Summary Essay Example | Topics and Well Written Essays - 750 words

Summary - Essay Example As such, America has a right to torture terrorist suspects but under exceptional circumstances (Hickey, 2012). Crucial is the fact that terrorism does not take an isolated approach. This is to say that terrorism does not restrict to breaking of a law. Acts of terrorism inflict harm on third parties most of whom are innocent law abiding citizens. Terrorism is a crime against humanity because it causes harm to individuals and undermines the sanctity of freedoms such as the right to life. Moher (2004), advocates for the use of torture using the argument â€Å"a lesser of the two evils†. In the event that one person stands in the way of saving millions from harm by with holding information, then extreme measures are likely to suffice. However, sanctified the rights of an individual, the government is likely to protect the masses rather than one person (Hickey, 2012). While describing the phrase â€Å"a lesser of the two evils†, utilitarianism is in play. This is the idea th at a policy is as relevant as the extent to which it protects, to a greater advantage, the masses, as opposed to an isolated few. Nonetheless, there is a need to establish under what situation torture is valid and what form this torture will take. Currently, America utilizes the policy of torture under the Radar screen. This technique encompasses underground torture methods such as rendition. This is where the suspect is subject to interrogation in a nation that has less restrictive rules on torture by using torture lite methods. Moher (2004) holds that it is more appropriate to accept that torture exists and find a way to regulate it using the justice system. As such, he proposes utilizing a judicially sanctioned torture system. Under this judicial guise, torture will procure information from suspects with more advantages than disadvantages. First off, Moher (2004) reports on Professor Alan Dershowitz’s theory who suggests that torture be medically supervised to ensure that the process only causes pain and discomfort but not permanent body damage. Secondly, there will be some form of due process. This is because the suspect’s guilt is subject to the scrutiny of a neutral magistrate. Proofing beyond all reasonable doubt that a suspect has information is part of judicially sanctioned torture. Finally, in case of a fatality, the judicial system has the power to demand an explanation and, therefore, reducing the chances of extreme brutality on the suspects (Hickey, 2012). Moher (2004) argues that judicially sanctioned torture is, therefore, more humane than the current underground system. Moreover, it is imperative to note that his stand on torture is in regard to the ticking bomb scenario. That is the suspect is holding information needed sooner rather than later, and the lack of this information could result in greater damage than torturing would cause. In summary, these arguments call for the use of logic rather than the inclination towards moral ity and its related emotional entanglements. Utilitarianism in this case is a logical approach (Hickey, 2012). Though most torture methods do not have a scientific basis, their success in obtaining information has proven adequate for the most part (Clarke, 2007). Expert interrogators claim that humans tend to avoid pain and discomfor

Spamalot Response Essay Example for Free

Spamalot Response Essay A play about a King on a quest for a magic grail, by the sound of that it seems like this is just some ordinary play, but no this is Spamalot. Spamalot is a comedy where everything is humorous and light hearted. There are many things I love about this play including the set and costumes, these two elements really made the play better to me. However, one improvement that could have been made was the lighting in the play. As the curtains of the theater opened up I saw a big castle with huge wooden doors and a balcony. In this first scene I was blown away by the size of this set piece and was truly amazed by the detail. One of my favorite things about this set piece is how the characters were using it for more than just a castle, for instance when the front was turned into a cave. I thought it was very clever how the curtains dropped down from the balcony to create the cave. An interesting fact about the set is how it wasn’t just a flat backdrop to have in the background, it was three-dimensional, like the fact that there were windows that actually opened and closed as well as a real balcony that the actors went up on. My favorite scene was one where the Frenchmen were up on the balcony mocking King Arthur and the rest of the Knights of the round table, this was one of the funniest moments of the play. Another thing about this set that really amazed me was the realization of how much time it took to build this, but it made the difference and was completely worth it. The one and only thing that I did not like about this play was the lighting. Throughout the play I wanted different lighting effects to surprise me but most of the time I felt like it was just a general wash and nothing else. I think if there was a variety of different types of lights the play would have been more interesting. Although there was one lighting effect that I loved, when the light bulbs starting flashing along the perimeter of the stage I was surprised and mesmerized by this effect, it really improved the performance. Otherwise I felt the selection of lights was boring and dull. One scene where I think they could have used this variety of lights was when King Arthur came across the Knights of Ni. In this scene they were lost in the woods, I think a good effect would be to darken the lights slightly and maybe change the color of the light so it would feel more like they were in a forest. The costumes were my second favorite thing about this play. My favorite costumes throughout the play were the Knights of Ni. I think it was a mix of them changing thepitch of their voice’s and the costumes that made me really enjoy their part. I loved how their cloaks fell down to the floor and covered their entire body, then they had the leaves on their shoulders which showed they lived in a forest with many plants and vegetation. Another costume I really liked was Herbert’s father, the long purple cape he wore reminded me of old cartoons. He looked exactly how I would picture him in my head. Although I liked these costumes the best, I thought all the costumes were amazing. This play has many great aspects including the costumes and set that amazed the audience. Although this play was very good I did feel there could have been an improvement in the variety of lights used during the performance. To sum up the entire play it was funny every second of the way and was a show to go see.

Racial Privilege in America Past and Present Essay -- essays research

The Blame Game: a Prelude to Racial Privilege In order to fully understand an easily debatable and highly controversial policy, such as racial privilege, one must first understand the political and social climates that led up to it. Racial privilege has been practiced during two periods in America’s past: the post-reconstruction era, via Jim Crow laws, and today, by way of affirmative action. After Reconstruction in the American south, landowners reorganized their land in such a way that it could be farmed without the use of slaves. The most common structure employed sharecropping, in which the land owner divided his property into several plots of land, each farmed by different individuals who paid for the use of this land with a predetermined percentage of their harvested crop. At its onset, sharecropping was a racially diverse program. Boyer et all notes that â€Å"By 1880†¦ white sharecroppers now outnumbered black ones, although a higher proportion of southern blacks, about 75 percent, were involved in the system† (597). Tenants, most having no capital with which to purchase farm equipment, livestock, and seed, offer yet another pre-determined percentage of their harvested crop as collateral and repayment for loans. Since both the landowner and the creditor were invested in the profitability of the farmer’s crops, they insisted that these farmer s raise only easily marketable cash-crops, limiting crop diversification (Boyer 598). When supply began to exceed demand, value of these crops rapidly declined. Sharecroppers, both white and black, were plunged heavily into debt and poverty. The failure of this system presented a window of opportunity for the Democratic leaders of the Old South who wish to restore the power stru... ... Eds. Christopher Jencks, and Meredith Phillips. Washington, D.C.: The Brookings Institution. 1998. 431-56. King, Jr., Martin Luther. I Have a Dream. March on Washington for Jobs and Freedom. Washington, D.C. 28 August 1963. Rai, Kul B., and John W. Critzer. Affirmative Action and the University. Nebraska: University of Nebraska Press, 2000. Skrentny, John David. The Ironies of Affirmative Action. Chicago: University of Chicago Press, 1996. Steele, Shelby. A Dream Deferred: The Second Betrayal of Black Freedom in America. New York: HarperCollins, 1998. ---. White Guilt: How Blacks and Whites Together Destroyed the Promise of the Civil Rights Era. New York: HarperCollins, 2006. Sterba, James P. â€Å"The Case for Preferential Treatment.† Affirmative Action in the University. Ed. Steven M. Cahn. Philadelphia: Temple UP, 1993. 286-90.

Learning Experience

Learning Experience PSY/211 July 26, 2012 Daysi Brown Learning Experience Many Americans have fears of all kinds. One fear is roller coasters. Individuals who have this type of fear may also have the fear of heights and how high the drop is on a loop or how fast the coaster goes. They have the feeling as if they are going to fall if up too high or how queasy their stomach may feel with the thought of approaching the big loop. This type of behavior can come from something as little as tripping off a curb or falling off a bike which triggers them to be afraid or fearful of anything that is high up.When it comes to individuals with the fear of roller coaster there is something in the mind telling them that they are too high up which makes them fearful of the coaster or just the thought of getting on and actually riding The classical conditioning type of learning in which a neutral stimulus comes to bring about a response after it is paired with a stimulus that naturally brings about a r esponse. The learning experience of this type of conditioning is to overcome the fear by trying to find ways to be able to ride the roller coaster.Another way is to research and find ways to help with the feeling of heights and the fear of roller coasters There are ways that to help with this fear by trying to figure out the natural response of the feeling of riding the coaster. Operant conditioning is learning in which a voluntary response is strengthened of weakened, dependent on its favorable or unfavorable consequences. The experience of this conditioning is to have a feeling

Pyscological Disorders Essay

Behaviourism has many different strengths and weaknesses. One strength of the approach is that is has successfully applied classical and operant condition to its theories. This is strength as it is used in different therapies such as systematic desensitization, which is a type of behaviour therapy to help overcome phobias and other anxiety disorders; it is based on classical conditioning. Another strength is that it uses scientific methods of research making it much more objective, measurable and observable as well as being able to obtain reliable results. An example of this is Banduras’ bobo doll of study of aggression. However, there are also weaknesses to this approach. The Behaviourism approach focuses too much on the â€Å"nurture† side of nature/nurture debate and suggests that all behaviour is learned. However, research has shown that cognitive and biological elements have been proved to affect individual’s behaviour. For example, people learn behaviour by observing others getting rewarded for certain actions. Another weakness is the ethical issues raised by using animals in experiments. This is because animals cannot consent to take part and are unable to withdraw themselves from experiments, for example, Pavlov’s dog studies. A major strength of this theory is that it is quick and affordable. As the behaviourism theory focuses on the future and what is happening now instead of the past, treatment can be quick and effective as they are not discussing past experiences which may be time consuming. However, because this theory ignores past experiences and influences, it may cause problems as individuals may need to discuss past experiences in order to sort their emotions out. Because this theory ignores them and focuses on present experiences it can cause a major problem as people may not be able to benefit from the therapy as they need to discuss their past. * Social Learning Theory: The Social Learning theory was developed my Albert Bandura who believed that we can learn by observing others. This theory however, has different strengths and weaknesses. One of the great strengths of the social learning theory is that it combines important models of learning. This therefore makes it a good education theory. Another strength is that children are seen are easy to teach and any child can be taught. Albert believed that motivation comes largely through praise. The praise, however, is seen indirectly, since it is the model that is praised, not the child. Once motivated, the model provides the bulk of teaching. The general concept is that children just the right environment to begin learning useful skills. Another strength is that it is an easy theory to grasp and it seems to be generally proven by actual experience. For example, when learning to play football, individuals often first watch a game on TV, which provides the inspiration and motivation to learn to play. However, there are weaknesses that question if this theory is correct. The main weakness of this theory is that is does not include the child’s cognitive development. While there are some cognitive insights in the social learning theory, they are not explained. Albert believed that a child was seen as a sponge, absorbing information through modelling. However, the child’s contribution to how models are absorbed is processed and worked out through time and is not present to any extent in the theory. Another weakness is that is does not have any given cause. The social learning theory explains that motivation exists though praise. However, it seems that motivation is socially conditioned, and therefore relative. The social learning then takes the basic social structure as normative and standard, without judgement. * Psychodynamic: This theory was developed by Sigmund Freud and Erik Erickson and believed that we are not always aware of all aspects of ourselves. They ignored all science theories and focused going â€Å"inside the head†. However this theory has different strengths and weaknesses. One strength of the psychodynamic theory is that is focused on the effects that childhood experiments have on the personality. This is a strength because Freud was the first psychologist to realise the importance of childhood. It also led to other psychologists including Piaget developing theories on childhood. Another strength is that it takes both nature and nurture into account. This is a major strength as is emphasise the importance of both. For example, Freud’s assumption of childhood experiences focused on nurture whereas the ID, Ego and Super-ego focused on nature. However, a weakness of the psychodynamic approach is that it is capable of being tested. This is a weakness because the assumptions cannot be scientifically measured or proved wrong, for example, is the idea of the mind being split into three parts. This cannot be proven so therefore questions if its valid information. Another weakness is that it suggests that all behaviour is pre-determined and people do not have free will. * Biological approach: The biological approach was developed by Arnold Gessel who explained the developmental process and stages involved from conception onwards. A strength of this theory is that it is very scientific. This is a major strength because the experiments used are measurable, objective and can be repeated to obtain reliable results. Also, the researcher has more control over the variable. Another strength of the approach is that it increases the likelihood of being able to treat people with abnormal behaviour and provides explanations about the causes of behaviour. This is a major strength as it can be used to improve people’s lives. However, a weakness of the biological approach is that is focuses too much on the â€Å"nature† side of the nature/nurture debate. It argues that behaviour is caused by hormones, neurotransmitters and genetics. Another weakness of the biological approach is that it develops theories about disorders and generalises them to apply to everyone. It does not take into account the view that humans are unique. An example for is that general adaption syndrome assumes that everyone responds in the same way to stress but does not take into account that some people have or need more support than others. * Cognitive: The Cognitive theory was development by Jean Piaget who believed children are born with a very basic mental structure, genetically inherited and evolved, in which all subsequent learning and knowledge is based. One strength of the cognitive approach is that is looks at thought processes which were ignored by other psychologists, especially behaviourists. It looks at processes such as memory, attention and perception which all have an effect on our behaviour. Another strength of this approach is that its theories have been applied to cognitive therapies such as rational emotive therapy which is a therapy that focuses on resolving emotional and behavioural problems and helping people to lead happier and more fulfilling lives. This therapy has been successful in changing irrational thoughts so that behaviour improves. However, a weakness of the cognitive approach is that it reduces human behaviour down to individual processes such as memory and attention. This is a weakness because the human is a product of all the processes working together and not just individual parts. Another weaknesses is that the approach is too mechanical, it compares the human to computers and suggests they have similar though processes. This is a weakness as humans are much more complex than computers. * Humanistic: The humanistic approach was developed by a psychologist called Abraham Maslow who observed the study of the whole person. He looked at human behaviour not only through the eyes of the observed, but through the eyes of the person doing the behaving. A strength of this theory is that is focuses on both the positive nature of humankind and the free will associated with change. Another strength is the way in which many of its aspects fit well with other approaches. Many therapies have provided a more humanistic undertone in their work with clients. Even though they may argue that the humanistic theory does not go far enough, they see the benefit in helping people change. However, a weakness of this theory if that is appears to centre on its lack of concrete treatment on specific issues. With the basic concept behind the theory being free will, it is difficult to develop treatments and study the effectiveness of this theory. Secondly, there are those who believe that the humanistic theory does not help those with more severe personality or mental health problems. Another weakness is that this theory is still not complete as there are different questions that are still unanswered. For example, are people basically good or are their some individuals who are not capable of this? As these questions are still unanswered it questions if the theory is effective.

