Career Goals And Future Aspirations

Presentation The subject of enthusiasm for this exploration paper comprises of investigating pretend inside pretend play in little youngsters and on the off chance that it can anticipate future vocation objectives relying upon the child’s sexual orientation. In spite of the fact that this point can be mind boggling to examine, it is unbelievably significant because of the reality play all in all; play hugy affects kids and their advancement alongside upgrade all in all in setting of different aptitudes. Past writing has expressed that pretend play can improve social†¦ children’s future profession objectives and way of life. The proposed scientist has extraordinarily profited and improved earlier foundation, however future examination will concentrate on sex jobs inside pretend play and its hugeness in a child’s future profession to more readily comprehend the significance of sex jobs in children’s play. With this inquiry not being tended to inside any of the earlier writing, it is anything but difficult to address if sex pretend during pretend play will affect children’s sees on their future career†¦ understood that my profession objective is to be engaged with these arrangement choices yet my present information isn't prepared for it. UofT’s Department of Economics is known to be one of the bests on the planet with legitimate employees and inexhaustible assets for scholarly examination. Accordingly, I accept that UofT can promote my comprehension of this present reality economy and give a strong scholarly base to a future profession in molding financial arrangement. A while ago when I completed my secondary school, a vocation objective appeared to be†¦ For my future profession, I have chosen to explore the activity assignments, pay scale, and necessities for a secondary school history educator. I picked this specific profession for various reasons. History is one of my interests and I realized that I wanted to work in a field that relates to them. I additionally feel that going into instruction could involve positive changes for both myself and the current framework. At long last, one of my propelled position educators in secondary school spurred me to follow this profession way. As a child†¦ My future profession objective is to be a Veterinarian, and ideally to open my own training. So as to be a Veterinarian, I have to get a DVM (Doctor of Veterinary Medicine). The initial step to getting a DVM is to finished undergrad school. A few schools just require 45-90 undergrad hours, yet the school I am keen on, requires a lone rangers degree. Finding a situation in the field of veterinarian medication has a high possibility, because of the current pace of steady loss, numerous Veterinarians are†¦ My expert vocation objectives and yearnings are most precisely exemplified from a fantasy which rose up out of my subliminal almost two years prior and impacts me right up 'til today. In this fantasy, I was on a phase planning to present to a group in acknowledgment of an honor. Before I was to talk, a video presentation played and I presented myself as â€Å"Paris Wicker, Dean of Empathy.† Often, I end up deconstructing this fantasy. I have come to comprehend that being a â€Å"Dean of Empathy† impeccably exemplifies†¦ materials I need they would attempt their absolute best to satisfy me and my kin. With my folks bolster I had the option to move further into my instruction, assemble fearlessness, certainty, complete all that I needed to and will proceed to build up my future profession objective. I was conceived on June 7, 1998 in Brooklyn, New York. I grew up living in Brooklyn, finished primary school and I later moved to Queens at 14 years old and began center school in I.S. 238. I am the most seasoned youngster in the family and I have two†¦ have gone to any of the fairs. I should state, that this experience made me fully aware of a variety of things with respect to my future vocation objectives. In my paper, I will examine the reasonable that I joined in, what I found out about occupation looking from this experience, how I will apply this experience to my future vocation objectives, how this experience will shape my future entry level position and additionally profession way, lastly my general musings of the reasonable. Occupation Fair The reasonable that I went to was the activity reasonable, I chose to attend†¦ would mean such a great amount to me and result me yearn for my achievements up to this point and the achievements I make progress toward later on. That being stated, my dad 's words keep on moving me each and every day and have driven me to where I am today and will lead me to seeking after my future profession objectives as a CRNA. As I think about my encounters as a patient consideration professional, my nursing school vocation, and my experience up to this point as a basic consideration RN, there has consistently been one thing at the forefront of my thoughts that remaining parts constant:†¦ may be. So individuals make arrangements. They start to consider how they need their life to resemble, at that point they structure objectives. Objectives speak to the end goal. You can discuss being there as much as you need yet, on the off chance that you don't make the vital strides, you will be at a halt. Objectives must be shaped cautiously, with thought of your past encounters, current circumstances, and future desires. I was raised with a firm understanding in what my identity was. Having three more established siblings, I would pride myself in†¦

Classical Conditioning Free Essays

‘Classical molding gives us an approach to learn circumstances and logical results relations between natural events’ (Martin, Carlson and Buskist, 2010, pg 259). Traditional molding is learning by affiliation and is the primary manner by which we create fears. The primary kind being explicit fears which are by and large affected by hereditary qualities or an awful youth occasion. We will compose a custom exposition test on Old style Conditioning or on the other hand any comparative theme just for you Request Now There are three essential standards off old style molding which are imperative to know about while exploring the advancement of fears: Acquisition, annihilation and unconstrained recuperation. Backhanded molding is likewise a main consideration in how fears can create. Instances of aberrant molding are speculation, higher request molding, tactile preconditioning and vicarious molding. Ivan Pavlov’s revelation is by a wide margin truly outstanding for portraying the procedure of traditional molding. In this exposition it will clarify how he utilized canines and the creation of spit to show how we learn by affiliation. Fears are here and there treated by deliberate desensitization. ‘The action word to sharpen implies â€Å"to make somebody profoundly responsive or powerless to certain stimuli,† and the prefix de-demonstrates expelling, or doing the inverse. (Sarafino E. P. , 1996, pg 232). This article will likewise give a few instances of how efficient desensitization is performed. Despite the fact that Ivan Pavlov was a prepared physiologist he despite everything got one of the most renowned scientists in brain research. He began considering different substances discharged by creatures which helped help absorption and on respect able prize for his investigation in 1904. One substance which was specifically compelling to him was salivation. He became interested with regards to what upgrades impacted the creation of spit. Pavlov put together his examination with respect to hounds and had the option to quantify the measure of salivation created by interfacing a cylinder to their salivary pipes (Mazur, 2006). He did various testing meetings where food powder would be put in the dog’s mouth each time. After a couple of times the canines got experienced and started to salivate even before the food powder was set in their mouths. He chose to control this marvel. He thought of an investigation utilizing an unpracticed pooch and sounding a ringer each time not long before the canine was given the food powder. After 12 or so of these meetings the food powder was not, at this point required for the creation of spit as the sound itself was sufficient. Pavlov indicated that salvation can be inspired by another educated improvement (CS) so salvation n turns into a contingent reaction (CR). He examined this sort of learning for an incredible remainder, which is currently called traditional molding (Martin et al. 2010). As indicated by Martin et al, old style molding achieves 2 capacities. To start with, is the capacity to figure out how to perceive upgrades that may anticipate when a significant occasion is going to happen so it empowers the student to react quicker and all the more viably. This capacity would be critical for individuals with fears as this permits them to maintain a strategic distance from their dreaded boosts or occasion. For instance, with an individual who fears creepy crawlies (arachnophobia) and has seen a web, their fundamental response is escape from the territory as brisk as conceivable as the web would start that there is a bug close by. Second, boosts that were beforehand irrelevant can become related with significant improvements and in this manner change people’s conduct towards the upgrades. For instance, we would react all the more decidedly to a heap of gold blocks then to a pile of solid blocks. Fears are by and large brought about by something that may have happened before throughout everyday life, where the individual was ‘exposed to the now-dreaded item related to an upgrade that evoked torment or dread. ’ (Martin et al. 2010, pg 262) Classical molding standards are the primary procedures which show the advancement of fears. Obtaining is the fundamental motivation behind why fears create. As per Martin et al, a solitary blending of the CS with UCS isn't commonly enough for an educated reaction to happen. Along these lines this shows a little occasion which doesn't influence the individual doesn't make a fear. Procurement is the learning period of old style molding, during which the CS slowly increments in recurrence or quality. The primary two factors that are related with the improvement of a fear learned by traditional molding are power and timing. On the off chance that there is a lot of torment related with the improvements the individual will adapt rapidly to fear the upgrades and in serious cases even build up a fear. The subsequent factor is timing of the CS and the UCS; in the event that the two of them happen in close planning of each other the individual is bound to build up a dread of the boosts. Annihilation of the dreaded occasion can happen when the CS happens commonly with the UCS to dispose of the CR, in this way the CS will no longer evoke the CR. Circuitous molding likewise impacts the beginning of fears. Speculation is one such manner by which a CR can be inspired in a roundabout way. At the point when certain improvements are similar the CS and can inspire the CR this is called speculation. For instance if an individual had an awful involvement in a canine and now fears that hound, it is likely they will fear a wide range of pooches. Vicarious molding is additionally another principle procedure in which individuals create fears by implication. For example, in the event that somebody hears or finds out about a story which is of a terrible occasion depicted in detail that nonexistent occasion that we would picture as we hear or read the occasion (UCS) can give fanciful improvements (CSs) that can prompt genuine restrictive responses(CRs). (Martin et al, 2010) Another model that would most ordinarily happen today is if a parent has a dread of felines their kid may observer their frightful reaction and in this manner the kid can build up a fear with being presented to an awful accident including a feline. One of the most renowned instances of an examination and how old style molding standards can create fears is that of Little Albert. This investigation was completed by John B. Watson who was affected by Pavlov’s work. Watson did his test on a multi month old narrows called Albert who had no dread of rodents. Watson found when he struck a steel bar the sound that originated from it frightened little Albert. He at that point rehashed this yet the subsequent time put a rodent with Albert. Watson rehashed this around multiple times and afterward introduced the rodent without anyone else and Little Albert got bothered. He was then indicated comparable article and the underlying molded reaction was summed up to a portion of the comparative items, for example, a bunny and canine. (Martin et al, 2010, pg 262) Systematic desensitization is commonly used to dispose of fears. As indicated by Sarafino, Joseph Wolpe utilized the idea of counter molding as a premise in building up a procedure to dispose of people’s fears which he had portrayed in the accompanying manner: ‘ a physiological state inhibitory of nervousness is actuated in the patient by methods for muscle unwinding, and the is then presented to a powerless tension †stirring upgrade for a couple of moments. On the off chance that the introduction is rehashed a few times, the upgrade dynamically loses its capacity to bring out uneasiness. At that point progressively â€Å"stronger† boosts are presented and comparability treated. ’ ( 1973, pg 95, as refered to in sarafino, 1996) This idea to be a fruitful method of disposing of fears and is one of numerous manners by which Systematic desensitization is utilized. From this paper plainly old style molding standards firmly impact the advancement of fears utilizing many key variables. From the concentrate of Joseph Wolpe it gives an away from how his understanding idea of counter molding is utilized to desensitize fears. References: * Martin, G. N. , Carlson, N. R. , Buskist, W. (2010) Introduction to Psychology. Essex; England. Pearson Education Limited * Mazur, J. E. (2006) Learning and Behavior. Upper Saddle River, New Jersey, Pearson Education. * Sarafino, E. P. (1996) Principles of Behavior Change. Toronto, Canada, John wiley and children, Inc. The most effective method to refer to Classical Conditioning, Essay models

