, porridge and cereals can fill up someone very quickly thus this will prevent someone from overeating. Additionally, the foods that are also rich in fibre are low in fat and calories as well as they slow down the digestion so they would not make a person to put on weight. Vitamins These are organic compound required as a nutrient in tiny amounts by an organism. A person taking the right vitamins through their diet, the vitamins will help them to maintain a healthy body and normal growth. The vitamins also help to serve vital functions in body processes such as the immune and nervous system. Therefore, its essential that a person takes food that is rich in vitamins. Nevertheless, the characteristics of vitamins is that every vitamin has a special role to play within the body that they help to regulate the processes such as cell growth and repair, reproduction and digestion. Furthermore, they are two types of vitamins and these are water soluble vitamins and fat soluble vitamins. When it comes to water soluble vitamins, these include of vitamin B1, vitamin B12, vitamin B6, vitamin C, vitamin B2. The water soluble vitamins might be as such as grains, fruits, vegetables, meat, eggs, nuts and milk. However, when it comes to fat soluble vitamins these consist of vitamins A, D, E and K hence these vitamins are stored in liver and fatty tissues. The food that can be found in these fat soluble vitamins can be such as vegetables cheese, whole milk, fish oil, and egg York. Minerals Its very essential that a person takes minerals in his/her diet. This is because these minerals help to control body fluids inside and outside the cells. The minerals also build strong bones and teeth as well as turn the food into energy. Withal, the most important minerals are iron, potassium, sodium and calcium thus these minerals can be found in foods such as cereals, meat, fish, vegetables and fruits. M1 Discuss similarities and differences in the nutritional and energy requirements of two groups of individuals. The two groups of individuals that I have decided to pick is the teenage girl that is 16 years old and of a pregnant woman. The differences between the teenage girl and a pregnant woman, when it comes to their nutritional and energy requirements is that the girl who is 16years of age needs to have 1800 calories per day whilst a pregnant woman needs to have 350 calories per day. In addition, the teenage girl needs these calories as shes stilling growing up and developing. For that reason, it is advised that this teenager needs to make sure that she understands her nutritional and caloric intake needs, as this will affect her physically in terms of being healthy. It will also prevent her from being at risk of getting healthy problems such as becoming overweight is shes taking in a lot of calories that she shouldnt . However, when it comes to a pregnant woman she needs fewer calories compared to a teenager as she needs to maintain her pregnancy weight as well as keep her energy up. Withal, the pregnant woman needs to make sure that she eats well during her pregnancy and also choose high quality food that is rich in baby building nutrients. Thus, with the pregnant woman eating healthy food, this will affect her unborn child physically that by the time she gets to give birth, her baby will look healthy. All the same, when it comes to the similarities between the teenager and the pregnant woman is that they both need to take in the right calories as this will affect them physically in terms of their health. With the teenager and the pregnant woman taking in the right nutrients they will be unlikely to be at risk of getting health problems such as becoming overweight, getting heart disease, high blood pressure or diabetes. Additionally, both the teenager and pregnant woman also need to eat the right food which is rich in all the nutrients. For instance the nutrients can be as such carbohydrates and fats hence these nutrients will help provide the teenager and the pregnant woman with energy. The foods can be such as whole grain cereals, fruits, beans, vegetables and dairy products. However, with the teenager and the pregnant woman eating these foods they will have to make sure that they do some physical activity such as going to the gym, taking a walk so that they could maintain their weight as well avoid getting healthy problems. When it comes to the differences between the teenager and a pregnant woman is that the teenager needs to limit her intake of solid fats like butter whereby she gets to avoid the chance of getting health problems which might affect her physically. Therefore, the daily recommended amount of oils that a girl who is 16 years old should be taking is 5 tea spoons. On the other hand, when it comes to a pregnant woman, she needs to take omega 3 which can be found from fats such as tuna and salmon. As a result, with the pregnant woman taking the omega 3, this will help her fetus to develop as it uses much of the fatty oils in a womans system. TASK 2 P3 Using a table, explain six possible influences on dietary intake. DIETARY INTAKE EXPLANATION Lifestyles The lifestyle can be a very vital influence on the dietary intake of a person depending on how the person lives such as being wealthy or poor. Religion Religion can influence on the dietary intake of a person the fact that some religions are not allowed to eat certain foods. Culture Culture can influence on dietary intake on someones choice of food and the way the person prepares the food. Finance This is essential influence on the dietary intake of a person. For instance if the person has got no problem with money, this means that this person will be more likely to provide him/herself with the foods that are rich in nutrients hence, this will affect him physically. Diet Diet is a vital influence on the dietary intake the fact that with the person taking the right diet, he will be unlikely to be at risk of getting health problems. Personal influence The person having a personal influence this will influence on the dietary intake of this person. For instance, with the person knowing that having the right diet is good for his health, he will be most likely to keep on having the right foods that are found in the basic nutrients. M2 Select three influences on dietary intake from P3 and assess how they may affect the nutritional health of individuals. Religion Religion can affect the nutritional health of the individual the fact that some religions are not allowed to eat certain foods. Therefore, some of these foods that the people are not allowed to eat might be rich in nutrients. For example, the Buddhists are not allowed to eat meat and meat is one of the foods that are rich in proteins and vitamins. Withal, with the person not eating the food that is rich in proteins and vitamins, this will affect this individual physically the fact that the proteins help to build and repair tissues in the body. In addition, the proteins also help make haemoglobin which is the part of the red blood cells that carry oxygen to all the parts of the body, the proteins also make enzyme and hormones. When it comes to vitamins, these will also help to regulate the processes such as cell growth and repair, reproduction and digestion of an individual. Therefore, if this individual that is a Buddhist isnt allowed to have meat, then he has to make sure that he at least eats other foods which are rich in vitamins and proteins as this will affect his health physically. Diet Diet may affect the nutritional health of an individual if the person maintains what he/she eats and this is by making sure that this individual eats the right calories that are recommended. Moreover, the person knowing the nutrients and what foods are found in the nutrients, this means that this person will be able to have a healthy diet. However, if the person doesnt know the foods that are found in the nutrients, theres a chance that this persons