The Salem Witch Trials A Female Slave Of An Unknown...

The very first person to be accused as a witch was a female slave of an unknown descent named Tituba, her husband was also accused. It all began in January 1692 in a small Puritan village in Massachusetts named Salem, when the daughter and niece of Reverend Samuel Parris suddenly fell ill. William Griggs the doctor was called to their home and saw no improvement, which in return started the hysteria of witchcraft in the small village of Salem. The Salem Witch Trials was not a massacre like many believe, only very few people were killed. Several people were hung and one man was pressed to death, which is where a person is being crushed by things being placed on top of him. Majority of the accused witches were women of the town. There are several theories as to why The Salem Witch Trials took place. These theories include mental illnesses, jealousy, ergot poisoning, and the church. The least talked about is how the church felt as if they were losing power and needed to gain it back. Were the Salem Witch Trials a way for the church to gain power? In 1692 Salem, Massachusetts witnessed a time changing event. When the niece and daughter of Reverend Parris fell ill with tantrums, the doctor could not find anything physically wrong with them and mentioned that they may be possessed. Shortly after this diagnosis two of the girls who were afflicted named three women who were the cause of the girl’s issues. The three women named were Tituba, Sarah Good, and Sarah Osburn. These

The High School System Has Such High Expectations For Test...

The days of spending hours on the playground interacting with students are long gone, now the stress of common core is taking over the lives of teachers. Aimee Jones mentions how seventy percent of teachers evaluations focus on how students perform. (Jones) Teachers barely have time to think because the common core material is being shoved down their throats. Teachers have accepted that every student may not to excel on tests ,but now their jobs are at risk. Common core effects so much more than just the teachers. The expectations put pressure on the students, especially in high school expecting teenagers to adapt well to change is like trying to get a lion in a bird cage.Teachers have no idea what exactly will be on the test yet the school system has such high expectations for test scores. This new testing can be compared to a blind date with drastic repercussions for the teachers. As educators, there is a realization that this transition will impact the students just as much as th e teachers by taking the fun out of learning. Some students may never know what it is like to do fun activities because everything is now based on the high stakes testing. For teachers and students, it feels like they are testing the students to death. Common core supporters claim the rigor of the testing will better prepare the students for the future, but the tests may end up destroying them in the process. In some states, Common Core has created an increased level of competition andShow MoreRelatedThe Education System Of The United States1174 Words   |  5 Pages and is extremely essential in a child’s development. Children are introduced to the education system for the purpose to learn and thrive in todays society. The education system is used to set a model for children to become successful adults for American society to prosper. Rarely, do we think about school conditions and the stress pushed upon educators to make what it takes to have a thriving school year. In the United States, the budget for education primarily comes from state and local taxesRead MoreExploring American Culture ´s Dark Spot Essay582 Words   |  3 PagesExploring American cultures dark spot Educational expectations may create academic dishonesty incentive Jay Z, Jay Gatsby, and Al Capone all reside in the same weak place in the hearts of Americans. These three men represent our nation’s twisted admiration for masterful cheaters. Americans are intrigued by these men, seduced by their risk-taking and their subsequent success and fame. The majority of society is not made up of criminals, gamblers, or drug-dealers. But cheating is prominentRead MoreAre We Considered Educated?1487 Words   |  6 PagesAre we considered â€Å"Educated† in America? The United States of America-the greatest country in the world. Or is it? This idea that America is the highest leading power in the world has brainwashed upcoming adults and shown them the wrong mentality which they have developed overtime. A main controversy in America is Education. If America says they are great, why is it that the country is not even ranked in the top ten countries for education? An adversary of this claim would say that, â€Å"Education doesn’tRead MoreUsing Standardized Testing Within Our Education System1455 Words   |  6 Pageswhat classes a student should take, how the school is scoring as a whole, and even provides information on how well a teacher is teaching the material. However, there seems to be a huge argument on whether this type of testing is actually beneficial. One controversial argument is that it only proves how well a student is able to memorize the material that they are given. These standardized tests are also interfering with other exams, like the AP tests, that students find more important for theirRead MoreEthical Issues of Standarized Testing 1322 Words   |  6 Pageseducation system, high risk standardized testing has resulted in a monumental shift in the classroom to a focus on extensive test preparation, as well as a large influx of instructors cheating and alternating their students tests; both can be seen as a direct consequence of the he ightened incentives and punishments placed upon teachers. Many teachers have taken acceptable measures in improving their students’ scores, such as simply â€Å"teaching to the test†, and taking class time to teach test takingRead More Standardized Testing and Teacher Cheating1640 Words   |  7 Pageseducation system high-stakes standardized testing has resulted in a focus on extensive test preparation, as well as a large increase in the numbers of teachers cheating by alternating their students test scores. Both these phenomena are a direct consequence of the incentives and punishments directly linked to standardized test results. Many teachers have taken acceptable measures in improving their students’ scores, such as simply â€Å"teaching to the test†, and taking class time to teach test takingRead MoreIs The American Education System Working?936 Words   |  4 PagesIs The American Education system working? Student loan debt is responsible for $1.2 Trillion of the US s national debt. Over the past several years, the youth of this country’s futures have been based off of social status and test scores. A student from the suburbs of a wealthy community is more likely to go on to a prosperous four year college than a colored male or female from the inner city. These are facts that should not be overlooked; by any means. This subject is not black and white or richRead MoreA Brief Note On Abolish Grading And The American Education System Values Grades And Test Scores More Than Students Value Learning847 Words   |  4 Pagessuggests grading students is only setting them up for failure. He states, â€Å"a student will retain nothing of what he has â€Å"passed† in.† Goodman believes that students shouldn’t be tested for a grade, â€Å"but for his own advantage† so the student isn t just â€Å"trying to get by† he will actually be encouraged to learn t he material. Grades and testing have been around for over a century. Every American has had some kind of schooling in their life. As a student, I’ve always entered a new class with the mindset thatRead MoreStandardized Testing The Best Tool For Evaluating Student Development And Teacher Competency?1625 Words   |  7 Pagesand ceremonies. The archery test would consist of shooting three arrows into a target and would be graded based on how many landed. Three arrows would equate to an excellent grade, two was good and one was passable. Standardized tests have evolved since the 2200s. Today, standardized testing is used as the main form of assessment for students in the American school system. Children as young as four years old are required to take standardized tests when entering school. Is standardized testing theRead MoreThe Pros And Cons Of Standardized Testing1085 Words   |  5 PagesA standardized test is any form of test that requires all test takers to answer the sa me questions in the same way, and scored in a consistent manner, which makes it possible to compare the relative performance of students. A critical addition to education, standardized testing was a major step towards regulating a student’s achievements, ensuring the accountability of teachers, and guiding a school’s curriculum. Despite this noble aspiration, since the enactment of the No Child Left Behind Act and

Three Little Words free essay sample

A persuasive essay on the importance of saying I love you to our loved ones. A persuasive speech essay on why it is important to tell your loved one you love them every time before they go to bed or before you leave them, because you never know if it will be the last time you see them alive. The paper uses the tragic events of September 11th to reiterate the importance of this act. September 11th changed all of us. Although weve endured numerous tragedies during the last few years, such as school shootings and the Oklahoma bombing, watching the events of last September unfold before our eyes on television hit our hearts like never before. We listened to family members of victims as they told their stories of loss. And again and again we heard how their loved ones trapped in the World Trade Towers or on the fatal flights that crashed in Pennsylvania and into the Pentagon had called them on office phones or cell phones to say I love you one last time. We will write a custom essay sample on Three Little Words or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page And again and again we heard about the comfort it brought to them.

Plantation Slavery Essays - Slavery In The United States, Slavery

Plantation Slavery The warm climate, boundless fields of fertile soil, long growing seasons, and numerous waterways provided favorable conditions for farming plantations in the South (Foster). The richness of the South depended on the productivity of the plantations (Katz 3-5). With the invention of the cotton gin, expansion of the country occurred. This called for the spread of slavery (Foster). Slaves, owned by one in four families, were controlled from birth to death by their white owners. Black men, women, and children toiled in the fields and houses under horrible conditions (Katz 3-5). The slave system attempted to destroy black family structure and take away human dignity (Starobin 101). Slaves led a hard life on the Southern plantations. Most slaves were brought from Africa, either kidnapped or sold by their tribes to slave catchers for violating a tribal command. Some were even traded for tobacco, sugar, and other useful products (Cowan and Maguire 5:18). Those not killed or lucky enough to escape the slave-catching raids were chained together (Foster). The slaves had no understanding of what was happening to them. They were from different tribes and of different speaking languages. Most captured blacks had never seen the white skinned foreigners who came on long, strange boats to journey them across the ocean. They would never see their families or native lands again. These unfortunate people were shackled and crammed tightly into the holds of ships for weeks. Some refused to eat and others committed suicide by jumping overboard (Foster). When the ships reached American ports, slaves were unloaded into pens to be sold at auctions to the highest bidder. One high-priced slave compared auction prices with another, saying, "You wouldn't fetch ?bout fifty dollas, but I'm wuth a thousand" (qtd. in Foster). At the auctions, potential buyers would examine the captives' muscles and teeth. Men's and women's bodies were exposed to look for lash marks. No marks on a body meant that he or she was an obedient person. The slaves were required to dance or jump around to prove their limberness. Young, fair-skinned muttaloes, barely clothed and ready to be sold to brothel owners, were kept in private rooms (Foster). It was profitable to teach the slaves skills so that during the crop off-season they could be hired out to work. Although they were not being paid, some were doing more skilled work than poor whites were. The better behaved slaves were allowed to be carpenters, masons, bricklayers, or iron workers. The construction of bridges, streets, canals, railroad lines, public buildings, and private homes was made possible by using slave labor (Cowan and Maguire 5:44). Slaves had no rights. This was done to keep them from revolting against their masters or attaining too much power (Katz 3-5). They were not allowed to communicate with each other or have meetings of any sort. To leave the plantation, a worker was required to have a pass signed by the master and overseer. Slaves could not own property, although some masters authorized it. Knives, guns, or any kind of weapon was not allowed. Forced separation of family members was a constant, dreadful threat (Foster). "It was de saddes' thing dat ever happen to me," one slave recalls of the sale of her sister, whom she never saw again (qtd. in Foster). Blacks received harsher criminal sentencing than whites, regardless of the crime (Cowan and Maguire 5:17). Marriage between slaves was not legally recognized, but owners encouraged it because a more stable environment was created. Married couples with children were less likely to attempt escape. Unfortunately, there usually was not a suitable mate choice among the slaves, so most remained single (Starobin 7). Rebel slaves would recruit Indians, poor whites, and anti-slavery persons to attack all white men, women, and children (Starobin 123-26). These uprisings occurred with at least one major revolt per generation (Starobin 98). Most rebellions were led by skilled artisans and industrial workers. The slaves depended on midnight surprise attacks and support from many (Starobin 124). They would set fire to buildings; while the whites were extinguishing the flames, angry slaves would assault them from behind (Starobin 123-26). Owners were forced to "sleep with one eye open" in case the large masses of slaves decided to uprise (qtd. in Foster). On a much smaller scale, slaves expressed their hate by refusing their duties, performing slow and sloppy work, stealing goods, fighting with overseers, sabotaging machinery and tools, and resisting the white culture forced upon them (Starobin 98-99). Some attempted to run away. They sought refuge in mountains and swamps. Professional slave catchers used

