Pre-Linguistic Development

As linguistic development designates the stage when children are able to manipulate verbal symbols, it should be apparent that pre-linguistic development refers to the stage before the child is able to manipulate such symbols. Consequently, this stage is sometimes called the pre-symbolic stage. com/english-iii/">Pre-linguistic development, therefore, concerns itself with precursors to the development of symbolic skills and typically covers the period from birth to around 13 months of age. Four stages can be identified: * Vegetative sounds (0-2 months): the natural sounds that babies make, e. . crying, coughing, burping, and swallowing. * Cooing and laughter (2-5 months): these vocalizations usually occur when the baby is comfortable and content.They are typically made up of vowels and consonants. * Vocal play (4-8 months): the infant engages in longer and more continuous streams of either vowel or consonant sounds. * Babbling (6-13 months): at least two sub-stages are identified â₠¬â€œ reduplicated babbling, in which the child produces a series of Consonant-Vowel (CV) syllables with the same consonant being repeated (e. . wa-wa-wa, mu-mu-mu) and non-reduplicated babbling, consisting of either CVC vocalizations (e. g. mom, pip) or VCV vocalizations (e. g. ama, ooboo). [See Speech Development] Up to this stage of development much of what the child produces is really no more than a sort of verbal play. The child is practicing individual sounds, and sound sequences, and gaining the motor skills necessary to produce what will eventually be considered as actual adult words. So, young children make various sounds and others then assign meaning to these.So, for example, a child may reach for an object whilst at the same time saying ‘m’. An adult may interpret this as the child wanting help to get the object. The child, having realized that this combination of physical gesture (reaching) and articulating ‘m’ prompts an adult to pass the desir ed object, may go on to repeat this behavior. The child is learning that certain actions that he or she performs can be used to control his or her environment. These changes come about because the child’s ability to focus their attention on their caregiver and on objects becomes more refined as they mature.For example, from 0-2 months there is shared attentiveness in which only the baby and caregiver form part of any interactive event – all other elements are ignored. From 2-6 months there is interpersonal engagement when the baby is conceptually able to differentiate their own self from the caregiver and focus attention on each other and on the ‘message’ of the communicative event. Then, from about 6-15 months there is a shift such that the child is now able to focus attention on objects (e. g. cups, toys, books) and understand that the communicative event is focused on these.This is sometimes called joint object involvement. It is, however, the emergence of words from about 12 months onwards that signals the onset of linguistic development. This is the stage when there is symbolic communication emerges. Linguistic Development Linguistic development occurs at what is called the One Word Stage. It is at this stage that we can properly talk about a child’sexpressive language, i. e. the words used to express emotions, feelings, wants, needs, ideas, and so on. This should not be confused with the child’s understanding or receptive language. The two are, of course, closely related.However, a child will typically understand much more than he or she can actually express and a child’s expressive language, therefore, lags behind its comprehension by a few months. Early One Word Stage (12-19 months) Before the emergence of the first ‘adult’ words the child will use specific sound combinations in particular situations. The sound combinations are not conventional adult words but they appear to be being used con sistently to express meaning. For example, if the child says mu every time he or she is offered a bottle of milk then this may be considered to be a ‘real’ word.Similarly, if the child says bibi each time he or she is given a biscuit then, even though the sound combination does not represent an exact adult word, it would still be considered an early word. These early words are called protowords. The child will also be using gesture together with these specific vocalizations in order to obtain needs, express emotions, and so on. The important point is that the child is consistent in his or her use of a particular ‘word’. Later One Word Stage (14-24 months) The words used by the child are now more readily identifiable as actual adult words.A variety of single words are used to express his or her feelings, needs, wants, and so on. This is the stage at which, amongst other things, the child begins to name and label the objects and people around them. Examples i nclude common nouns such as cup dog hat proper nouns such as Dad Sarah Rover and verbs such as kiss go sit The child may also use a few social words such as no bye-bye please The child will not yet have developed all the adult speech sounds and so the words used are unlikely to sound exactly as an adult would say them.However, they are beginning to approximate more closely to an adult model and they are beginning to be used consistently. At the end of the One Word Stage the child should have a much larger vocabulary, should be able to sustain a simple conversation, be using several adult speech sounds appropriately, and be conveying meaning through the use of single words in combination with facial expression, gesture and actions. These single words will express a variety of meaning. The next stage in the child’s development of expressive language is that he or she begins to combine two words together into simplephrases.Two Word Stage (20-30 months) It is at this stage that t he child begins to produce two-word combinations similar to the following. daddy car shoe on where Katie Note that a variety of different word classes may be combined: * For example, daddy car involves the combination of two words from the same word class of nouns one noun (daddy) with another noun (car). * However, shoe on consists of two words from two different word classes, nouns and prepositions: one noun (shoe) plus a preposition (on). * Also, where Katie uses a so-called interrogative pronoun (where) together with a proper noun (Katie).In fact, a high percentage of these two-word combinations incorporate nouns. This is not surprising, as the child has spent a lot of time learning the names of objects and people. These are the important things in his or her environment and the things that are most likely to be manipulated, talked about, and so on. They are often the concrete, permanent things to which the child can most readily relate. In addition, at this Two Word Stage there is also prolific use of verbs (e. g. go, run, drink, eat). Three Word Stage (28-42 months)As its name implies, at this next stage of development children extend their two-word utterances by incorporating at least another word. In reality children may add up to two more words, thereby creating utterances as long as four words. The child makes greater use of pronouns (e. g. I, you, he, she, they, me) at this stage, e. g. me kiss mummy you make toy he hit ball It is at this stage that the child also begins to use the articles the, a and an. At first their use is inconsistent but as the child approaches 42 months of age they become more consolidated in their utterances, e. g. me kick a ball you give the dolly he throw an orangeIn addition, it is common for the prepositions in and on to be incorporated between two nouns or pronouns, e. g. mummy on bed you in it Sarah in bath Four Word Stage (34-48 months) From about 34 months the child begins to combine between four to six words in any one utterance. There is greater use of contrast between prepositions such as in, on and under and adjectives such as big and little, e. g. mummy on little bed daddy under big car daddy playing with the little ball Complex Utterance Stage (48-60 months) This stage is typified by longer utterances, with the child regularly producing utterances of over six words in length.It is at this stage that the concept of past and future time develops and this is expressed linguistically in a child’s utterances, e. g. we all went to see Ryan yesterday [past time] Daddy is going to get a shoe [future time] Robert stopped and kicked a good goal [past time] Some of the more conceptually difficult prepositions such as behind, in front and next to also become established at this stage. The child will also be using the contracted negative, e. g. can’t rather than can not, didn’t rather than did not, won’t rather than will not, and so on.Example utterances include the followi ng. Helen can’t go to granddad’s house Connor didn’t stop crying he won’t eat up all his dinner for mummy There is a lot of controversy about just when the Complex Utterance Stage is completed. Some researchers claim that at five years of age a child has developed all of the major adult linguistic features and that the only real progression beyond this stage is the further acquisition of vocabulary items. Other researchers, however, argue that children up to the age of 12 years are still developing adult sentence structure.As indicated, our overview of language development has focused on how the child develops longer and longer utterances, i. e. it has concentrated on expressive language. It should be noted, however, that there is a parallel development of comprehension, or receptive language. So, for example, at the Early One Word Stage the child is capable of understanding a few single words spoken by others as well as speaking a few words. Similarly, a t the Three Word Stage the child can also comprehend the four to six word utterances spoken by others as well as producing such utterances themselves.In summary, the child will need to be able to comprehend utterances at least at the same level as those that he or she is able to construct and use expressively. In reality, we find that a child’s level of understanding actually precedes their level of expression. That is to say, a typically developing child will always understand more than they can express. The extent to which the development of receptive language precedes expressive language is highly variable and it is not possible to define any precise norms. The following table summarizes the stages of early development of expressive language.