health will be at risk despite of the fact he/she will be eating unhealthy food. As a result, this person will be most likely to get health problems such as heart disease/stroke, high blood pressure, diabetes and also become overweight. Lifestyle The lifestyle may affect the nutritional health of an individual depending on how they live. For instance, if the person is wealthy that means he/she will be able to provide himself with the basic food which is rich in nutrients. Whilst a person, that might be poor he/ she might find it very difficult to manage to get the food that is rich in nutrients. As a result, with the person not taking the right food that is rich or less in nutrients; this means that this person is more likely to get health problems such as malnutrition. Furthermore, the life style will also affect the nutritional health of an individual depending on what kind of habits that the individual has. For example, if the individual loves to eat a lot of junk food, its more likely that this will affect his health physically, whereby this individual will become overweight as well get health problems such as diabetes. For that reason, the individual not to be at risk of getting healthy problems, he/she will have to eat the food that is rich in nutrients so that he can be healthy. D1 Make realistic recommendations for minimizing negative influences on individuals in a specific health and social care setting. The health and social care setting that I decided to use is a school thus the recommendations that could minimise the negative influences these can be as such as introducing children to new healthy foods, stopping children from going out for lunch, children making health poster, children having packed lunch wit healthy snacks. Introducing children to new healthy foods Its very important that the school introduces children to new healthy foods as this will affect the childrens health physically. As a result, with the children being introduced to healthy foods, they will be less likely to be at risk of getting healthy problems such as becoming overweight or obese. Moreover, the healthy foods could be as such as healthy snacks which might include of fruits and nuts thus, with the children knowing the good healthy snacks this will help the children to take in the right healthy snacks that will be rich in minerals and vitamins. Withal, vitamins help to maintain a healthy and normal growth and minerals help to control body fluids inside and outside the cells as well as also build strong bones and teeth. For that reason, its recommended that the schools should introduce children to healthy foods as this will help to minimise negative influences ion individuals. Stopping children from going out for lunch The school should make sure that they stop children from going out for lunch the fact that if the children go out for lunch, this means that theres a high possibility that these children will be buying junk food. With the children buying junk food, this will be mostly to affect their health physically despite of the fact that junk food is not healthy. Thus, the children will be at risk of having health problems that they will become overweight /obese, have breathing problems and also become diabetic. Consequently, its very crucial that the school does not allow children to go out for lunch; therefore it is recommended that the schools should provide children with lunch meals that are rich in healthy nutrients as this will help to minimise the negative influences on individuals. Children making health poster With the children making health posters, this will be an effective way of minimising negative influences on individuals. This is because, with the children making health posters, the other children will be mostly to know and understand the benefits of having healthy food and what sorts of food are rich in nutrients. Withal, the children understanding the nutrients and having healthy food, this will be very advantageous to their health as they will be less likely to get any healthy problems. For that reason, its recommended that schools should try and make health posters for the children as this will affect the childrens health physically in terms of having normal growth and development. Children having packed lunch with healthy snacks With the children having packed lunch with healthy snacks, this will help to minimise the negative influences on the individuals. This is because with a child having a packed lunch that is rich in nutrients as well as with healthy snacks such as fruits; this will make a child to have a balanced diet. Hence, with a child having a balanced diet, its less likely for the child to become ill. For example, if the child takes healthy snacks this means that these snacks are rich in vitamins and minerals thus these nutrients help to maintain a healthy and normal growth. For that reason, its very essential that a child gets to have a healthy packed lunch with healthy snacks. Additionally, its also recommended that the school should also advise children to drink a lot of fluids and water as this will prevent the children from being dehydrated. Therefore it is recommended that the schools tell children to have healthy packed lunched with healthy snacks as this will help to minimise the negative influences. Advise children to take part in P.E The schools should advise children to take part in Physical exercise as this will benefit the children the fact that physical exercise will help them to control their weight, strengthen their bones and muscles, improve their mental health and mood as well reduce the risk of the children getting health problems such as overweight. For that reason, its recommended that the schools should always advise children to take part in P.E. TASK 3 P4 Use a table to summarise your one week quantitative analysis. DAY BREAKFAST LUNCH EVENING MEALS SNACKS ACTIVITY MONDAY Medium Banana (105cal) Potato Chips(487cal) chicken(431cal) 2 pieces 1 glass of water Rice(216cal) Beef(164cal) 1glass of water 100g bar Cadburys diary milk chocolate (520kcal) 1hr at the gym TUESDAY None Potato Chips(487cal) chicken(431cal) 2 pieces Spaghetti (220cal) 1 glass of water Cheese puffs twists (122kcal) A bar of snicker(319kcal) None WEDNESDAY Cornflakes (100kcal) 1 glass of water Lasagna(124cal) 1 glass of Apple juice (117kcal) Rice(216cal) 1 glass of Apple juice (117kcal) Banana chips (147kcal) 1 packet of walker crisp (187kcal) Cycle for 30mins THURSDAY None Spaghetti(220cal) 2 glasses of water Rice(216cal) chicken(431cal) 2 pieces 1 glass of Apple juice (117kcal) Kellogg cereal bar (370kcal) None FRIDAY None Shrimp(206cal), rice(216cal) 2 glasses of water Lasagna(124cal) Peas carrots (97kcal) 2 glass of water 100g bar Cadburys diary milk chocolate (520kcal) 1 packet of walker crisp (187kcal) None SATURDAY Medium Banana (105cal) 1 glass of water Fish(210cal) potato chips(487cal) 1 glass of Apple juice (117kcal) Lasagna(124cal) broccoli(35kcal) A glass of orange juice(88cal) Cheese puffs twists (122kcal) A twin bar of Twix(284kcal) Walk to the park for 15mins SUNDAY Weetabix (213cal) 1 glass of water Salmon(280cal) Rice(216cal) 1 glass of Apple juice (117kcal) Rice(216cal) Beef(164cal) A glass of orange juice(88kcal) A twin bar of Twix(284kcal) 1 packet of walker crisp (187kcal) None P5 Prepare a one week plan to improve the nutritional health of the chosen individual in P4. This information can be presented in the form of a table. DAY BREAKFAST LUNCH EVENING MEALS SNACKS ACTIVITY MONDAY Medium Banana (105kcal) 2 glasses of water Potato Chips(487kcal), broccoli(35kcal) chicken(431kcal) 2 pieces 1 glass of water 1 glass of Apple juice (117kcal) Rice(216kcal) Beef(164kcal) Peas carrots (97kcal) 2 glass of water Low fat Yogurt 100gms (112kcal) 1 bar of Dark chocolate (100kcal) 1hour at gym TUESDAY Apple juice 1 glass(117kcal) granny smith apple(45kcal) 2 glasses of water Potato Chips(487kcal) chicken(431cal) 2 