Artist practice essays

Artist practice essays Discuss how theories about art influence the practice of artists and/or art critics and/ or art historians. Artists practices over the years have been greatly influenced by the theories of art movements as well as their social, cultural and historical context. Salvador Dali and Man Ray were similar in the way that both wanted to shock or confuse the audience. Both artists were influenced by modernism and surrealism. They intended to surprise, outrage and shock their audience with radical practices while presenting them with ideas of the irrational world. Man Ray was also affected by theory of Dadaism, which was a response to the world gone mad due to the atrocities of ww1. Exposed to Cubism at the 1913 Armory Show, the artist soon incorporated those stylistic elements in his work. Later on in his life Man Ray decided to join the surrealist movement where he played with the notions of originality and redefined the meaning of vision. Much of his work was developed for its shock value. Salvador Dali however was part of the surrealist movement, which grew principally out of the earlier Dada movement. Dalà ­ worked from a subjective frame using his Paranoid Critical Method to enter alternate levels of reality, in which his perceptions were particularly different from everyday reality. Surrealism inherited its anti-rational sensibility from Dada, but was lighter in spirit. Like Dada, it was formed by emerging theories on our perception of reality, the most obvious influence being that of the subconscious mind. Through his experiences of the world in the Spanish Civil War and communism, Dalis art practice was developed further. Dali had also managed to pursue personal interests in Cubism and Futurism, which all assisted in creating his dream-like photographs. Later on in the late 1930s, Dali switched to painting in a more academic, mimetic style under the influence of the Renaissan...

10 Facts About Chromosomes

10 Facts About Chromosomes Chromosomes are cell components that are composed of DNA and located within the nucleus of our cells. The DNA of a chromosome is so long, that it must be wrapped around proteins called histones and coiled into loops of chromatin in order for them to be able to fit within our cells. The DNA comprising chromosomes consists of thousands of genes that determine everything about an individual. This includes sex determination and inherited traits such as eye color, dimples, and freckles. Discover ten interesting facts about chromosomes. 1) Bacteria Have Circular Chromosomes Unlike the thread-like linear strands of chromosomes found in eukaryotic cells, chromosomes in prokaryotic cells, such as bacteria, typically consist of a single circular chromosome. Since prokaryotic cells do not have a nucleus, this circular chromosome is found in the cell cytoplasm. 2) Chromosome Numbers Vary Among Organisms Organisms have a set number of chromosomes per cell. That number varies across different species and is on average between 10 to 50 total chromosomes per cell. Diploid human cells have a total of 46 chromosomes (44 autosomes, 2 sex chromosomes). A cat has 38, lily 24, gorilla 48, cheetah 38, starfish 36, king crab 208, shrimp 254, mosquito 6, turkey 82, frog 26, and E.coli bacterium 1. In orchids, chromosome numbers vary from 10 to 250 across species. The adders-tongue fern (Ophioglossum reticulatum) has the most number of total chromosomes with 1,260. 3) Chromosomes Determine Whether You are Male or Female Male gametes or sperm cells in humans and other mammals contain one of two types of sex chromosomes: X or Y. Female gametes or eggs, however, contain only the X sex chromosome, so if a sperm cell containing an X chromosome fertilizes, the resulting zygote will be XX, or female. Alternatively, if the sperm cell contains a Y chromosome, than the resulting zygote will be XY, or male. 4) X Chromosomes Are Bigger Than Y Chromosomes Y chromosomes are about one-third the size of X chromosomes. The X chromosome represents about 5% of the total DNA in cells, while the Y chromosome represents about 2% of a cells total DNA. 5) Not All Organisms Have Sex Chromosomes Did you know that not all organisms have sex chromosomes? Organisms such as wasps, bees, and ants do not have sex chromosomes. Sex is therefore determined by fertilization. If an egg becomes fertilized, it will develop into a male. Unfertilized eggs develop into females. This type of asexual reproduction is a form of parthenogenesis. 6) Human Chromosomes Contain Viral DNA Did you know that about 8% of your DNA comes from a virus? According to researchers, this percentage of DNA is derived from viruses known as Borna viruses. These viruses infect the neurons of humans, birds and other mammals, leading to infection of the brain. Borna virus reproduction occurs in the nucleus of infected cells. Viral genes that are replicated in infected cells can become integrated into chromosomes of sex cells. When this occurs, the viral DNA is passed from parent to offspring. It is thought that Borna virus could be responsible for certain psychiatric and neurological illness in humans. 7) Chromosome Telomeres are Linked to Aging and Cancer Telomeres are areas of DNA located at the ends of chromosomes. They are protective caps that stabilize DNA during cell replication. Over time, telomeres wear down and become shortened. When they become too short, the cell can no longer divide. Telomere shortening is linked to the aging process as it can trigger apoptosis or programmed cell death. Telomere shortening is also associated with cancer cell development. 8) Cells Dont Repair Chromosome Damage During Mitosis Cells shut off DNA repair processes during cell division. This is because a dividing cell does not recognize the difference between damaged DNA stands and telomeres. Repairing DNA during mitosis could cause telomere fusion, which may result in cell death or chromosome abnormalities. 9) Males Have Increased X Chromosome Activity Because males have a single X chromosome, it is necessary for cells at times to increase gene activity on the X chromosome. The protein complex MSL helps to up-regulate or increase gene expression on the X chromosome by helping the enzyme RNA polymerase II to transcribe DNA and express more of the X chromosome genes. With the help of the MSL complex, RNA polymerase II is able to travel further along the DNA strand during transcription, thereby causing more genes to be expressed. 10) There Are Two Main Types of Chromosome Mutations Chromosome mutations sometimes occur and can be categorized into two main types: mutations that cause structural changes and mutations that cause changes in chromosome numbers. Chromosome breakage and duplications can cause several types of chromosome structural changes including gene deletions (loss of genes), gene duplications (extra genes), and gene inversions (broken chromosome segment is reversed and inserted back into the chromosome). Mutations can also cause an individual to have an abnormal number of chromosomes. This type of mutation occurs during meiosis and causes cells to have either too many or not enough chromosomes. Down syndrome or Trisomy 21 results from the presence of an additional chromosome on autosomal chromosome 21. Sources: Chromosome. UXL Encyclopedia of Science. 2002. Encyclopedia.com. 16 Dec. 2015.Chromosome Numbers For Living Organisms. Alchemipedia. Accessed 16 Dec. 2015.X chromosome Genetics Home Reference. Reviewed January 2012. Y chromosome Genetics Home Reference. Reviewed January 2010.

How is the internet and social media changing the way we learn in work Coursework

How is the internet and social media changing the way we learn in work place - Coursework Example The advent of internet and social media has drastically changed the way we interact with people and the way we gather information. The gradual rise of internet usage has made it easier for us to have access to critical information, which otherwise would take much longer to gather (Vitez, 2015). The internet and social media has also influenced our work culture and workplace learning. The research question pertaining to this research work is stated below. The aims and objectives concerning this research work are to unearth the influence of internet and social media on work place learning. This research work also try and find out the determining factors behind the changing trend of organizational behaviour under the influence of internet and social media along with the future trends of the work culture relating to internet and social media. It will also find out how the employees respond to the changing trend of learning in work place and whether or not there are any changes that need to be made within the organizational practices. The aims also include providing a generic recommendation for the firms on how to redirect the usage of internet and social media in favour of the organization and its employees. According to the reports of Internet World Stats (2015), the global internet usage has increased drastically over the last decade. This as a result has changed the way people used to access information and connect to peers. The way we interact with others has also been influenced largely by the advent of the internet and social media. It has virtually reduced the distance between people and has made the world a more open place. These evolutions in technology have also influenced the way we work. Internet has drastically changed the organizational policies and the way the activities are conducted. According to (Manyika and Charles Roxburgh, 2011), the internet is widely used among almost all the

Spiritual Narratives Essay Example | Topics and Well Written Essays - 1250 words

Spiritual Narratives - Essay Example â€Å"As our Caucasian barristers are not to blame if they cannot quite put themselves in the dark man’s place, neither should the dark man be wholly expected fully and adequately to reproduce the exact Voice of the Black Woman† (Cooper, 1892 cited on vii). Allowing the black woman to speak for herself allows her to demonstrate that she was seizing her authority, claiming her rights as a free and thinking person and offering up her own personal story as a transformative tool for her readers on a political and spiritual level (xxix). Once the material has been introduced in this way, it is possible to read the texts to follow with greater understanding about the context in which they were written and why the writers concentrated so heavily on their subjects. Following the introduction, the book offers a collection of four black female writers, each speaking with their own voice and published from the original manuscript as much as possible. They are arranged in chronolog ical order from earliest to latest. The earliest writer is Mrs. Maria Stewart writing at 1835. She is followed by Mrs. Jarena Lee in 1849, Julia Foote in 1886 and ending with Virginia Broughton in 1907. As one reads through these various texts, this inner strength and desire to be a leader of men remains clear. The first book included in the set is entitled â€Å"Productions of Mrs. Maria W. Stewart† and was published by the Friends of Freedom and Virtue in Boston, Mass. in 1835. It is an autobiography that focuses primarily upon the reflections and revelations of the author following her conversion experience. The biography prior to this conversion experience is completed within a paragraph: I was born in Hartford, Conn. In 1803; was left an orphan at five years of age; was bound out to a clergyman’s family; had the seeds of piety and virtue early sown in my mind;