Archaeology and Prehistory of Cuba

Archaeology and Prehistory of Cuba Cuba is the largest of the Caribbean islands and one of the closest to the mainland. People, probably coming from Central America, first settled on Cuba around 4200 BC. Archaic Cuba Many of the oldest sites in Cuba are located in caves and rock shelters on the interior valleys and along the coast. Among these, the Levisa rock shelter, in the Levisa river valley, is the most ancient, dating to about 4000 BC. Archaic period sites usually include workshops with stone tools, such as small blades, hammer stones and polished stone balls, shell artifacts, and pendants. In few of these cave sites burial areas and examples of pictographs have been recorded. Most of these ancient sites were located along the coast and the change in sea levels has now submerged any evidence. In Western Cuba, hunter-gatherer groups, such as the early Ciboneys, maintained this pre-ceramic life style well into the Fifteenth century and after. Cuba First Pottery Pottery first appeared on Cuba around AD 800. In this period, Cuban cultures experienced an intense interaction with people from other Caribbean Islands, especially from Haiti and the Dominican Republic. For this reason, some archaeologists suggest that the introduction of pottery was due to groups of migrants from these islands. Others, instead, opt for a local innovation. The site of Arroyo del Palo, a small site in eastern Cuba, contains one of the earliest pottery examples in association with stone artifacts typical of the previous Archaic phase. Taino Culture in Cuba Taà ­no groups seem to have arrived at Cuba around AD 300, importing a farming life style. Most of the Taino settlements in Cuba were located in the easternmost region of the island. Sites such as La Campana, El Mango and Pueblo Viejo were large villages with large plazas and the typical Taà ­nos enclosed areas. Other important sites include the burial area of Chorro de Maà ­ta, and Los Buchillones, a well-preserved pile dwelling site on the north coast of Cuba. Cuba was among the first of the Caribbean Islands to be visited by the Europeans, during the first of Columbus voyages in 1492. It was conquered by the Spanish conquistador Diego de Velasquez in 1511. Archaeological Sites in Cuba Levisa rock shelterCueva FuncheSeborucoLos BuchillonesMonte CristoCayo RedondoArroyo del PaloBig Wall SitePueblo ViejoLa CampanaEl MangoChorro de Maà ­ta. Sources This glossary entry is a part of the About.com guide to Caribbean, and the Dictionary of Archaeology. Saunders Nicholas J., 2005, The Peoples of the Caribbean. An Encyclopedia of Archaeology and Traditional Culture. ABC-CLIO, Santa Barbara, California. Wilson, Samuel, 2007, The Archaeology of the Caribbean, Cambridge World Archaeology Series. Cambridge University Press, New York

Flash Fiction Definition and History

Flash Fiction Definition and History Flash fiction goes by many names, including microfiction, microstories, short-shorts, short short stories, very short stories, sudden fiction, postcard fiction and nanofiction. While it can be difficult to pinpoint an exact definition of flash fiction based on word count, consideration of several of its features can help provide clarity about this compressed form of short story. CharacteristicsofFlash Fiction Brevity.  Regardless of the specific word count, flash fiction attempts to condense a story into the fewest words possible. To look at it another way, flash fiction tries to tell the biggest, richest, most complex story possible within a certain word limit.A beginning, middle, and end.  In contrast to a vignette or reflection, most flash fiction tends to emphasize  plot. While there are certainly exceptions to this rule, telling a complete story is part of the excitement of working in this condensed form.A twist or surprise at the end.  Again, there are plenty of exceptions to this rule, but setting up expectations and then turning them upside down in a short space is one hallmark of successful flash fiction. Length There is no universal agreement about the length of flash fiction, but it is usually fewer than 1,000 words long. In general, microfiction and nanofiction tend to be extremely brief. Short short stories are a little longer and sudden fiction tends to be the longest of the short forms, all of which can be referred to by the umbrella term flash fiction. Usually, the length of flash fiction is determined by the specific book, magazine or website thats publishing the story. Esquire magazine, for example, held  a flash fiction contest in 2012 in which the word count was determined by the number of years the magazine had  been in publication. National Public Radios Three-Minute Fiction contest asks writers to submit stories that can be read in less than three minutes. While the contest does have a 600-word limit, clearly the length of reading time is more important than the number of words. Background Examples of very short stories can be found throughout history and across many cultures, but there is no question that flash fiction is currently enjoying an immense wave of popularity. Two editors who have been influential in popularizing the form are Robert Shapard and James Thomas, who began publishing their Sudden Fiction series, featuring stories of fewer than 2,000 words, in the 1980s. Since then, they have continued to publish flash fiction anthologies, including New Sudden Fiction, Flash Fiction Forward and Sudden Fiction Latino, sometimes in collaboration with other editors. Another important early player in the flash fiction movement was Jerome Stern, the director of the creative writing program at Florida State University, which inaugurated its Worlds Best Short Short Story contest in 1986. At the time, the contest challenged participants to write a complete short story in no more than 250 words, though the limit for this contest has since been raised to 500 words. Though some writers initially eyed flash fiction with skepticism, others embraced the challenge of telling a complete story in the fewest words possible, and readers responded enthusiastically. Its safe to say that flash fiction has now gained mainstream acceptance. For its July 2006 issue, for instance, O, The Oprah Magazine  commissioned flash fiction by well-known authors such as Antonya Nelson, Amy Hempel, and Stuart Dybek. Today, flash fiction contests, anthologies and websites abound. Literary journals that traditionally have published only longer stories now frequently feature works of flash fiction in their pages as well. Six-Word Stories One of the most famous examples of flash fiction, often misattributed to Ernest Hemingway, is the six-word story, For sale: baby shoes, never worn. Garson OToole at Quote Investigator has done extensive work tracing the origin of this story if youd like to learn more about it. The baby shoes story has spawned so many websites and publications devoted to six-word stories that it merits special mention here. Readers and writers have clearly been captivated by the depth of emotion hinted at by these six words. It is so sad to imagine why those baby shoes were never needed, and even sadder to imagine the stoic person who picked himself or herself up from loss and got down to the practical work of taking out a classified ad to sell the shoes. For carefully curated six-word stories, try Narrative magazine. Narrative is very selective about all the work they publish, so youll find only a handful of six-word stories there every year, but all of them resonate. For six-word nonfiction, Smith Magazine is well known for its six-word memoir collections, most notably Not Quite What I Was Planning. Purpose With its seemingly arbitrary word limits, you might be wondering what the point of flash fiction is. But when every writer works within the same constraints, whether its 79 words or 500 words, flash fiction becomes almost like a game or a sport. Rules increase creativity and showcase talent. Almost anyone with a ladder could drop a basketball through a hoop, but it takes a real athlete to dodge the competition and make a 3-point shot during a game. Likewise, the rules of flash fiction challenge writers to squeeze more meaning out of language than they might ever have thought possible, leaving readers awestruck by their accomplishments.

Facts About Soft Coral (Octocorals)

Facts About Soft Coral (Octocorals) Soft corals refer to the organisms in the class Octocorallia, which includes gorgonians, sea fans, sea pens, sea feathers, and blue corals. These corals have a flexible, sometimes leathery, appearance. Although many resemble plants, they are actually animals. Soft corals are colonial organisms, which means they are formed of colonies of polyps. The polyps of soft corals have eight feathery tentacles, which is why they are also known as octocorals. One way to tell the difference between soft corals and hard (stony) corals is that the polyps of hard corals have six tentacles, which are not feathery. Here are some stony coral characteristics, with some of the key differences with soft corals identified: They have polyps that secrete a cup (calyx or calice) in which they live. The polyps of soft corals usually have feathery tentacles.They may harbor zooxanthellae, algae that live within coral polyps and can produce brilliant colors. Others may be colored by bright pink, blue or purple pigmentation.They may contain spikes called sclerites, which are made of calcium carbonate and protein, and are located within a jelly-like tissue called coenenchyme. This tissue lies between the polyps and contains canals called solenia, which transport fluids between the polyps. In addition to providing structure to the coral and protection from predators, the shape and orientation of the sclerites can be used to identify coral species.They have an inner core made out of a protein called gorgonin.They may have a variety of shapes, including fan-like, whip-like or feather-like, or even leathery or encrusting. Classification Kingdom: AnimaliaPhylum: CnidariaClass: AnthozoaSubclass: OctocoralliaOrders:Alcyonacea (the horny corals, also known as the gorgonians, sea fans and sea feathers)Helioporacea (blue corals)Pennatulacea (sea pens) Habitat and Distribution Soft corals are found worldwide, primarily in tropical or subtropical waters. Soft corals do not produce reefs but may live on them. They may also be found in the deep sea. Feeding and Diet Soft corals may feed during the night or day. They use their nematocysts (stinging cells) to sting passing plankton or other small organisms, which they pass to their mouth. Reproduction Soft corals can reproduce both sexually and asexually. Asexual reproduction occurs by budding when a new polyp grows out of an existing polyp. Sexual reproduction occurs either when sperm and eggs are released in a mass spawning event, or by brooding, when only sperm are released, and these are captured by female polyps with eggs. Once the egg is fertilized, a larva is produced and eventually settles to the bottom. Conservation and Human Uses Soft corals may be harvested for use in aquariums. Wild soft corals may also attract tourism in the form of dive and snorkeling operations. Compounds within the tissues of soft corals may be used for medicines. Threats include human disturbance (through humans stepping on corals or dropping anchors on them), overharvesting, pollution, and habitat destruction. Examples of Soft Corals Soft coral species include: Dead Mans Fingers (Alcyonium digitatum)Sea FansSea Pens Sources and Further Reading GBR Explorer. Soft Corals. ReefED.NOAA. Coral Anatomy and Structure. NOAA Coral Reef Conservation Program.Simpson, A. 2009. Reproduction in Octocorals (Subclass Octocorallia): A Review of Published Literature. Version 16 July 2009. In Deep-Sea Corals Portal.South Carolina Department of Natural Resources. Octocoral Morphology.Tan, Ria. 2008. Soft Corals. Wild Fact Sheets.Wet Web Media. The Soft Corals, Order Alcyonacea; Use In Marine Aquariums.