pieces 2 glass of water Spaghetti (220kcal) coleslaw(79kcal) corn on cob(140kcal) 1 glass of Apple juice (117kcal) 1 packet of walker crisp (187kcal) Walk for 10mins WEDNESDAY Cornflakes (100kcal) Apple juice 1 glass(117kcal) 2 glasses of water Lasagna(124cal) Beef(164kcal) 1 serving of coleslaw(79kcal) Peas carrots (97kcal) A glass of orange juice(88cal) Salmon(280kcal) Rice(216kcal) broccoli(35kcal) corn on cob(140kcal) 1 glass of Apple juice (117kcal) Banana chips (147kcal) Low fat Yogurt 100gms (112kcal) 2hrs at gym THURSDAY Weetabix (213cal) 1 glass of Apple juice (117kcal) 2 glasses of water Spaghetti(220cal) 1 serving of coleslaw(79kcal) Cream cheese(137kcal) A glass of orange juice(88kcal) Rice(216kcal) chicken(431kcal) 2 pieces A glass of orange juice(88kcal) 1 apple and 1 pear (125kcal) Low fat Yogurt 100gms (112kcal) Walk to the dog park for 30mins FRIDAY Weetabix (213cal) 2 glasses of water Shrimp(206kcal), rice(216kcal), broccoli(35kcal) corn on cob(140kcal) 1 glass of Apple juice (117kcal) Lasagna(124kcal) fried noodles (43kcal) cauliflower (23kcal) 1 glass of Apple juice (117kcal) Avocado on toast 1 slice of bread(220kcal) Cycle for 30mins SATURDAY Medium Banana (105cal) 2 glasses of water Fish(210kcal), potato chips(487kcal) broccoli(35kcal) Apple juice 1 glass(117cal) Lasagna(124cal) Peas carrots (97kcal) 1 serving of coleslaw(79kcal) corn on cob(140kcal) Cheese puffs twists (122kcal) A twin bar of Twix(284kcal) Walk the dog to the park for 30mins SUNDAY Weetabix (213kcal) 2 glasses of water Salmon(280kcal) Rice(216kcal) cauliflower (23kcal) broccoli(35kcal) A glass of orange juice(88kcal) Rice(216kcal) Beef(164kcal) Peas carrots (97kcal) Apple juice 1 glass(117cal) 50g(1.8oz) reduced fat hummus with veggie sticks(125kcal) A teaspoon each of pumpkin seeds, sunflower seeds and raisins(240kcal) 2hrs at gym M3 Assess how the plan devised in P5 will meet the nutritional needs of the individual. The one week plan that I devised in P5 will help meet the nutritional needs of the individual the fact that, when I made another plan in P5 so that I could improve the nutritional content of the individual, I tried to make sure that at least I meant the daily calories that a person should have. Moreover, with the person not eating proper food or missing out meals, this will lead to reduced levels of blood sugar. For that reason, with the person having low levels of blood sugar, its most likely that this person will faint. Withal, the plan devised in P5 will help meet the nutritional needs of the individual as I had to make sure that in the plan, the person will have to have breakfast every day as this will affect this person physically. Thus, with the person taking breakfast every morning, she will be active and also be will have enough energy to carry out the tasks at work. Therefore, a person taking breakfast every morning is very crucial. Additionally, the plan I devised in P5, will definitely help the nutritional needs of the individual the fact that every meal that this person will be having, is rich in nutrients. For example, when it comes to lunch time and evening meals the person gets to have vegetables with her meals thus vegetables are rich in vitamins and minerals. Therefore, with the person taking vegetables that are rich in vitamins and minerals, this will affect this persons health physically as the vitamins and minerals they help to regulate the processes such as cell growth and repair, reproduction and digestion as well as control the body fluids that come in and out of the cells of this individual. Furthermore, the plan that I devised in P5, will also help the nutritional needs of the individual in spite of the fact that this person will now have to do some activity such as going to the gym, walk to the park and also do some cycling. As a result, this will affect this persons health that she will not be at the risk of getting healthy problems such as becoming overweight or obese. In addition, with the person also doing some activities such as going to the gym, this person will be able to burn off some of the calories, in case if this individuals calories were more than what she should have. Moreover, the plan that I devised in P5 will also help the nutritional needs of the individual the fact that this person will be drinking more water regularly. Hence, with the person drinking water every day its very vital as water makes up 70% of the human body and also it will prevent a person from being dehydrated. Additionally, with the person also drinking water, the water will help to transport oxygen and nutrients through the blood and water is a major component of every body cell, tissue and organ. Lastly, the plan that I devised in P5 will also help the nutritional needs of the individual as I had to make sure that this person at least this person gets to have some healthy snacks. Withal, the person having healthy snacks this will affect the persons health physically as the healthy snacks help to keep the energy levels up and also they help to keep an individual full throughout the day without overeating at meals. Furthermore, with the person having healthy snacks such as apples and bananas, these are rich in vitamin C hence; these fruits are important for the immune system, teeth and wound healing. D2 Evaluate how the nutritional plan might improve the health of the chosen individual in P4 and P5. When it comes to the nutritional plan I did in P4 and P5, this might help to improve the health of the chosen individual the fact that I tried to make sure that in both the plans I did in P4 and P5, this person did physical activity. Thus with the person doing activity, this will benefit this persons health physically as he/ she will be at less risk of getting any healthy problems. However, when it comes to the plan I did in P4, the person did less physical activity and this will be less effective to this individuals health as he/she will be at risk of getting health problems. On the other hand, when it came to the plan I did in P5 where I had to improve the plan from the one I done in P4, I made sure that this individual attended the gym more regularly, did some cycling and also walked the dog to the park. As a result, with this individual doing these different activities, this will be affect his/her health physically as it will help him/her to control his/her weight, strengthen her bones and muscles, improve her mental health and mood as well reduce the risk of her getting health problems such as becoming overweight, getting diabetes or cardiovascular disease. The nutritional plan that I did in P4, it will also help to improve the individuals health the fact that I tried to make sure that a person had water and other fluids such as apple and orange juice. However, in P5 I had to make sure that had to improve the plan had made in P4 because the person never had more fluids regularly. For that reason, with a person having less fluids in his diet this will affect this individuals health physically as theres a high possibility this individual will be more likely to be dehydrated and also become constipated. Therefore, it is very crucial that a person take fluids more regularly the fact these fluids are rich in minerals as well as vitamins. Moreover, with the person drinking water its very important as water makes up 70% of the human body and also it will prevent a person from being dehydrated. Hence, the water also helps to transport oxygen and nutrients through the blood. Withal, the nutritional plan of P4 and P5 will help to improve the health of an individual as its recommended that a person needs to drink water. As a result, in both my nutritional plans had to make sure that this person had 2litres of water but I never met the daily intake of the water that is meant to be taken by an individual the fact that in both my plans it was less than 2litres of water. When it comes to the nutritional plan that I did in P4, I mad