Practical Tools to Help You Quit Smoking

Practical Tools to Help You Quit Smoking Addiction Nicotine Use How to Quit Smoking Print Your Quit Smoking Toolbox Tools to Help You Build a Successful Quit Program By Terry Martin facebook twitter Terry Martin quit smoking after 26 years and is now an advocate for those seeking freedom from nicotine addiction. Learn about our editorial policy Terry Martin Medically reviewed by Medically reviewed by Sanja Jelic, MD on August 05, 2016 Sanja Jelic, MD, is board-certified in sleep medicine, critical care medicine, pulmonary disease, and internal medicine.   Learn about our Medical Review Board Sanja Jelic, MD Updated on October 16, 2018 Tharakorn Arunothai / EyeEm / Getty Images More in Addiction Nicotine Use How to Quit Smoking After You Quit Nicotine Withdrawal Smoking-Related Diseases The Inside of Cigarettes Alcohol Use Addictive Behaviors Drug Use Coping and Recovery Smokers dont often talk much about it, but we all worry about the damage we inflict on ourselves by smoking, day in and day out. Another thing we don’t talk about is how much time we spend thinking about quitting...but we do, day in and day out. Addiction Steals Our Right to Choose None of us started smoking thinking wed lose our right to choose, but thats exactly what nicotine addiction does to us. The associations we build up over time slowly weave their way through every activity in our lives until we cant think of doing anything without our cigarettes. This habit is insidious and tenacious, and millions of lives are lost every year worldwide to it. Thousands of people quit smoking successfully every year, breaking the chains of nicotine addiction and leaveing smoking behind permanently. You can, too. The Quit Smoking Toolbox The quit smoking toolbox gives you links to information and the support you need to build a solid quit smoking program for yourself. Learn what to expect when you stop smoking and have some faith and trust in the process. Remember: Countless others have successfully beat the addiction to nicotine, and you can too. Why Quit Smoking? Health Risk and Dangers of Smoking: All smokers harbor the secret hope that they will be spared the disease and death that follows nicotine addiction. We tell ourselves we’ll quit in time and somehow dodge the bullet that smoking is. Why Should You Quit Smoking? Making a list of reasons for quitting is a good first step towards successful smoking cessation. What are your reasons? Get Ready... How to Develop the Will to Quit Smoking: Quitting tobacco is hard for most people. It takes patience, trust, and commitment to the goal. Learn how to condition your mind to build the resolve it takes to quit smoking successfully. Understanding Nicotine Addiction: The effects of nicotine on the human body create dependency through chemical reactions in the brain. Fostering the Mindset for Success: For some people, there is that magical click where everything falls into place before quitting or just after, but for most of us, the reshaping of attitude into the “right” mindset comes gradually, one day at a time. Get Set... Preparing for Your Quit Date: Preparing yourself for what lies ahead when you quit smoking will add to your ability to make a success of your efforts. Products to Help You Quit Smoking: Learn about the nicotine patch, gum, inhaler, nasal spray, and nicotine lozenges. Youll also find information about alternatives to NRTs, such as bupropion (Zyban or Wellbutrin), varenicline tartrate (Chantix), acupuncture, and hypnosis. Gather Your Supplies: The first several weeks of smoking cessation can be difficult. Its important to have things you can do to distract yourself in mind ahead of time...before the urge to smoke hits. Go! After the Last Cigarette: What happens inside our bodies when we quit using tobacco? Have all of the years of tobacco use caused too much damage for quitting to be of any benefit? Not at all. The human body is amazingly resilient. Within the first 20 minutes of quitting, the physical healing begins. Common Symptoms of Nicotine Withdrawal: Lets review some of the more common symptoms of nicotine withdrawal and what you can do to manage them should they occur. 10 Tips to Help You Manage Nicotine Withdrawal: Most people will experience some symptoms of nicotine withdrawal, but in general, the pains associated with this phase of recovery are short-lived, especially if you have a few tools to help you manage them more easily. Tips for Fighting the Urge to Smoke: Take the time to learn which activities you associate with smoking so you can break the connection. When the urge hits, think H.A.L.T. The hungry, angry, lonely, tired checklist can help you decode your urges and move through them. Smoking Cessation Support Forum: Support from those who know what you’re going through is invaluable. Stop in and browse through our very active smoking cessation support community. You may visit as a guest and read messages, or register (free) to join the discussions and post comments of your own. Avoiding a Smoking Relapse 5 Steps That Lead to a Smoking Relapse: Understanding the psychology that leads to a smoking relapse is the best way to avoid having one. Why People Relapse Years Later: The key to lasting freedom from nicotine addiction lies in changing your relationship to smoking. If you quit smoking by sheer willpower, believing somewhere in the back of your mind that youre sacrificing something good, chances are very high that youll eventually relapse. Theres No Such Thing as Just One Cigarette: Most people who quit smoking have romantic thoughts about smoking just one cigarette now and then. Its a normal part of recovery from nicotine addiction, but failing to deal with these errant thoughts has been the cause of many a failed quit program. Believe in Yourself Dont be afraid to quit smoking. Do the work it takes to get the monkey that nicotine addiction is off of your back. The rewards are outstanding and youll love the person you become without the chains of this killer habit weighing you down. Believe in yourself and you can free yourself.