Show how waves transfer energy Assignment Example | Topics and Well Written Essays - 750 words

Show how waves transfer energy - Assignment Example The movement, drift and transmission of waves as an entity between two points results in transfer of energy. For example, in case of the water waves in the oceans and on sea sides, a thrust is felt and water displaces the sand and other elements on the beach side. This is a case of waves transmitting the energy. A wave itself moves in the form of the crest and trough and each has its own altitude and moves through the different frequencies (Giordano, 2012, p. 446). The waves enable producing energy in a specific manner. This includes the concept of potential energy being brought into motion and then converted into the kinetic energy. Kinetic energy within the molecules, particles and object itself enable the excitement of electrons and eventually leads to production of energy. The deterministic variables in terms of waves measurement, intensity and its overall capacity includes elements such as the frequency, the amplitude, and wavelength of the overall waves. Each of these has its own measuring units. For example, in case of the electromagnetic waves, the electric and magnetic waves move along a 90 degree to one another. They come into force as a result of the electric and magnetic field production. They slightly differ from the mechanical waves and they do so on the account of vacuum against the open platform. The mechanical waves on the other hand are slightly different and are relatively subject to the object and material in which they are propagating. Mechanical waves may operate in the liquid as well as the solid state. Another term associated with the movement of waves is that of the refraction and reflection. In case of the electromagnetic waves refraction takes place on account of passing through between a dense to thin medium, reflection is the simple bouncing back of the waves from a particular medium within or against any other medium or object that it comes in touch with. In the

Meticulous review of the professional life Essay

Meticulous review of the professional life - Essay Example This research will begin with the statement that the author’s professional biography is a less formal version of his professional information that would usually appear in his curriculum vitae, and it will highlight some of his interesting facts as well as a little of his personality. Generally, it will give the reader a precise account of who the researcher is, what he does as well as provide his expertise, credibility, experience, and background. All these components will help in developing trust in the author’s professional brand. The researcher’s biography will detail the factors that influenced his decision to become a nurse, his studying experience, his foundational achievements, and the general experience after author’s graduation and how it has affected his life. This will enable him to critically examine his professional needs, weaknesses, and strengths, which will help in correcting any mistakes and improving on his strong areas. The author grew u p in a caring family where all family members took care of each other regardless of their age. Furthermore, all members of his community collaborated in many activities, and the emotional attachment made sure that the author felt other people’s happiness or sadness. Cultural values are the enduring belief systems that a society commits to. The researcher’s culture adopted a collectivistic approach where personal loyalty to the community exceeded individual rights. This entailed that even health decisions were made by the family or the community.... Therefore, I decide to enroll for a nursing course to develop my cultural values and enable me to have the necessary skills to extend similar care and support to those that require it. Nurses must utilize a wide range of communication approaches, both verbal and non-verbal, in acquiring, interpreting and recording the knowledge and in understanding people’s needs. Thus, they must incorporate the beliefs and values in their communication with others. Furthermore, nurses must recognize the anxiety and distress in their patients and respond effectively through therapeutic principles. This ensures promotion of their well-being, management of personal safety and resolution of conflicts. Lastly, a nurse must know when to seek consultation from a third party and when to make referrals for arbitration, mediation, and advocacy (Nursing & Midwifery Council). Since I am a sociable and friendly individual I developed an interest in nursing as it would give me an avenue to interact, know a nd assist people. Saudi Arabia’s first formal nursing training, coordinated by the country’s Ministry of Health and World Health Organization, had male students only and admitted students with at least six years in elementary school for a one-year program. Eventually, with the progress in female education, the training was extended to a three year course and admissions were open to students who had completed nine years in elementary education. Saudi Arabia’s MOH then introduced a post-high school nursing training program alongside the post intermediate nursing training program. The continuous upgrading led to the introduction of Bachelor of Science and Master of Science in Nursing programs (KFSHRC). I enrolled for a

Read an article Essay Example | Topics and Well Written Essays - 1250 words - 1

Read an article - Essay Example However, a contradiction in this theory came in the form of Hayek, who believes that it is not a problem of lack of private property, rather; the lack of knowledge that presents a challenge to socialism (Hoppe 143). This paper will examine the author of Socialism: A Property or Knowledge Problem and his line of thought. This is while focusing on what ideas he might offer the audience in terms of the concepts of socialism, and how it might affect them. Hans-Hermann Hoppe chose to discredit Hayek with his theory, saying that it was completely false and ridiculous. In an effort to discredit Hayek and his school of thought, he brings forth arguments to support Mises’s thesis. Mises’s thesis advocates for the presence of private property in land and production factors for there to be proper channels of economic calculation. There being a medium of exchange in the form of money, it would then be possible to calculate and make comparison of the economic situation. Hoppe makes the assumption that Hayek does not have the right arguments to support his thesis about socialism. Hayek purports that socialism and its ultimate flaw is that knowledge about certain circumstances of place and time exist in widely dispersed form, as the personal possession of various individuals (Hoppe 144). Hoppe may have an inclination toward Mises’s school of thought. ... The author, Hoppe, criticizes Hayek by asking a question that would be on the minds of the audience about why clubs, firms, and families exist if his line of thought were to be true. It is Hayek’s belief that a decentralized use of knowledge may lead to the solving of socialism’s ills. In this decentralized use of knowledge, individuals are left to their own devices and can make their decisions (Hoppe 144). To some extent, the above may be true. However, the author tries to explain that when individuals are left to their own decision making abilities, it would be next to impossible to ignore the central plan, as they would not be constrained by the normal things in society. He further claims that if the deciding factor or the solution to socialism’s problems was a decentralized form of thinking, it would be a daunting task to explain why the problems faced by socialism are different from those faced by any other social order. According to Mises and his followers, this line of thought is beside the point. Hoppe points out that it is not the existence of centralized knowledge, or the lack of the use of decentralized knowledge that brings problems to socialism, rather; the absence of property. This ultimately leads to the lack or absence of prices (Hoppe 145). The author claims that Hayek came to realize what Mises had said, but tried to integrate it into his own thesis. This, according to Hoppe, was an elaborate attempt to create a higher and much better theory or line of thinking with regards to the socialism theory, which failed miserably. It is clear from the above that agreeing that socialism’s central or key problem lies in the lack of knowledge. According to the author, private property is the only channel through which information can be transferred.

Ethics wssay Essay Example | Topics and Well Written Essays - 750 words

Ethics wssay - Essay Example This good reputation will continue earning it more revenues owing to the fact that more customers repurchase vehicles and attracts new customers. The employees of the organization will feel that their employer cares about them and for this reason they will have the impetus to increase their productivity, and there will be a reduction in labor turnover (Institute, 2010). However, the organization will be experience some bottlenecks in case the legislature passes laws that will strip off its tax benefits. The operations of the organization will have to change and there will be lower profits. Uncertainty is not good for business; the organization should always strive to be in control or to influence action where possible. Volkswagen can allow the vote to go through as this is in line with the organization’s ethical culture of promoting the workers’ welfare. The Promotion of the workers’ welfare will enhance productivity, minimize the labor expenses ascribed to the exit of employees, and maintain a good public image. The organization also needs to gain support from the legislature and the governor on the importance of ethical behavior to a flourishing business. This meeting with the law-making authorities is essential for the out and out clarification of the rationale for the decision in order for the organization to limit the probability of negative consequences. The organization needs to let the state know that the success of the business is advantageous to the state in terms of additional revenue generation. An explanation to the state will also give the organization an even better reputation for risking its business for the welfare of its employees (Institute, 2010). This deci sion will portray the organization as one that has a commitment to bringing positive change in the culture of non-unionism. The state is likely to support the organization in the quest to maintain the state’s popularity as a caring authority for its citizen’s welfare.

Review one concept or practice that has been applied in one aspect of Essay

Review one concept or practice that has been applied in one aspect of tourism management - Essay Example The article conducted a research into a company and its key accounts. The relevant statistical data was gathered from three different sources. The sources included the company revenue managers, some of the company’s key accounts, and the company account managers. The research included interviews with the respondents. The research is composed of observations and the painstaking scrutiny of the relevant documents. The findings of the research indicated that the revenue managers had positively influenced the procedures of pinpointing and analyzing the implementation of the contractual management decision on certain chosen accounts. From the key accounts’ point of view, the revenue management processes were discovered to have a reverberating damaging effect on the trust as well as the many years of client-customer relationships. The research indicated that the negative image unfavorably affected the commitment to continue the client- supplier relationship. In terms of application of the research findings to realistic business situations, the findings of the research should be a one size fits all result. The research findings prove that revenue management will be rewarding to the entity, under study. The paper shows that revenue management (which can be identified as yield management) is a very popular management strategy by companies having scarce capacities. The article further states that extensive research had been conducted in the area of revenue management. A parallel research was also put into motion in business relations in the service industry. The article states that the hotel industry must understand the airline industry must prioritise serving the needs and wants of its most precious item, the air travel customers. Hotels must know implement the revenue management in order to bail out the declining hotel room volume brought about by the economic crisis. Revenue management has been used to profitably increase the demands for the

GE coursework Case Study Example | Topics and Well Written Essays - 500 words

GE coursework - Case Study Example Welch created the culture of the company in his own image. His philosophy that good leaders create a vision for the company helped him to motivate the management to put optimum performance in their operations. This culture has been made possible by uniting different cultural forces across the globe. The success of the company can also be attributed to its positive stance towards diversity. Any company that fails to take into account the values and culture of the people in the environment in which it operates is bound to fall. However, GE has managed to take a positive approach towards diversity across the whole globe. It specialises on technology based businesses such as semiconductors and radio stations. These products have high demand across the globe and it can be seen that any company that specialise in technical products is likely to attract many customers Its digitization process such as the use of the internet has also positively contributed to its success. The internet has revolutionised the business landscape during the contemporary period and this has also contributed towards the success of GE in its global and regional

Review one concept or practice that has been applied in one aspect of Essay

Review one concept or practice that has been applied in one aspect of tourism management - Essay Example The article conducted a research into a company and its key accounts. The relevant statistical data was gathered from three different sources. The sources included the company revenue managers, some of the company’s key accounts, and the company account managers. The research included interviews with the respondents. The research is composed of observations and the painstaking scrutiny of the relevant documents. The findings of the research indicated that the revenue managers had positively influenced the procedures of pinpointing and analyzing the implementation of the contractual management decision on certain chosen accounts. From the key accounts’ point of view, the revenue management processes were discovered to have a reverberating damaging effect on the trust as well as the many years of client-customer relationships. The research indicated that the negative image unfavorably affected the commitment to continue the client- supplier relationship. In terms of application of the research findings to realistic business situations, the findings of the research should be a one size fits all result. The research findings prove that revenue management will be rewarding to the entity, under study. The paper shows that revenue management (which can be identified as yield management) is a very popular management strategy by companies having scarce capacities. The article further states that extensive research had been conducted in the area of revenue management. A parallel research was also put into motion in business relations in the service industry. The article states that the hotel industry must understand the airline industry must prioritise serving the needs and wants of its most precious item, the air travel customers. Hotels must know implement the revenue management in order to bail out the declining hotel room volume brought about by the economic crisis. Revenue management has been used to profitably increase the demands for the