Analysis of Love in “A Rose for Emily” Emily Grierson Essay Example for Free

Analysis of Love in â€Å"A Rose for Emily† Emily Grierson Essay Love was finally seen as infatuation when the dead body was found lying in the bed outlasting fake love. People can feel like they truly love someone, but actually, they only have a short-lived admiration for that person. Faulkner clearly creates excellent examples of mistaking infatuation for true love. Infatuation can cause people to perform stupid deeds that people normally would not do. In â€Å"A Rose for Emily,† Emily Grierson mistakes infatuation for love causing her to buy arsenic poison, kill Homer Barron, and retain his body after his death. Earlier in Emily’s life, she was unable to find love because of the lack of finding or keeping suitors. The reason she could not find or keep suitors was that of her father. Her father did not believe that any man was worthy enough to marry his daughter. His family was of higher rank so Emily could not marry a man of a lower social class. This caused her to never find love and to never experience true feelings for someone. The only love she knew and had was the unusual love from her father. She did not have a mother figure in her life to her father’s love was all she had. When her father died, Emily had no love at all. She was truly alone without her father and since her father denied all men, she was left with nobody. Emily’s thoughts of love are twisted because she never got to experience true feelings of her own. This is why Emily becomes insane and acts irrationally. She does not know what love truly feels like and can not process what love really is. She only knows the temporary feelings she has. Hogan 2 Sometime after her father died, a man, by the name of Homer Barron, comes into her life. Emily and Homer start to interact with each other, and she starts to develop feelings that she has never experienced before. She starts confusing those feelings and lust for love. Emily begins to think that sinc e Homer is spending time with her it is love, but she is completely wrong. Emily starts to act irrationally and goes to the druggist to buy arsenic poison. She tells the druggist that she wants the best poison he has. After the druggist names a couple, he tells her, â€Å"They’ll kill anything up to an elephant. But you want is† (paragraph10, sectionIII). Emily cuts him off and tells him she wants arsenic. The druggist tells her she has to tell him what she will do with it, but she just looks at him â€Å"†¦erect, her face like a strained flag† (paragraph14, sectionIII). She continued staring at him and he finally gives her the poison. This shows how Emily was determined to buy the poison no matter what because she has the false love for Homer. Emily bought the arsenic because of her infatuation with Homer Barron. She did not want to lose him because she thought she was in love with him. Emily was afraid that she would be alone for the rest of her life after she found out that â€Å"Homer himself had remarkedhe liked men† (paragraph1, section). Since Homer liked men, he would not marry her and love her the way she wanted to be loved. Even though that was true, it would not stop her from trying to change his mind, even if she had to use the arsenic to do it. Emily was unaware of the things infatuation was causing her to do. Emily, mind truly lost, kills Homer Barron, but before she does she tries to change his mind about liking men. Miss Emily prepares for their wedding, gathering every necessity appropriate. She buys a man’s toilet set in silver with his initials on it and a complete outfit of men’s clothing for him. Homer comes to see Emily one day and that was the last time people see Hogan 3 him. People believe that they are on a long honeymoon, but actually, she has him locked upstairs. When Emily realizes her efforts to persuade Homer to return the love has failed, she resorts to poisoning him with the arsenic. She believes this is the only way she can have him forever. Instead of giving Homer a proper burial, Miss Emily keeps his body upstairs, so she can have him for the rest of her life. The false love she has causes her to keep a corpse in her home until she dies. She not only keeps his dead body but also sleeps in the bed with it. This type of psychotic behavior is because of her infatuation for Homer Barron. Also, her lust for Homer causes her to have sexual relations with his dead body. Emily is still a virgin since her father did not approve of any of her suitors, so she never marries or takes her maidenhead. She did not want to die a virgin so she has intercourse with her so-called true love even though he is not alive. This is justified in her head because she loves him, but little did she know, she was only infatuated with him. When Miss Emily died and w as buried, people went upstairs and opened the room where Homer’s body was. His body had â€Å"apparently once lain in the attitude of an embrace† (paragraph7, sections). This showed how Emily sleeps and cuddles with his dead body and how psychotic she has become because of infatuation and lust. Miss Emily only wants true love, but she did not know what true love really is. She mistakes infatuation and lust for love. Her father stops her from experiencing love by denying all of her suitors. Then when Homer gives her some attention and friendship, she grows temporary feelings for him and lets them drive her to do insane deeds. She buys the arsenic poison, kills Homer with the poison, and instead of properly disposing his body she keeps it so she would always have him to love. Miss Emily is not a bad person, she just does not have someone so she Hogan 4 is lonely. In reality Emily Grierson only wants to love and wants to be loved, but the lack of receiving it causes her to mistake love for lust and infatuation leading to the demise of her mind.

Leadership in Organizations :: management, leadership

1. Explain what is meant by participative leadership and identify three situations when participative leadership should be used to improve employee relationships . This particular style is placed center of the five common methods of leadership in the span of autocratic, paternalistic, delegative and free reign (or liaise faire) styles of leadership. The U.S. Army only codified the three styles of leadership in their basic leadership doctrine- directed, participative and delegative. This is because it is often assumed Soldiers are trained to the levels of proficiency that does not require an autocratic style and at the same time impractical to allow Soldiers to act under free reign style. The leader that uses participation as concepts are that the idyllic management technique is one that receives input from the collective members of the team into consideration. This technique involves the leader including one or more Soldiers in the military decision making process (MDMP) by determining what to do and how to do it. These leaders encourage participation and contributions from group (team) members and help them feel more relevant and committed to the decision-making process. In participative concepts, however, the leader retains the right to allow the input of others. In order to produce favorable results, the leadership that utilizes more group supervision versus directs supervision on a one-to-one basis by employing a participative style with a team of Soldiers who know their duties and responsibilities. Involved leadership involved managing group meetings, influencing commitment and conformity, and assisting in conflict and communication issues. The benefit to this method of leadership is you demonstrate trust in your subordinates by showing you are interested in their input. You value their ideas and decisions and if time are not an issue; ideas can be discussed freely and shared collectively in a group. This is standard operating procedures when you limited data, and your Soldiers have other parts. Unit leadership Soldiers. Using this style is of mutual benefit as it encourages them to become members of the problem-solvers and make the best choices. This is normally used when you have part of the information, and your Soldiers have other parts. Unit leadership is not expected to know everything—this is why you employ knowledgeable and skilled Soldiers. Using this technique is of dual benefit as it allows them to become part of the team and allows you to make better decisions. This is the means of getting Soldiers to do what you want them to do.

Teen Dating Violence Support Group

Although most teen dating relationships last a shorter amount of time, it is an important part of a teen’s life that can impact them greatly. Teen dating violence occurs when one partner in the dating relationship is abused by the other partner and tries to control their daily functions. In the 2007 Youth Risk Behavior Survey, nearly10 percent of teens nationwide reported having an experience of physical violence from a romantic partner a year prior to this article (Mulford, & Giordano, 2008). It is important for teens to be aware of signs that their relationship may be heading towards violence or that they are in an abusive relationship so they could receive help before any serious injury or death occurs. The teen dating violence support group will give teens an arena to discuss actions that can be defined as dating violence or abuse from a romantic partner. The group will also be a supportive arena for those teens who have experienced violence or abuse in a romantic relationship in becoming survivors and coping with their experience and moving on to feeling safe and living a violence free life. In the support group, there will be discussions on what is considered a healthy relationship and how to maintain a healthy relationship. The support groups main focus is to empower teens to be educated about the signs and the dangers of dating violence and to empower teens with information on how to avoid dating violence, to recognize an abusive relationship, and to be able to escape abusive situations safely. Rational Working with women at a domestic violence shelter, I have noticed a high percentage of the women who receive services from our program, discuss they had experienced a form of abuse from a boyfriend or a romantic partner as teenagers. Some of the women stated as teens they did not take their experience serious enough or understand that they were being abused or that it could happen to them again as an adult. A survey done by the Center for Disease Control and Prevention in 2010, states approximately 1 in 5 women and almost 1 in 7 men who at one time experienced rape, physical violence, and stalking by a romantic partner, had first experienced some form violence from a romantic partner between the age between 11 and 17 years old (Center for Disease Control and Prevention, 2012). Most teens do not report their experiences of dating violence making it hard for adults and practitioners to find out about this experience in the teen years. Ashley and Foshee (2005) explain that it is far less likely that teens will report an episode dating violence than will adults reporting a domestic violence episode. Teens need to be educated and informed on the dangers of violence to understand why it is important to report their experience of violence so the cycle of abuse can stop and they could learn to be safe and live a violence free life. Additional Information The population that this support group will target are students that are in middle school where the ages are between 11 and 14 years of age. The support group will be open to both male and female students. Although high school is where most teens will begin to date, middle school aged teens also experience dating violence. It is essential for the group leaders to understand the importance of peer influence and the impact it has on the development of teens. It will be important to assure all members of the group that all information discussed will be confidential so they could feel comfortable in expressing their feelings and experiences. The desirable group size for this particular support group would be 6 to 8 teenagers at a time. This allows for a group small enough to have intimate dialogue and large enough for the members not to feel being singled out. A group this size with teens will allow the flow of conversation and interaction of the members. This group is open to male and female students to discuss their experiences of dating violence and become educated on signs and the cycle of dating violence. There will be times when the males and females will be separated to complete activities then they will come together to discuss the different gender perspective on certain facts about teen dating violence. Legal and Ethical Considerations It is important that the group leader take precautions to protect all clients from any physical, emotional or psychological harm (ACA, 2005). An informed consent with the parents and the students under the age of 18 years old will be necessary for the students to participate in this support group. In the consent the confidentiality and the limitations of confidentiality must be explained and the purpose and the focus of the support group must be clearly explained. Failure to explain this information to the students or their parents, could result in legal actions being taken against the therapist that could lead to loss of professional license. It would also be important to discuss the particulars and the process of the group with the parents of the students because they are minors and the parent consent is needed for them to participate in the support group. References American Counseling Association. (2005). ACA code of ethics. Retrieved from http://www. counseling. org/resources/codeofethics/TP/home/ct2. aspx Ashley, O. S. , & Foshee, V. ( 2005). Adolescent help-seeking for dating violence: Prevalence, sociodemographic correlates, and source of help. Journal of Adolescent Health, 36, 25-31. Centers for Disease Control and Prevention. (2012). Teen dating violence. Retrieved from http://www. cdc. gov/ViolencePrevention/intimatepartnerviolence/teen_dating_violence. html Mulford, C. , & Giordano, P. C. (2008). Teen dating violence: A closer look at adolescent romantic relationships. National Institute of Justice Journal, No. 261. Retrieved from http://nij. gov/journals/261/teen-dating-violence. htm Abstract Teen dating violence is becoming more recognized and important to today’s society as a major safety concern when it comes to dealing with teens. It is important for communities to be aware of this concern and have the appropriate services to provide teens the necessary information that promotes awareness and prevention. To ensure that teens are empowered with being educated on the dangers of teen violence and knowing how to escape a violent relationship safely is important to the health and development of teens into adulthood. Parents and communities need to understand the dynamics of teen dating violence to break the cycle and to lessen the chances of teens experiencing abuse or violence in a romantic relationship. The purpose of this paper is to review the literature that is relevant to educating, recognizing and preventing teen dating violence. An analysis of the current literature and research was done to provide information on recognizing the signs that a relationship is abusive or heading towards violence, the reasons surrounding why this type of violence is less likely to be reported, the risk factors associated with teen dating violence, and the impact dating violence has on the development of adolescents. Also, an analysis on the different types of prevention that is helpful to teens in avoiding and safely escaping an abusive or violent romantic relationship. Most middle school students are not aware that certain behaviors that their romantic partners display are the beginning signs of abuse or violence in the relationship. Dating violence can be defined as the act or the threat of the act of violence that is displayed by one member of a union that is not married that takes place during dating or courting (Glass, Fredland, Campbell, Yonas, Sharps, & Kub, 2003). Most teens in middle school do not recognize the actions that their partners display are signs that they may be in an abusive or violent relationship. Common behaviors like constantly calling and texting their partner to find out where their partner is at, what the partner is doing, and who their partner is with are jealous behaviors and is considered warning signs that can lead to dating violence. Other warning signs that the relationship is heading towards becoming violent are name calling, putting their partner down, making threats to harm family and friends, using violence to solve problems in the relationship, forcing the partner to do things that the partner does not want to do, and threatening to do self harm (Oklahoma Department of Health, 2010). At times teens do not take the hitting, jealous and controlling behavior seriously and may just take the hitting as playing around and the jealous and controlling behavior as signs of love and not signs of danger that could lead to getting physically hurt. Herrman (2009) explains that research has found that there are important differences in which teens define interpersonal violence based on gender. She further states that boys are likely to connect the act of violence to being provoked and girls see violence as a way of showing control or to dominate their partner. Although teen dating violence is prevalent in today’s society, many teens do not tell anyone or report their violent or abusive relationship to adults or the authority. Teens are far less likely to report a violent incident with a partner and it is estimated that about 1 in 11 events of teen dating violence are reported to adults or police and then some incidents are reported but not attended to (Ashley & Foshee, 2005). The study that Ashley and Foshee (2005) conducted to find the percent of victims and perpetrators that would seek help resulted in showing 60% of the 225 victims in the study and 79% of the 140 perpetrators in the study reported they did not go and ask for help. Sometimes victims are afraid that their partner will come back at them to do harm and make the violence continue or worse and some victims believe that they are at fault or they made their partner act violently because of something they did. Herrman (2009) explains that some teens that have children by the perpetrator will not report due to being loyal or having to depend on the abuser who is the father. Another factor that could have something to do with teen’s lack of report when they experience teen dating violence is some teens believe that violence is one-sided to the point where boys are the ones who get in trouble more and girls can abuse and it not thought of as serious and do not get in trouble as much as boys. Herrman (2009) explain that boys report that girls are allowed to do more violence to boys with no punishment because boys do not have considerable injuries in comparison to girls who are abused by boys with significant injuries. This is part of the reason why males do not report incidents of violence or abuse by females and also their macho thoughts of being the stronger one keeps most males from reporting dating violence. In society today, there is a double standard about who is actually being abused when it comes to males and females due to who is considered stronger species. This should not matter if someone is being abused or being hurt by another person. There are many risk factors that are associated with teen dating violence. If a teen is raised in a family that experiences or observes violence when solving problems it is possible that the teen will act in the same manner. Ayers and Davies (2011) explain that when teens have violent or abusive behavior shown in the home, the children can learn to behave in the same manner and the act of violence becomes an acceptable way to respond to others when there is a problem. Some studies show that an area where one lives can have an increase in domestic and teen dating violence. On study show that males and females that live in the southern region of the United States has more dating violence rates and may have increased tolerance to violence (Marquart, Nanni, Edwards, Stanley, & Wayman, 2007). Other studies report that dating violence is more likely in rural environments due to the thoughts about male and female roles, isolation, not having activities that are structured, and the customary practice of some teens driving around with alcohol (Marquart et al. , 2007). Teen dating violence can seriously impact adolescents in many different ways. The violence behavior from a romantic partner can cause physical injuries to the other partner where they may have to go to the hospital. Herrman (2009) discusses that nearly 8% of teens report going to an emergency room to get care for injuries that they got while in a romantic dating relationship. Teen dating violence can also result in the death of a partner as it was reported in an article in the New York Times (2009) of how a 20 year old girl in Indianapolis was killed by her boyfriend after trying to leave the abusive relationship several times. Teen dating can also have long-term effects on the health of the adolescent during their life like drug and alcohol abuse, depression, low-self esteem, and eating disorders (Oklahoma Department of Health. 010). Violence in a teen relationship can develop into a long term pattern of unhealthy intimate partner violence and the development of poor relationship skill (O’Keefe, 2005). Teens who were victims of dating violence are more likely to be victims of intimate partner violence in their life as an adult. It is important for teens to be aware of the long term effec ts of dating violence that could continue on into adulthood and dictate the relationship style for future relationships. Teens that experience dating violence have a greater chance of emotional and behavioral problems as young adults and increased risk of having violent relationships in the future (Healy, 2012). Researchers from a nationally representative survey that examined teens between the ages of 12 to 18 that said they were the victim of a violent dating relationship, examined these young adults five years later and found that these same teens, boys and girls were three times more likely to be involved in a violent relationship as a young adult (Healy, 2012). Teens who learn and develop negative relationship skills tend to carry on those negative relationship skills into adulthood. To address the issue of teen dating violence there have been many interventions and preventions established to minimize and hopefully eliminate dating violence with teens. There teen dating violence to parents, adolescents, and other adults in the community to raise public awareness like The National Teen Dating Abuse Hotline, and the National Center for Victims of Crime (Herrman, 2009). There has also been education in the schools to make the teachers and students aware of the signs and the risk factors. Herrmann (2009) explain that many schools include prevention topics in the health classes to help students think of ways to improve conflict management skills and to change the dating violence norms. Prevention strategies such as awareness and promoting healthy relationships by providing assistance and addressing change at all levels of social environment the give power to intimate partner violence will eventually enhance the efforts to reduce the risk factors and advance protective determinants (Center for Disease Control and Prevention, 2012). Teen dating violence is becoming a widespread issue in today’s society and needs to be addressed and made know so parents, school officials and professionals can be aware and know how to assist those in need of help. Making teen dating violence more aware to adolescents and the community will help to reduce incidents of teen dating violence and help to educate adolescents on healthy relationships, what the signs are for teen dating violence, and seek help to deal this issue.