Gender Equality Essay

As a female working in a professional environment and living in a society that promotes economic, social and cultural rights I often find myself concerned with gender equality. Sometimes I feel that gender equality is just a myth, because, I have yet to see women promoted or granted the same salaries as their male counterparts in the workplace, or treated equally in society. Gender equality is the measurable equal representation of women and men; however, it does not imply that women and men are the same, but that they have equal value and should be accorded equal treatment. Women desire to live and work in a world where the equal dignity and worth of every individual is respected and valued. Women desire equal pay for equal work. This is one of the areas where gender equality is rarely seen. All too often women are paid less than men for doing the same work. Even though women hold some of the same job titles as men in their field of work, salaries are usually not equal. Another area of gender equality is suffrage (the right to vote). This area of gender equality does not extend to all the women in the world. Women in Saudi Arabia does not have the right t to vote; in the USA right wing commentators say that women should never have been given the right to vote(IPPF.Org). Other discrimination against women and girls includes gender-based violence, economic discrimination, and reproductive health inequities. A key topic has been women’s rights affording the ability to control their own fertility. This is absolutely fundamental to women’s empowerment and equality. When a woman can plan her family, she can plan the rest of her life. When she is healthy, she can be more productive. And when her reproductive right, which includes the right to decide the number, timing and spacing of her children, and to make decisions regarding reproduction free of discrimination, coercion, or violence. Despite many international agreements affirming their human rights, women are likely to be poor and illiterate, compared to men. . They usually have less access than men to medical care, property ownership, credit, training and employment. They are far less likely than men to be  politically active and far more likely to be victims of domestic violence(UNFPA.Org). It’s also about political will. Until each nation embrace policies to integrate women into leadership like their counterparts, women will not be viewed as equal throughout the world. Therefore, gender equality implies a society in which women and men enjoy the same opportunities, outcomes, rights and obligations in all aspects of life. Gender equality includes sharing equally in the distribution of power, influence, opportunities, financial independence, and access to education and jobs. A critical aspect of promoting gender equality is the empowerment of women to manage their own lives and personal ambitions. The roles that men and women play in society are not biologically determined — they are socially determined, changing and changeable. Some see them as being justified or required by culture or religion, however, these roles vary widely by locality and change over time(UNFPA.Org). References IPPF.Org (N.D) What is gender equality? Retrieved from http://ippf.org/our-work/what-we-do/gender/what-gender-equality Zahidi, Saadia(2014, January 22) How women will dominate the workplace BRIC by BRIC Retrieved from http://www.cnn.com/2014/01/22/opinion/how-women-will-dominate-the-workplace-bric/index.html UNFPA.Org(N.d.) Empowering Women Retrieved from http://www.unfpa.org/gender/empowerment.htm