Artemis Sports Wear Case Study Example | Topics and Well Written Essays - 750 words

Artemis Sports Wear - Case Study Example Basically outsourcing means that products and operations are conducted to outside vendors that have expertise in a particular area. The aim may be to reduce costs by saving on personnel benefits, reduce personnel, or to be able to reassign employees to other tasks that are more important. It enables firms to focus on its core competencies and let outside firms do what these firms can do best. Outsourcing has become cost cutting approach to several firms yet it sometimes does not meet its expectations. Consultants often promise 20-40% savings but the average savings are about 9% (Byrne, 1996). Companies like Apple computer Inc. has outsourced its system and network engineering, telecommunications and help-desk services to Canadian firm. GM, Chrysler, Proctor & Gamble and lots of companies are outsourcing their operational processes to Latin America, china, India and other emerging nations. ASW is thinking of long-term growth and augment value to shareholders. So it has to develop long -term relationship to its service providers who are now present globally. By outsourcing IT services of Global service provider results in cutting cost considerably. To outsource the billing system and communication system ASW has to include it within IT services because both the operations are predominantly information orientation and easier to be included in the initial phase. This step considerably cut cost of operations for ASW. Basically billing is a tedious job and needs more and more information exchange between company and customers and one has to track the information, which ultimately need more and more people. After outsourcing the whole process ASW could concentrate on other operations and surplus employees could be retrained and redeployed to other productive activities. ASW also needs to outsource its production process to global service providers from the emerging economies where the skilled labour force is predominantly cheaper. Cheaper labour force cut the cost cons iderably. ASW has proposed to outsource its other activities like customer services and HR activities in near future. Though outsourcing of HR activities affect employees considerably and cut the workforce by 54% and it has the potential for employee resentment and affect productivity as well as motivation adversely. That's why ASW proposed to outsource it in the last. Apart from outsourcing the different operations, ASW has to study different various methods to improve productivity like Value engineering, Total Quality Management (Puffer and McCarthy, 1996), and lean manufacturing (Womack, Jones and Roos, 1990). There is a downside to outsourcing. A company may be locked into a contract and may become too dependent on contractors. Where the unions are strong in sourcing could take place as in several organizations like VW (Volkswagen) and General Motors. So before moving to outsource the operational processes, ASW has to analyze the whole situation and should take a holistic view. It should not follow the trend blindly. ASW has the main aim to cut the cost and provide best to their customers and value to shareholders not at the employee expense. So it must analyze the whole situation and outsource its operational processes carefully, systematically and wisely. References: 1. Byrne, A. John (1996) "Has outsourcing gone to fat" Business

Asian American Stereotypes in Film Essay Example for Free

Asian American Stereotypes in Film Essay Asian Americans only make up a small percent of the American population. Even more significant is that this percentage live mostly on the west and east coasts of mainland United States and Hawaii; leaving the rest of the American population to most likely get their exposures to Asians through television and movies. However the exposure they have receive throughout the history of cinematography has been hardly flattering. Throughout the course of history Asians in film have been portrayed as evil or the yellow peril as described by others. If Asians are not being classified as evil in this picture then they are most likely the comic relief, with their lack of coordination or grasp of the English language. With these common stereotypes in place, it gives a white American viewer a sense or need to destroy this Asian villain or superiority over the comedic character portrayed in the film. In the film Gung Ho filmed in the year 1986, the story is told of the plight of the people working in the region known as the Rust Belt. The group that is the focal point of this story is the relation between Asian men in an American town and the differences they share are played out in this movie. The stereotypes enlisted in this movie are both that of a villainous nature and a comedic relief with some of the characters. Throughout the film it is how the clever, white working class people of this hard working town have to overcome the maniacal working environment these Asian men have. Common stereotypes of the Asian man lay throughout the entire course of the movie, stereotypes that have been portrayed by the film industry of Asian men since its inception. The main stereotype in this movie is that Asian men only care about their jobs and their careers and little else. That the Asian man will go through great sacrifice to get to the top of the business that they work for. From beginning to end, many white families are portrayed in the movie showing that the American people have family values. Yet absent through the whole course of the picture is any Asian man with his family. This signifies that the Asian group does not have time, nor wants to make time to have a family life because they are trying to succeed in business. The Asian boss in the film wanted the results to his liking and little else, whether time with the family was missed or not. Hardly a glimpse of an Asian woman is seen during the movie while the American, and predominantly, white working community always spends time with the family and it is a valued part of their lives. Any slight mention of the Asian characters family was done in conversation without an on-screen appearance by the wife or children. Another stereotype depicted in the film was that every Asian character spoke flawed English. Not one single person through the film had a perfect grasp of the English language. This provides the comical relief in the film as any Asian man at any time could pronounce a word wrong or use the wrong word to the bemusement of the film watchers. The broken English that is used by the Asian characters in this film seem to heighten or display the fact that the Asian characters have visible flaws. The Americans never have to display such flaws, in fact the only part of the movie where an American attempts to spoke Japanese it is completely flawless, without hesitation or pause. A further stereotype that is used in this film is that Asian people make good managers, but are never good leaders. What this tells use is that while a person of Asian descent might know the best possible way to accomplish a goal they will never have the force or strong enough personality to get others to get the goal accomplished. The film has Asian men taking over an American plant and trying to incorporate work ethics that are highly successful over in Japan. Yet the white, working class person refused to adhere to such a strict regime and basically revolts to the ideas. This ultimately leads to the failure and disgrace of the Japanese workers who are unsuccessful in making the plant completely efficient. In the end it takes the will of one of the white workers to bring everyone together and incorporate a meld between the two cultures in order to get the job done and everything to turn out successful. Asian men are depicted as not being strong enough to take control of a situation, where as white American has the ability and will constantly use it to save the day for everyone involved in the situation. One finally stereotype that the film has is the simple fact that all people of Asian descent have some knowledge of the martial arts. Scenes in which martial arts were used were placed in the film seemingly at random, and just for the sole purpose of showing that the Asian character knew a form of martial arts. The film did not need to have any martial arts in it, as it was not the main focal point, or even any kind of focal point, in the film. Yet the makers of the film deemed it necessary to show, in fact, these Asian characters do know how to use martial arts to their advantage. The film portrays the Asian men in a negative light by showing that they do not have the will or the ability to take charge in a situation. This is completely different from the image of the American man who can take charge at any time, whether it is revolting against the Asian ideas or saving the day at the end of the film. The white American voice has no problem being heard and enforced, and its strong will might rub off on others in the end. They are portrayed almost as a type of savage or once again as the yellow peril as they were depicted years earlier. The seven-day work schedules and mandatory free overtime seems barbaric to the American workers, as well as the little amount of time spent with the families. Overall, the Asian men in this film seem to be a harsh taskmaster over their American working force. One of the consequences of this film is that it keeps up the stereotype of Asian Americans being the model minority. The Asian Americans have had this definition of themselves because of their strong cultural background, including strong work ethic, keeping them from becoming a problem minority, which many Americans saw the African American community as a problem. Asian Americans docile approach and lacking of any traits of masculinity were seen as positive traits and were widely regarded as no being a threat to the standards and norms White America had created for themselves. All this movie does is further portray that stereotype, as none of the Asian men in this film have any strong masculine qualities. They cannot take charge, they are easily intimidated, and they are never assertive with their beliefs and restrictions giving the impression to the movie viewers that Asian Americans are docile beings and Asian Americans are obstacles easily overcame. Overall, the object of this movie is to entertain the audience sitting at home watching it, laughing at the mishaps and situations that happen along the way. The question is, however, at whos expense does the laughter come? Perpetuating this stereotype only goes to further damage the way Asian Americans are seen by the American public. Also during the time the movie was being made, the yen and the dollar were in competition over which had more value. This movie in a subtle way suggests that American workers can overcome any adversity, while the Asian cast is lucky to have such determined Americans to help them out of their problems. The movie serves to inspire Americans by relying on a stereotype of Asians to show that Asian are weak and Americans are strong, and that they can overcome any challenge they rally behind.

Social and Economic Equality of African Americans in America Essay

Social and Economic Equality of African Americans in America The struggle for social and economic equality of Black people in America has been long and slow. It is sometimes amazing that any progress has been made in the racial equality arena at all; every tentative step forward seems to be diluted by losses elsewhere. For every "Stacey Koons" that is convicted, there seems to be a Texaco executive waiting to send Blacks back to the past. Throughout the struggle for equal rights, there have been courageous Black leaders at the forefront of each discrete movement. From early activists such as Frederick Douglass, Booker T. Washington, and W.E.B. DuBois, to 1960s civil rights leaders and radicals such as Martin Luther King, Malcolm X, and the Black Panthers, the progress that has been made toward full equality has resulted from the visionary leadership of these brave individuals. This does not imply, however, that there has ever been widespread agreement within the Black community on strategy or that the actions of prominent Black leaders have met with strong support from those who would benefit from these actions. This report will examine the influence of two "early era" Black activists: Booker T. Washington and W.E.B. DuBois. Through an analysis of the ideological differences between these two men, the writer will argue that, although they disagreed over the direction of the struggle for equality, the differences between these two men actually enhanced the status of Black Americans in the struggle for racial equality. We will look specifically at the events leading to and surrounding the "Atlanta Compromise" in 1895. In order to understand the differences in the philosophies of Washington and Dubois, it is useful to know something about their backgrounds. Booker T. Washington, born a slave in 1856 in Franklin County, Virginia, could be described as a pragmatist. He was only able to attend school three months out of the year, with the remaining nine months spent working in coal mines. He developed the idea of Blacks becoming skilled tradesmen as a useful stepping-stone toward respect by the white majority and eventual full equality. Washington worked his way through Hampton Institute and helped found the Tuskeegee Institute, a trade school for blacks. His essential strategy for the advancement of American Blacks was for them to achieve enha... ...ecame more mainstream, it became increasingly conservative, and this did not please DuBois, who left the organization in 1934. He returned later but was eventually shunned by Black leadership both inside and outside of the NAACP, especially after he voiced admiration for the USSR. In the political climate of the late 1940s and 1950s, any hint of a pro-communist attitude--black or white--was unwelcome in any group with a national political agenda. We can see, then, that neither Washington's strategy of appeasement nor DuBois's plan for an elite Black intelligentsia was to become wholly successful in elevating American Blacks to a position of equality. However, perhaps it was more than the leadership of any one Black man that encouraged African Americans to demand a full measure of social and economic equality. Perhaps the fact that there was a public dialogue in itself did more to encourage Black equality than the philosophy of any one prominent Black man. After all, concepts such as equality are exactly that: concepts. As such, it up to each of us to decide how we see ourselves in relation to others; superior or inferior, equal or not equal, the choice is ultimately our own.