Wednesday, November 13, 2019

Essay on Dysfunctional Families in Song of Solomon -- Song Solomon ess

Dysfunctional Families in Song of Solomon    The African American families in Toni Morrison's Song of Solomon present abnormality and dysfunction. Normalcy, seen in common nuclear families, is absent. The protagonist, Milkman, is shaped by his dysfunctional relationships with parental figures.    The abnormality of the mother and child relationship is apparent in Song of Solomon. The mother figure seems to have misguided hopes. Toni Morrison, presents an image of an unnatural, extended time of maternal bonding. The character, Ruth, breastfeeds her son, Milkman, until he is four or five years of age. Ruth breastfeeds Milkman for this unnaturally lengthy amount of time because it makes her feel like her son is a part of her. Breastfeeding him gives her immense pleasure and satisfaction. However, she hides her indulgence from the rest of the family until Freddie the janitor catches her. She knows it is wrong, but it makes her daily life bearable.    The children display a mild amount of disrespect leading to severe denial of motherly compassion. We see this in a passage from Song of Solomon.    "He had never loved his mother, but had always known that she loved him. And that had always seemed right to him, the way it should be. Her confirmed, eternal love of him, love that he didn't even have to earn or deserve, seemed to him natural(79)."    Milkman has a peculiar view of his mother. He did not think of his mother "as a person, a separate individual, with a life apart from allowing or interfering with his own(75)." Milkman does not think of his mother as an individual who needs his love or as a woman. To him it her duty in life to love him. He sees her as a frail creature that needs protection f... ...is son has struck him. Yet, he feels pride in his son for standing up to him.    Song of Solomon, joined by the dysfunction in the families, present an insightful image of the individual and the family of African Americans. Milkman, gained strength and courage through the trials of abnormal, sometimes abusive upbringings. Each scar, whether it was mental or physical, was a lesson learned.    Works Cited: Byerman, Keith. "Songs of the Ancestors: Family in Song of Solomon." Approaches to Teaching the Novels of Toni Morrison. Ed. Nellie McKay. New York: MLA, 1997. Middleton, David. Toni Morrison's Fiction: Contemporary Criticism. New York: Garland, 1997. Morrison, Toni. Song of Solomon. New York: The Penguin Group, 1977. Storhoff, Gary. "'Anaconda Love': Parental Enmeshment in Toni Morrison's Song of Solomon." Style 31.2 (1997): 290-309.