Developing your own Management Skills Essay Example | Topics and Well Written Essays - 2000 words

Developing your own Management Skills - Essay Example I want to break new grounds within my particular field of development and for that I am ready to give up some of the luxuries that are there in my life. I have envisioned accomplishment within the management domains through sheer hard work and persistence, however I also know that this is no mean task and it would require long term planning and a strategic basis for my work realms. I have learned that an analytical problem solving ability is important to have and more so with the changing world dynamics of management (Parrish 1997). This is even more significant as it provides me a cushion to expand my innate abilities as well as demand success from my hard work and commitment. The problem solving ability that is intrinsic with my personality has provided me a chance to understand my true strengths as well as gain an edge over my colleagues who also aspire to reach the top levels through sheer devotion. I have adhered to the strong values that have been taught to me by my mentors and this has helped me immensely in understanding how I have fared within my work domains. I have comprehended the true notions that are attached with management and these have brought together the skills and abilities which would otherwise seem improbably to achieve on my part. As a manager, I have learned that the best way to look after the people with whom I work is to give them the respect that they richly deserve. I need to encourage them time and again so that they could give in their best on a proactively consistent basis. This allows me a chance to earn their respect as well. I believe that as a manager, it is very important for me to understand what others think about their work processes and tasks that they have been assigned or have undertaken with their own consent. Also the fact that I have touched upon the salient aspects of management and leadership gives me an advantage over other managers that I know within this very field. My strengths

A Marketing Journal Essay Example | Topics and Well Written Essays - 750 words

A Marketing Journal - Essay Example We believe that digital marketing is an attractive proposition for more consumer product or service categories than is typically assumed. In fact most consumer marketers - be they in financial services, travel, music, and books, even food and beverages - should be exploring how to capture the digital world's business opportunities. For marketers of consumer goods or services, the emergence of a new consumer market space is no longer a matter of speculation or hype. In the consumer world, users of many popular branded products subscribe today to interactive media at rates two to three times the national average. By 2000, there will be between 30 and 40 million of such "digital" consumers. [Stone, B. (1997)] Social marketing is a strategy that uses marketing approaches developed within the business arena to design, implement, and evaluate socially beneficial programs. This approach can be an effective social change strategy for groups working in the profession of community development. This paper describes two community-based projects that employed social marketing to design and implement interventions to promote health in Arkansas and Florida. We describe the stages of the research, as well as the limitations and strengths of this approach. Within the world of domestic and international commerce, the principles and practices of business marketing have proven to be powerful in maximizing profit by creating or increasing consumer demand for goods and services and reducing the real or perceived costs of these goods and services. While product marketing is integral to the world of business, social marketing, the application of marketing approaches to non-business enterprises, such as community development efforts, is not so widespread. (1) Social marketing is now in a rapid growth phase, with several textbooks, a peer review journal, two conferences, and numerous social marketing institutions now available to assist program planners in using this powerful approach to social change (Andreasen, 2002). Article 3: Relationship marketing is one of the newest schools of marketing thought. Unlike the customer-acquisition focus on traditional marketing, relationship marketing focuses on retaining existing customers (Berry 1995). It concentrates on the long-term, ongoing relational exchange so vital to service firms today (Dwyer, Schurr, and Oh 1987) and represents a genuine paradigm shift in marketing theory (Morgan and Hunt 1994). The recent work of the Electric Cooperatives Brand Identity Steering Committee of the National Rural Electric Cooperative Association (NRECA) underscores the importance of relationship marketing as a tool for long-term competitive advantage. The 42-member committee introduced Touchstone Energy to symbolize the various elements that "represent the relationship between COUs and their consumer-members and the communities they serve," said Glenn English, NRECA chief executive officer. "The brand identity embodied in Touchstone Energy is an important development in helping electric co-ops retain their current customer base and prepare for increasing competition in the industry" (Miller 1997). Article 4: Statistical research in marketing is heavily influenced by the availability of different types of data. The last 10 years have seen an explosion in the amount and variety of data available to market researchers. Demand data from scanning equipment have now become

Employment Law Assignment Example | Topics and Well Written Essays - 3000 words

Employment Law - Assignment Example The paper relates to the potential problem areas faced by Food Ltd, as in contractual period, opt-out agreement, shift timings, working hours, break timings, annual leaves and sick leaves and it advises the firm on how to handle these issue by providing a suitable solution in accordance with the employment law clauses and cases. This essay stresses that holiday pay is strictly a matter of contract. Compensation for idle time on holidays, where the payments are in amounts approximately equivalent to the employee’s normal earnings for a similar period of time, is excludable from the employees’ regular rate of pay for purposes of overtime compensation. When a contract specifies that an employee will receive idle time compensation for the holiday whether or not he works, the sum allocable to holiday pay is excluded from the computational of regular rate and may not be credited against overtime compensation due. The compensation paid for the hours worked on the holiday, however, is included in the computation of the regular rate in the same manner as other compensation for hours worked. There is no federal law governing holiday pay. However, almost universally, employers provide time off and compensation for at least a few of the major holidays. It is a common practice, however, for employers to awa rd holiday pay only to full-time employees and require employees to work the day before and the day after the holiday to receive holiday pay. ... employees' regular rate of pay for purposes of overtime compensation. When a contract specifies that an employee will receive idle time compensation for the holiday whether or not he works, the sum allocable to holiday pay is excluded from the computational of regular rate and may not be credited against overtime compensation due. The compensation paid for the hours worked on the holiday, however, is included in the computation of the regular rate in the same manner as other compensation for hours worked. 1.1.2 : Idle time compensation : In a contract providing that an employee will receive idle-time compensation for the holiday only if the employee does not work, one should be careful to include a provision to the effect that the employee forgoes or waives his/her right to idle-time compensation if the employee works on the holiday. The waiver will preclude any doubt as to what was intended. 1.1.3: Holiday pay and Law: There is no federal law governing holiday pay. However, almost universally, employers provide time off and compensation for at least a few of the major holidays. It is a common practice, however, for employers to award holiday pay only to full-time employees and require employees to work the day before and the day after the holiday to receive holiday pay. Changing workforce demographics have influenced the way some companies offer holiday pay and decide which days to close. The six most common paid holidays are New Years Day, Memorial day, Independence Day, Labor Day, Thanksgiving and Christmas. However, a company's industry and the market it serves are among the factors determining when a company will close. Banks, for example, are required to close on certain federal