Analysis of An American Tragedy and What Makes it a Classic :: An American Tragedy Theodore Dreiser Essays

Analysis of An American Tragedy and What Makes it a Classic An American Tragedy is an intriguing, frighteningly realistic journey into the mind of a murderer. It is a biography of its era. And, it is also historical fiction. But what makes this novel a classic? While society has changed dramatically since 1925, Dreiser's novel, which shows the futility of "The American Dream" and the tragedies that trying to live it can cause, accurately summarizes social mores of this and any time period. Before Theodore Dreiser was born, his father, a devout German immigrant, lost everything when his large wool mill burned down (kirjasto.sci.fi 1). After a beam hit his head, Dreiser's father was subject to dramatic mood swings; this brain damage caused him to became an evangelist (Survey of American Literature 571). Theodore Dreiser, the twelfth of 13 children, was born in Terre Haute, Indiana, in 1871. By this time, his parents were poor, nomadic preachers. Their nomadic lifestyle meant that Dreiser did not have any companions outside his family. While travelling, his mother taught him to avoid degrading and destructive experiences (Hart 236). Certain that his parents were failures because of their strong morals and their constant preaching, he rebelled. Dreiser had no friends, money, social status, or sex life, which he craved. For most Americans, these were collectively "The American Dream." For Dreiser and his most famous character, Clyde Griffiths, living the American Dream -- t he evasive pinnacle of success -- became an obsession. That obsession led 13-year old Dreiser to Indiana University, which he flunked out of. Instead of preaching, he instantly abandoned his unsuccessful family for the promise of riches and women in industrial Chicago. After living in abject poverty for years (Parker 203), he worked as a journalist for both Chicago Globe and St. Louis's Globe-Democrat, which gave him a glimpse of high society. There, he married Sara White. Within months, the two separated permanently, and Dreiser became a nomad. While wandering, he studied the writings of Balzac, Darwin, Freud, Hawthorne, Huxley (wwnorton.com 1), Poe, and Spenser, from which he created two philosophical theories: social Darwinism governs society (Parker 203), and man's greatest appetite is sexual (kirjasto.sci.fi 1). Dreiser followed his philosophy; he typically had several affairs at once. In New York, Dreiser started Sister Carrie, a brilliant naturalistic piece. The book was sold only 500 copies; it was so "scandalous" that its owned publishers censored its printing in 1900 (Bucco 5).

Societal Observations of Identity in Brave New World

Societal Observations of Identity in Brave New World Aldous Huxley’s novel Brave New World is one of future observations and assumptions. Huxley makes observations about a society that has lost individual identity and replaced it with collective identity. To prove this the following points will be addressed, Huxley uses John, the savage to demonstrate the loss of identity, he uses John because he is an individual and shows the variance between him and those living in Brave New World. When Lenina and Bernard visit the savage reservation they are shocked and disgusted at the way they live which shows the different between their individuality.The novel is set in the Brave New World where everyone does their given jobs without questioning and everything is stable. To demonstrate how Brave New Worlds society has lost individual identity Huxley uses John. John is from the savage reservation were everyone is an individual, John is taken back to Brave New World and is shocked at the l oss of individuality. â€Å"The Savage stood looking on, â€Å"O brave new world, O brave new world†¦Ã¢â‚¬  In his mind the singing words seemed to change their tone.They had mocked him through his misery and remorse, mocked him with how hideous a note of cynical derision! † This quote demonstrates what John thinks of Brave New World. He thinks it is a horrible place whereas those who live in Brave New World are not individuals and all believe Brave New World is the only right place to live. It also shows how John would quote Shakespeare separating him from the crowd, he is an individual. John was shocked at how they live in Brave New World, Lenina and Bernard went to the savage reservation and were also stunned at how they live there.Huxley uses the plot of Lenina and Bernard visiting the savage reservation in order to express the how those in Brave New World have lost their individuality. He compares the savage reservation and the Brave New World to make it clearer t o the readers just how much identity has been lost in Brave New World. â€Å"Oh! Look. What the matter with him? † Lenina is disgusted at an old man who has wrinkled skin. Lenina has never seen an old person as in Brave New World they do not grow old and they all look the same, no individuality. The hatchery in Brave New World is where everyone is created nd 96 identical people are made. The setting of the hatchery is used to show how all the people in Brave New World are designed to do exactly what they are conditioned to. Once they are created they are conditioned to do a certain job, to take soma which ensures they have no emotion and to be happy with who they are. â€Å"We also predestine and condition. We decant our babies as socialized human beings, as Alphas or Epsilons, as future sewage works or future directors of hatcheries. † This quote illustrates how their future is chosen for them, they are created for a certain job and have no problem with doing it.They have no individuality. Huxley uses characters, setting and plot to prove that the people of Brave New World have lost individuality. Huxley makes observations about a society that has lost individual identity and replaced it with collective identity. This is proven through the use of John the savage who is an individual, Lenina and Bernard’s trip to the savage reservation and how much they hated it, and by the hatchery where they create all the people who are designed specifically to do a certain job. Those in Brave New World are not individuals and have only a collective identity.