Monday, November 11, 2019

Emotion and Behaviors Essay

This project requires that you observe two preschool-age children in the Child and Family Development Center (ground floor of the Alfred Emery Building) and, on the basis of your observations, report on a particular aspect of their development. In the following pages, three options will be presented–you may focus on either language development, play, or emotional behavior. Thus, the option you select will determine the nature of the observation you conduct, but it is also true that all projects must follow the same guideline. First, you must decide which of the three options you will pursue. Second, you should become familiar with the objectives of your observation (based on the descriptions presented in the following pages as well as any reading from the textbook that would prove useful in this regard). Third, you should begin planning your observation; this should include decisions regarding what you will focus on during your observations (e. g., behaviors, specific features of the physical and social context), what kinds of things you will try to take notes on in the course of your observation, which preschool class you will observe, and when you will plan to conduct your observation to assure that you will leave yourself enough time for a second chance should you fail to gather all of the necessary information on your first observation attempt. Fourth, you should conduct your observation, paying very careful attention to the behaviors and situations that you have (beforehand! ) decided are most import ant–in all cases, you will have to observe two children for 15 minutes each. Take notes and remember that these notes are all you will have to work from when writing your paper. I also would recommend that you allow yourself approximately 1 hour for your observation. This would allow you at least a few minutes at the beginning of the observation to get a feel for the classroom and the children in it and to identify the two children you will observe; ample time to observe each child for 15 minutes (which may be split into 5 minutes now, 5 minutes in a short while and 5 more minutes at the end of your hour); and even some time to make up for observations that don’t result in any useable information. Fifth, you must rely on your notes and the details of the assignment to prepare your paper. In all cases, I am asking that you provide some general, objective information about what you observed in each child, and that you interpret your observations in terms of what you’ve learned about preschooler development. In addition, the introduction of your paper should provide a brief description of who you observed, when you observed them and what was going on in the preschool classroom during your observation period. Finally, at the end of your paper, briefly comment upon your experience as an observer. For example, How easy or difficult was it? What did you learn? How confident are you in the representativeness of the behaviors you observed for each child? As usual, all papers MUST BE TYPED. You are limited to 3 typewritten pages so think carefully about how best to organize all of the information you wish to present. Papers are due at the beginning of class on Tuesday, April 15. *****The preschool schedule is as follows: There are three different preschool classes (children ages 3-5): one meets Mon/Wed/Fri, 8:30-11:30, one meets Tues/Thur, 8:30-11:30, and one meets Mon thru Fri, 12:30-3:30 pm). In all cases, there should be no problems if you observe (quietly) from the observation booths attached to each classroom, or from outside the playground fence. If you wish to observe from within the classroom, or if you wish to go onto the playground with the children, you will need the permission of the head teacher. Simply tell them about the project, mention the class and instructor’s name, and there should not be a problem (do this ahead of time! ). Following are descriptions of the three options, each focusing upon a different feature of preschoolers’ development. In this exercise, you will be concerned with describing and analyzing the child’s speech and determining such things as the depth and variety of his/her vocabulary. 1. It is important to look at the child’s speech in terms of Piaget’s concepts of egocentrism and sociocentrism. Egocentric speech is speech that does not take the other person into account; it is speech that, for all practical purposes, is private. There is no real effort to communicate with the other person; therefore, whatever is said is meaningful only to the speaker. Piaget identified three types of egocentric speech: (a) monologue, in which the individual talks only to himself and with no other persons present; (b) repetition, in which the individual repeats words and phrases over and over again as if to practice them or as if he simply enjoyed making the sounds; and (c) collective monologue, in which two or more persons are talking together but none of them is paying attention to what the others are saying. Each â€Å"conversation† is independent of the other conversation. Socialized speech, on the other hand, is public speech. It is intended to communicate with someone and each person takes into account what others are saying and responds accordingly. Q1: 2. Does the child engage in egocentric or socialized speech? What are the circumstances under which these types of speech are used? Vocabulary is the foundation of speech. We communicate by putting individual words together into properly constructed sentences and paragraphs. Presumably, the greater the number of words in our vocabularies, the greater the number and variety of sentences and ideas we can utter and transmit to others. Words have different meanings and serve different purposes. Moreover, words must be placed in the correct position within a sentence; thus, there are rules of grammar and syntax. Q2: What do you observe about the child’s vocabulary? In particular, examine the child’s speech for words that express relations and oppositions, for example, words such as and, or, not, same, different, more, less, instead, if, then, and because. Also, how varied or rich is the child’s vocabulary when he/she talks about the world and the people/things in it? Think in terms of general classes or categories of objects, persons, and events, then assess how many different words the child uses to discuss those categories and/or how many different categories the child uses. B. Observational Objectives To learn about the language production abilities of preschool children, and how children of preschool age use language as a means of social interaction. C. Procedure For this exercise, your purpose is to observe and record the language behaviors of children as they are engaging in social exchanges. Basically, you will need to write about the vocabularies demonstrated, the ways in which children use their language for the specific purpose of communicating with others (either adults or other children), and the degree to which language appears to be influenced by the setting in which it occurs. For this purpose, select two children and observe each of them for 15 minutes during a time when they have opportunity to interact with others in a small group setting–free-choice periods are probably best. (Do not try to observe two children at the same time! ). As you observe, take notes regarding the nature and variety of words used by each child (writing down exactly what the child says would of course be very useful), the child’s specific use of language to communicate with others, and the context in which all of this is going on. For each child, your paper should include a brief description of the language used (including information about vocabulary, communication and context) as well as an interpretation of each child’s language behavior in terms of what you’ve learned about development during the preschool years. II. PRESCHOOLERS’ PLAY A. Background Information Play is considered by some psychologists to be the most important activity in which the young child engages. Indeed, play activities pervade the lives of children from infancy throughout childhood. Some play seems obviously linked to the child’s observation of adults; other play seems to stem from the child’s fantasies and from experiences that she finds particularly enjoyable. There are a number of explanations of the major purposes of play. These range from play as getting rid of excess energy to play as a means of socioemotional expression. Play can be a group or an individual activity. Play is distinguished from non-play by its special characteristics, the most important of which are its voluntary nature and its complete structuring by the participants, with little regard for outside regulation. When play is governed by consistent rules, we say children are playing games. These rules give play a social dimension. The participants must put their own personal wishes into the background and abide by the requirements of the game and the wishes of the larger group. It is important to note that not everything children do is play, although they will sometimes try to make play out of what adults intend to be serious. Parten (1932) has identified six types of play, which are given in an accompanying list (next page). Remember that play, like all behavior, occurs in a physical and social context. Therefore, include in your report information on the equipment and materials the child was using in his play and who the child was playing with, if appropriate. B. Parten’s Six Classifications of Play or Social Interactions 1. Unoccupied Behavior: Here the child is not engaging in any obvious play activity or social interaction. Rather, she watches anything that is of interest at the moment. When there is nothing of interest to watch, the child will play with her own body, move around from place to place, follow the teacher, or stay in one spot and look around the room. 2. Onlooker Behavior: Here the child spends most of her time watching other children play. The child may talk to the playing children, may ask questions or give suggestions, but does not enter into play. The child remains within speaking distance so that what goes on can be seen and heard; this indicates a definite interest in a group of children, unlike the unoccupied child, who shows no interest in any particular group of children, but only a shifting interest in what happens to be exciting at the moment. 