Personal narrative theory research, on any personal narrative topic Research Paper

Personal narrative theory , on any personal narrative topic such as prostate cancer - Research Paper Example After a few weeks, my aunt started noticing something strange; John’s movements weren’t like normal children. For example, he wasn’t able to hold up his head properly and even his suckling abilities were hampered and strained. The day we received the sad news is still vivid in all our memories; John had cerebral palsy (CP). Cerebral palsy is â€Å"an umbrella term for a group of disorders affecting body movement, balance, and posture† (Cerebral Palsy e-medicine-health). John basically had brain paralysis and couldn’t properly control his motor activities due to â€Å"abnormalities in parts of [his] brain that control muscle movements† (NINDS Cerebral Palsy). Because of this, John had trouble with moving and turning his head, holding it upright and suckling (Cerebral Palsy KidsHealth.org). My aunt had to mostly feed him milk with a spoon, since he wasn’t getting sufficient nutrition just by suckling. After a while, when John was about 6 months, we noticed that his body would be very stiff, his legs and arms becoming tense and hard. The doctors further informed us that he had the most common type of CP, known as spastic CP. It is where a muscle involuntarily contracts and the child is unable to relax it (Cerebral Palsy KidsHealth.org). At times like these, with John only a helpless baby, my aunt carried him around trying to relieve the tension in his muscles. She would often cry, not sure of what to do and blaming herself for his condition. We all tried to console her and let her know that it was never her fault. Through out the following months we all tried to be as knowledgeable as possible about CP in order to be there for our aunt. There are many things that we can’t control especially during pregnancy. Nothing was ever picked up on the routine ultrasounds and John was not even born prematurely. Abnormal brain development in the uterus, genetic disorders, blood clots, and a variety of other factors could ’ve contributed to John’s condition (Alvarez, Norberto). There wasn’t any way that my aunt could’ve predicted, controlled or prevented any of these things from happening. Days turned into weeks and weeks into months. We celebrated John’s 1st birthday. It was an occasion marked with both happiness and tears. Though John was growing physically in height and his teeth had come in, he still laid there unable to sit up, support his neck or even turn on his own. After a year of stressful doctor visits, my aunt finally decided to see a specialist dealing in children with CP. She took John to see a developmental pediatrician in order to determine his progress and growth compared to other kids his age (Cerebral Palsy KidsHealth.org). Following John’s development closely for a few weeks, the specialist started him on physiotherapy exercises in order to keep his muscles loose and prevent his joint’s from stiffening (Cerebral Palsy Treatments and Therapies). Everyday my aunt would dedicate hours of physical exercise for John, such as, stretching and folding his legs, rotating his shoulder joints, flexing his fingers, and helping him to support his head. In the beginning John often cried all through out the exercise routines causing my aunt more pain and anguish. However, day by day he became used to it. I would help sometimes by holding down his body in order to prevent his spine from arching too much. John was a very special child for all of us and we all wanted him and my aunt to be as happy as possible. After a few months of