Esl Private School Teachers Education Essay - Free Essay Example

Sample details Pages: 7 Words: 2009 Downloads: 8 Date added: 2017/06/26 Category Statistics Essay Tags: School Essay Did you like this example? A dissertation submitted to the University of Bristol in accordance with the requirements of the Degree of Master of Education in the Graduate School of Education SYNOPSIS This study investigates ESL program teachersà ¢Ã¢â€š ¬Ã¢â€ž ¢ experiences, perceptions, attitudes and use of classroom assessment in Taiwan. It is aimed to explore teachersà ¢Ã¢â€š ¬Ã¢â€ž ¢ understanding of classroom assessment and their assessment strategies; moreover, to examine whether there are any relationships between teachersà ¢Ã¢â€š ¬Ã¢â€ž ¢ experiences, perceptions and use of classroom assessment in private ESL schools in Taiwan. Don’t waste time! Our writers will create an original "Esl Private School Teachers Education Essay" essay for you Create order Thirty teachers across three private ESL schools were surveyed using a questionnaire. Among 30 teachers, 4 teachers volunteered to participate in the semi-structured interviews. Data collected from questionnaire and interview provides the researcher with an insight into teachersà ¢Ã¢â€š ¬Ã¢â€ž ¢ perceptions, attitudes and use of assessment methods in their classroom. The results show that ESL program teachers were positive about the effectiveness of classroom assessment and formative assessment strategies and had a tendency to use positive feedback to encourage learners to improve their language ability. Most teachers had more than 3 years of teaching experience in teaching English and placed focus on formative assessment in order to meet schools policy, learnersà ¢Ã¢â€š ¬Ã¢â€ž ¢ needs, and parentsà ¢Ã¢â€š ¬Ã¢â€ž ¢ demands. There is a need to do further research in such unique educational context, so-called à ¢Ã¢â€š ¬Ã…“ESL schoolsà ¢Ã¢â€š ¬? in Taiwan, to explore teachersà ¢Ã¢â€š ¬Ã¢â€ž ¢ difficulties and needs; moreover, to provide support, such as teachersà ¢Ã¢â€š ¬Ã¢â€ž ¢ in-service training, which may lead to benefiting learners. Aim This mixed methods research is designed to investigate ESL private school teachersà ¢Ã¢â€š ¬Ã¢â€ž ¢ perceptions, attitude and use of classroom assessment in Taiwan. Two instruments are used in this research, including a questionnaire and semi-structured interviews, to explore teachersà ¢Ã¢â€š ¬Ã¢â€ž ¢ experiences, attitudes, and perceptions of classroom assessment and their own assessment strategies. Rationale and context This study has been motivated by two factors: first, in 2010, Dr. Rea-Dickins introduced the central characteristics of classroom assessment in Language Testing and Assessment (LTA) course, such as providing learning opportunities for learning or language awareness and nurturing language, which helped me to gain new knowledge about the concept of assessment for learning, in terms of formative assessment. After reading several research studies in relation to classroom-based assessment, I recognize the benefits of assessment, particular with formative assessment, and how teachers can monitor learner progress, inform teaching and support learning through using multiple assessment methods in the classroom. I have the desire to understand whether English teachers use various formative assessment methods, such as teacher and peer feedback, scaffolding and assessment to help learners enhance learning or they mainly focus on grading and recording learning progress. The second factor is related to the fact that we have relatively little knowledge at ESL private school teachersà ¢Ã¢â€š ¬Ã¢â€ž ¢ classroom assessment practice and their understanding and attitude toward assessment in Taiwan; moreover, this is an area in which it appears that may have an impact on young learners in learning English. Assessment plays a central and important role both in teaching and learning. Teachers use their own assessment practices, which may have the potential influence on their learnersà ¢Ã¢â€š ¬Ã¢â€ž ¢ learning, to assess and improve learnersà ¢Ã¢â€š ¬Ã¢â€ž ¢ language ability. In addition, assessment is synonymous to exams and tests for most teachers, pupils, and parents In Taiwan where traditional paper-and à ¢Ã¢â€š ¬Ã¢â‚¬Å"pencil assessment remained as the main source informing learnersà ¢Ã¢â€š ¬Ã¢â€ž ¢ learning (Yip, 2005). Edelenbos and Kubanek-German (2004) also point out the assumption that formal testing is generally referred to the only assessment methods a teacher uses. McNamara (2000) noted that traditional paper-and à ¢Ã¢â€š ¬Ã¢â‚¬Å"pencil language assessment and performance assessment are two major forms of assessment. In other words, English teachers tend to use the latter to know how their learners use their existing language knowledge related in a given context and to measure learnersà ¢Ã¢â€š ¬Ã¢â€ž ¢ language ability at the end of a certain period of teaching and learning through the former. As can be seen, the notion of assessment is generally associated with testing and it seems to be under-developed in fields of applied linguistics a nd general education. Therefore, the aim of this study is to investigate how English teachers perceive the concept of classroom assessment and what assessment methods they use in their classroom in Taiwan. 1.2.1 English learning environment in Taiwan In 1997, the Ministry of Education (MOE) implemented educational reform and introduced the Nine-Year Integrated Curriculum (NYIC) which has greatly influenced the syllabus and materials design of elementary and high schools in Taiwan. One of the major changes is that pupils, who used to begin learning English in junior high schools (age 11), start to learn English as a Foreign Language in grade 3 (age 9) in elementary schools. English instructions were officially incorporated into elementary school education which brought more business opportunities on English learning and teaching due to the increasing demand for English learning. Such changing situation has also impact the age of learning English in Taiwan, where children now start to learn English at an early age. In addition, according to The Guidelines of English Learning Area in Grade 1-9 Curriculum, the new English syllabus reflects a more communicative orientation and places focus on teacher-learners interactions. It also aims to create an enjoyable learning environment to motivate learners to speak English in English classroom. This appears to suggest that teachers should use more formative assessment methods, in terms of encouraging learners to improve learning and providing more language learning opportunities to them. Furthermore, learners are expected to achieve three goals in Grade 1-9 Curriculum: To equip with basic communicative competence and apply it into real-life situations. To develop learning strategies and be able to learn language effectively and autonomously. To gain knowledge about foreign cultures and be able to respect different cultures. The adjustment in English curriculum is consistent with the current trend in research studies of English as an Additional Language (EAL). Teachers are acting as supporters to scaffold and motivate learners to enhance learning during the whole learning process. In addition, Taiwanese government empowers local schools and teachers to choose teaching materials, such as textbooks, to meet learnersà ¢Ã¢â€š ¬Ã¢â€ž ¢ needs; moreover, it begins to value pupilsà ¢Ã¢â€š ¬Ã¢â€ž ¢ individual differences. By doing so, teachers may be able to choose