3. Solitary Play: This is play activity that is conducted independently of what anyone else is doing. The child plays with toys that differ from those used by other children in the immediate area within speaking distance, and she makes no effort to get closer to them or to speak to them. The child is focused entirely on her own activity and is uninfluenced by other children or their activities. 4. Parallel Play: Here the child is playing close to other children but is still independent of them. The child uses toys that are like the toys being used by the others, but he uses them as he sees fit and is neither influenced by nor tries to influence the others. The chid thus plays beside rather than with the other children. 5. Associative Play: Here the child plays with other children. There is a sharing of play material and equipment; the children may follow each other around; there may be attempts to control who may or may not play in a group, although such control efforts are not strongly asserted. The children engage in similar but not necessarily identical activity, and there is no division of labor or organization of activity or individuals. Each child does what he or she essentially wants to do, without putting the interests of the group first. 6. Cooperative or Organized Supplementary Play: The key word in this category is â€Å"organized. The child plays in a group that is established for a particular purpose: making some material product, gaining some competitive goal, playing formal games. There is a sense of â€Å"we-ness,† whereby one definitely belongs or does not belong to the group. There is also some leadership present–one or two members who direct the activity of the others. This therefore requires some division of labor, a taking of different roles by the group members, and the support of one child’s efforts by those of the others. C. Observational Objectives To learn about the distinguishing characteristics of different forms of play, specifically according to Parten’s classification of play behaviors. D. Procedure Familiarize yourself with Parten’s classifications of play as described above. Select two children in the preschool and observe each of them for 15 minutes, preferably during a free-choice period when the children are free to move about the room and play with who or what they wish. (Do not attempt to observe both children at the same time! ) As you observe each child, look for examples of each type of play or social interaction as described by Parten. Also, in addition to classifying each child’s play behaviors, observe whether there are any patterns to their play. For example, are there particular situations in which a child tends to be an onlooker, but in other situations he/she engages in parallel or cooperative play? As you observe, you should take notes regarding these relevant issues so that you will have something to work from in writing your paper. For each child, your paper should include a brief description of the types of play exhibited (including information about which type(s) are exhibited most frequently) and the social context which characterized each type of play. Additionally, you should provide an interpretation of your observations based on what you’ve learned about development during the preschool years. III. EMOTION BEHAVIOR A. Background Information Emotions are such a basic part of our psychological beings that we sometimes take them for granted. Some of our emotions are clearly identifiable by us. We know when we are angry, frightened, or joyous. At other times, however, we can have feelings that are not so clear; we may not be able to label what we feel. Whatever the case, emotions are internal experiences that are private and directly accessible only to the individual experiencing them. This being so, we cannot state with certainty what emotion another person is feeling. She must tell us, or we must infer the emotion on the basis of the individual’s behavior, facial expressions, and the event that preceded and might have caused the feeling. A child’s emotional behaviors become more refined and extensive as she matures. Therefore, a four- or five-year-old will typically be more emotionally expressive than a two-year-old. In this exercise, you will be trying to gain some understanding of the child’s emotional behaviors, of the range of her emotions and the kinds of situations that prompt these behaviors. Again, you can only infer what the child is feeling and cannot observe emotions directly. Therefore, be cautious in your interpretations and concentrate on the child’s obvious behaviors and the contexts in which they occur. 1. There are several emotions that are commonly found in preschool children: aggression, dependency and fear. Aggressive behavior is frequently defined as behavior that is intended to physically or psychologically hurt another person (or oneself) or to damage or destroy property. An important issue is whether a behavior is intentionally aggressive or simply an accidental occurrence. Further, it is argued by some that in order for a behavior to be termed aggressive, the aggressor must feel anger or hostility toward the â€Å"victim† and must derive satisfaction from hurting the victim. This kind of aggression is called hostile aggression. In contrast to hostile aggression, there can be cases where the aggressor is interested only in getting some object from the victim or achieving some goal. This is called instrumental aggression, and it need not involve anger or hostility. Observe the child’s behavior for instances of aggression, either toward  another child or an adult, or towards objects in the environment. Be certain to differentiate between intentional, hostile and instrumental acts of aggression. What kinds of situations or frustrations make the child angry? What behaviors by other people anger the child? How does the child express his/her anger? Dependency consists of such behaviors as clinging or maintaining proximity to adults or other children, seeking approval, recognition, assistance, attention, and reassurance, and striving for affection and support. It is important to recognize that all of us are dependent. The issue is to what degree and under what circumstances we show our dependency. It is also useful to distinguish between two basic types of dependency: a) instrumental dependency, which essentially is the necessary reliance we have on others for certain things that are beyond our capacity to do; and b) emotional dependency, which is a need to be near others and to have their support, affection and reassurance. It can also be the unwillingness or the selfperceived inability to do things for oneself that one can or should be able to do. It is important that, where possible, you distinguish instrumental dependency from emotional dependency behaviors. It is also important to note that as children mature, the characteristics of their dependency behaviors change. Very young children are likely to show clinging and proximity-seeking behaviors, whereas older children, who also have greater cognitive abilities, will likely seek attention and approval. Q3: 3. Fear is demonstrated by such behaviors as crying, withdrawing, seeking help, and avoiding the fear-producing situation. Fear can promote both dependency and aggressive behaviors. Nonetheless, fear can be expressed in such a way that it, and not aggression or dependency, is the primary emotion. Q4: 4. In what situations or activities is the child dependent, and, for example, seeks the presence, direction, or assistance of others? In what situations is the child independent and does not seek direction or assistance from others? What kinds of objects or situations appear to scare the child? In what ways does the child express his/her fears? How does he/she deal with his fears (e. g. , by withdrawing, confronting the fearful situation, seeking help)? In addition to the emotional behaviors just discussed, there are other feelings that children are capable of experiencing and expressing. You should be alert to as many of the child’s affective states as possible. For example, there are the feelings of pleasure and displeasure, frustration, boredom and sadness. Like adults, children will differ as to how accurately they can identify and/or express what they feel. Q5: What kinds of things does the child find pleasant? What activities, play materials, stories, games and so on, seem to be particularly attractive to the child? How does the child express that pleasure? Q6: What kinds of things are unpleasant or uncomfortable for the child? In what situations does the child appear to be ill at ease? How does she express her displeasure? Q7: Are all or most of the child’s feelings expressed with equal strength, or does their intensity vary with the particular feeling or situation? B. Observational Objectives To learn about the differences in children’s emotional behaviors and the range of emotional responses in preschool children. C. Procedure Select two children, observe and record each child’s behavior for a 15-minute period (do not attempt to observe both children at the same time! ). Record behaviors in as much detail as possible (attending to the kinds of things that would help you answer the above questions) and be sure to include descriptions of the physical and social context as they apply to the emotional behaviors observed. IT IS RECOMMENDED THAT YOU OBSERVE CHILDREN DURING THE VERY BEGINNING OF THEIR PRESCHOOL CLASS SO THAT YOU WILL BE ABLE TO SEE THEM AS THEY ARE BEING DROPPED OFF BY THEIR PARENTS AND THEN MAKING THEIR INITIAL ADJUSTMENT TO THEIR PRESCHOOL SETTING. Your paper should include a brief description of each child’s behavior (including the different kinds of emotions, the contexts in which they occurred and the relative frequency of each expression) as well as an interpretation or comment on each child using some of the questions and background information provided above. Finally, compare the two children, looking at the range of emotional expression, intensity of expression, and what evokes the emotional responses. In short, summarize how the children differ from each other in this area of functioning.