The scene of a beach on a beach on a hot summers day.

I stepped out into a burning oasis. Somehow I suddenly forgot about my home it seemed a world away from where I was standing. My eyes fluttered as a peered at the sun, the grains of sand at my feet began to feel familiar. As I started to wonder over the dunes. In the distance figures darting across the white hills appeared. I stopped quiet abruptly, and turned to the sea. My eyes glittered as I studied the waves. Boats on the horizon seemed like pointless dots on a piece of paper; forgotten but will always purpose. I saw a lilo bobbing in the in the uncharted waves. A body was placed so lightly upon the plastic float with skin so tender the light kissed it. Children playing so innocently by the shore, sand castles scattered about all with a different story to tell. The children were white with sun block as they paddled in the tide. I carried on stumbling over the boiling sand. I noticed some surfers taming the waves, that tossed them carelessly aside. I started to walk closer to the sea, I felt the salty cooling breeze upon my face so pure. I took off my shoes and sat by the shore as I once did when I was a child, now I was no longer alone. The seagulls ‘cooed' gently, then I heard the complete opposite to the seagulls soft voices I heard people, yelling and laughing I turned and saw a busy promenade. The peer was in the distance, the old fun-fair temping me over though now the heat was overpowering me. I carelessly dragged my feet up the cobbled steps to the promenade. Shops piled upon shops, people piled upon people. Shops filled with food as I pushed closer I began to smell all too familiar smells, that all my life had reminded me of this wonderful place, the seaside. Fish and chip bars placed in every other window it was as if I was walking down I hall of mirrors. After looking around for a while I began to feel very hot and tired so I returned back to the beach, boiling and sticky I slipped onto the sand. I lay looking at the clear blue sky, blue like the waves that calmly lapped the shore. A mother and child sat quietly beside me, the child holding a green spade that caught the light and made my eyes squint whilst he dug furiously into the sand. His mother lay perched on a deck chair, sunbathing her eyes fixed on her child. â€Å"Alfie† she called â€Å"be carefully†, the young child covered in a white paste giggled and carried on. I turned over now alone with my thoughts, staring back at me was a huge grey donkey part of a fleet of them that marched like soldiers alone the beach every single day, tens of times. His eyes; seemed tired and weepy. I went on to imagine how thirsty he must be in this intense heat. Volley ball pitches were littered upon the flat open range to my left. The noise of laugher filled the air people were every where to be seen, deckchairs and coloured umbrellas with families around them continued in sequent's as far as I could see down the flat plain of sand. I turned to my right once again, it looked like a untamed world compared with what I had just saw it was much quieter here. There was only the silent mother and her child to be seen. The mother now cradling her child tightly to her chest. The child was now lapping up a ice-cream, it must have been ice cold to touch the child's lips. The sun began to set upon a day full of interest. The tide began to draw near, closer and closer the water came, the light bouncing off the tiny waves. As the water prudently teased my toes. I stood up and walked knowing away from my oasis.

Failure is feedback Why objective opinions improve your work

Failure is feedback Why objective opinions improve your work Oftentimes in life, the difference between a crushing setback and an opportunity is perspective. HealthRise Solutions David Farbman believes that a â€Å"failure† is simply a time for feedback, an opportunity to make yourself better. Business is a long and winding road, and the ability to see opportunities for what they are (without lying to yourself) is a crucial skill for anyone trying to navigate it. [Source: Daily Fuel]

How to Use the Complement Rule in Statistics

How to Use the Complement Rule in Statistics In statistics, the complement rule is a theorem that provides a connection between the probability of an event and the probability of the complement of the event in such a way that if we know one of these probabilities, then we automatically know the other one. The complement rule comes in handy when we calculate certain probabilities. Many times the probability of an event is messy or complicated to compute, whereas the probability of its complement is much simpler. Before we see how the complement rule is used, we will define specifically what this rule is. We begin with a bit of notation.  The complement of the event  A, consisting of all elements in the  sample space  S  that are not elements of the set  A, is denoted by  AC. Statement of the Complement Rule The complement rule is stated as the sum of the probability of an event and the probability of its complement is equal to 1, as expressed by the following equation: P(AC) 1 – P(A) The following example will show how to use the complement rule. It will become evident that this theorem will both speed up and simplify probability calculations. Probability Without the Complement Rule Suppose that we flip eight fair coins - what is the probability that we have at least one head showing? One way to figure this out is to calculate the following probabilities. The denominator of each is explained by the fact that there are 28 256 outcomes, each of them equally likely. All of the following us a formula for combinations: The probability of flipping exactly one head is C(8,1)/256 8/256.The probability of flipping exactly two heads is C(8,2)/256 28/256.The probability of flipping exactly three heads is C(8,3)/256 56/256.The probability of flipping exactly four heads is C(8,4)/256 70/256.The probability of flipping exactly five heads is C(8,5)/256 56/256.The probability of flipping exactly six heads is C(8,6)/256 28/256.The probability of flipping exactly seven heads is C(8,7)/256 8/256.The probability of flipping exactly eight heads is C(8,8)/256 1/256. These are mutually exclusive events, so we sum the probabilities together using one the appropriate addition rule. This means that the probability that we have at least one head is 255 out of 256. Using the Complement Rule to Simplify Probability Problems We now calculate the same probability by using the complement rule. The complement of the event â€Å"We flip at least one head† is the event â€Å"There are no heads.† There is one way for this to occur, giving us the probability of 1/256. We use the complement rule and find that our desired probability is one minus one out of 256, which is equal to 255 out of 256. This example demonstrates not only the usefulness but also the power of the complement rule. Although there is nothing wrong with our original calculation, it was quite involved and required multiple steps. In contrast, when we used the complement rule for this problem there were not as many steps where calculations could go awry.​