appropriate tasks and activities for their learners and focus on individual learning. As can be seen, teachers are now generally increasing the use of formative assessment strategies to assist learners learning in the classroom in Taiwan 1.2.2 Formative Assessment in language classrooms in Taiwan Generally, English teachers in Taiwan are required to correct all the errors in all studentsà ¢Ã¢â€š ¬Ã¢â€ž ¢ work, including worksheets, textbooks and practice books, due to the pressure from the schools and parents. Such demand from schools and parents is one of major sources of pressure for teachers in Taiwan. As can be seen, teacher feedback, particularly with written feedback, appears to be seen as one major part of teachersà ¢Ã¢â€š ¬Ã¢â€ž ¢ routine work. Huang (2006) reports that in Taiwan most English teachers use teacher feedback, as a formative assessment method, on learnersà ¢Ã¢â€š ¬Ã¢â€ž ¢ grammatical errors in writing. In addition, portfolio assessment is a common assessment tool used by English teachers in Taiwan. Tsai (2004) and Wang (2002) both indicate that teachers use portfolio assessment as an instrument to assess learnersà ¢Ã¢â€š ¬Ã¢â€ž ¢ achievement rather than improving learning; moreover, Wu (2007) points out that instead of using portfolios assessment in a formative way most teachers use it for summative purposes, in terms of recording each learnerà ¢Ã¢â€š ¬Ã¢â€ž ¢s achievement. Furthermore, Yip (2005) reports that traditional standardized tests remain the main source of informing and measuring learnersà ¢Ã¢â€š ¬Ã¢â€ž ¢ learning for most English teachers in Taiwan. As can be seen, the potential of classroom assessment may not have been identified in the language assessment literature and assessment has not reached its full potential in English classrooms in Taiwan. Organization of this research In the next chapter, literature on relevant issues involves definition and functions of classroom assessment and assessment of young learners are reviewed. Methodology of data collection and analysis and a discussion of ethical, validity and reliability issues are introduced in Chapter 3, followed by the presentation of the findings and discussion derived from the results of both questionnaire and interview data. Chapter 5 summaries the research findings and provides limitations and future research. CHAPTER 5: CONCLUSION 5.1 Introduction This research has explored teachersà ¢Ã¢â€š ¬Ã¢â€ž ¢ attitudes, perceptions, and use of assessment in classrooms. In this chapter, limitations of the study will first be discussed, followed by Implications for pedagogy and this study. 5.2 Limitations of the study There are several limitations and problematic aspects in the methodology. First, one limitation in this research is the small size sample (N=30) which may influence the reliability of the result in relation to the correlationship between teachersà ¢Ã¢â€š ¬Ã¢â€ž ¢ years of teaching experience and their assessment methods. Size of the sample is vital  for an accurate estimate of the relationship between variables. In addition, without classroom observation, it is difficult to examine teachersà ¢Ã¢â€š ¬Ã¢â€ž ¢ day-to-day assessment practice and the whole process of assessment. Observation plays a significant role in confirming teachersà ¢Ã¢â€š ¬Ã¢â€ž ¢ interview responses with their actual assessment practice in the classroom. Follow-up interviews are also important in gaining some insight into the behavioural patterns and assessment practice of teachers during the assessment process by providing explanations of their instructional and diagnostic behavior and assessment strate gies. The involvement of a larger questionnaire sample size, classroom observation and follow-up interviews may lead to increase reliability of the data and a better and completed understanding of teachersà ¢Ã¢â€š ¬Ã¢â€ž ¢ assessment practice in classrooms. 5.3 Implications for pedagogy and teacher training All 5 interviewed teachers indicate that they gain new information about assessment through meeting with teachers from the same grade, for instance, all grade 1 teachers have a meeting to discuss teaching ideas and lesson plans once a week. However, there seems to be an insufficiency level of in-service training activities for meeting the needs of ESL program teachers. Teachers recognize the importance of developing knowledge, competence, capacities and classroom assessment strategies in order to improve teaching and learnersà ¢Ã¢â€š ¬Ã¢â€ž ¢ learning. This may suggest that there is a need to provide continuing professional development (CPD) and training courses to update new knowledge and information, in relation to planning for teaching, practical approaches and assessment, and more importantly to reflect on their own teaching. 5.3 Implications for further research There is a critical need for more studies to investigate ESL program teachersà ¢Ã¢â€š ¬Ã¢â€ž ¢ difficulty in implementing classroom assessment strategies in schools and their diagnostic competence, in terms of their observational and interpretative ability, during classroom teaching. Due to teachersà ¢Ã¢â€š ¬Ã¢â€ž ¢ decision-making, à ¢Ã¢â€š ¬Ã‹Å"assessment cognition networkà ¢Ã¢â€š ¬Ã¢â€ž ¢ (Yin 2005) and à ¢Ã¢â€š ¬Ã‹Å"teacher diagnostic competenceà ¢Ã¢â€š ¬Ã¢â€ž ¢ (Edelenbos and Kubanek-German 2004) are key elements in supporting and assessing learners in classrooms. Moreover, their capacities, knowledge and beliefs may have an impact on how they assess learner performance during the teaching and their diagnostic competence, including the skills they use to guess what learners want to say and the abilities to provide language samples of learnersà ¢Ã¢â€š ¬Ã¢â€ž ¢ language growth, may influence the amount of language learning opportunities they provide for individual learner d uring the teaching and learning. Furthermore, further research is needed in exploring teachersà ¢Ã¢â€š ¬Ã¢â€ž ¢ representation and implementation of classroom assessment to reveal factors which influence teachersà ¢Ã¢â€š ¬Ã¢â€ž ¢ perceptions and interpretation of assessment. In addition, ESL program teachersà ¢Ã¢â€š ¬Ã¢â€ž ¢ use of the materials, which involve standardized and teacher made tests and a set of assessment instruments, should also be examined, in terms of the reliability and validity of teacher assessment. Finally, the scope of so-called à ¢Ã¢â€š ¬Ã…“ESLà ¢Ã¢â€š ¬? school teachersà ¢Ã¢â€š ¬Ã¢â€ž ¢ classroom assessment perceptions and strategies research should be expanded to include other Asia countries, such as Korea and China. 5.4 Conclusion The focus of this research is to investigate so-called à ¢Ã¢â€š ¬Ã…“ESLà ¢Ã¢â€š ¬? school teachersà ¢Ã¢â€š ¬Ã¢â€ž ¢ perceptions, attitudes and use of classroom assessment in Taiwan, an EFL context. A mixed methods approach is used to collect and analyze both quantitative and qualitative data, including questionnaire and interview data. This study provides a window to reveal how teachers , who aim to enhance Taiwanese learnersà ¢Ã¢â€š ¬Ã¢â€ž ¢ English ability through adopting ESL curriculum and teaching materials to teach learners in an EFL context, perceive the construct of classroom assessment, their attitudes toward assessment and use of assessment methods. The results show a strong emphasis on formative, as opposed to summative, assessment practice among 30 teachers across 3 private ESL schools; moreover, the data suggests a need for CPD courses to improve teaching and learning and to prevent teachers from suffering burnout and emotional exhaustion.