An investigation into issues surrounding consumer online purchasing Dissertation

An investigation into issues surrounding consumer online purchasing influenced by Facebook and Twitter - Dissertation Example A primary research method was used and a survey instrument with 30 questions based on the Likert scale was used. This was administered to a research sample of 200 and the responses analysed using SPSS. Findings from the research indicate that fashion firms use a number of methods and tools for promotion. These include Facebook posts, online reviews, and posts about latest events, trends, celebrity wear, online galleries, discounts and promotion codes. In addition they use eWord of Mouth advertising, buzz marketing and viral marketing. Facebook has also introduced Facebook stores that are micro sites for small and medium enterprises and introduced the Facebook Commerce, which is similar to e-Commerce but based on the Facebook marketplace. Facebook users place a high level of reliance and trust on the online reviews and posts and base their purchase decisions on these reviews. The research concludes by indicating that Facebook has emerged as the new marketplace for fashion products sin ce it brings together customers, sellers and hosts promotions and reviews that attract customers. Table of Contents 1. Introduction 13 1. Introduction 13 1.2. Literature review 15 1.2.1. Internet users 15 1.2.3 Online word of mouth 15 1.2.4. Social media 17 1.2.5. Social media marketing 17 1.2.6. Consumer’s purchase decision behaviour 19 1.3. Research Aims and Objectives 21 1.4. Time schedule 21 1.5 Resources 23 2. Literature Review 23 2. Literature Review 23 2.1. Decision making with Facebook 25 2.1.1. Items purchased with social media 29 2.1. 2. Facebook for selling and buying 29 2.1.3. Emergence of Facebook Store 35 2.1.4. Emergence of Facebook F-Commerce 37 2.2. Word of mouth and e-Word of mouth 39 Figure 2.1. Model for branding in eWoM (Jansen, et al, 2009) 39 2.3. Communication through social media 41 2.3.1. Buzz Marketing 43 2.3.2. Viral Marketing 45 2.4. Summary of the literature review 47 3. Methodology 49 3. Methodology 49 3.1 Introduction 49 3.2 Research Objectives 51 3.3 Research Philosophy 53 3.3.1 Deductive Approach 53 3.4 Research Design 55 3.4.1 Primary and Secondary Data 55 3.4.2 Quantitative Method 59 3.5 Sampling 61 3.6 Survey 63 3.6.1 Survey Design 63 3.6.2 Survey Limitations 65 3.7 Research Limitations 67 3.8. Summary 67 4. Findings and Analysis 69 4. Findings and Analysis 69 4.1. Analysis of various groups in the survey 69 Q1. I use Facebook to look at fashion items that inspire my own wardrobe. 71 Q2. I enjoy using Facebook because it gives me access to fashion ideas I would not otherwise have. 71 Q3. I use Facebook to look at celebrity styles and fashion items 73 Q4. The fashion item posts I see on Facebook inspire me to buy the same things. 75 Q5. I am compelled to buy fashion items to fit in with my friends who post their items on Facebook. 77 Q6. I use Facebook for fashion inspiration because it is free and I have constant access to it unlike fashion magazines. 77 Q7. I buy fashion items spontaneously 79 Q8. I am easily influe nced to purchase items because of fashion posts 81 Q9. I follow fashion on Facebook because it is updated much quicker than any other modes of media. 81 Q10. Once I purchase a new fashion item I post the details on Facebook 83 Q11. I actively search for fashion advice posted by people and pages on Facebook 85 Q12. I mostly use Facebook to be able to see what everyone else is wearing 87 Q13. I trust in the recommendations on products through Facebook 87 Q14. I take advice from Facebook and research online before a purchasing decision. 89 Q15. I am likely to be influenced to buy a particular brand if it is

Neighbourhoods and Community Comparative Studies Essay

Neighbourhoods and Community Comparative Studies - Essay Example This article authored by DeFillipis and his colleagues handles a critical aspect of reconsidering the significance of the community in the contemporary setting. Evidently, this article serves to place emphasis on the attention the community has received from different scholars. This article undertakes an in-depth analysis of the relevance of the community in the contemporary setting where many nations in the globe have adopted the neoliberalism ideology. Neoliberalism has contributed immensely new roles of the state, and altered the hierarchy of public service provision (DeFillipis, Fischer, and Schrage 2006, p. 686). This has served to introduce a critical significance of the concerted efforts of communities and collaborations with the private sector. Evidently, the globe is moving towards a restructured market and economic policies as the authors explain, factors that have altered the functions of community efforts. The authors place focus on the romanticized view of communitariani sm, as well as two types of sceptical and critical views highlighted by different theorists and scholars. After such analysis of the views exhibited by different scholars, the article reveals certain progressive promoters. This article authored by DeFillipis and his colleagues handles a critical aspect of reconsidering the significance of the community in the contemporary setting. Evidently, this article serves to place emphasis on the attention the community has received from different scholars. This article undertakes an in-depth analysis of the relevance of the community in the contemporary setting where many nations in the globe have adopted the neoliberalism ideology. Neoliberalism has contributed immensely new roles of the state, and altered the hierarchy of public service provision. This has served to introduce a critical significance of the concerted efforts of communities