Place in Our Secular and Scientific World for Religion Term Paper

Place in Our Secular and Scientific World for Religion - Term Paper Example Religion is the ultimate truth and will be followed until science is able to explain absolutely everything in the universe. Philosophers have also had some religious views when it came to science. In their time, Socrates, Plato, and Aristotle were highly regarded for their wisdom and philosophies. Neither of them as followers of the prevalent pagan mythologies of the time. All of them felt the existence of a greater being, an absolute being, which is above human eccentricities and the weaknesses of Greek gods and goddesses. Of course, they had heated arguments about the nature of this Supreme Being and his creations. These Greek philosophers have left behind teachings that are similar to those of Jesus Christ. (Lindsey). Aristotle’s Unmoved Mover has been a part of his explanations of many physics and metaphysics phenomena.   Of this Unmoved Mover, he says, â€Å"God  has no matter, which means that there can only be one God since it is a matter that differentiates one fo rm or definition into many manifestations of that one form or definition.  His work in physics led to a worldview bringing his followers back to God, pronouncing him as the designer of our clockwork world. His study of the celestial mechanics convinced of the presence of a God as the ultimate creator of science.   Since God has no matter, then God is one not only formally or by definition but also numerically.   In addition, there can be only one unmoved mover, because there is only one heaven:   continuous motion is one motion since such motion is a system of moving parts.† It was Aristotle’s belief that anything that has an absolute pattern or design has to be created; it cannot happen accidentally and needs a reason or case for creation. The Unmoved Mover is the first cause. ("University of North Carolina at Chapel Hill ")

Hospital health issues in cleaning up after katerina by industrial Case Study

Hospital health issues in cleaning up after katerina by industrial hugienist - Case Study Example The water supply of the hospital contains raw sewerage, lethal bacteria, pesticides and insecticides. Furthermore, we have to immediately deal with mosquitoes and other insects to prevent the spread of malaria, west Nile disease etc. We are also faced with a serious problem regarding infectious waste and the possibility of exposure to biological and toxic contaminants. On the other hand, our team faces a high risk of Carbon Monoxide poisoning because the premises is unable to provide its own power supply. Therefore, all operations are powered using large FEMA portable energy generators. I carried out analytical tests on air samples from different parts of the hospital. The results are very alarming as the hospital air is contaminated with high levels of lethal air borne bacteria particularly the air sample taken from the hospital diagnostic laboratory and the operation theatres is extensively contaminated. Lack of ventilation is the major reason why air contamination has exaggerated over the last six weeks. In addition, most areas of the hospital are covered with mold therefore mold exposure is a serious issue as well. Furthermore, we need a fresh supply of vaccinations so all our workers can be immunized against disease which prevail after Katrina. (Richardson et al 2008; Nims 1999). Recommendations and Guidance: Spread of water borne diseases such as cholera needs to be controlled immediately. Clean drinking water is a basic necessity. Therefore, I strongly recommend that water for drinking and washing purposes should be boiled to kill lethal water borne pathogens. On the other hand, combination of chemical methods can also be employed to effectively remove harmful pathogens which cause diseases such as dysentery and cholera. I recommend the use of Personal Protective Equipment in order to minimize the incidence of problems associated with Carbon monoxide poisoning and exposure to air borne pathogens. However, improper use of PPE imposes serious health hazard s therefore I have planned to counsel members of our team who are not familiar with proper PPE usage. I recommend that all clean up recovery workers should use respiratory protective equipments and protective goggles while working in or near the vicinity of diagnostic lab, operation theatre and the pharmacy. It is mandatory for everyone involved in the clean up process to wear gloves (Nims 1999). I recommend that hospital cafeteria/kitchen on the first floor should be subjected to cleaning process immediately in order to prevent workers from eating in contaminated areas. Moreover, we will only be able to run one refrigerator on energy provided by the FEMA generators. Therefore, it is advisable to cook small portions of food in order to limit the use of the refrigerator. To increase ventilation I recommend the installation of portable units of Local Exhaust Ventilation systems, which would prove tremendously beneficial for long term management of air borne pathogens. (American Hospit al Association.1979). In addition, long term recovery efforts should involve the use of portable air cleaning devices which would significantly reduce the incidence of air borne diseases once the hospital service is re established. Hospitals floors should be disinfected by using combinations of disinfectants and in order to effectively eliminate molds it is necessary to dry all indoor areas. I

Rudiger Dornbuschs model Essay Example | Topics and Well Written Essays - 1000 words

Rudiger Dornbuschs model - Essay Example Bidian (3) notes the overshooting model will help us understand why: (i.) over the short run, there are deviations from purchasing power parity; (ii.) there is volatility in both the nominal exchange rate and in the real exchange rate. Using the money demand equation1, the UIP condition2 and the PPP condition3, the model uses [where yt is the national income, i* is the international interest rate (exogenous) and p* is the international price level (also exogenous)]: The crucial ingredient is the assumption that prices pt is sticky in short run (Bidian 3). The following figure on the monthly variability of the US dollar/Deutsch mark exchange rate and the US/German price ratio illustrates this point: Benigno (5-7) cites the following outcomes of monetary expansion in the Dornbusch model and the items must be noted in order to determine the long-run effect of the monetary expansion: 1) we know that aggregate demand has to be equal to the long run level of output given by y. Thus, we can conclude that long-run equilibrium will be on the vertical aggregate supply curve; 2) since i* (international/foreign interest rate) did not change, we know that in the long run equilibrium, I (local interest rate) = i*: our IS and LM curve need to return to the original equilibrium. Particularly, the increase in money supply translates into a proportional increase in the price level.3) Since the IS curve depends only on the real exchange rate, this means that the real exchange rate must return to the initial equilibrium. To determine its impact effect (keep in mind that goods market adjust slowly while financial markets adjust instantaneously), note that an increase in money supply determines a d ecrease in the domestic interest rates (the liquidity effect) in order to cushion the excess supply of real money balances (the excess supply brought about by sticky prices).Also, the UIP condition in the Dornbusch model holds which implies that the decline in the domestic interest rate is compatible only if there is an equilibrating change in the nominal exchange rate. In order to keep domestic assets in their portfolio, households must foresee that the nominal exchange rate will appreciate along the path that goes to the long-run equilibrium. Meanwhile, in order to generate expectation of appreciation, the nominal exchange rate overdepreciates (overshoots), so as the domestic currency becomes undervalued that it is expected to appreciate in the future. Given the depreciation of the nominal exchange rate the IS curve then shifts outward. Suppose an unanticipated permanent increase in money supply m occurs, Bidian (4-5) cites the following outcomes to take place: due to fixed prices (in short run) and exogenous output, this means that the interest rates decrease by m/. Since long run money neutrality means that the change in money supply is (fully) incorporated into the price level, hence pt+1 increases by m. Equation (3) implies that in the absence