The Death Of Ophelia And Hamlet s Relationship With The...

Hamlet is a tragic play that is focused on Hamlet’s attempt to try and avenge his father s death. A huge tragedy of the play surrounds a character Ophelia and Hamlet’s relationship with the young woman. Ophelia made people concerned and uneasy during the â€Å"mad scene.† The death of Ophelia was described in the play, but the Queen did narrate on it a little. She could have been a lovesick mad woman, she may had been grieving from the loss of her father, or everything going on in her life may had just finally pushed her to her limits (Maki 1). When Laertes called Ophelia â€Å"a document in madness† he is referring to her speech, her singing, and what was emerging from this was suicidal insanity. When Laertes observed Ophelia was a â€Å"a document†¦show more content†¦Making sense of Ophelia’s songs she sang could help to understand her physical, psychological, and emotional problems she is facing (Marcus 5). Many people relate to music that is why we listen to it or sing it. We use music to help embrace problems, or to just escape and really is apart of our everyday lives. Ophelia’s performance of her singing she really dramatizes her madness. She really triggered off what Laertes had said about her being â€Å" a document in madness† it really helped to support his claim. When Ophelia sings it really draws attention to her character. By song her inner self is really expressed and communicated. She uses it as a tool of expression and empowerment to really show how she feels psychologically and emotionally. Ophelia’s songs really become her voice at this moment and they move the audience in the play. However the explicit sexual references in the song’s Ophelia’s song account for her obsession with the now absent Hamlet, he â€Å"promised her his love† earlier in the play. The lines like â€Å"Young men don t they come to’t/ By cock they are to blame† really si gnifies the meaning of man promising love or sex but backs out after time (4.5, 59-60). 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Oil Refinery and Norwegian Petroleum Directorate Free Essays

Chartek 59, marketed the world’s first intumescent epoxy material, is a production from the Apollo Program conducted by NASA, in which spacecraft was tested in every aspect to ensure that the astronauts and the spacecraft themselves can withstand the harsh condition of space and the extremely high temperatures of re-entry into the Earth’s atmosphere. The material is used in the heat shield of the Apollo. When re-entering, the shield will burn because of the high temperature due to friction. We will write a custom essay sample on Oil Refinery and Norwegian Petroleum Directorate or any similar topic only for you Order Now However, Chartek chars, dissipates heat through burn-off and creates a protective coating which prevents the heat from penetrating anywhere further than the outer surface of the spacecraft, keeping the inside cabin at a comfortable temperature of 21oC. When exposing to high temperature heat or flame, Chartek expands in volume, acting as an insulating barriers. Although there is not yet any serious fire accident reflecting its quality, Chartek is considered an effective material used in modern fireproofing systems, based on the results of tests on stability, integrity and insulation conducted by the Underwritten Laboratories (UL) and Norwegian Petroleum Directorate (NPD). The following table shows some comparison fire endurance times for various composite panels. The black bar shows 60 minutes for the time endurance of a Chartek-coated panel, which is relatively long. It is constantly improved and recently has been marketed out in form of intumescent paints and foams; its innovations are critical fire-proofing materials in such industrial facilities as oil refineries, petrochemical plants, as well as in commercial infrastructures and such public buildings as schools, hospitals, airports and shopping malls. Chartek and one of its innovations, Interchar, contribute largely to the development of safer workplace and public buildings. In normal condition, Chartek coating provides a resilient and smooth finish to the exposed steel structure. In emergency fire events, the materials offer longer time of fire protection, slowing down the process of collapsing and providing more time for the building occupants to evacuate safely. The use of Chartek in fireproofing systems significantly benefits the economy. The infrastructures are so effectively protected in fire events that the cost of repairing the buildings is greatly reduced. The material also acts as a corrosion protection layer, increasing the durability of the inner material, which can save a great deal of money on maintaining the buildings in good condition. In addition, human damage and injury payment can be considerably cut down since the workplace is much safer. Some of Chartek innovations, such as Chartek 3, Chartek 7 and Chartek 1709, are used in the fire-proofing systems of offshore structures as in the oil refinery platform of Norwegian Petroleum Directorate and Caltex Lytton refinery in Brisbane, Australia. How to cite Oil Refinery and Norwegian Petroleum Directorate, Papers