In what ways television affects Essay Example for Free

In what ways television affects Essay AIM: I propose to find out what children say about how television affects their play. Socialisation is a very important concept in sociology and the role of the mass media is highly debateable. Many sociologists believe that media effects start by setting out an overall relationship between media and its audience. They are often called models of media effects. I will interview the children these interviews will be unstructured. The children will be interviewed separately. Gender will be a comparison I look at to and whether the gender affects whom the children imitate. CONTEXTS AND CONCEPTS: The study of Bandura Ross and Ross uses the term of social learning theory to assert that children copy behaviour another example of this is copycat violence found in Hagell Newburn’s study. In my research will ask the children whether they say they act violently due to the violent content they may have viewed and whether they have chosen to imitate these programs. Hagell Newburn’s study compared young offenders viewing behaviour with non-offending teenagers. They found the differences were few between the two groups and what they watched, with hardly any having seen the films that were causing the concern at that time. A few members of either group had an interest in a violent output. The young offenders had less access to different media types. Other factors instead of media could have been causing the differences in their behaviour. The other context being analysed is Bandura Ross Ross who looked at whether children learnt behaviour through observation. This is the idea of the social learning theory. Children were made to watch a violent model be aggressive towards a five-foot ‘bobo’ doll. Later the children were given an aggressive arousal and then taken to another room where they were monitored as to how they reacted towards the ‘bobo’ doll, after seeing a model do this. The different concepts are is copycat violence this is violence that occurs as a result of copying what is seen in the media. Catharsis another theory is the process where tension is relieved, for example violence on screen that provides a safe outlet for people’s violent inclination. The final concept is desensitisation some theorists argue that the constant media diet of violence makes them less sensitive to real human suffering. These concepts tie in with the idea children are passive sociologists believe this, children respond easily to everything. This is the reason for watershed on T. V at 9pm because what comes on television isn’t suitable enough for children and there is a fear that the children will imitate this behaviour. (337) MAIN RESEARCH METHOD AND REASONS: The method I will be using is by interviewing the children by asking them to explain the reason for their behaviour. The questions I will ask the children will be questions not only requiring the answers that I need but there will be a series of distracting questions so the children will not know the aim of the questions being asked. Interviews are an advantage because it is better to gather all the information needed for an interview because you get to understand what the interviewee’s true opinions are. Interviews are flexible and can be used in different ways; also the ethical advantage is consent of the participants the theoretical advantage is that at applies to the law of interpretivists (Action theory). You can use empathy to understand their opinions in depth; these methods generate higher levels of validity of these results. They give a general understanding of the problem, there is less pressure on the interviewee and their answers are more spontaneous. Important concepts are uncovered about the information that will help me conclude whether the children imitate what they watch. When interviewing the children I will be asking them which programs they imitate and this will give me an insight into whether there is a pattern with what they watch. The sample I will be using for the interviews are of children from the ages of five to ten years old, because at this stage of childhood where television will be their main interest and there is a large variety if television for children of these ages also this is the age children are most likely to be influenced by the media. The genders of the children being used are varied so I will be using five boys and five girls. The children all come from the Borough of Newham of East London. It is easier for me if the children are living in the same borough there will be an easier access to these children and it will be easier for me and the children. The sample of the children I will be studying is opportunity sampling as the sample depends on whether the adults agree to their children being in the sample. The consent for whether the child will participate will be the decision of the adults. In Bandura’s study he gave the children an aggressive arousal and in this study will not do this as the aggressive arousal means that the children could have acted violently because of the arousal given and not because they were imitating the models behaviour. (425) POTNETIAL PROBLEMS The interviews of the amount of children I will be looking at can be very time consuming. With this study I need to be aware that the sample isn’t appropriate enough to apply to the whole population because all the children are from the same background and all from a similar ethical background and there may be a pattern in their behaviour. The main practical issue is whether the adults will allow their children to take part in the study. These types of questionnaires are basically a conversation dominates by the interviewer. These unstructured interviews may also go off the initial idea of what is being interviewed. Also with the amount of children I will be looking at and the sample of children I will be looking at there will be a lot of activity so it may be difficult to record all of their behaviour. These interviews are more difficult to analyse, and there are less details provided on the concept being asked. Ethical problems are mental harm to the children if they don’t like the questions being asked of them. Right to withdraw will be an ethical issue also because the children may not feel they have the right to leave and stop asking the questions. The final ethical issue is informed consent, which will be coming from the child and not the parents. The children should be able to make the decision but when a child is involved the parents have the consent. Time consumption is a practical issue through finding time to interview ten children. Being able to get the children to understand the question and also to cooperate may be difficult. Likewise another ethical issue is the children may not understand the debriefing. If they don’t understand the debriefing there will be an issue of this ethical guideline and the parents will also have to also be debriefed too.

Langston Hughes Salvation Essay Example for Free

Langston Hughes Salvation Essay Some people may believe that salvation comes to those who deserve it. Others may believe that salvation comes to those who seek it. Still, there are those who believe that salvation is not a privilege but is rather a free gift for all. But for Langston Hughes, it appears that salvation for him is not what it seems to be. Apparently, Langston projects the image that a childs innocence may be a way of looking at salvation in such a way that our basic senses and sensibilities are put back to their simplest and uncorrupted state, devoid of fear from non-conformity from dogma and filled with eagerness to experience what is real. Perhaps Langston Hughes is attempting to channel across the message that adulthood or perhaps our matured state, so to speak, has dictated so much of what we believe in that we forget that we were once innocent beings eager to absorb what the world was willing to give us. This is the point where I would like to agree with Langston Hughes. In the many events in our lives that shape who we are and what we want—apart from the things that we want to want—our daily experiences have largely contributed to our personality and character. Sometimes an encounter with an atheist will strike your faith and religious beliefs and be put aback into a state of doubt, weighing odds at both ends and figuring out if your faith is strong enough to resist the temptation of atheism. Or perhaps an encounter with a tribesman living in a far-off, desolate forest may change the way you look at life, especially in terms of material possession. Whether or not we have already encountered these things, it can hardly be doubted that our personal experiences shares a large role in shaping our identities as individuals. As we grow, we start to acquire more of these experiences. Not surprisingly, our earlier knowledge is replaced with fresher ones, relieving ourselves of the burden of having to carry the weight of obsolete beliefs as we go on with our lives. This is the point where Langston Hughes may very well agree: we have grown to a point that we can remember all but one—our state of innocence. It does not surprise me at all to see individuals busy with the complexities of life. After all, people change and so are the things we experience. The evolution of humanity, apart from the scientific sense, has paved the way for more of these complexities. And sometimes we are prompted to lie or to deceive ourselves out of innocence in order to blend together with our environment. In order to convince other people, Hughes lied which made others reaffirm their belief in salvation. No doubt the believers would believe all the more in cases where their beliefs are reaffirmed at least by what they see. But sometimes—in fact, many times—what they see is not the one we or others see. In the end, we are confronted with the startling feeling of self-deception after convening and bending to what others believe in. We mourn over our mistakes and hope to convince ourselves that all will be well although it simply cannot be the case after our actions have been committed. Salvation is such a broad concept that it simply cannot be confined within the closed spaces of churches and congregations alone. If, indeed, salvation is free for all then why must there be a need to encroach ourselves into religious orders? And for God or Allahs name, where among these hundreds, if not thousands, of religious dominions are we to find salvation? Langston Hughes Salvation embodies these important points and the rest of what has been said here. Maturity betrays us in such a way that our innocence is hindered from allowing us to view the world outside the box detached from whatever it is that ties us to dogma, delusion and self-proclaimed salvation. Reference Hughes, L. (2007). Salvation. Retrieved November 7, 2007, from http://www. courses. vcu. edu/ENG200-dwc/hughes. htm