Saturday, November 9, 2019

How to Write a Literature Review

How to Write a Literature Review A literature review paper is not an original publication. On occasion, a literature review will contain new data (from the authors own laboratory) that have not yet appeared in a primary journal. However, the purpose of literature review paper is to review previously published literature and to put it into some kind of perspective. A literature review paper is usually long, typically ranging between 10 and 50 printed pages. (Some journals now print short minireviews.) The subject is fairly general, compared with that of research papers. And the literature review is, of course, the principal product. However, the really good literature review papers are much more than annotated bibliographies. They offer critical evaluation of the published literature and often provide important conclusions based on that literature. The organization of a literature review paper is usually different from that of a research paper. Obviously, the Materials and Methods, Results, Discussion arrangement cannot readily be used for the literature review paper. Actually, some literature review articles are prepared more or less in the IMRAD format; for example, they may contain a Methods section describing how the literature review was done. If you have previously written research papers and are now about to write your first literature review, it might help you conceptually if you visualize the review paper as a research paper, as follows. Greatly expand the Introduction; delete the Materials and Methods (unless original data are being presented); delete the Results; and expand the Discussion. Actually, you have already written many literature review papers. In format, a literature review paper is not very different from a well-organized term paper or thesis. As in a research paper, however, it is the organization of the review paper that is important. The writing will almost take care of itself if you can get the thing organized. PREPARING AN OUTLINE Unlike research papers, there is no prescribed organization for literature review papers. Therefore, you will have to develop your own. The cardinal rule for writing a literature review paper is prepare an outline. The outline must be prepared carefully. The outline will assist you in organizing your paper, which is all-important. If your literature review is organized properly, the overall scope of the review will be well defined and the integral parts will fit together in logical order. Obviously, you must prepare the outline before you start writing. Moreover, before you start writing, it is wise to determine whether a literature review journal (or primary journal that also publishes review articles) would be interested in such a manuscript. Possibly, the editor will want to limit or expand the scope of your proposed literature review or to add or delete certain of the subtopics. The Instructions to Authors in Microbiology and Molecular Biology Reviews says it this way: . . . an annotated topical outline . . . will be evaluated by the editors, and if the material is satisfactory, the authors will be invited to write the literature review. Not only is the outline essential for the preparer of the literature review, it is also very useful to potential readers of the review. For that reason, many review journals print the outline at the beginning of the article, where it serves as a convenient table of contents for prospective readers. TYPES OF REVIEWS Before actually writing a review, you also need to determine the critical requirements of the journal to which you plan to submit the manuscript. Some journals demand critical evaluation of the literature, whereas others are more concerned with bibliographic completeness. There are also matters of organization, style, and emphasis that you should have in mind before you proceed very far. By and large, the old-line literature review journals prefer, and some demand, authoritative and critical evaluations of the published literature on a subject. Many of the book series (Annual Review of, Recent Advances in, Yearbook of, etc.), however, publish literature reviews designed to compile and to annotate but not necessarily to evaluate the papers published on a particular subject during a defined time period. Some active areas of research are reviewed yearly. Both of these types of literature review papers serve a purpose, but the different purposes need to be recognized. At one time, literature review papers tended to present historical analyses. In fact, the reviews were often organized in chronological order. Although this type of review is now less common, one should not deduce that the history of science has become less important. There is still a place for history. Today, however, most review media prefer either state of the art reviews or reviews that provide a new understanding of a rapidly moving field. Only the recent literature on the subject is catalogued or evaluated. If you are reviewing a subject that has not previously been reviewed or one in which misunderstandings or polemics have developed, a bit more coverage of the historical foundations would be appropriate. If the subject has been effectively reviewed before, the starting point for your literature review might well be the date of the previous review (not publication date, but the actual date up to which the literature has been reviewed). And, of course, your literature review paper should start out by citing the previous review. WRITING FOR THE AUDIENCE Another basic difference between literature review papers and primary papers is the audience. The primary paper is highly specialized, and so is its audience (peers of the author). The literature review paper will probably cover a number of these highly specialized subjects, so that the review will be read by many peers. The literature review paper will also be read by many people in related fields, because the reading of good reviews is the best way to keep up in ones broad areas of interest. Finally, literature review papers are valuable in the teaching process, so that student use is likely to be high. (For these reasons, by the way, order plenty of reprints of any review paper you publish, because you are likely to be inundated with reprint requests.) Because the literature review paper is likely to have a wide and varied audience, your style of writing should be much more general than it need be for a research paper. Jargon and specialized abbreviations must be eliminated or carefully explained. Your writing style should be expansive rather than telegraphic. IMPORTANCE OF INTRODUCTORY PARAGRAPHS Readers are much influenced by the Introduction of a literature review paper. They are likely to decide whether or not to read further on the basis of what they find in the first few paragraphs (if they havent already been repelled by the title). Readers are also influenced by the first paragraph of each major section of a literature review, deciding whether to read, skim, or skip the rest of the section depending on what they find in the first paragraph. If first paragraphs are well written, all readers, including the skimmers and skippers, will be able to achieve some degree of comprehension of the subject. IMPORTANCE OF CONCLUSIONS Because the literature review paper covers a wide subject for a wide audience, a form of conclusions is a good component to take the trouble to write. This is especially important for a highly technical, advanced, or obscure subject. Painful compromises must sometimes be made, if one really tries to summarize a difficult subject to the satisfaction of both expert and amateur. Yet, good summaries and simplifications will in time find their way into textbooks and mean a great deal to students yet to come.