Contract - Loan and Capital Gain Tax Law Australian Tax Law

Question: Discuss about the Contract, Loan and Capital Gain Tax Law for Australian Tax Law. Answer: 1: Income from personal exertion means income from earnings, wages, commissions, fees, bonus, retiring allowances, superannuation allowances, and gratuities which an employee receives in relation to any service provided. Such income would be included in the income of an employee as per Section 393-10 of the Australian Income Tax Act. If the contract was as such Hilary would own the copyright of her story and would ultimately sell for $10,000 then the payment would not be regarded as payment made for services rendered. In the case of Brent v FCT (1971) 125 CLR 418, payment made was regarded as the sale for copyright.[1] But this case is completely different since The Daily Terror newspaper has told Hilary to write her story and then she would assign all her rights, interests and title in the copyrights for $10,000 to the newspaper. If Hilary had a business of selling articles then such payment would have been considered as ordinary income. But in this case she has never written any story before, and now she is doing it only because a newspaper agency has told her to do so. As per these assumptions the said payment of $10,000 which Hilary received from the newspaper would not be regarded as ordinary income. It would also not be taxed under Section 15-2 of the Income Tax Assessment Act 1997 since it was the payment for giving up the copyright. Instead it would be taxable under Capital Gains. The other two incomes which Hilary has earned would be considered as income from personal exertion. She received $5,000 from the Mitchell Library for selling manuscripts. While climbing mountain she had also took some photographs which she had sold for $2,000. These two incomes are considered under income from personal exertion. If she would have written her story for her own satisfaction then it would have been considered as income from personal exertion. 2: In the present case parent has given a housing loan to her son. The amount which was given as loan was $40,000. This loan was given without any formal agreement and even without giving any security. Since it was an informal agreement, parent told her son not give any interest as well. After the end of 5 years the loan was repaid by the son including interest. It was decided that no interest should be paid but still son repaid the full amount including interest. The interest paid by the son was equal to 5% pa on the amount borrowed. There was no part payment made by the son, instead at the end of 5 years a single cheque was presented by him to his parent. As per the Australian Income tax act, the said agreement between the parent and son would not be regarded as a contract since there was no formal agreement between them. It is assumed that they had an oral agreement that no interest should be paid on the loan. But inspite of this son at the end of 5 year repaid the full amount includ ing interest. Now this is considered as an income of the parent. But this amount was not at all discussed at the time when agreement was made. Since the amount was not at all discussed and as per the Australian Taxation Law the said income received by the parent would not be considered as an income of the parent.[2] The total amount received by the parent at the end of 5 year would also not be considered as income of the parent since it was a loan which is repaid to the parent. 3: As per Australian Taxation Law capital gain tax would not apply if a capital asset is bought before 20th September 1985. In the given case Scott is an accountant who had purchased a vacant block of land in Brisbane on 1st October 1980. On 1st September 1986 he had also built a house for which construction costs $60,000. At the time of construction value of the land was $90,000. After the construction was completed the whole property was given on rent. Then on 1st March Scott sold the entire property for auction for $800,000. Now since Scott has sold his property it would attract capital gain tax.[3] Part a) Scott is an individual who has let out his property on rent and then in March he had sold his property for $800,000. After the construction of the property Scot didnt stayed there, instead he had rented out his property. In this case any capital gain arising from such situations would be exempt under the Temporary Absence Rule. But such case would only apply when the property is sold within six years. But in Scott case property is not sold within six years. But still he would be exempt from paying capital gain tax since his property was purchased before September 1985.[4] Part b) In this case Scott has sold his property to his daughter for $200,000. In this case capital gain tax would be attracted since property is sold to the relative. Amount on which tax needs to be charged would be ($200,000 - $150,000) = $50,000. Capital gain tax would be 50% of $50,000 = $25,000 Part c) In this case property was owned by the company instead of Scott. Exemption provision was only applicable on individuals and not on company. Company needs to pay capital gain tax on it. References Aussie Home Loans | Mortgages | Loan | Personal Loans Australia' (Aussie.com.au, 2016) https://www.aussie.com.au/ accessed 20 August 2016 Barnet Jade - Find Recent Australian Legal Decisions, Judgments, Case Summaries For Legal Professionals (Judgments And Decisions Enhanced)' (Jade.io, 2016) https://jade.io/j/?a=outlineid=66285 accessed 20 August 2016 Exemptions | Australian Taxation Office' (Ato.gov.au, 2016) https://www.ato.gov.au/General/Capital-gains-tax/CGT-exemptions,-rollovers-and-concessions/Exemptions/ accessed 20 August 2016 Guide G, 'Taxes Are High In Australia' (Global Property Guide, 2016) https://www.globalpropertyguide.com/Pacific/Australia/Taxes-and-Costs accessed 20 August 2016 [1] Barnet Jade - Find Recent Australian Legal Decisions, Judgments, Case Summaries For Legal Professionals (Judgments And Decisions Enhanced)' (Jade.io, 2016) https://jade.io/j/?a=outlineid=66285 accessed 20 August 2016 [2] Aussie Home Loans | Mortgages | Loan | Personal Loans Australia' (Aussie.com.au, 2016) https://www.aussie.com.au/ accessed 20 August 2016 [3] Exemptions | Australian Taxation Office' (Ato.gov.au, 2016) https://www.ato.gov.au/General/Capital-gains-tax/CGT-exemptions,-rollovers-and-concessions/Exemptions/ accessed 20 August 2016 [4] Guide G, 'Taxes Are High In Australia' (Global Property Guide, 2016) https://www.globalpropertyguide.com/Pacific/Australia/Taxes-and-Costs accessed 20 August 2016

The Life Of Madame Curie Essays - Nobel Laureates In Physics

The Life Of Madame Curie The Life of Madame Curie Madame Curie was born Maria Sklodowska on November 7,1867, in Warsaw Poland. Maria was the fifth and youngest child of Bronsilawa Boguska, a pianist, singer, and teacher, and Wladyslaw Sklodowski, a professor of mathematics and physics. Maria's accomplishments began at a young age; by the time she was sixteen she had completed secondary school and taken work as a teacher. In 1891 Maria went to Paris, while in Paris Marie attend Sorbonne University and began to follow lectures of many already well known physicists--Jean Perrin, Charles Maurain, and Aime' Cotton. It was during this time that Marie finally turned towards mathematics and physics. Within three years of attending Sorbonne Marie was already on her way to becoming the most well recognized women in science. Marie was the ideal example of hard work. Receiving her degree in physics from the Sorbonne in 1893, she was not only the first woman to receive such a degree but she graduated number one in her class. In 1894, she received her second degree in mathematics, graduating second in the class. That same year Marie met Pierre Curie, an aspiring French physicist. A year later Maria Sklodowska became Madame Curie. Marie and Pierre worked as a scientific team, in 1898 their achievements resulted in world importance, in particular the discovery of polonium (which Marie named in honor of Poland) and the discovery of Radium a few months later. The birth of her two daughters, Irene and Eve, in 1897 and 1904 did not interrupt Maria's work. In 1903, Curie became the first woman to win a Nobel Prize for Physics. The award jointly awarded to Curie, her husband Pierre, and Henri Becquerel, was for the discovery of radioactivity. In December 1904 she was appointed chief assistant in the laboratory directed by Pierre Curie. Pierre's sudden death in April 1906 was a difficult blow to Maria, but a turning point in her career: she was devoted to completing the scientific work they had started. In 1911 her determination paid off, she won a second Nobel Prize (this time in chemistry) for her discovery and isolation of pure radium and radium components. Madam Curie was the first person to ever receive two Nobel Prizes. Marie Curie was not only a scientific pioneer, but also a social pioneer (Moore 3). A citation from The Graduate Student Cookbook described Marie Curie: Overachiever who cooked, cleaned, discovered radium, and raised a Nobel Prize-winning daughter, but who never forgot how to make a good pierogi. Her many accomplishments were not only astonishing for her time but have yet to be equaled in our time. Biographies

5 Things You Should Never Put on Your Resume

5 Things You Should Never Put on Your Resume We all know how crucial a resume can be. It’s the document that gets you past the computer, through the door, into the interview. And you can’t get the job without getting through those stages. You’ve added in all the things you’ve been told are resume must-haves, but have you considered there might be a few things you should take out of your resume? Here are 5Â  things that you should delete from your resume as soon as possible. 1. ObjectiveThe Objective statement has gone the way of the dodo. To avoid being hopelessly retro, take it out. Your Objective statement probably just says that you’re looking for a challenging position in a great and growing company anyway, right? That tells the recruiter nothing whatsoever, and it undoubtedly also bores them. A Summary statement is much more effective. If you don’t have one, sub one in for your Objective. Either way, delete the Objective part.2. Laundry listDo you have a section where you merely l ist all of your skills and the key- or buzzwords you were told were must-haves for computer screening? The trouble with these sections is that a) they are usually unreadable by the very computer programs they’re aimed toward enticing, and b) this is a very transparent ploy. Throwing a bunch of keywords at a recruiter won’t convince them. Thread those keywords through the body of your resume text instead.3. Page 2Except in very specific contexts in very specific careers, a second page is never a good idea. You can probably expect that no one else but you will ever bother reading your second page. Better to edit your brains out, pack the first page full of your greatest hits and most impressive skills and work experience, and save the tree.4. Fancy formattingAgain, unreadable to most employers–especially if you’re uploading to a computer system. Anything that isn’t plain text will be scrapped. That includes text boxes, tables, bulleted lists, swanky fonts, page borders, etc. Save the creativity for the wording of your cover letter, or the interview process. Keep your resume clean, standard, and simple.5. HobbiesIt used to be in vogue to include a section on personal interests and hobbies. Unless you can make a case that these have some impact on your qualifications or work performance, skip this section- usually it ends up on page 2 anyway! Save your personal flourishes for the interview, when such things can really liven the conversation and help you shine.