Development from Conception to 16 Years

Development from conception to 16 years New-born babies are born with many different reflexes. ‘The presence of some of the new-borns primitive reflexes is essential to survival’, Child Development An Illustrated Guide, Page 12. Some of the automatic reflexes include ‘swallowing and sucking, when anything is put in the mouth, babies at once suck and swallow’, Child Development An Illustrated Guide, Page 12.At birth in their gross motor development babies will lie on their back ‘lie supine (on their backs), with the head to one side’, Child Development An Illustrated Guide, Page 8. In their fine motor development babies will hold their hands closed, ‘Usually hold their hands tightly closed, but the hands may open spontaneously during feeding or when the back of the hand is stroked’ and tuck their thumbs under their fingers, ‘often hold their thumbs tucked in under their fingers’, Child Development An Illustrated Guide, P age 8.Babies’ communication and language development, they need to share language experiences and talk to others, ‘need to share language experiences and co-operate with others’, also make eye contact and cry when they need help, ‘make eye contact and cry to indicate need’, babies also move their limbs when they hear high pitched tones, ‘respond to high-pitched tones by moving their limbs’, babies may also move their eyes towards the sound, ‘may move their eyes towards the direction of sound’, Child Development An Illustrated Guide, Page 15.At three months babies gross motor development, may be able to keep their head in a central position when lying on their back, ‘keep their head in a central position when lying supine’ and have almost no head lag when moving into the sitting position, ‘have almost no head lag in moving into the sitting position’, Child Development An illustrated Guide, Page 28.In their fine motor development, three month old babies may be able to watch their hands and play with their fingers, ‘Move their hands and play with their fingers’. Also may be able to hold onto a rattle for a short amount of time, ‘can hold a rattle for a brief time before dropping it’, Child Development An Illustrated Guide, Page 29. With three month old babies, communication and language development, they may take a lot more interest in their surroundings, ‘take an increasing interest in their surroundings’.Also show more interest in playthings, ‘Show an increasing interest in playthings’. At six months, babies in their gross motor development, may be able to use their shoulders to pull themselves into the sitting position ‘can use their shoulders to pull themselves into a sitting position’, also they may be able to bear their own weight, ‘can bear almost all their own weight’, Child Development An Illus trated Guide, Page 36.With six month olds fine motor development they may be able to reach out and grab a small toy when its offered, ‘reach and grab when a small toy is offered’, also explore objects by putting them in their mouth, ‘explore objects by putting them in their mouth’, Child Development An Illustrated Guide, Page 37. With communication and language development at six months, they may be able to babble spontaneously, ‘babble spontaneously, first using monosyllables, such as ‘ga-ga’, and then double syllables, such as goo-ga’, and later combining more syllables’.Also talk to themselves in a tuneful song voice, ‘talk to themselves in a tuneful, sing-song voice’ Child Development An illustrated Guide, Page 39. At nine months, babies in their gross motor development, may be able to maintain a sitting position independently for up to 15 minutes ‘can maintain a sitting position with a straight backâ €™ and ‘can sit unsupported for up to 15 minutes’, they may also be able to find ways of moving around the floor ‘may find ways of moving about the floor – for example, by rolling, wriggling, or crawling on their stomach’, Child Development An illustrated Guide, Page 44.With six month old fine motor development they may be able to grasp objects between fingers and thumb in a pincer grasp ‘can grasp objects between finger and thumb in a pincer grasp’ also can pass toys from one hand to the other ‘manipulate toys by passing them from one hand to the other’ Child Development An Illustrated Guide, Page 45.With their communication and language they may be able to imitate adult sounds ‘imitate adult sounds, like a cough or a ‘brr’ noise’ also can understand the word ‘no’ ‘understand and obey the command ‘no’ Child Development An Illustrated Guide, Page 46. At twelve mon ths, babies in their gross motor development may be able to rise in a sitting position from lying down ‘can rise in a sitting position from lying down’ also they may be able to cruise along using furniture as a support ‘can cruise along using furniture as a support’ Child Development An Illustrated Guide, Page 50.Where twelve month old babies fine motor development is concerned they may be able to hold a crayon in a palmer grasp and turn several pages of a book ‘can hold a crayon in a palmer grasp and turn several pages of a book at once’ also can build a few bricks and arrange toys on the floor ‘build with a few bricks and arrange the toys on the floor’ Child Development An Illustrated Guide, Page 51.With their communication and language 12 month olds may be able to speak two to six or more recognisable words ‘speak to or more recognisable words and show that they understand many more – babbling has developed into muc h more speech – like form, with increased intonation’ also may be able to hand objects to adults when asked and use them in an appropriate way ‘hand objects to adults when asked and begin to treat objects in an appropriate way, for example, cuddle a teddy but use a hairbrush’ Child Development An Illustrated Guide, Page 52.At eighteen months children with their gross motor development may be able to walk steadily and stop safely ‘can walk steadily and stop safely, without sitting down suddenly’ also they may be able to climb onto an adult chair and sit down ‘can climb forward into an adult chair and then turn around and sit’ Child Development An Illustrated Guide, Page 58.With their fine motor development eighteen month olds may be able to point to known objects ‘can point to known objects’ also they may hold a pencil in their whole hand or between the thumb and first to fingers, called the primitive tripod grasp â₠¬Ëœcan hold a pencil in their whole hand or between the thumb and first two fingers (this is called the primitive tripod grasp) Child Development An Illustrated Guide, Page 59.Where their communication and language is they may use gestures alongside words ‘use gestures alongside words’ also obey simple instructions and answer questions ‘obey simple instructions such as ‘shut the door’ and respond to simple questions such as ‘where’s the pussy-cat? ’ Child Development An Illustrated Guide, Page 60.At two years children with their gross motor development may be able to run safely avoiding obstacles ‘Can run safely, avoiding obstacles and are very mobile’, also walk up and down stairs usually putting both feet on each step ‘walk up and down stairs, usually putting both feet on each step’ Child Development An Illustrated Guide, Page 66.With their fine motor development two year olds may draw circles, lines and dots using preferred hand ‘draw circles, lines and dots using their preferred hand’ also may drink from a cup and manage to scoop with a spoon at mealtimes ‘can drink from a cup with fewer spills, and manage scooping with a spoon at mealtimes’ Child Development An Illustrated Guide, Page 67.With their communication and language they may talk to themselves often ‘talk to themselves often, but may not always be understood by others’ and may use phrases as telegraphic speech for example ‘daddy-car’, might mean a number of different things, ‘use phrases as telegraphic speech (or telegraphese) – for example, ‘daddy-car’ might mean a number of different things, including ‘daddy in his car’, ‘I want to go in daddy’s car’ or ‘daddy’s car is outside’, Child Development An Illustrated Guide, Page 68.At two and a half years children with their gross motor developm ent can stand on tiptoe when shown ‘stand on tiptoe when shown’, also jump with both feet together from a low step ‘jump with both feet together from a low step’, Child Development An Illustrated Guide, Page 66. With their fine motor development they may be able to eat skilfully with a spoon and maybe a fork ‘eat skilfully with a spoon and may use a fork’, also may build a tower of seven or more cubes using preferred hand, ‘can build a tower of seven or more cubes, using their preferred hand’, Child Development An Illustrated Guide, Page 67.Where two and a half year olds communication and language is concerned they may be able to know their full name ‘know their full name’, also continually ask questions ‘continually ask questions beginning ‘what†¦? ’ or ‘who†¦.? ’, Child Development An Illustrated Guide, Page 69. When children are three years, with their gross motor developmen t they may be able to walk backwards and sideways ‘can walk backwards and sideways’ also may ride a tricycle using pedals ‘can ride a tricycle using pedals’, Child Development An Illustrated Guide, Page 76.With their fine motor development they may be able to control a pencil using their thumb and the first two fingers (dynamic tripod grasp) ‘can control a pencil using their thumb and the first two fingers (the dynamic tripod grasp), also may copy a building pattern ‘can copy a building pattern of three or more cubes, including a bridge’, Child Development An Illustrated Guide, Page 77.Communication and language, they may be able to learn to speak more than one language ‘learn to speak more than one language if they hear more than one language spoken around them as they grow’, also carry on simple conversations ‘carry on simple conversations, often missing link words such as ‘the’ and ‘is’, Chi ld Development An Illustrated Guide, Page 79.At four years of age children in their gross motor development may be able to walk along a line with good balance ‘have developed a good sense of balance and may be able to walk along a line’ also they may be able to run up and down stairs, one foot per step ‘run up and down stairs, one foot per step’, Child Development An Illustrated Guide, Page 86.With their fine motor development four year olds may be able to thread small beads on a lace ‘are able to thread small beads on a lace’, also may draw a figure that resembles a person ‘can draw on request a figure that resembles a person, showing head, legs and body’, Child Development An Illustrated Guide, Page 87. With their communication and language they may be able to repeat rhymes and songs with few mistakes ‘can repeat nursery rhymes and songs, with very few errors’.Also may state their full name and address ‘can sta te their full name and address almost correctly’, Child Development An Illustrated Guide, Page 89. At five years children in their gross motor development may be able to use a variety of play equipment ‘use a variety of play equipment, including slides, swings and climbing frames’ also may have good coordination playing ball games and dancing ‘show good co-ordination, playing ball games and dancing rhythmically to music’, Child Development An Illustrated Guide, Page 94.In their fine motor they may be able to use a knife and fork competently ‘can use a knife and fork competently, but may still need to have meat cut up for them’ Child Development An Illustrated Guide, Page 94. With four year olds, communication and language they may be able to talk about the past, present and future ‘talk about the past, present and future, with good sense of time’. Also enjoy jokes and riddles ‘enjoy jokes and riddles’, Child Dev elopment An Illustrated Guide, Page 96.At six years of age, in their gross motor development, children are gaining both strength and agility, they may be able to jump off apparatus with confidence ‘are gaining in both strength and agility; they can jump off apparatus at school with confidence’ also may be able to ride a two-wheeled bike, maybe without stabilisers ‘can ride a two-wheeled bike, possibly without stabilisers’, Child Development An Illustrated Guide, Page 102.With their fine motor development they may be able to write their first and last name ‘can write their last name as well as their first name’, also may write simple stories ‘may begin to write simple stories’, Child Development An Illustrated Guide, Page 103. Six year olds, in their communication and language, may be able to talk fluently with confidence ‘talk fluently and with confidence’, also are developing literacy skills ‘are steadily develo ping literacy skills (reading and writing), although the ability to read independently with confidence usually begins between 7 and 9 years of age’, Child Development An Illustrated Guide, Page 105.At seven years, in their gross motor development, children may be able to control their speed when running and avoid obstacles ‘are able to control their speed when running and can swerve to avoid collision’, also are skilful in catching and throwing a ball, using one hand only ‘are skilful in catching and throwing a ball, using one hand only’, Child Development An Illustrated Guide, Page 110.With their fine motor development they may be able to use a large needle to sew and thread ‘can use a large needle to sew and thread’, may also use colour in a naturalistic way ‘begin to use colour in a naturalistic way, for example using a band of green colour at the bottom of the page to represent grass and a band of blue across the top to represe nt sky’, Child Development An Illustrated Guide, Page 111.They may be able to, in the communication and language, understand book language ‘begin to understand book language and that stories have characters and a plot (the narrative)’, and may express and communicate their thoughts ‘like to express and communicate their thoughts – about a book they have read or a TV programme they have seen’, Child Development An Illustrated Guide, Page 112. Two theoretical perspectives relevant to physical development and language and communication development are Noam Chomsky, he was American professor of linguistics, and he developed a theory, based on the idea of language development as an innate process.He believed that humans are born with the knowledge already for language; he suggested that babies have a language acquisition device (LAD). He considered that this LAD enables children to absorb the language they hear and break it up, then work out what i t is and develop an understanding of its rules and grammatical structure. To support Chomskys theory it has been shown that children of all cultures develop language at more a less the same time. Another is Arnold Gessel (1880- 1961), he was an American paediatrician; he identified three principles of physical development.The first he stated was that ‘Development follows a definite sequence’, this means that when children are growing and progressing there is a pattern in that they need to do certain movements e. g. walk, in order to do other more challenging ones e. g. skipping. The second was that ‘Development begins with the control of head movements and proceeds downwards’, this is because babies need to be able to move their head around in order to search for food, they gain control of their head and top of the spine before other parts of their body, this is thought to be a survival mechanism.The third principle is ‘Development begins with uncontr olled gross motor movements before becoming precise and refined’, this simply means that when babies are first born they have no control over their legs and arms but control is quickly gained, first of the arms and then of the wrists. I have attached three observations as appendices; these are on a child aged 3 years 1 month. I have observed my target child’s physical development, whilst looking at her gross motor skills, I used a checklist observation. For her fine motor skills I used, written narrative and for her balance and coordination I used a photographic observation.A checklist observation is when you draw a table with the columns, ‘developmental milestones’, this is where you write the milestones from the EYFS or a book and look for their age group and write what they should be able to achieve. You may have milestones for different ages for example six months before and six months after the child’s actual age. In the next column tick Ã¢â‚¬Ë œyes’, if they did completed the milestone, if not tick ‘no’ in the column after. Then the last column says ‘comments’ which is where you put additional information about how or where the child completed or didn’t complete the milestones and if she needed assistance.The photographic observation is when you look through the EYFS at your TCs age group for the chosen subject, for e. g. ‘physical development’ and see what they should be doing, then when you see your TC doing these things while observing, take a series pictures of them in a sequence so it tells a story, then write next to the picture a little caption about what the child is doing and how/ where she is doing it. A written narrative is an observation where you write down exactly what you see, including what hand the child is using, the expressions on their face etc. it’s a running commentary of what is happening.The observer sits away from the child and does not g et involved during the observation and makes notes. The observer should write the observation up ASAP whilst they still remember the information. First of all we must ask permission from the parent before we do any type of observation, if we did not do this then the practioner and the parents trust is jeopardised immediately. This is part of the settings policies and procedures which provides consistent practise, trust and high standards and if they are not followed it could lead to different standards bad reputation and inconsistent practise.It is against the law to give out children’s details to anyone, if the child is not in danger; this is stated in the legislation, The Data Protection Act 1998, ‘To protect individuals rights from breaching of information’ all of the nursery settings are aware and follow this, if they didn’t follow this then children will be put in harm and may be taken advantage of, it will not only put the child in harm but also the child’s family as well.We can maintain confidentiality throughout the observation by using TC meaning target child in all the observations rather than their name, this will help keep the child safe as it will not give any personal information away, we can also use TA meaning target adult and OC meaning other children, this will help keep the staff and other children from risk.Also we can make sure we do not give away the settings name and just write, for example, ‘day nursery’ and all the observations are objective, meaning that you are not assuming anything e. g. how the child is feeling, this is needed so you are not labelling children, jumping to conclusions or being bias. Different observation techniques are used as it improves accuracy, e. g. you wouldn’t use a photographic to look at the language development.In photographic observations you must make sure