Wednesday, November 6, 2019

Gun Control Fallacy essays

Gun Control Fallacy essays Effectiveness of gun control laws is a misnomer. Gun control laws are ineffective. In fact, they are considered to be counter productive to their purpose. The socioeconomic variables have more of an impact on gun related deaths than do gun control laws. Guns are not the root of crime; the problems of society are the root cause of crime. When there are family problems, no opportunities for jobs, and inadequate education, society will experience a rise in crime levels. Guns are not the problem. People are the problem. People will find a way to commit their crimes even if guns did not exist at all. Gun control laws will not benefit the law-abiding citizen and they will not deter the criminal. Most people are not aware of the gun laws so they are rather useless. The low number of gun related crimes in areas where gun control was not in effect proves that gun control laws are ineffective as does the fact that when gun laws are created there are more gun related crimes. Criminals do not know if citizens are armed, but if all citizens were allowed to be armed the criminal would be wary of committing a crime against that person. Some countries such as Mexico and South Africa have gun control. Their murder rates are considerably higher than those in the United States are. The bottom line is that gun control laws have recently been shown to be ineffective. Gun control is not a deterrent of crime or violence. A study was done in order to evaluate the effectiveness of gun control laws. The purpose was to gain statistical and empirical evidence. The results verify that gun control laws "have a very mild effect on the number of gun related deaths while socioeconomic variables such as a state's poverty level, unemployment rate and alcohol consumption have significant impact on firearm related deaths. These findings suggest that any reduction in resources spent on social programs tied to the Crime Bill may be coun...

Monday, November 4, 2019

How the Managers Personality Affects His Management Style Essay

How the Managers Personality Affects His Management Style - Essay Example Moreover, his ability to monitor the internal and external environment factors are also very important for the organisation (Robbins, Coulter 2002). A manager is generally responsible for a project or a team of people and, essentially, must be able to communicate, negotiate and influence. However, these skills can be performed in different ways. A key component of job satisfaction is the relationship between managers and their staff. This, in turn, is influenced both by the people and management styles involved (Which Management Style 2005). In their book "Management", Robbins and Coulter stressed, "Management is the process of coordinating work activities so that they are completed efficiently and effectively with and through other people." They also said that the manager is "someone who works with and through other people by coordinating their work activities in order to accomplish organisational goals (Robbins, Coulter 2002)." Generally speaking, there are four functions of the manager: planning, organizing, leading, and controlling. Planning includes defining the goals, establishing strategies, and developing plans to coordinate activities. Organising includes defining what needs to be done, who will do the job, and how it will be done. The leading function implies motivating and influencing subordinates, and resolving all the conflicts among them. Moreover, the last function of the manager is controlling or monitoring the activities to ensure that they have been accomplished as planned (qtd from Ghazaryan 2002). However, there is an additional liability for manager; that is managing the internal culture and external environment. Managers operate within the constraints imposed by the organisational culture and external environment but they are not powerless; they can still influence the organisation's performance (qtd. from Ghazaryan 2002). The behaviour of the manager should be either an immediate source of satisfaction or a future means of satisfaction for group members. Moreover, a leader's behaviour will motivate employees if it satisfies their needs. This satisfaction is contingent on effective performance of the leader, which includes coaching, guidance, support, and rewards that are necessary for effective performance (Robbins, Coulter 2002). Management styles are depends on behaviour, and behaviours are linked to the manager's own unique personality. "Management style" is a term often used to describe the "how" of management. For a while, it was believed that there were only two basic management styles: autocratic and democratic. An autocratic style is used to instruct and command. Managers who use this style impose their decisions on staff and expect or demand compliance. A democratic style allows decisions to emerge from a consensus (eg, a vote) (Which Management Style 2005). Sad to say, most management styles in many organisations are not supportive to the creation of high performance organizational cultures where ingenuity, creativity, and innovation can thrive, possibly because management is autocratic. In successful businesses or organisations, managers were described as accessible, approachable, consensual, entrepreneurial, empowering, motivating, innovative and trusting.

Saturday, November 2, 2019

Tort Coursework Resit Case Study Example | Topics and Well Written Essays - 1500 words

Tort Coursework Resit - Case Study Example Derek dismissed them. The Court of Appeal the decisions and reasons for the same were upheld. The court did not disturb the findings of fact as the same were admitted. The importance of the decision lies in the court's statement of principle may be stated as the coastguards were under no enforceable private law duty of care to respond to an emergency call and under no duty of care. Although the issue is expressed in this general way, the specific right in question in these appeals, is whether an action for breach of legal duty to take care while performing duties by coastguard can be brought against the Secretary who is responsible for Coastguard. law as to what is the duty to take care. Professor Sir Percy Winfield (1933) (1) defined a tort as 'the breach of a duty primarily fixed by the law, where the duty is one towards persons generally and its breach is redressible by an action for damages.' This necessarily implies that to succeed in an action the plaintiff must prove that In the absence of such legal duty negligence has no legal consequence. In Brett M.R. in Heaven v. Pender (2) it was established that under certain circumstances, one man may owe a duty to another, even though there is no privity of contract between them. Dicta of Brett M.R. in Heaven v. Pender as considered in 1932 by Lord Atkins J. in Donoghue v. Stevenson (3) laid down a very important principle of determining a duty. He held that "The liability for negligence, whet... Dicta of Brett M.R. in Heaven v. Pender as considered in 1932 by Lord Atkins J. in Donoghue v. Stevenson (3) laid down a very important principle of determining a duty. He held that "The liability for negligence, whether you style it such or treat it as in other systems as a species of "culpa," is no doubt based upon a general public sentiment of moral wrongdoing for which the offender must pay. But acts or omissions which any moral code would censure cannot in a practical world be treated so as to give a right to every person injured by them to demand relief. In this way rules of law arise which limit the range of complainants and the extent of their remedy. The rule that you are to love your neighbour becomes in law, you must not injure your neighbour; and the lawyer's question, Who is my neighbour receives a restricted reply. You must take reasonable care to avoid acts or omissions which you can reasonably foresee would be likely to injure your neighbour. Who, then, in law is my neighbour The answer seems 1. Winfield on Tort, 8th Ed. (1967) 2. (1883) 11 Q.B.D. 509; see also, Thomas v. Quartermaine, (1887) Q.B.D.685, Le Leiver v. Gould (1893) 1 Q.B. 491; Mogul Steamship Co. v. Mcgregor, Gow and Co.Ltd. (1889) 28 ABD 598; Mcrone v. Riding (1938) 1 E.R. 157; Heley v. London Electricity Board (1965) A.C. 778; Phillips v. William Whitely (1938) 1 A.E.R. 566 3. [1932] A.C. 562 to be - persons who are so closely and directly affected by my act that I ought reasonably to have them in contemplation as being so affected when I am directing my mind to the acts or omissions which are called in question. This appears to me to be the doctrine of Heaven v. Pender (11