Historiographical trends from the 1960s onwards and how it affected Essay

Historiographical trends from the 1960s onwards and how it affected the ways in which historians write about women in the past - Essay Example In America, during the reconstruction era, a lot of rights were violated including women's segregation. However, feminism movement was not due to the suffrage only, women's image to the society as mothers, daughters and wives were challenged by women activists. "Gender conflict was as deeper as ever both before and after World War I, and the vote finally granted in 1918, proved a weak tool for a change" (Copelman, 1990). Women suffragists sparked the fire for the feminism movements around the world, with feminism movement expanding into other areas in women liberations. A lot have been documented in various historical journals women's struggle; this history representation has helped a lot in shaping the contemporary history and making historians have critical look at how women were represented in past in history writings. Historiography of women's history has played a vital role in shaping women's history or new history with historians arguing for new historical analysis on how gender has constituted to the social changes and relationships. For Dina Copelman in reviewing article 'Liberal Ideology, Sexuality difference and the Lives of Women: Recent Works in British History' in Edwardian and Victorian political life, there had been complex role of women which could have hard time with liberal natural rights tradition and theories of sexual difference. The study according to Copelman, allows historians to see the relative value of different modes of interpretation in the historical analysis of women and gender. Nevertheless, a lot have been written about women involvement and how women started themselves writing books, biographies, poems and ballads to mention a few. More and more have been written but most historians especially women historians have given detailed account of women presentations or involvement in history and how they had been presented by previous historians. "The history of historiography made remarkable presentation how historians portrayed women in the history writings, she pointed out that women were presented as wives, daughters and mothers and being denied participations in other areas as politics, economic activities and leadership positions." (Copelman, 1990). Like Copelman, other historians reviewed women presentations in history writings with the emergence of gender and feminism movements which picked up in 1960s. Historians in searching of women participations in various activities discovered that very little was written about women as many historians in that time were men, whose focus were on masculinity. "Women were ignored in history writing due to the fact that male historians decided what was historically significant to be written and what wasn't, with war, and politics being in their top lists and ignoring that fact family, social relationships and marriage mattered, the area where women were much involved in, hence being left out of male historian writings." (Millions, European Women and Historical Writing 1400-1800). Many male historians portrayed women as objects in their writings and not as subjects, the inclination which has largely

The Effects Of The Society In The Black Community Case Study

The Effects Of The Society In The Black Community - Case Study Example The movie leaves the audience to ponder whether the young characters were truly morally responsible for their ultimate fate. Looking through the lens of Galen Strawson’s â€Å"Hard Determinism† the movie seems to prove the philosophy that no individual is truly responsible since it requires the ideal determination of the self. The film is based on the black community and the director uses several characters to portray the characteristics and the problems faced by society. Before the beginning of the film, the director supplies statistics, which states that their counterparts in the community kill most of the black males. The story is told through Tre Styles- the main protagonist in the film. Due to some problems in the school, he is moved to the black neighborhood of Los Angeles. His father Furious mentors him there and he is acquainted with two boys- Doughboy and Ricky. Furious is seen to have a conversation with Tre about sex and is seen to teach the importance of having precaution while having sex. The major plot in the film is the presence of the violent neighborhood of the black community and the violence within it. Most of the film revolves around the violence. There are minor plots in the film like the bias of culture in the testing procedures and the gentrification of the society. The Whites did no t take care of the problems faced by Blacks in society. Drug abuse is a minor subplot that underlines the narrative of the film. The film highlights how racial discrimination, lack of communal unity and lack of a neutral approach in all sectors were responsible for the ill fate of the Afro Americans. There are certain cases where the film shows some important incidents that underline the social structure in the country.

Assignment on human growth and development

Assignment on human growth and development This essay uses theoretical perspectives of social sciences relevant to human growth and development by demonstrating the socialisation process and the impact of family structures on the normal development of Gerry. It uses the Maslows hierarchy of needs to explore the effects of poverty on Gerrys infancy and it will use Balter, Catherin Tamis-Lemonda to support Maslows philosophy needs. Furthermore it will go on to use Bowlbys maternal deprivation hypothesis to show the effects of attachment during Gerrys infancy. More still with the use of Eriksons stages of identity versus role confusion to discuss Gerrys adolescence, the theory of generativity versus stagnation to explore his adulthood developmental task of his contributing and stagnation to society and finally the psychological crisis of ego integrity verses despair to explain the effects and causes during his development in middle adulthood. However, other psychologists theories will be used to support Eriksons theories or cri tic them. During his infancy, 0-2 years by Piaget (1936) (cited in Crawford and Walker 2009 p 22), Gerry and his family experienced poverty because his father had been made redundant. This means that Gerrys family could not afford to meet his basic needs. According to Maslows pyramedical model (1970) ( cited Steers 1998: p21 ) lower -level needs such as food, clothing and shelter have to be fulfilled to a reasonable degree before the more advanced need levels such as self actualisation, esteem, love/ belonging ,and safety are met. It can be argued that the failure of Gerrys family to meet his basic needs had a profound effect on his development. This argument is supported by Balter, Catherin Tamis- Lemonda. They argue that children growing up in poverty develop developmental delays in intellectual development. Social, emotional and behavioural problems (Balter, Catherin Tamis- Lemonda 2003: p.391) (cited Chafel, 1993 and Garbarino, 1993). Poverty goes hand in hand with gross inequality, unemployment and adverse consequences for poor people and society as a whole. Deprivation experienced by poor families affects their quality of life, their health and life expectancy and the education outcomes of their children. Poverty brings despair and fear Rebach and Bruhn (2001: p. 369). This argument is supported by Spode and Saracho, (2006) (cited in Duncan and Brook-Gunn, 1997), who say that children growing up in poverty develop more emotional and behavioural problems than children who live in above the poverty line. This is because early cognitive and behavioural outcomes show to predict later school success. Another challenge that Gerry encountered was maternal deprivation. This occurred when his mother was in hospital during the birth of Lily and as a result, Gerry had to be looked after by his grandmother. According to Bowlbys (1953, 1969) (cited in Smith, Cowe and Blades 2004 p106) maternal deprivation hypothesis, children should not be deprived of contact with the mother during a critical period when the primary attachment relationship is being formed. He also believed that both mother and baby were predisposed biologically to stay in contact and only this relationship would allow normal development. However, critiques of Bowlby like (Oakley 1981) (cited in Holmes 1993: p. 45) argue that to generalise that any separation of mother from child in the first three years of life is likely to be damaging is unwarranted. Oakley further argued that there is no harm in entrusting the infant to the care of a responsible grandmother or baby-minder. However, Archer (1992: p.32) states that Hinde and his colleagues studied the effects of shorter periods of separation from a mother on later behaviour in young rhesus monkeys. The outcomes from the studies indicated by the infants experienced mild disturbance and frustrating situations. It can then be argued that Bowlbys maternal deprivation hypotheses is better placed in explaining what Gerry went through during his separation from his mother. Another challenge that Gerry faced in his infancy was siblings rivalry. This took place at the arrival of the new born Lily. Dun (1993) (cited in Shaffer 2009; .p 388) argues that after a new baby arrives, mothers typically devote less warm and playful attention to the older child, who may respond to this perceived neglect by becoming difficult, disruptive and less securely attached. This results into a spirit of completion, jealousy or resentment between siblings. It can then be argued that the birth of Lily when Gerry was barely two years old might have left Gerry feeling neglected and unwanted because his mother had to give her attention to the new born Lily. Furthermore, Gerry experienced a long-term effect of the extreme war-related trauma which led him to suffer greater emotional difficulties and environmental distress in life. On top of that he experienced more stress when he moved homes from a familiar environment and away from his peers. According to (Bell et al 1990 and Giffoed 1994) (cited in Bell, Greene, Fisher and Baum. 2001), it is augured that environmental distress examines the relationship between the person and his physical environment. More still, Main at al (1985) also adds that the adolescent can become disorganised and disoriented by the loss and trauma if the traumatic experience is not resolved. It can be argued that the war had a profound psychological effect on his development as a 12 year old boy by 1945. Another issue in Gerrys adolescence was lack of positive attitude towards education in school although he changed this attitude while in the army and even chose to pursue an engineering career. This is because Gerry had grown up in an environment where most people worked in the factories and had low levels of education; he believed that his destiny was to work as a factory labourer since he had no environmental support especially from his father that inspired him to pursue education higher. According to Piagets (1984) (cited in van wormer, Besthorn and Keefe 2007) theory of cognitive development, school related concerns about intelligence, achievements and behaviour of learning are accumulated gradually as a function of environmental support. The Social Learning theory posits that children learn and model their social and cognitive behaviour by observing and imitating adults in their environment (Bandura, 1971). Therefore it can be argued that Gerry did not like education because he had no role model. However, it is notable the time Gerry was about to leave the military school, he was faced with the challenge of knowing who he was and what he was going to be upon returning to the community. Having been born in a poor, uneducated family and neighbourhood, it was time for him to ponder whether to remain as he was in his community or to independently identify himself. According to Erikson (1975)s psychosocial development, it appears that Gerry was faced with a stage of identity versus role confusion where adolescents redefine themselves. It should also be noted that events that happened in Gerrys adolescence seemed to have had a more buffering and compensatory effect than his depriving earlier experiences (Bowlby, 1988). The army offered him the opportunity to learn the engineering trade and one could argue that he may have found replacement experiences in form of role models and focus on career direction which prompted him to stay on even after the national service. At this stage, Gerry realised that he did not have any qualification and because of that, life would be difficult for him upon return to civilian life. However critics of the psychosocial model argue that Eriksons findings were based on clinical observations and his work lack ecological validity or statistical analyses. Although critics do hold such opinions, Rutter, (2003) points out that research results strongly support his notion on basic trust, identity, intimate relationship and the developmental crises. (Rutter, 1993 cited in Ewen, 2003). It can be argued that Gerrys identity versus role confusion was resolved by the army by offering him the opportunity to study engineering. Between the age of 40-65 by Havinghurst cited Karin and Walker, (2009, p 98) Gerry was in his middle adulthood, he faced a life with triviality, stagnation, and decline due to the detachment that happened to him during his infancy. According to Bowlbys, (1969, p. 194) attachment theory, he says that early experience in childhood has an important influence on the development and behaviour later in life and an evolutionary component; The propensity to make strong emotional bonds to particular individuals is a basic component of human nature. However Hazen and Shaver, (1987) argue that the pattern established in childhood has no impact on later relationships. More to the above, Feeney and Noller (1993) say if a child experiences avoidant attachment during infancy, as adults, they will tend to have difficulty with intimacy and close relationships. Such people do not put quality time in relationships, are not bothered when they end and normally avoid intimacy by using excuses (such as long work hours), or may fantasize about other people during sex. Their research also holds that adults with an avoidant attachment style are more accepting and likely to engage in casual sex. However Wagner (1987) argues that an adult should not be blamed for the attachment styles formed in infancy, because what ever happened during that time is not necessarily identical to that demonstrated in adult romantic-attachment. This is because a great deal of time that has gone by between infancy and adulthood. Therefore intervening experiences have played a big role in Gerrys attachment styles. Those described as ambivalent or avoidant in infancy can become securely attached as an adult. More to the above he had little to do with his parents especially his father and neither did he have a good relationship with his son. This was because during Gerrys infancy he missed out on the father-son relationship, therefore one can assume he did not get proper supervision during his adolescence and less bonding with his father hence made him have poor parenting skills. According to Banduras (1971) social-cognitive learning theory, he says behaviour is learned through observation and imitation. However, Watson and Skinners (1920) theories of classical and operant conditioning disagree with Bandura by saying that all behaviour is learned as a response to external stimuli or environment. The classical occurs when an organism learns to respond in a particular way and the stimulus does not evoke that type of response and with the operant conditioning, an organism learns through rewards and punishments. It can then be argued that Banduras social-cognitive learning theory better placed Gerrys learning of behaviour. At the age of 51 Gerry should have been looking back at in his memories and feeling fulfilled with his life, but he was faced with depression and found it hard to accept the death of his mother and father even if he did not get on well with them, the loss of relationship with his son and partners. According to Erikson, achieving a sense of integrity means fully accepting oneself, ones accomplishments, and coming to terms with mortality. Accepting responsibility for your life and being able to undo the past and achieve satisfaction with self is essential. On the other hand, Gerry may have looked back at his life with a sense of doubt or gloom over the lifes worth, hence resulting in a feeling of despair. This led to Gerry not being compassionate, more reflective and judicious, thus less tyrannized by his inner conflict and external demands. More still it is seen that Gerry had a number of loses in life and less love for others, like Edina, Elizbieta and his son Emo, retired on heath grounds. All in all, Gerrys early life has been extremely disrupted; he has had two care placements in total as well as many changes of caretakers during his first year. Evidently Gerry did not have a strong sense of bonding with his family and did not have the opportunity to develop a secure attachment during his infancy and childhood. During his middle adulthood he tried to develop an attachment when he got engaged and married to Edina, but due to his effects of separation during his infancy and childhood his internal working model is of mistrust. This led him to be promiscuous. Poverty goes hand in hand with gross inequality, unemployment and adverse consequences for poor people and society as a whole. Deprivation experienced by Gerrys family affected his quality of life, health and life expectancy and his education outcomes it also caused him despair and fear.