Theorieën Motorische Ontwikkeling

Theorieà «n Motorische Ontwikkeling Inleiding Motoriek is heel ruim gezegd, de beweeglijkheid van het lichaam. Om te weten wat er onder de motorische ontwikkeling wordt verstaan zullen wij ons in dit hoofdstuk gaan verdiepen. In dit hoofdstuk worden verschillende theorieà «n over de ontwikkeling van het bewegen en de motorische ontwikkeling beschreven. Enig inzicht in de achtergrond van de motorische ontwikkeling kan ons weer een stapje verder helpen bij het beter observeren en begrijpen van kinderen die zich anders of trager ontwikkelen dan hun leeftijdsgenootjes. De observaties bespreken wij later in hoofdstuk 7 en 8. Hier wordt duidelijk hoe je als leerkracht kunt observeren Hopelijk leidt dit inzicht tot betere antwoorden op het gedrag van deze kinderen, kortom tot beter onderwijs.Daarnaast wordt de globale motorische ontwikkeling van het jongere kind en het oudere kind beschreven. Wat betekent motoriek? De motoriek heeft betrekking op de bewegingen die het lichaam maakt; zoals arm en beenbewegingen. De motoriek bestaat uit een nauwe samenwerking tussen hersenen, spieren en ledematen. Het evenwicht, de ogen, de oren enhet autonome zenuwstelsel zijn er bij betrokken. De grove motoriek wordt als eerst ontwikkeld. Grijpen, rollen, zitten, kruipen, staan, lopen, klimmen en fietsen zijn de bekende ontwikkelingsfasen. Iedere fase van motorische ontwikkeling van een kind is noodzakelijk voor het latere functioneren.De hersenen worden door de motorische ontwikkeling op een bepaalde manier geactiveerd. De hersenen intregeren de motorische handelingen, ook wel automatiseren genoemd. Als dit automatiseren niet ontwikkelt zal een kind altijd de aandacht moeten houden bij de activiteit. Het kind kan dan niet twee dingen tegelijkertijd doen, zoals: fietsen en op het verkeer letten, lopen en praten.Deze sensorische integratie en de automatisering van bewegingen zijn belangrijk om goed te kunnen fun ctioneren. We kennen twee verschillende soorten ontwikkelingen in de motoriek namelijk; de grove motoriek en de fijne motoriek. De grove motoriek zijn alle grote bewegingen die je maakt met je lichaam zoals fietsen, zwaaien of lopen. Bij de fijne motoriek hebben we het over de kleine bewegingen die je bijvoorbeeld met je hand of vingers maakt zoals; schrijven of tekenen. Een voorbeeld van de grove motoriek wanneer deze niet goed ontwikkeld is zou kunnen zijn dat je vaak omvalt of tegen obstakels oploopt, bij de fijne motoriek zou het kunnen zijn dat je moeite hebt om dingen te kunnen oprapen. We kunnen dus wel zeggen dat alleen met een goede motoriekje gecontroleerde bewegingen kunt maken. (http://www.motoriekoefeningen.mysites.nl/mypages/motoriekoefeningen/107693.html) Het verloop van motorische ontwikkeling van het kind Het verloop van de motorische ontwikkeling begint tijdens het eerste levensjaar, daarom wordt in deze paragraaf naast de ontwikkeling van het schoolkind ook de ontwikkeling van babys peuters en kleuters besproken. Hierna wordt door middel van een overzicht, duidelijk welke ontwikkelingen een kind doormaakt per levensjaar. Tijdens het eerste levensjaar van een kind gebeurt er veel op motorisch gebied. Een pasgeboren baby doet veel vanuit reflexen. Zo heeft hij een sterke grijpreflex en een zuigreflex. Al snel gaat het kind bewuster grijpen, draaien, weer later gaat het zitten, etc. In eerste instantie gebeurt dit vanuit een aangeboren drang. Als voorbeeld nemen we het rollen. Eerst rolt een kind vanuit een innerlijke drang. Soms is dit helemaal niet handig, als bijvoorbeeld de nek nog niet zo getraind is, en hij dus steeds met zijn neus op het boxkleed ligt. Terug rollen leert een kind pas wat later, ook heel lastig als je moe wordt van je hoofd alsmaar omhoog houden. Naarmate het kind vaker rolt, wordt het kind er steeds behendiger in. Het kind ontdekt dat het dan ergens dichterbij komt. Weer later leert een baby dat hij dus al rollend ergens naar toe kan gaan, dat hij dus het rollen zelf in kan zetten als hij bijvoorbeeld een speeltje wil hebben dat net buiten handbereik ligt. Het karakter van het ki nd heeft grote invloed op het tempo van zijn ontwikkeling. Het ene kind is banger cq voorzichtiger uitgevallen dan het andere kind. Gelukkig gaat ieder kind uiteindelijk toch draaien of lopen. Dreumesen en peuters zijn dol op helpen bij huishoudelijke taken. Afwassen, schoonmaken, vegen, opruimen. Als ze willen, mogen ze helpen. Slepen met de stoeltjes, het fornuisje en het poppenbedje. Hierdoor wordt de motorische ontwikkeling op allerlei manieren gestimuleerd. De fijne motoriek door puzzelen, kleien, tekenen, schilderen, plakken, bellen blazen etc. De grove motoriek door verkleden, met zn allen stoeien op de matras, buiten spelen in de zandbak, fietsen, rennen, etc. Buiten spelen biedt hierbij vele mogelijkheden. Het leren inschatten van gevaar leren kinderen pas rond de leeftijd van vier jaar. Tot die tijd kunnen ze meestal niet voldoende inschatten wat ze wel en niet kunnen. Peuters hebben de drang in zich om te klimmen. Zij kijken anders tegen de wereld aan dan volwassenen. Als zij een bank zien, daagt dat uit tot klimmen, en hetzelfde geldt voor een vensterbank, een biels en een tuinstoel. De spierkracht neemt in een jaar tijd enorm toe. Bij het schoolgaande kind wor dt de motoriek steeds verfijnder en verder uitgewerkt. De kinderen oefenen al snel hun jas dicht maken, hun veters strikken, tanden poetsen, huppelen, klimrekkeren, steppen enz. Door knutselen en spelen met lego en andere bouwmaterialen wordt de fijne motoriek geoefend. Door timmeren leer je je krachten te bundelen en te gebruiken. Door de vele oefening in de motoriek kunnen de kinderen veel beter hun handen afzonderlijk van elkaar gebruik. De kinderen gaan steeds netter schrijven en gaan hiermee ontdekken. Zo zie je aan het eind van de basisschool periode steeds meer verschillende vormen in handschriften. Daarnaast neemt het uithoudingsvermogen toe doordat kinderen continu in beweging is. Hierdoor wordt ook de motorische ontwikkeling steeds nauwkeuriger, kinderen maken tijdens hun beweging, fijnere en kleinere bewegingen. Doordat de oudere basisschool kinderen erg competief zijn in sportactiviteiten leren de kinderen steeds meer te ontdekken. Ook dit is weer positief voor hun motor ische ontwikkeling, omdat zij bewegingen maken waarbij de motoriek centraal staat, zoals voetbal, klimmen etc. Concreet overzicht motorische ontwikkeling tot 12 jaar 0 tot 4 jaar; Zelf bij babys zie je al heel snel dat er een motorische ontwikkeling plaats vindt. Wanneer babys geboren worden zullen zij al snel knipperen met hun ogen en zuigen zij direct. Wanneer de babys wat ouder zijn zullen zij objecten gaan volgen met de ogen, dit voorwerp moet echter wel groot zijn. Rond 8 maanden leren de babys met hun handen te klappen en worden de oogbewegingen nauwkeuriger. De babys kunnen dan een klein voorwerp met hun ogen volgen. Vanaf 1 jaar gaan de kinderen o.a. zitten, kruipen, oppakken en stapelen. De motorische ontwikkeling wordt steeds verder ontwikkeld. Om deze ontwikkeling mogelijk te kunnen maken groeit het lichaam gelijdelijk en neem de spierkracht toe. Vanaf 2 jaar kunnen de kinderen al wat tekenen zoals een herkenbaar menselijk figuur. Vanaf 3 jaar ontwikkelen de kinderen hun motoriek ook door middel van bewegingesspelletjes, door bijvoorbeeld te schommelen, springen, ballen en/of stoeien. (http://mens-en-gezondheid.infonu.nl/kinderen/26174 -motorische-ontwikkeling-wat-kan-n-kind-op-welke-leeftijd.html) 4 tot 6 jaar; De motoriek wordt steeds beter bij de jonge kleuter. De jonge kleuter krijgt meer controle over de bewegingen die hij maakt. De pols en de vingers maken steeds meer nauwkeurige bewegingen. Jonge kinderen hebben een de drang om te spelen en te bewegen, om dit te kunnen doen hebben zij ruimte nodig zoals bij het spel; hinkelen of op à ©Ãƒ ©n been staan. De fijne motoriek verbeterd, en de jonge kinderen leren allerlei oefeningen om de fijne motoriek te stimuleren zoals binnen de lijntjes kleuren en de knopen dicht maken. Maar ook de grove motoriek wordt steeds beter, het kind kan nu beter met een bal overweg en valt niet meer of minder tijdens het rennen. Rond 5 jaar kunnen de kinderen al hun potlood vast houden en worden de eerste letters en woorden geschreven. Vanaf 6 jaar is het evenwichtsgevoel voortdurend in ontwikkeling en leert het kind bijvoorbeeld touwspringen. (http://mens-en-gezondheid.infonu.nl/kinderen/26174-motorische-ontwikkeling-wat-kan-n-kind-op-welke-lee ftijd.html) 6 tot 9 jaar; Vanaf 6 tot 9 jaar wordt de motoriek, de evenwicht en de coà ¶rdinatie beter. Dee handen kunnen nu afzonderlijk van elkaar worden gebruikt. Doordat de kinderen zoveel bewegen wordt de fijne motoriek nauwkeuriger en de uithoudingsvermogen en behendigheid nemen toe. (zie schema motorische vaardigheidslijnen Bijlage 1) 9 tot 12 jaar; Vanaf 9 tot 12 jaar is het coà ¶rdinatievermogen goed en het uithoudingsvermogen is groter. Dit betekent dus dat ze langer dingen vol kunnen houden. Daarnaast leren de kinderen onderscheid te maken tussen kinderen onderling; het ene kind kan meer dan het andere kind. Hierdoor onstaat er een competitie-element en krijgen de kinderen belangstelling voor sport en wedstrijden. De kinderen koppelen de vaardigheden aan dat de sociale status; zo vinden zij bijvoorbeeld dat behendige kinderen populairder zijn. (zie schema motorische vaardigheidslijnen Bijlage 1) Theorieà «n motorische ontwikkeling Over de motorische ontwikkeling zijn veel verschillende theorià «n. Om een goed beeld te krijgen op de motorische ontwikkeling hebben wij de 3 bekendste uitgelicht, namelijk; Het (neurologisch) ontwikkelingsmodel van Mesker (hfst 1.5) De senso-motorische ontwikkeling van Ayres (hfst 1.6) De ontwikkelingslijnen van Gesel (hfst 1.7) In de volgende paragrafen worden de hierboven genoemde 3 theorià «n toegelicht, waarna wij een conclusie zullen trekken over welke theorie of theorieà «n het meest bruikbaar is/zijn voor ons onderzoek en dan met name voor het te ontwikkelen beroepsproduct; Uitgangspunt blijft hierbij onze onderzoeksvraag; Hoe kan de motorische achterstand van kinderen met schrijfproblemen op de Dialoog worden verkleind? Het neurologische ontwikkelingsmodel van Mesker Mesker gelooft in de relatie tussen de lichamelijke ontwikkeling en de hersenen. Als het zenuwstelsel rijpt verandert ook het bewegingsapparaat. Mesker heeft meerdere dingen uitgevonden onder andere: rechtopstaand schoolbordje psycho-dominantiebord Een kind maakt met beide handen patronen op het bord, veelal ritmisch en met ondersteuning met klanken of woorden (schrijfdans). Dit wordt veel gebruikt door remedial teachers om gelijktijdige bewegingen met de linker- en de rechterhand/kant bij kinderen te verbeteren. Het wordt ook gebruikt bij handschrift verbetering en als remedie bij dyslexie. Hieronder worden de 4 verschillende fasen van Mesker beschreven. Het is handig voor leerkrachten om deze te herkennen. Het geeft een leerkracht de mogelijkheid om te kunnen zien hoe de motorische ontwikkeling van kinderen loopt, zodat men meer begrip krijgt over achterstanden in de totale ontwikkeling van het kind. De antagonistische (tegengestelde) fase of slurffase (tot 4 jaar) In de eerste fase van de motorische ontwikkeling verlopen de meeste bewegingen via een links-rechtsantagonisme. Dit houdt in dat de spierwerking in de ene lichaamhelft antagonistisch is aan die van de andere helft. Het werkt dus tegenovergesteld. Als de ene hand ontspant, spant de andere kant. Als een hand knijpt, spreidt de andere hand zich. Deze tegenbewegingen worden synkinesieà «n(tegenbewegingen) genoemd en zijn dwangmatig. Een impuls in de linkerhersenhelft wordt automatisch doorgegeven als tegenbeweging in de rechter hersenhelft. Slurfbeweging/slurfmotoriek Afgeleid van de slurf van een olifant. Ook wel actie-reactie bewegingen genoemd. In deze fasen zijn twee typen bewegingen. Kinderen leren tegenovergestelde (antogonistische) bewegingen te maken, bijvoorbeeld trappelen. Ook laten kinderen in deze fase tegenbewegingen (synkinesieà «n) zien, zo zal een baby van 6 maanden een vuist maken, terwijl hij zijn andere hand strekt. Voorbeelden van deze fase: ontwikkeling van trappelen, kruipen, lopen Opvallend is dat veel kinderen die niet hebben gekropen motorische problemen hebben. de symmetrische fase of motorische fase (4 6 jaar) Deze fase houdt in dat de hersens- en lichaamsactiviteiten in deze fasen links en rechts identiek zijn, symmetrisch. Ook in deze fase zijn 2 soorten bewegingen. Een kind leert in deze fase veel symmetrische