A Traumatic Brain Injury Health And Social Care Essay

A Traumatic Brain Injury Health And Social Care Essay The Brain Injury Association of America defines a traumatic brain injury as an insult to the brain, not of degenerative or congenital nature, caused by an external physical force that may produce a diminished or altered state of consciousness, which results in an impairment of cognitive abilities or physical functioning. It can also result in the disturbance of behavioral or emotional functioning.Any injury to the head may cause traumatic brain injury (TBI). There are two major types of TBI: Penetrating Injuries:  In these injuries, a foreign object (e.g., a bullet) enters the brain and causes damage to specific brain parts. This focal, or localized, damage occurs along the route the object has traveled in the brain. Symptoms vary depending on the part of the brain that is damaged. Closed Head Injuries:  Closed head injuries result from a blow to the head as occurs, for example, in a car accident when the head strikes the windshield or dashboard. These injuries cause two types of brain damage: People with a brain injury often have cognitive (thinking) and communication problems that significantly impair their ability to live independently. These problems vary depending on how widespread brain damage is and the location of the injury. Brain injury survivors may have trouble finding the words they need to express an idea or explain themselves through speaking and/or writing. It may be an effort for them to understand both written and spoken messages, as if they were trying to comprehend a foreign language. They may have difficulty with spelling, writing, and reading, as well. The person may have trouble with social communication, including: taking turns in conversation maintaining a topic of conversation using an appropriate tone of voice interpreting the subtleties of conversation (e.g., the difference between sarcasm and a serious statement) responding to facial expressions and body language keeping up with others in a fast-paced conversation Individuals may seem overemotional (overreacting) or flat (without emotional affect). Most frustrating to families and friends, a person may have little to no awareness of just how inappropriate he or she is acting. In general, communication can be very frustrating and unsuccessful. In addition to all of the above, muscles of the lips and tongue may be weaker or less coordinated after TBI. The person may have trouble speaking clearly. The person may not be able to speak loudly enough to be heard in conversation. Muscles may be so weak that the person is unable to speak at all. Weak muscles may also limit the ability to chew and swallow effectively. Treating traumatic brain injury  occurs when a patient is admitted to the hospital. Doctors work diligently to stabilize his or her condition, which can include unblocking airways, maintaining blood flow to the brain and, in extreme cases, resuscitation. In addition, doctors treat open wounds and administer antibiotics to prevent infection. Once a patient has stabilized, his or her doctors may order MRI scans, CT scans, or X-rays to help assess the level of brain damage. Doctors may also prescribe anti-convulsion medication to prevent seizures. In some instances, traumatic brain injury can lead to increased intracranial pressure. These cases often require surgery to accommodate brain swelling and excess fluid. Open head injuries may require surgery to remove broken skull fragments and insert synthetic pieces that protect delicate brain tissue. Traumatic brain injury rehabilitation  is an important part of treatment because it helps patients regain or manage impaired brain functions and minimizes long-term traumatic brain injury disabilities. Through rehabilitation, patients are sometimes able to regain important brain functions such as speech, memory and mobility. Rehabilitation can also help a victims family cope with the tragedy. Traumatic brain injury has many other causes, complications and treatments. Please read other articles on this site for more information on diagnosis, treatment and prevention of traumatic brain injury. The recovery process is different for everyone. Just as no two people are alike, no two brain injuries are alike. Recovery is typically lengthy-from months to years-because the brain takes a long time to heal. These tips, directed at the person with a brain injury, will help your loved one improve after the injury: Get lots of rest. Avoid doing anything that could cause another blow or jolt to the head. Ask the doctor when its safe to drive a car, ride a bike, play sports or use heavy equipment, because reaction time may be slower after a brain injury. Take prescription medication according to thedoctors instructions. Do not drink alcohol or use street drugs. Write things down to help with memory problems. Ask the doctor to recommend rehabilitation services that might help recovery, and follow those recommendations Mild injury Mild traumatic brain injuries usually require no treatment other than rest and over-the-counter pain relievers to treat a headache. However, a person with a mild traumatic brain injury usually needs to be monitored closely at home for any persistent, worsening or new symptoms. He or she also may have follow-up doctor appointments. The doctor will indicate when a return to work, school or recreational activities is appropriate. Its best to avoid physical or thinking (cognitive) activities until symptoms have stopped. Most people return to normal routines gradually. Immediate emergency care Emergency care for moderate to severe traumatic brain injuries focuses on making sure the person has an adequate oxygen and blood supply, maintaining blood pressure, and preventing any further injury to the head or neck. People with severe injuries may also have other injuries that need to be addressed. Additional treatments in the emergency room or intensive care unit of a hospital will focus on minimizing secondary damage due to inflammation, bleeding or reduced oxygen supply to the brain. Medications Medications to limit secondary damage to the brain immediately after an injury may include: Diuretics.  