Promoting Molly’s health and wellbeing Essay

The purpose of this essay will to be to promote Molly’s health and wellbeing through evidence based theory and practice (Refer to appendix 1 for Molly scenario). Molly has various health needs that necessitate the need for health promotion such as the risk of postnatal depression. However, for the purpose of this essay, the focus will be her type 2 diabetes health need. There are several bio-psychosocial factors that contribute to Molly’s health and wellbeing such as genes, stress and low income. The interventions that are designed to promote Molly’s health and wellbeing will include education and empowerment . These will address Molly’s determinants of health by using appropriate models and approaches to provide realistic and practical suggestions to Molly. The rationale upon promoting Molly’s diabetic health need is due to the fact that, type 2 diabetes can cause severe complications such as retinopathy, kidney failure and cardiovascular disease. What is more, type 2 diabetes continues to increase in the United Kingdom and it is estimated to affect more than 5 million people by 2015 (NHS choices 2013) Historic overview of health promotion was first highlighted by Florence Nightingale (1860) who noted the biomedical care given to patients and suggested the need to provide holistic patient centred care to patients (Piper 2010). Notably, she recognized the importance of environmental factors such as cleanliness and nutrition to promote the health of patients (Piper 2009). Health promotion is a plethora of contested definitions. Therefore, over the years there have been considerable attempts to define this concept. For (WHO 1986) Ottawa Charter, health promotion is defined as a process of educating and empowering people to make healthier choices (Hubley et al 2013). This definition implies that, health promotion is a holistic concept that emphasizes on the physical, social and mental wellbeing (Piper 2010) The nurse is the health professional that will be involved in promoting Molly’s health and wellbeing through evidence based theory and practice in addition to using various models and approaches (Piper 2009). This strategy will enable Molly and the nurse to individually and holistically express themselves, develop innovative plans suited to Molly’s health needs and promote effective communication between Molly and  the nurse (Bowden and Manning 2006). Communication is an important principle in health promotion as not only does it underpin the basis of holistic care given to patients but it also builds therapeutic relationships between the nurse and the patient (Bowden 2006). Communication is a fundamental concept in nursing that is defined as a skill of information sharing between the patient and other health professionals (Yulli et al 2011). In these circumstances, the nurse will communicate with Molly through various modes of communication which will include verbal, non-verbal and written communication. She will discuss with Molly on shared values and beliefs that is relevant to Molly’s health needs. Most important, communication in Molly’s case will go beyond information sharing to involving Molly in her own care by supporting her to make positive healthier choices in her life (Hubley 2013). Significantly, the nurse will adhere to ethical principles of autonomy, non-maleficence, beneficence and justice (Whitewood 2010). There are several bio bio-psychosocial factors that contribute to the health and wellbeing of Molly. These factors can be well understood by using the bio-psychosocial model. This is holistic model that combines major determinants of health such as social economic status, biological status and psychological status to give a holistic view of an individual mental, physical and social wellbeing (Baxter 2010). The biological factors that contribute to Molly diabetic health need are her genetic susceptibility due to her family history (NHS choices2013). Her unborn child is also at a risk of inheriting the illness from her mother. Type 2 diabetes tends to run in families largely due to similar unhealthy lifestyle (Bowden and Manning 2006). Whereas Molly might have inherited type 2 diabetes from her parents, the development of this illness is also influenced by lifestyle choices (NHS choices 2013). Psychologically, Molly is at the risk of suffering from postnatal depression and stress due t o physical demands of work and taking care of her family. This can consequently lead to mental illnesses (Hobart and Frankel 2009). Psychological illnesses can affect Molly’s ability to self-manage her blood glucose. Apart from this, psychological instability can cause Molly to lose control of her diabetes with fatal consequences (NHS choices 2013). Molly is on a low social economic status as she is only able to work part time. Green  and Tones (2010) contends that, low income limits access to nutritional food and housing which can consequently lead to poor physical health and social exclusion. Furthermore, Hill et al 2013 s proposes that, type 2 diabetes disproportionately affects people with limited resources. Perhaps this is because, low income earners are more likely to indulge in unhealthy damaging behaviours such as eating unhealthy food and lack of physical activity (Hubley 2013). If this were the case, Molly might not able buy healthy food or accesses those activities that address her health needs such as the gym and other social networks in her community. All these factors might hinder positive health outcomes. According to (WHO 1986), health is defined as not only an absence of diseases but also a complete state of physical and mental wellbeing. In order to promote Molly’s health, a holistic approach is needed to address the bio-psychosocial the factors that affect her health and wellbeing. Therefore, various activities need to be undertaken by using appropriate theoretical approaches and models. Initially, the nurse should ensure that, Molly’s basic needs are meet first before moving up to the higher needs. Maslow (1943) proposed that, humans have hierarchies of needs. He believed that, needs such as food and water are meet first before reaching the level of self-actualisation (Hubley2013). Having previously identified that Molly is on a low income which can affect her ability to access healthy food. The health promotion priority will be then to address this need before moving on to the other higher needs. The nurse should advice Molly on the help that is available for her to increase her earnings . For example, Molly would benefit from extended school that offer childcare and family support services (Larkin 2009). The importance of childcare would be that, Molly will be able to work more hours bringing in some extra income for her family. Consequently, she will be able to buy healthy food and engage in activities such as swimming or going to the gym. Significantly, this would reduce her risk of social exclusion and diabetes related complications (NHS choices 2013). However, it is important that Molly believes that, her positive health behaviours will prevent complications and help acquire good quality of life. This will influence  Molly’s willingness to take action (Yulli 2010). According to Health belief model by Rosenstock (1966), Molly will only take positive action if she believes that, she is susceptible to serious illnesses, believes that her type 2 diabetes is serious and believes that her positive actions will avoid the negative consequences of diabetes ( Yulli 2010). For instance, by doing physical activities it reduces her chance of her being obese and consequently reducing her risk the of cardiovascular diseases or even death (Coyle 2013). The Health belief model is useful in promoting Molly’s diabetic health need. This is because it organises the patients health status, views and points out the factors that that determines whether the patient will change their behaviour. Furthermore it provides a useful checklist that points out the issues that need to be addressed and the patient’s motivation to change their health ( Yuill et al 2010). Nevertheless, the Health belief model has not escaped criticism due to its individualistic way and ignores social influences (Hubley 2013). For example, Molly low income status may influence her decision of whether or not she eats healthy food. Furthermore, it does not address psychological factors such as fear and denial that greatly influences human ability to take positive action towards their health (Hubley 2013) . For instance, Molly’s ability to engage in physical activities may be affected her pregnancy, emotions and social influences such as family and friends. Another activity that to be undertaken to promote Molly’s health is encouraging Molly to learn from positive role models that will motivate her to positively regulate her behaviour and reflect on her actions (Green 2010). This can be learning from her family, friends or other people who have type 2diabetes but have successfully managed their diabetes through positive attitudes, behaviours and treatments. According Social learning theory by Bandura (1986), people actions are influenced by observing the behaviour of other people. He argued that, this promotes people self-esteem that in turn drives them to make positive changes (Green 2010). In these circumstances, the social learning theory is equally important in promoting Molly’s diabetic health need because it addresses the concept of self-esteem. This is a key part of resisting negative influences and promotes self-efficacy and locus of control to do what is right by her health (Amdam 2012). Social learning theory importance should not be  underestimated as it recognizes that, individuals do not exist in isolation (Amdam 2012). Despite this, it is criticised by biological theorists for its rejection of biological factors such as genes. Moreover, the biologist model challenges the social learning flawed assumption that, behaviours are learnt by contending that, behaviours are inherited but not learnt (Gyenscuico 2011). Education is another activity that needs to be undertaken in order to promote Molly’s diabetic health need. The aim of education will be to teach Molly on self-management skills and to improve Molly’s knowledge on diabetic care (Bowden and Manning 2006). The nurse will use health educational model to modify Molly’s behaviour and actions through providing value-laden facts and information about type 2 diabetes . This may be done by giving Molly leaflets about type 2 diabetes, teaching Molly on how to control and monitor her glucose levels (Bowden and Manning 2006). According to education approach, if Molly have the necessary knowledge on diabetes, she is more likely to make positive decisions (Lawrence et al 2009). For Instance, by teaching Molly how her blood glucose is affected by food and exercise, she is more likely to eat more healthier food and be active in order to keep her blood glucose stable (NHS 2012). One cannot ignore that education model is evidence based and not only does it educate the patient but it also gives skills to the patient. However, this model fails to consider environmental, psychological and economic constraints which affect individual’s ability to make choices (Lawrence et al 2009). Another limitation of this model is its simplistic view of cost-benefit analysis. It assumes that, if Molly is given the knowledge she will accept it unconditionally, weigh up the cost and then make a positive health choices for her best interest (Bowden and Manning 2006). What is more, its deterministic view point that, education is a must does and its top down approach does not give Molly much free will to make her own choices which the self-empowerment does (Bowden and Manning). The empowerment model gives the patient the free will through it advocacy of the individual concept of locus of control and self-efficacy to take control of their own health (Lawrence et al 2013). Thi s model links to the activity of empowerment which is another activity that needs to be undertaken in in order to promote Molly’s health and well being . This will be through Molly  participating and taking part in all areas of decision making (Piper 2009). This model shifts the balance of power from the health professionals to the patient (Piper 2010). The empowerment model bottom up approach is a vital factor in empowering the patient (Bowden and Manning 2006). The empowerment will mean that , Molly is acknowledged as being a part of her health promotion and she will work alongside the nurse and other multi-agency teams involved in her own care (Yulli et al 2010). Perhaps this might raise her confidence and influence her ability to make healthier choices by taking responsibilities on her type 2 diabetes management (Hanlon et al 2012). The advantage of using the self-empowerment model in Molly’s scenario will be that, Molly will gain more control of her life and confidence to move towards healthier existence (Hanlon 2012). However, it fails to consider influences of power that may prevent Molly from making healthier choices (Hanlon 2012). For example, Molly’s husband might influence her ability to make choices. Moreover, it does not address social economic factors such as low income that can mean that, Molly’s primacies may be at odd with the priorities of the health promoting professionals (Bowden and manning 2006). Finally, its acknowledgment of the self-determination means that, Molly might exercise her free will and choose unhealthy eating behaviours that might place her at risk or even death (Dean and Irvine 2010) One cannot ignore the benefits of health promotion in Molly’s scenario is a useful tool to educate, motivate and empower Molly to make positive changes towards her health. However, health promotion can be problematic at times. This is due to the dangerous assumptions of the health promoters focus on health issues ignoring that, people have various motives to change their behaviours and health might not be one of them (Scrive 2010). For instance, for Molly diabetic health need might not be her prime motivator to change her lifestyle. Another criticism of health promotion is the ever changing health advice for patients due to research that is always finding new evidence (Amdam 2011). In these circumstances, patients have barely enough time try one treatment or advice before th ey can adapt to another. This affects the efficacy of health promotion (Scriven 2010). Evidently, the media contradicts the health promotion advice which is based on facts due to its focus on controversy rather than facts which can be confusing for the patients (Amdam 2011). Furthermore, the health promotion in Molly’s scenario  raises this question. If Molly decides not to change, does it mean that the health promotion in her case has failed? The challenges of effective health promotion require actions at all levels starting at an individual, community and at a government level (Scriven 2011). Therefore, to successfully, promote the health of an individual, it is necessary to have an approach that combines all these levels together as they all influence the effectiveness of health promotion ( Amdam 2011). To conclude, health promotion is defined as a process of educating and empowering people to make healthier choices. Molly’s health is influenced by various determinants of health that are linked to her social, biological and environmental conditions. The health promotion emphasis is to tackle such determinants of health through evidence based practices that combines various theories and approaches. These theories and approaches are tied up with practical activities that are aimed at changing Molly’s lifestyle and behaviour to promote her health. The importance of health promotion should not be underestimated at it educates and empowers the patients to make positive actions towards their health. Nevertheless, health promotion is plagued with challenges such as contradicting health advice that affects the efficacy of health promotion. These challenges affect the most vulnerable people such as Molly. It is therefore important that the health promoters recognizes these difficulties and address them accordingly. Finally, it is recommended that, future health promotion professionals address the deficit of the lack of an approach that tackles health promotion at an individual, community, government level to ensure the effectiveness of health promotion. Referencing Amdam, R. (2011) Planning in health promotion work. Oxfordshire: Routledge. Baxter, M. Health (2010). 2nd ed. Cornwall: Polity press. Bowden, J. and Manning, V. (2006) Health promotion in Midwifery. 2nd ed. London: Edward Arnold Ltd. Ghensucico, B. (2011) Critic on Albert Bandura’s Social Learning Theory. Dawsonera [Online]. Available at: http://dawsonera.com [Accessed: 25 January 2014] Green, J. and Tones, K. (2010) Health promotion planning and strategies. 2nd ed. London: Sage Publication Ltd. Hanlon, P. Carlisle, S. Hannah, M. and Lyon, A. ((2012) The future public health London: Open University Press. Hobart , C., Frankel. J. (2009) Safeguarding children . 3rd ed. Cheltenham: Thornes Ltd. Hubley, J. Copeman, J. and Woodall, J. (2013) Practical health promotion. 2nd ed. Cambridge: Polity Press. Larkin, M. (2009) Vulnerable groups in health and social care. Dawsonera [Online]. Available at: http://dawsonera.com [Accessed: 30 March 2014] Needle, JJ. Petchey, RP. Benson, J. Scriven, A. Lawrenson, J. and Hilari, K.(2011) The allied health professions and health promotion: [Systematic review] Cochrane

What Every Body Is Saying About Essay on Compare and Contrast Samples Is Wrong and Why

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