bewegingen. Deze bewegingen zijn identiek (gespiegeld) in de linker- en rechter lichaamshelft en/of identiek in het boven- en onderlichaam. Voorbeelden van deze fase: met twee benen tegelijk springen, maken van een rechte koprol (3,5 jaar) met twee handen een bal vangen. recht zitten, staan Aan de andere kant is het nog niet goed mogelijk om een lichaamshelft te bewegen zonder dat de andere (dwangmatig) meebeweegt. Ook deze meebewegingen worden synkinesieà «n genoemd. Synkinesieà «n worden ook wel neurologische associaties genoemd. Bijvoorbeeld: als een kind op zijn hakken loopt, doen zijn polsen en armen mee; die gaan buigen (synkinesieà «n onder/boven) Als een kind de symmetrische fase goed heeft doorlopen dan: laat het kind geen onnodige symmetrische bewegingen zien beheerst het kind de essentià «le symmetrische bewegingsvormen Ook volwassen laten meebewegingen zien en/of nieuwe bewegingen. Het gaat bij kinderen om het laten zien van mee-bewegingen bij alledaagse, eenvoudige bewegingen. Lateralisatie fase (7 jaar) Dit is de fase waarin er verschillen ontstaan tussen de linker- en rechter hersenhelft en daardoor in de linker- en rechterlichaamshelft. Er is een aansturing vanuit het hersenhelft zonder dat de ander meedoet. Hierdoor is het mogelijk verschillende bewegingen van de verschillende lichaamsdelen onafhankelijk van elkaar te laten plaatsvinden. Gekoppelde of associeerde bewegingen vinden plaats in de antagonistische en de symmetrische fase. Losgekoppelde of gedissocieerde bewegen worden mogelijk in de lateralisatie fase. Dissociatie: het tegenovergestelde van associatie, betekent letterlijk: loskoppelen. Voorbeelden van dissociatieve bewegingen: De schoolslag wordt mogelijk, Armen en benen maken na elkaar een andere beweging. Touwtje springen wordt mogelijk; draaien en springen tegelijk. In de lateralisatie ontwikkelt een lichaamshelft zich meer doelgericht. De andere lichaamshelft werkt meer ondersteunend. Dit kan men zien bij de handen en voeten. De schrijfhand en de steunhand en het schietbeen en steunbeen. Lateralisatie is geen ontwikkeling tot eenhandigheid, maar een ontwikkeling tot een consequente taakverdeling en samenwerking in tweehandigheid. dominantie; einde lateralisatie fase(7-8 jaar) Deze fase is het eindproduct van de neurologische motorische ontwikking. De mogelijk bestaat om verschillende lichaamsdelen te laten samenwerken en er is geen sprake van dwangmatig neurologische synkinisieen (bepaalde lichaamsdelen werken niet meer automatisch en symmetrisch mee) bij veel gebruikte dagelijkse bewegingen. Voorbeelden: Het schoppen tegen een bal: Het standbeen moet het lichaam in balans houden terwijl het schopbeen half gebogen in beweging vaart maakt om tegen de bal te schieten. Het schrijven: Een voorkeurshand, waarbij tegelijkertijd meerdere motorische handelingen plaatsvinden. (de schrijfbewegingen vanuit het soepele polsgewricht worden gemaakt met voldoende steun vanuit het lichaam en met stabiele houding.) Voor de gehele paragraaf; Zorg voor beweging, W. van Gelder, M. Berg (1999). Heeswijk-Dinther: Esstede (blz.24-32) Schrijven met zorg, A. van Vledder en E. van Dijk (2000). Baarn:HB Uitgevers (blz. 95-98) Schrijven als een oefenvak, Handboek voor didactiek en praktijk, Drs.A. van Engen. (7e druk 1998). Vries: Van Engen BV.(blz. 30-38) Het neurologische ontwikkelingsmodel van Ayres Theorieà «n motorische ontwikkeling. Enig inzicht in de achtergrond van de motorische ontwikkeling kan men weer een stapje verder helpen bij het beter observeren en begrijpen van kinderen die zich anders of trager ontwikkelen dan hun leeftijdgenootjes. Hopelijk leidt dit inzicht tot betere antwoorden op het gedrag van deze kinderen, kortom tot beter onderwijs. De sensomotorische ontwikkeling van Ayres Motoriek heeft te maken met bewegen. Het woord  ´senso ´ is veel minder bekend. Het woord  ´senso ´ verwijst naar de zintuigen. Een vertaling van sensomotorische ontwikkeling zou kunnen zijn: De ontwikkeling van de samenwerking van de zintuigen en motoriek. De ontwikkeling van de interactie tussen zintuigen en bewegingsapparaat. Van belang bij de sensomotorische ontwikkeling is de sensorische integratie: een samenwerking tussen de zintuigen en de motoriek. Bijvoorbeeld: Oorzaak gevolg : als iemand zijn hand op een hete plaat legt dan trekt hij zijn hand weg. Actie- reactie : als iemand op zijn schouder wordt getikt dan kijkt hij om, zonder na te denken waar de prikkel vandaan komt. Ayres onderscheidt 5 zintuigelijke systemen: Het auditieve systeem: horen. Het vestibulaire systeem: dit systeem zorg dat men in evenwicht blijft en niet omvalt. Het visuele systeem: zien. Het proprioceptieve: geeft informatie door vanuit spieren en gewrichten en geeft men daarmee informatie over de houding en positie van lichaamsdelen. Via dit systeem voel men hoe hard/zacht, groot/klein men moet bewegen. Het tactiele systeem: (de tastzin) geeft informatie over allerlei aanrakingen van de huid. Een goed proprioceptief en het tactiel systeem zorgen voor bewegingsgevoel: balgevoel, mooie gestileerde bewegingen, kleine bewegingen, etc. Als verwerkingsprobleem van de informatie van de verschillende zintuigen noemt Ayres met name het over- of ondergevoeligheid van een systeem. Hier volgen 2 voorbeelden. Voorbeeld 1: Een vestibulaire overgevoelig kind zal bijvoorbeeld snel duizelig zijn. Bij een koprol of in een attractie op de kermis, vaak ook misselijk in de auto. Het systeem raakt snel overprikkeld. Veel van deze kinderen worden voorzichtig. Als het vestibulaire systeem ondergevoelig is, is voor een kind niets te gek. Hij kent zijn eigen grenzen niet. Botst snel, loopt in de rij tegen andere kinderen op, is vaak overmoedig. Een kind wijzen op zijn gedrag met als bedoeling dat dit gedrag veranderd, heeft zelden het gewenste effect. De kans is groot dat deze goedbedoelde aanwijzingen ten koste gaan van het gevoel van eigen waarde van het kind. Voorbeeld 2: Tactiel overgevoelige kinderen houden niet van vieze handen en bijvoorbeeld van stukjes of brokjes in het eten en -in extreme gevallen- zelf niet van kleren aan hun lijf. Het neurologische ontwikkelingsmodel van Gesell De ontwikkelingslijnen van Gesell Gesell beschreef als eerste een systematiek in de ontwikkeling van het kind. Hij onderscheidt de volgende ontwikkelingsvelden: Adaptatie: toepassing van de motoriek in het dagelijkse leven en spel. Klein motorische ontwikkeling: ontwikkeling van kijken tot grijpen en manipuleren. Grootmotorische ontwikkeling: ontwikkeling van hoofdbalans tot lopen. Spraak- en taalontwikkeling: ontwikkeling van communicatieve vaardigheden. Deze velden zijn al aanwezig voor de geboorte. De ontwikkeling wordt vastgelegd en normatieve ontwikkelingsschalen. Genoemd de key ages oftewel sleutelleeftijden, de momenten waarop een mijlpaal wordt bereikt in de ontwikkeling. Adaptatie is het belangrijkste ontwikkelingsveld. Het kind leert door zijn adaptieve gedrag analyseren, integreren en relaties herkennen. Gesell beschouwde adaptatie als de voorloper van de (latere) intelligentie, waarbij eerdere opgedane ervaringen gebruikt worden bij het oplossen van problemen. De vier ontwikkelingslijnen van Gesell met betrekking tot de motorische ontwikkeling: De ontwikkeling van kop naar voet (evenwicht) Een kind dat net geboren is kan op een gegeven moment zijn hoofd rechtop of omhoog (balanceren) houden. Daarna gaat het, als het ongeveer 6 maanden is, zitten (evenwicht in hoofd en romp), vervolgens kruipen (evenwicht in schouders en heupen) en tenslotte staan (evenwicht ook in voeten). Kinderen met een zwak ontwikkeld evenwicht laten vaak zien dat ze een wiebelend los hoofd hebben en/of veel gecorrigeerde bewegingen met de armen maken. In het algemeen leren deze kinderen laat zitten. Niet of laat kruipen en laat fietsen op een fiets zonder zijwielen. De ontwikkeling van binnen (romp) naar buiten (ledematen) De ontwikkeling van binnen naar buiten is een ontwikkeling vanuit de romp via de gewrichten die het dichtst bij de romp zitten (schouders en heupen) steeds meer naar buiten, tot in de vinger en teentoppen. Bijvoorbeeld: Een kind van 3 jaar draait een touwtje rond dat het met à ©Ãƒ ©n hand vasthoud. Hij maakt een hele grote draaibeweging vanuit de schouder. Een kind van 6 jaar zal bij dezelfde beweging slecht de hand/pols bewegen. In het onderwijs gaat men ervan uit dat op ongeveer 6 jarige leeftijd de sturing in de pols en hand plaatsvindt. Er dan met het schrijfproces gestart. Voor veel kinderen kan dit tot frustraties leiden, omdat de basis voorwaarden om tot schrijven te komen nog niet aanwezig zijn. Éà ©n van deze voorwaarden is een voltooide ontwikkeling van binnen naar buiten. De ontwikkeling van enkelvoudige naar samengestelde beweging Het aanleren van een beweging vindt plaats van enkelvoudig naar samengesteld. We kunnen deze volgorde het best voorstellen bij het aanleren van een dansje. Er wordt bijvoorbeeld eerst een (eenvoudige) beenbeweging geleerd. Als deze bewegingen worden beheerst, dan kan men een armbeweging bijmaken. Hierna volgt het hoofd, de mimiek en eventueel kan erbij worden gezongen. Het geheel is samengesteld uit steeds meer componenten. De hoeveelheid componenten die men tegelijkertijd kan uitvoeren is afhankelijk van aanleg en ervaring. Een voorbeeld van een samengestelde beweging is; Stuiten op de plaats naar dribbelen (stuiten en looppas). Voor een groot deel valt deze ontwikkeling samen met de lateralisatiefase van Mesker. In deze fase wordt het mogelijk op verschillende lichaamsdelen onafhankelijk van elkaar te gebruiken. De ontwikkeling van totaal (massaal) bewegen naar lokaal (effectief) bewegen. Het bewegen van jonge kinderen met name babys, kenmerk zich door de totaliteit van de beweging. Als een baby probeert iets aan te raken boven zijn wieg, doen de andere arm, de benen en mimiek mee. Het in zijn totaliteit bewegen gaat geleidelijk over in meer lokaal bewegen. Alleen het lichaamsdeel dat nodig is beweegt. Zo kan een 8 jarige zittend schrijven zonder dat iets anders beweegt dan zijn hand (onderarm) en zijn pen. Voor de meeste 4 jarigen is dat onmogelijk. Voetenschuiven, spanning in de schouder en een meebewegende andere hand zijn vaak te zien. In de theorie van Mesker is deze ontwikkeling te zien in het optreden van synkinesieà «n. Van tegenbewegingen naar meebewegingen naar spanning in de andere lichaamshelft tot ontspanning. In de laatste fase zou je ook kunnen spreken van lokaal, efficià «nt bewegen. Een voorbeeld van massaal naar lokaal: Een peuter van 2 jaar die een bal weggooit, gooit met zijn hele lichaam. Als kinderen 8 jaar zijn, gooien ze een bal door met twee handen een korte beweging te maken, waarna de handennawijzen. Zorg voor beweging, W. van Gelder, M. Berg (1999). Heeswijk-Dinther: Esstede (blz. 24-33) Samenvatting De motoriek heeft betrekking op bewegingen van het lichaam, zoals arm en beenbewegingen Er wordt over 2 soorten motoriek gesproken, namelijk de grove en de fijne motoriek. Bij de grove motoriek, gaat het om de grote, grove bewegingen die je met je lijf maakt. De fijne motoriek zijn meer de kleinere bewegingen die je met je handen en vingers maakt. Over de motorische ontwikkeling zijn veel vesrschillende theorieà «n; namelijk; Het (neurologisch) ontwikkelingsmodel van Mesker De senso-motorische ontwikkeling van Ayres De ontwikkelingslijnen van Gesel Volgens Mesker verloopt de ontwikkeling van de motoriek via een aantal fasen. Bovendien kan men in de schema Motorische Basisvaardigheden aflezen wat een kind op een bepaalde leeftijd zou moeten beheersen. Volgens Ayres heeft de motoriek te maken met bewegen en kijkt vanuit de sensomotorische ontwikkeling. Het woord  ´senso ´ verwijst naar de zintuigen. Een vertaling van sensomotorische ontwikkeling zou kunnen zijn: De ontwikkeling van de samenwerking van de zintuigen en motoriek. De ontwikkeling van de interactie tussen zintuigen en bewegingsapparaat. Gesell beschreef als eerste een systematiek in de ontwikkeling van het kind. Hij onderscheidt de volgende ontwikkelingsvelden: Adaptatie: toepassing van de motoriek in het dagelijkse leven en spel. Klein motorische ontwikkeling: ontwikkeling van kijken tot grijpen en manipuleren. Grootmotorische ontwikkeling: ontwikkeling van hoofdbalans tot lopen. Spraak- en taalontwikkeling: ontwikkeling van communicatieve vaardigheden. Nu er een duidelijkbeeld is gegeven over het verloop van een normale motorische ontwikkeling, zal er worden gekeken naar wanneer de motorische ontwikkeling niet soepel verloopt; waarbij wij ons afvragen welke kenmerken een motorische achterstand heeft.