that you take the images on the settings camera not your own and print them off in the setting n ot take them on a memory stick, if you print off more photographs than needed you must destroy them using a shredder, also when taking the images make sure you do not get any other children in the background as they may not have the permission from the parents to do so, if we did not do this then the parent would then not feel comfortable in leaving their child in that setting, also the images may get into the wrong hands and be used inappropriately meaning the child could be at risk.The only type of information that should be shared is safety: medical issues, allergies, Support learning: likes, dislikes, what stage they're up to, and Background info: if anything is happening at home that could affect child: e. g. separation or family death, information is only shared on a need to know basis. All the information should be kept in a locked filing cabinet. Also make sure that the observations are only shared with the parents of the hild and other professionals. With my three observati ons on my target child I looked at three different developmental areas, such as, gross motor, fine motor and balance and co-ordination. In the gross motor observation using quotes from the ‘EYFS’ and ‘Child Development An Illustrated Guide’, my TC is currently achieving the majority of these milestones and some of the things stated she couldn’t of accomplished in the garden, e. g. ‘using a pencil’.My TC seems to be very confident in peddling, jumping, balancing etc and kicking a ball with great control; however, she needed assistance with walking on tiptoes, this is due to possibly not having the opportunity to try it. My TC also seems very sociable as she was playing a lot with her friends whether it was by pushing them round in the car or throwing a ball to them, this is perhaps because she is with adult company a lot of the time, this checklist information therefore shows me that there are no areas to be concerned about and my TC prac tises these skills every day.When observing her balance and co-ordination, I have realised that she is very confident and in control of her balance and co-ordination, also that she is developing at the right stage for her age and is capable balancing by herself without assistance, showing that she is becoming more independent. My TC persisted with the activities even when challenges occurred which shows she is persistent and also she was finding new ways to do things which shows she is very inquisitive, this is stated in the ‘EYFS, Characteristics of effective learning’, showing she is on track and at the right place.With the fine motor observation, my TC is meeting and exceeding the developmental milestones that she should be applying with the EYFS, this observation shows me that she engages in an activity and doesn’t give up until she has accomplished it, this shows great determination. My TC is turning out to be very independent, clever and determined, all of these things show that she is developing at the right pace for her age and is currently meeting and exceeding the developmental milestones.This is possibly due to spending a lot of one to one time with mum and dad and being at nursery all day for three days; she always joins in with games and includes her friends improving vital skills such a socialising and physical development. My TC is always using her initiative when things go wrong and quickly amends them, e. g. when ‘she dropped all the beads, she quickly picked them up and rebuilt it’. My TCs needs are that she needs the equipment, space and time to develop these skills, improving her developmental areas.She needs extra help with balancing; walking on tiptoes etc. so in the short term setting out obstacle courses or beams to walk along would benefit her massively as it would require her to use her balance and concentration. ‘Blocks and block play is very important for childrens learning and development. Bec ause there is no right or wrong way to play with them, they are the perfect open-ended resource and they are so versatile that they support learning across all areas of the curriculam’.Through my observations and discussions with my mentor, I am aware that my TC really enjoys playing outside and with her friends, and she feels lost without them; this is mainly because she spends a lot of time outside with her parents, one to one, this is massively beneficial also for her health. To support her future planning I would provide more activities that includes being outside and being active and try giving her the one on one attention, when possible.The implications of observations are that observations need to be valid and reliable otherwise there will be biasness and different interpretations of how the child is feeling and the observations won’t be accurate. We can do this by objective observations, which are by looking at the child with fresh eyes, meaning we don’t jump to conclusions and make judgements and we so not have stereotypical views of the child. We can also make it reliable by writing it up ASAP so the observation is still in your head and you don’t forget or make-up key information.We must use different techniques to observe the child this is because there are many aspects to look at and you can’t look at them all from one type, e. g. looking at a child’s language, you couldn’t do this using a photographic observation, if you didn’t do this then you would miss out information that might be necessary to detect any issues. Observations are needed to reflect on for future planning, if you didn’t the child will lose interest and not progress in development.Observations are also good to give to the parent as they can see how their child is getting on and gives them reassurance as to how their child is progressing, it will hopefully highlight if there are any problems as well, which they can pas s onto other professionals. If you did not do all of these things it will let your reputation down and show you cannot be reliable to look after children in a professional manner. John Bowlby (1907-1990), stated that a Child’s emotional bond to their familiar caregiver i. e. a family member or riend is a biological response that ensured survival, he called this the ‘theory of attachment’, and he said that the quality of attachment is to blame for the child’s capacity to form trusting relationships. His theory stated that children show a preference for closeness to a small number of adults and these attachments are a normal part of human development. When babies are born they are adapted to seek out attachments not just for the aim of being fed and protected but for the feelings of safety the attachment brings.Also he said that when an infant feels safe and secure they won’t be as attached to you as when they feel scared or anxious, this is known as ‘attachment behaviour’. Also as infants mature into adulthood, the need for attachment lessens, however when we feel stress or anxiety we may find ourselves seeking comfort from loved ones. The main positive outcomes of good attachment experiences in the early years seemed to be social ones, things such as self-confidence, efficiency, self-esteem and the capacity to care for others and to be cared for.Many practioners worry about the children becoming too attached to them and fear that it may undermine relationships at home. They don’t want to give children the feeling of loss when they have to leave them and move on to school or the next stage. However, children can cope with several close attachments, so now at most nurseries children are given a key person, but practioners must maintain professional boundaries too, favouritism is not an outcome of closeness to a child so practioners must work alongside the parent. Burrhus Skinner (1904-1990), was probably one of the best known behaviourist theorists.Skinner applied ideas taken from his work with rodents to children, this approach is called operant conditioning, and he wrote most of his books about people. To him both animals and people are organisms – differing only to the degree of learning. Behaviourism is sometimes known as the learning theory, learning and development are often seen in terms of nature verses nurture. Behaviourism is at the extreme nurture end, Behaviourists generally believe that all behaviour is learned and can be shaped. The most common view is that behaviour is shaped by punishment and rewards, and that humans act to avoid punishment and to gain reward.Skinner emphasised reward. He believed that punishment was counter-productive, having the opposite of the desired effect. He broke tasks down into small steps, and with each step reinforced and rewarded as it was learned. Although skinners experiments were generally carried out on animals, his work became wid ely applied to child development and to work with parents. Skinner proposed that a child’s language is shaped by the responses given to them by carers or parents. Skinners theory would indicate that children have to go through a trial and error aspect; however children can pick up things that are not learnt through regular reinforcement.His work was put into practise by teaching methods which focus on the repletion of words and completion of rows of sums. Behaviourism is most often seen in the teaching of special needs children and behavioural management. Breaking down tasks into small steps, such as star charts, stamps, stickers, rewarding children for keeping to instructions and rules, and taking away of their luxury’s when they don’t keep to rules, praise and encouragement. This was introduced in the 1950s known as ‘programmed instruction’. Development from Conception to 16 Years Development from conception to 16 years New-born babies are born with many different reflexes. ‘The presence of some of the new-borns primitive reflexes is essential to survival’, Child Development An Illustrated Guide, Page 12. Some of the automatic reflexes include ‘swallowing and sucking, when anything is put in the mouth, babies at once suck and swallow’, Child Development An Illustrated Guide, Page 12.At birth in their gross motor development babies will lie on their back ‘lie supine (on their backs), with the head to one side’, Child Development An Illustrated Guide, Page 8. In their fine motor development babies will hold their hands closed, ‘Usually hold their hands tightly closed, but the hands may open spontaneously during feeding or when the back of the hand is stroked’ and tuck their thumbs under their fingers, ‘often hold their thumbs tucked in under their fingers’, Child Development An Illustrated Guide, P age 8.Babies’ communication and language development, they need to share language experiences and talk to others, ‘need to share language experiences and co-operate with others’, also make eye contact and cry when they need help, ‘make eye contact and cry to indicate need’, babies also move their limbs when they hear high pitched tones, ‘respond to high-pitched tones by moving their limbs’, babies may also move their eyes towards the sound, ‘may move their eyes towards the direction of sound’, Child Development An Illustrated Guide, Page 15.At three months babies gross motor development, may be able to keep their head in a central position when lying on their back, ‘keep their head in a central position when lying supine’ and have almost no head lag when moving into the sitting position, ‘have almost no head lag in moving into the sitting position’, Child Development An illustrated Guide, Page 28.In their fine motor development, three month old babies may be able to watch their hands and play with their fingers, ‘Move their hands and play with their fingers’. Also may be able to hold onto a rattle for a short amount of time, ‘can hold a rattle for a brief time before dropping it’, Child Development An Illustrated Guide, Page 29. With three month old babies, communication and language development, they may take a lot more interest in their surroundings, ‘take an increasing interest in their surroundings’.Also show more interest in playthings, ‘Show an increasing interest in playthings’. At six months, babies in their gross motor development, may be able to use their shoulders to pull themselves into the sitting position ‘can use their shoulders to pull themselves into a sitting position’, also they may be able to bear their own weight, ‘can bear almost all their own weight’, Child Development An Illus trated Guide, Page 36.With six month olds fine motor development they may be able to reach out and grab a small toy when its offered, ‘reach and grab when a small toy is offered’, also explore objects by putting them in their mouth, ‘explore objects by putting them in their mouth’, Child Development An Illustrated Guide, Page 37. With communication and language development at six months, they may be able to babble spontaneously, ‘babble spontaneously, first using monosyllables, such as ‘ga-ga’, and then double syllables, such as goo-ga’, and later combining more syllables’.Also talk to themselves in a tuneful song voice, ‘talk to themselves in a tuneful, sing-song voice’ Child Development An illustrated Guide, Page 39. At nine months, babies in their gross motor development, may be able to maintain a sitting position independently for up to 15 minutes ‘can maintain a sitting position with a straight backâ €™ and ‘can sit unsupported for up to 15 minutes’, they may also be able to find ways of moving around the floor ‘may find ways of moving about the floor – for example, by rolling, wriggling, or crawling on their stomach’, Child Development An illustrated Guide, Page 44.With six month old fine motor development they may be able to grasp objects between fingers and thumb in a pincer grasp ‘can grasp objects between finger and thumb in a pincer grasp’ also can pass toys from one hand to the other ‘manipulate toys by passing them from one hand to the other’ Child Development An Illustrated Guide, Page 45.With their communication and language they may be able to imitate adult sounds ‘imitate adult sounds, like a cough or a ‘brr’ noise’ also can understand the word ‘no’ ‘understand and obey the command ‘no’ Child Development An Illustrated Guide, Page 46. At twelve mon ths, babies in their gross motor development may be able to rise in a sitting position from lying down ‘can rise in a sitting position from lying down’ also they may be able to cruise along using furniture as a support ‘can cruise along using furniture as a support’ Child Development An Illustrated Guide, Page 50.Where twelve month old babies fine motor development is concerned they may be able to hold a crayon in a palmer grasp and turn several pages of a book ‘can hold a crayon in a palmer grasp and turn several pages of a book at once’ also can build a few bricks and arrange toys on the floor ‘build with a few bricks and arrange the toys on the floor’ Child Development An Illustrated Guide, Page 51.With their communication and language 12 month olds may be able to speak two to six or more recognisable words ‘speak to or more recognisable words and show that they understand many more – babbling has developed into muc h more speech – like form, with increased intonation’ also may be able to hand objects to adults when asked and use them in an appropriate way ‘hand objects to adults when asked and begin to treat objects in an appropriate way, for example, cuddle a teddy but use a hairbrush’ Child Development An Illustrated Guide, Page 52.At eighteen months children with their gross motor development may be able to walk steadily and stop safely ‘can walk steadily and stop safely, without sitting down suddenly’ also they may be able to climb onto an adult chair and sit down ‘can climb forward into an adult chair and then turn around and sit’ Child Development An Illustrated Guide, Page 58.With their fine motor development eighteen month olds may be able to point to known objects ‘can point to known objects’ also they may hold a pencil in their whole hand or between the thumb and first to fingers, called the primitive tripod grasp â₠¬Ëœcan hold a pencil in their whole hand or between the thumb and first two fingers (this is called the primitive tripod grasp) Child Development An Illustrated Guide, Page 59.Where their communication and language is they may use gestures alongside words ‘use gestures alongside words’ also obey simple instructions and answer questions ‘obey simple instructions such as ‘shut the door’ and respond to simple questions such as ‘where’s the pussy-cat? ’ Child Development An Illustrated Guide, Page 60.At two years children with their gross motor development may be able to run safely avoiding obstacles ‘Can run safely, avoiding obstacles and are very mobile’, also walk up and down stairs usually putting both feet on each step ‘walk up and down stairs, usually putting both feet on each step’ Child Development An Illustrated Guide, Page 66.With their fine motor development two year olds may draw circles, lines and dots using preferred hand ‘draw circles, lines and dots using their preferred hand’ also may drink from a cup and manage to scoop with a spoon at mealtimes ‘can drink from a cup with fewer spills, and manage scooping with a spoon at mealtimes’ Child Development An Illustrated Guide, Page 67.With their communication and language they may talk to themselves often ‘talk to themselves often, but may not always be understood by others’ and may use phrases as telegraphic speech for example ‘daddy-car’, might mean a number of different things, ‘use phrases as telegraphic speech (or telegraphese) – for example, ‘daddy-car’ might mean a number of different things, including ‘daddy in his car’, ‘I want to go in daddy’s car’ or ‘daddy’s car is outside’, Child Development An Illustrated Guide, Page 68.At two and a half years children with their gross motor developm ent can stand on tiptoe when shown ‘stand on tiptoe when shown’, also jump with both feet together from a low step ‘jump with both feet together from a low step’, Child Development An Illustrated Guide, Page 66. With their fine motor development they may be able to eat skilfully with a spoon and maybe a fork ‘eat skilfully with a spoon and may use a fork’, also may build a tower of seven or more cubes using preferred hand, ‘can build a tower of seven or more cubes, using their preferred hand’, Child Development An Illustrated Guide, Page 67.Where two and a half year olds communication and language is concerned they may be able to know their full name ‘know their full name’, also continually ask questions ‘continually ask questions beginning ‘what†¦? ’ or ‘who†¦.? ’, Child Development An Illustrated Guide, Page 69. When children are three years, with their gross motor developmen t they may be able to walk backwards and sideways ‘can walk backwards and sideways’ also may ride a tricycle using pedals ‘can ride a tricycle using pedals’, Child Development An Illustrated Guide, Page 76.With their fine motor development they may be able to control a pencil using their thumb and the first two fingers (dynamic tripod grasp) ‘can control a pencil using their thumb and the first two fingers (the dynamic tripod grasp), also may copy a building pattern ‘can copy a building pattern of three or more cubes, including a bridge’, Child Development An Illustrated