Writing as a Career Essay -- Informative

Many writers would like to categorize there reasons for being writers, and there are different reasons according to the kind of writing the writer does. The author can be viewed for the reasons of loving what they write about, then they could be viewed as one who likes to write novels, or bigger books, and then there is the ones who do it because it means a lot to their lifestyle. There are many reasons for becoming a writer, which are included in some of the authors’ thoughts. A writer is viewed as someone who is looking for subjects inquires, but not after what he loves best, but in what he thinks he loves at all (Dillard 1). Many writers wonder the reasons for which they write by wondering why, what, and how do they do it, but the writers like to write on part of the idea that they can share what they are doing at that very time and place, be it walking up and down in a little room or something similar (Kincaid 1). Although these two authors categorize there reasons for be ing writers in a similar fashion, they have some differences. There are some authors whom like to stay anonymous, when they do their work. They may appear to want their work to be anonymous, but by all fashion the work is later on published anyways (Sanders B4). Some authors can also view how writings has effected there lifestyles, because of their writing. There’s always a mystery behind the creative writing process, but it’s a boring mystery and some look at it differently (King 1). Some others believe that there writing in turn teaches others in multiple states and they can benefit from some of the hard-won benefits (Cubberly A4). There is always different reasoning behind authors’ ideas of writing, but these are many of the categori... ...ject of inquiries, but this would not be seen until they think about it (Dillard 1). Most of the writers wonder the reasons for which they write by thinking why, what and how do they write it. Some think about what they are doing everyday be it walking up and down in a room or something of that matter (Kincaid 1). Even with the amount of categorizes that you can place authors into they all have similarities, and differences. Some also would like to appear anonymous when they do their work (Sanders B4). But some wonder about the mysteries that hide behind the creative writing process, as it is a boring mystery for many but not to the author (King 1). This is how the authors could be categorized into the reasons in which the writers write about what they do, and how there are always differences between the authors themselves that can prove why authors are different.

Tobacco Industry Csr Malaysia

1. 0 INTRODUCTION Major tobacco firms in Malaysia have begun investing aggressively Corporate Social Responsibility activities to build a positive public image and brand activities via large contributions into social programs nationwide, and to be recognised as contributors to the greater common good. Although CSR is considered as a corporate entity along standards of business ethics, tobacco industry philanthropic activities encounter much criticism and threat of a comprehensive ban on CSR atop present legislations for Tobacco Advertising, Promotion & Sponsorship worldwide.Many concerns have been raised over the practice; alleging that the motives behind tobacco industry CSR are to manipulate public perception of responsible marketing practices and gain favourable position for the individual firms in Malaysia. 2. 0 CSR AND ITS STRATEGIC ADVANTAGES Holme and Watts define CSR as an ongoing pledge by corporations to conduct themselves in an ethical manner and contribute to economic gro wth while developing the quality of workforce livelihood and their families, and the overall local community and societies.CSR programs were developed to answer public urges for corporations to advocate ethical, environmental, health and labour regulations. The Sustainability Entrepreneurship Model by Young and Tilley, as shown in Appendix I, comprises of six decisive factors: eco-efficiency, socio-efficiency, eco-effectiveness, socio-effectiveness and sufficiency and ecological equity; for corporate sustainability which adds to the business’s social responsibilities and enhances its effectiveness, bringing higher cost savings and better profit margins. 8% of consumers said they were more likely to purchase from companies that engages in initiatives to develop society. 3. 0 TOBACCO INDUSTRY AND TOBACCO USE IN MALAYSIA Malaysia is a major cigarette-manufacturing showpiece for tobacco transnational corporations operating in the South East Asian region. Among 92 sectors, the tob acco industry ranks 5th with an economic output totaling to RM11. 7 billion or 3% of Malaysia’s GDP. The tobacco industry in Malaysia comprises of large corporations such as British American Tobacco, market share 68%; Japan Tobacco Inc. 17. 7%; and Philip Morris International, 15. 3%. The industry considers itself a vital contributor in developing Malaysia’s socio-economic condition of the rural population. Tobacco is Malaysia’s most largely cultivated non-food crop, with 12,148 hectares and 1,200 hectares of land solely for tobacco cultivation in Peninsular Malaysia and East Malaysia respectively. The industry’s activities range from tobacco leaf cultivation and curing, tobacco production to marketing and distribution.Records show that more than 190,000 people are employed in the industry, and 120,000 people involved in tobacco farming and curing. Smoking statistics show that 10,000 Malaysians succumb to smoking-related ailments annually, making it the t op killers in the country since the 1980s. According to Global Adult Tobacco Survey based in Malaysia, 23. 1% or 4. 75 million adults currently smoke, 43. 9% (4. 64 million) being men and 1. 0% (0. 10 million) women. The study also suggested that the expenditure on manufactures cigarettes cover 3. % of the GDP in 2011, its data showing present smokers using an average of RM 178. 80 monthly on manufactured cigarettes. 4. 0 PRACTICE OF TOBACCO INDUSTRY CSR IN MALAYSIA The industry engages CSR in various methods to achieve maximum public exposure and influence. The common approach of tobacco industry CSR is corporate philanthropy in which the firms provide monetary aids in areas such as culture and arts, education, shelter, social welfare and the environment. In addition, they offer support to government policies and sponsorship of events such as youth smoking prevention programs.Several firms have even established charitable foundations to fund their initiatives, such as the British A merican Tobacco Foundation which was set up with the aim to obtain and manage funds for education, scientific and other charitable purposes. In conjunction with National Kenaf and Tobacco Board, the foundation has rewarded over 2,000 recipients RM 1. 1 million since its initiation in 2002. Formation of alliances between tobacco firms with non-governmental organizations exist as well.Yayasan Salam Malaysia is a long-term NGO partner of Philip Morris since 2006, both supporting a variety of CSR programs concerning poverty and society’s wellbeing. Their annual partnership had revolved around building information and communication technology (ICT) centres in rural places and providing financial aids for the underprivileged. BAT is also the first local tobacco company to publish Social Reports since 2001; these reports highlighting the firms CSR activities conducted year-round, looking forward to aligning itself with other businesses that conduct CSR activities.The company had rec eived the Malaysian Sustainability Reporting Award from the Association of Chartered Certified Accountants for BAT’s efforts in cancer research. 5. 0 CRITICISMS TOWARD TOBACCO INDUSTRY CSR The tobacco industry is one of the most criticised members of the modern business community. Several disputes have arisen worldwide declaring that tobacco industry products are lethal to their consumers, and the CSR activities will be unable to resolve the fundamental contradiction with ethical corporate citizenship.WHO defines tobacco industry tactics utilizing CSR as a tool â€Å"to promote voluntary measures as an effective way to address tobacco control and create an illusion of being a ‘changed’ company and to establish partnerships with health interests. † These charitable campaigns purposefully influence the perception among youths and adults that the tobacco industry is deceitful and guilty for advocating smoking among youths and adults. Tobacco companies’ internal documents have revealed the motives behind industry-sponsored programs, aimed to increase profits and stimulate company investments.It is alleged that by conducting CSR, tobacco firms aim to build favourable views regarding the industry and tobacco issues by demonstrating their responsibility and concern about the wellbeing of consumers and stakeholders. Another tobacco industry goal is to achieve political influence with the intention of obstruct government efforts to regulate tobacco control, as evident in Malaysia. These CSR initiatives also pose as protection against litigations or lawsuits.The sponsorship of tobacco firms in youth anti-smoking campaigns is claimed to be a scheme to access youths for market research, to normalise brands and to avert success of anti-tobacco campaigns. A report by the British Medical Association stated that tobacco industry CSR as a form of marketing for firms, and as such it should be prohibited under the terms of Article 13 of the Fram ework Convention on Tobacco Control, which calls for Parties to impose a full ban on tobacco advertising, promotion and advertising, including CSR.CSR functions in favour of the industry by creating goodwill with lawmakers and the public, crushing bad publicity for its lethal goods, and resolving conflict from tobacco control advocates. The tobacco-caused death and disease suffered by societies and families contradict the advantages of charity or sponsorship for social interests. Tobacco consumption offers zero merits to the underprivileged, and any financial aid offered by tobacco firms accountable for smoking-related ailments and financial woes of the nation fails to relieve poverty, environmental, or health problems. . 0 POLITICAL ECONOMY AND CONTROL OF TOBACCO IN MALAYSIA Advocacy for tobacco control in Malaysia had begun in the 1970s, with gradual growing initiatives to institute specific legislations to regulate tobacco manufacturing and consumption. Compliant to the FCTC, Mal aysia enacts legislation compliant with the FCTC by providing extensive regulation and banning of advertising, promotion and sponsorship. Presently, Malaysia allows tobacco industry CSR, and it has been abused by the industry as a strategic tool to change its public image.Measures to undertake the Malaysian smoking epidemic is inconsistent – from one point of view, the cost of lives and health interests; while the other, the critical consequences of tobacco control on tobacco farmers and alleviating poverty. The Malaysian government is an active shareholder and advocate of tobacco. They are major partners in two of Malaysia’s largest tobacco corporations with direct financial interests in the industry.Major shareholders of BAT and JTI include statutory bodies such as the Skim Amanah Saham Bumiputera, Employees Provident Fund, and Amanah Saham Malaysia, demonstrating the Malaysian state controlled ownership of shares in the tobacco industry. A large number of Bumiputera s partake in tobacco cultivation with Bumiputera partners being of key importance in the ownership of tobacco firms. Corresponding to the government policy to promote foreign investment, BAT, Philip Morris, and R. J.Reynolds Tobacco Company have set up their subsidiaries and established manufacturing facilities within the country. 7. 0 CONCLUSION In averting the overall poor public image, weak knowledge regarding individual tobacco firms, and more litigations and restraints, the tobacco industry CSR activities are meant to improve public perception of the industry. CSR activities by tobacco firms purposefully highlight their philanthropic contributions to the society and also promote youth smoking prevention programs.As long as there is absence of major restraints and public criticism, the tobacco industry will continue to operate unreservedly, utilising CSR to promote its â€Å"responsible† marketing practices and to receive favorable ratings for individual firms within the country. The tobacco industry’s public relation efforts may possibly influence Malaysian audiences to develop further resistance against the objections faced by the industry, alleviate jurors’ negative scrutiny toward the industry, and thus deteriorating public or legislative support for tobacco control policies in Malaysia.