Guide, Page 77.Communication and language, they may be able to learn to speak more than one language ‘learn to speak more than one language if they hear more than one language spoken around them as they grow’, also carry on simple conversations ‘carry on simple conversations, often missing link words such as ‘the’ and ‘is’, Chi ld Development An Illustrated Guide, Page 79.At four years of age children in their gross motor development may be able to walk along a line with good balance ‘have developed a good sense of balance and may be able to walk along a line’ also they may be able to run up and down stairs, one foot per step ‘run up and down stairs, one foot per step’, Child Development An Illustrated Guide, Page 86.With their fine motor development four year olds may be able to thread small beads on a lace ‘are able to thread small beads on a lace’, also may draw a figure that resembles a person ‘can draw on request a figure that resembles a person, showing head, legs and body’, Child Development An Illustrated Guide, Page 87. With their communication and language they may be able to repeat rhymes and songs with few mistakes ‘can repeat nursery rhymes and songs, with very few errors’.Also may state their full name and address ‘can sta te their full name and address almost correctly’, Child Development An Illustrated Guide, Page 89. At five years children in their gross motor development may be able to use a variety of play equipment ‘use a variety of play equipment, including slides, swings and climbing frames’ also may have good coordination playing ball games and dancing ‘show good co-ordination, playing ball games and dancing rhythmically to music’, Child Development An Illustrated Guide, Page 94.In their fine motor they may be able to use a knife and fork competently ‘can use a knife and fork competently, but may still need to have meat cut up for them’ Child Development An Illustrated Guide, Page 94. With four year olds, communication and language they may be able to talk about the past, present and future ‘talk about the past, present and future, with good sense of time’. Also enjoy jokes and riddles ‘enjoy jokes and riddles’, Child Dev elopment An Illustrated Guide, Page 96.At six years of age, in their gross motor development, children are gaining both strength and agility, they may be able to jump off apparatus with confidence ‘are gaining in both strength and agility; they can jump off apparatus at school with confidence’ also may be able to ride a two-wheeled bike, maybe without stabilisers ‘can ride a two-wheeled bike, possibly without stabilisers’, Child Development An Illustrated Guide, Page 102.With their fine motor development they may be able to write their first and last name ‘can write their last name as well as their first name’, also may write simple stories ‘may begin to write simple stories’, Child Development An Illustrated Guide, Page 103. Six year olds, in their communication and language, may be able to talk fluently with confidence ‘talk fluently and with confidence’, also are developing literacy skills ‘are steadily develo ping literacy skills (reading and writing), although the ability to read independently with confidence usually begins between 7 and 9 years of age’, Child Development An Illustrated Guide, Page 105.At seven years, in their gross motor development, children may be able to control their speed when running and avoid obstacles ‘are able to control their speed when running and can swerve to avoid collision’, also are skilful in catching and throwing a ball, using one hand only ‘are skilful in catching and throwing a ball, using one hand only’, Child Development An Illustrated Guide, Page 110.With their fine motor development they may be able to use a large needle to sew and thread ‘can use a large needle to sew and thread’, may also use colour in a naturalistic way ‘begin to use colour in a naturalistic way, for example using a band of green colour at the bottom of the page to represent grass and a band of blue across the top to represe nt sky’, Child Development An Illustrated Guide, Page 111.They may be able to, in the communication and language, understand book language ‘begin to understand book language and that stories have characters and a plot (the narrative)’, and may express and communicate their thoughts ‘like to express and communicate their thoughts – about a book they have read or a TV programme they have seen’, Child Development An Illustrated Guide, Page 112. Two theoretical perspectives relevant to physical development and language and communication development are Noam Chomsky, he was American professor of linguistics, and he developed a theory, based on the idea of language development as an innate process.He believed that humans are born with the knowledge already for language; he suggested that babies have a language acquisition device (LAD). He considered that this LAD enables children to absorb the language they hear and break it up, then work out what i t is and develop an understanding of its rules and grammatical structure. To support Chomskys theory it has been shown that children of all cultures develop language at more a less the same time. Another is Arnold Gessel (1880- 1961), he was an American paediatrician; he identified three principles of physical development.The first he stated was that ‘Development follows a definite sequence’, this means that when children are growing and progressing there is a pattern in that they need to do certain movements e. g. walk, in order to do other more challenging ones e. g. skipping. The second was that ‘Development begins with the control of head movements and proceeds downwards’, this is because babies need to be able to move their head around in order to search for food, they gain control of their head and top of the spine before other parts of their body, this is thought to be a survival mechanism.The third principle is ‘Development begins with uncontr olled gross motor movements before becoming precise and refined’, this simply means that when babies are first born they have no control over their legs and arms but control is quickly gained, first of the arms and then of the wrists. I have attached three observations as appendices; these are on a child aged 3 years 1 month. I have observed my target child’s physical development, whilst looking at her gross motor skills, I used a checklist observation. For her fine motor skills I used, written narrative and for her balance and coordination I used a photographic observation.A checklist observation is when you draw a table with the columns, ‘developmental milestones’, this is where you write the milestones from the EYFS or a book and look for their age group and write what they should be able to achieve. You may have milestones for different ages for example six months before and six months after the child’s actual age. In the next column tick Ã¢â‚¬Ë œyes’, if they did completed the milestone, if not tick ‘no’ in the column after. Then the last column says ‘comments’ which is where you put additional information about how or where the child completed or didn’t complete the milestones and if she needed assistance.The photographic observation is when you look through the EYFS at your TCs age group for the chosen subject, for e. g. ‘physical development’ and see what they should be doing, then when you see your TC doing these things while observing, take a series pictures of them in a sequence so it tells a story, then write next to the picture a little caption about what the child is doing and how/ where she is doing it. A written narrative is an observation where you write down exactly what you see, including what hand the child is using, the expressions on their face etc. it’s a running commentary of what is happening.The observer sits away from the child and does not g et involved during the observation and makes notes. The observer should write the observation up ASAP whilst they still remember the information. First of all we must ask permission from the parent before we do any type of observation, if we did not do this then the practioner and the parents trust is jeopardised immediately. This is part of the settings policies and procedures which provides consistent practise, trust and high standards and if they are not followed it could lead to different standards bad reputation and inconsistent practise.It is against the law to give out children’s details to anyone, if the child is not in danger; this is stated in the legislation, The Data Protection Act 1998, ‘To protect individuals rights from breaching of information’ all of the nursery settings are aware and follow this, if they didn’t follow this then children will be put in harm and may be taken advantage of, it will not only put the child in harm but also the child’s family as well.We can maintain confidentiality throughout the observation by using TC meaning target child in all the observations rather than their name, this will help keep the child safe as it will not give any personal information away, we can also use TA meaning target adult and OC meaning other children, this will help keep the staff and other children from risk.Also we can make sure we do not give away the settings name and just write, for example, ‘day nursery’ and all the observations are objective, meaning that you are not assuming anything e. g. how the child is feeling, this is needed so you are not labelling children, jumping to conclusions or being bias. Different observation techniques are used as it improves accuracy, e. g. you wouldn’t use a photographic to look at the language development.In photographic observations you must make sure that you take the images on the settings camera not your own and print them off in the setting n ot take them on a memory stick, if you print off more photographs than needed you must destroy them using a shredder, also when taking the images make sure you do not get any other children in the background as they may not have the permission from the parents to do so, if we did not do this then the parent would then not feel comfortable in leaving their child in that setting, also the images may get into the wrong hands and be used inappropriately meaning the child could be at risk.The only type of information that should be shared is safety: medical issues, allergies, Support learning: likes, dislikes, what stage they're up to, and Background info: if anything is happening at home that could affect child: e. g. separation or family death, information is only shared on a need to know basis. All the information should be kept in a locked filing cabinet. Also make sure that the observations are only shared with the parents of the hild and other professionals. With my three observati ons on my target child I looked at three different developmental areas, such as, gross motor, fine motor and balance and co-ordination. In the gross motor observation using quotes from the ‘EYFS’ and ‘Child Development An Illustrated Guide’, my TC is currently achieving the majority of these milestones and some of the things stated she couldn’t of accomplished in the garden, e. g. ‘using a pencil’.My TC seems to be very confident in peddling, jumping, balancing etc and kicking a ball with great control; however, she needed assistance with walking on tiptoes, this is due to possibly not having the opportunity to try it. My TC also seems very sociable as she was playing a lot with her friends whether it was by pushing them round in the car or throwing a ball to them, this is perhaps because she is with adult company a lot of the time, this checklist information therefore shows me that there are no areas to be concerned about and my TC prac tises these skills every day.When observing her balance and co-ordination, I have realised that she is very confident and in control of her balance and co-ordination, also that she is developing at the right stage for her age and is capable balancing by herself without assistance, showing that she is becoming more independent. My TC persisted with the activities even when challenges occurred which shows she is persistent and also she was finding new ways to do things which shows she is very inquisitive, this is stated in the ‘EYFS, Characteristics of effective learning’, showing she is on track and at the right place.With the fine motor observation, my TC is meeting and exceeding the developmental milestones that she should be applying with the EYFS, this observation shows me that she engages in an activity and doesn’t give up until she has accomplished it, this shows great determination. My TC is turning out to be very independent, clever and determined, all of these things show that she is developing at the right pace for her age and is currently meeting and exceeding the developmental milestones.This is possibly due to spending a lot of one to one time with mum and dad and being at nursery all day for three days; she always joins in with games and includes her friends improving vital skills such a socialising and physical development. My TC is always using her initiative when things go wrong and quickly amends them, e. g. when ‘she dropped all the beads, she quickly picked them up and rebuilt it’. My TCs needs are that she needs the equipment, space and time to develop these skills, improving her developmental areas.She needs extra help with balancing; walking on tiptoes etc. so in the short term setting out obstacle courses or beams to walk along would benefit her massively as it would require her to use her balance and concentration. ‘Blocks and block play is very important for childrens learning and development. Bec ause there is no right or wrong way to play with them, they are the perfect open-ended resource and they are so versatile that they support learning across all areas of the curriculam’.Through my observations and discussions with my mentor, I am aware that my TC really enjoys playing outside and with her friends, and she feels lost without them; this is mainly because she spends a lot of time outside with her parents, one to one, this is massively beneficial also for her health. To support her future planning I would provide more activities that includes being outside and being active and try giving her the one on one attention, when possible.The implications of observations are that observations need to be valid and reliable otherwise there will be biasness and different interpretations of how the child is feeling and the observations won’t be accurate. We can do this by objective observations, which are by looking at the child with fresh eyes, meaning we don’t jump to conclusions and make judgements and we so not have stereotypical views of the child. We can also make it reliable by writing it up ASAP so the observation is still in your head and you don’t forget or make-up key information.We must use different techniques to observe the child this is because there are many aspects to look at and you can’t look at them all from one type, e. g. looking at a child’s language, you couldn’t do this using a photographic observation, if you didn’t do this then you would miss out information that might be necessary to detect any issues. Observations are needed to reflect on for future planning, if you didn’t the child will lose interest and not progress in development.Observations are also good to give to the parent as they can see how their child is getting on and gives them reassurance as to how their child is progressing, it will hopefully highlight if there are any problems as well, which they can pas s onto other professionals. If you did not do all of these things it will let your reputation down and show you cannot be reliable to look after children in a professional manner. John Bowlby (1907-1990), stated that a Child’s emotional bond to their familiar caregiver i. e. a family member or riend is a biological response that ensured survival, he called this the ‘theory of attachment’, and he said that the quality of attachment is to blame for the child’s capacity to form trusting relationships. His theory stated that children show a preference for closeness to a small number of adults and these attachments are a normal part of human development. When babies are born they are adapted to seek out attachments not just for the aim of being fed and protected but for the feelings of safety the attachment brings.Also he said that when an infant feels safe and secure they won’t be as attached to you as when they feel scared or anxious, this is known as ‘attachment behaviour’. Also as infants mature into adulthood, the need for attachment lessens, however when we feel stress or anxiety we may find ourselves seeking comfort from loved ones. The main positive outcomes of good attachment experiences in the early years seemed to be social ones, things such as self-confidence, efficiency, self-esteem and the capacity to care for others and to be cared for.Many practioners worry about the children becoming too attached to them and fear that it may undermine relationships at home. They don’t want to give children the feeling of loss when they have to leave them and move on to school or the next stage. However, children can cope with several close attachments, so now at most nurseries children are given a key person, but practioners must maintain professional boundaries too, favouritism is not an outcome of closeness to a child so practioners must work alongside the parent. Burrhus Skinner (1904-1990), was probably one of the best known behaviourist theorists.Skinner applied ideas taken from his work with rodents to children, this approach is called operant conditioning, and he wrote most of his books about people. To him both animals and people are organisms – differing only to the degree of learning. Behaviourism is sometimes known as the learning theory, learning and development are often seen in terms of nature verses nurture. Behaviourism is at the extreme nurture end, Behaviourists generally believe that all behaviour is learned and can be shaped. The most common view is that behaviour is shaped by punishment and rewards, and that humans act to avoid punishment and to gain reward.Skinner emphasised reward. He believed that punishment was counter-productive, having the opposite of the desired effect. He broke tasks down into small steps, and with each step reinforced and rewarded as it was learned. Although skinners experiments were generally carried out on animals, his work became wid ely applied to child development and to work with parents. Skinner proposed that a child’s language is shaped by the responses given to them by carers or parents. Skinners theory would indicate that children have to go through a trial and error aspect; however children can pick up things that are not learnt through regular reinforcement.His work was put into practise by teaching methods which focus on the repletion of words and completion of rows of sums. Behaviourism is most often seen in the teaching of special needs children and behavioural management. Breaking down tasks into small steps, such as star charts, stamps, stickers, rewarding children for keeping to instructions and rules, and taking away of their luxury’s when they don’t keep to rules, praise and encouragement. This was introduced in the 1950s known as ‘programmed instruction’.