These drugs reduce the amount of fluid in tissues and increase urine output. Diuretics, given intravenously to people with traumatic brain injury, help reduce pressure inside the brain. Anti-seizure drugs.  People whove had a moderate to severe traumatic brain injury are at risk of having seizures during the first week after their injury. An anti-seizure drug may be given during the first week to avoid any additional brain damage that might be caused by a seizure. Additional anti-seizure treatments are used only if seizures occur. Coma-inducing drugs.  Doctors sometimes use drugs to put people into temporary comas because a comatose brain needs less oxygen to function. This is especially helpful if blood vessels, compressed by increased pressure in the brain, are unable to deliver the usual amount of nutrients and oxygen to brain cells. Surgery Emergency surgery may be needed to minimize additional damage to brain tissues. Surgery may be used to address the following problems: Removing clotted blood (hematomas).  Bleeding outside or within the brain can result in a collection of clotted blood (hematoma) that puts pressure on the brain and damages brain tissue. Repairing skull fractures.  Surgery may be needed to repair severe skull fractures or to remove pieces of skull in the brain. Opening a window in the skull.  Surgery may be used to relieve pressure inside the skull by draining accumulated cerebral spinal fluid or creating a window in the skull that provides more room for swollen tissues. Rehabilitation Most people who have had a significant brain injury will require rehabilitation. They may need to relearn basic skills, such as walking or talking. The goal is to improve their abilities to perform daily activities. Therapy usually begins in the hospital and continues at an inpatient rehabilitation unit, a residential treatment facility or through outpatient services. The type and duration of rehabilitation varies by individual, depending on the severity of the brain injury and what part of the brain was injured. Rehabilitation specialists may include: Physiatrist,  a doctor trained in physical medicine and rehabilitation, who oversees the entire rehabilitation process Occupational therapist  who helps the person learn, relearn or improve skills to perform everyday activities Physical therapist,  who helps with mobility and relearning movement patterns, balance and walking Speech and language pathologist,  who helps the person improve communication skills and use assistive communication devices if necessary Neuropsychologist or psychiatrist,  who helps the person manage behaviors or learn coping strategies, provides talk therapy as needed for emotional and psychological well-being, and prescribes medication as needed Social worker or case manager,  who facilitates access to service agencies, assists with care decisions and planning, and facilitates communication among various professionals, care providers and family members Rehabilitation nurse,  who provides ongoing rehabilitation care and services and who helps with discharge planning from the hospital or rehabilitation facility Traumatic brain injury nurse specialist,  who helps coordinate care and educates the family about the injury and recovery process Recreational therapist,  who assists with leisure activities Vocational counselor,  who  assesses the ability to return to work and appropriate vocational opportunities, and provides resources for addressing common challenges in the workplace Prognosis (or Chance of Recovery) It is difficult to predict how well someone who has had a brain injury will recover, partly because there is no test a doctor can use to predict recovery. The Glasgow Coma Scale is used to determine the initial severity of a brain injury. It is often used at the scene of the accident or in the emergency room. This scale uses eye movements and ability to speak and move other parts of the body to determine the seriousness of the injury. Ask your doctor to explain the tests used to determine your loved ones ability to recover. Your loved ones prognosis will depend on many factors, including the severity of the injury, the type of injury, and what parts of the brain have been affected. Prompt diagnosis and treatment will help the recovery process. In discussing possible effects of TBI, the immediate physiological recovery (which may continue over months and years) was discussed in a  prior question. When the moderately or severely injured person has completed this initial recovery, the long-term functional deficits associated with TBI come to the fore. What areas of functioning may be affected by injury to the brain? Any or all of the functions the brain controls may be impacted. However, given that individuals differ greatly in their response to injury, any specific individual may experience only one, a few, or most of the possible effects. Further, a change in any of the possible areas of dysfunction, if it occurs at all, will vary in intensity across individuals from very subtle to moderate to life threatening. It is important to be aware also that not all functions of the individual are impacted by TBI. For example, feelings toward family, long-term memories, the ability to ski or cook, ones knowledge of the world, and so forth all may be intact, along with numerous other characteristics of an individual, even one who has experienced a moderate to severe injury. Individuals with a moderate-to-severe brain injury most typically experience problems in basic cognitive skills: sustaining attention, concentrating on tasks at hand, and remembering newly learned material. They may think slowly, speak slowly, and solve problems slowly. They may become confused easily when normal routines are changed or when the stimulation level from the environment exceeds their threshold. They may persevere at tasks too long, being unable to switch to a different tactic or a new task when encountering difficulties. Or, on the other hand, they may jump at the first solution they see, substituting impulsive responses for considered actions. They may be unable to go beyond a concrete appreciation of situations, to find abstract principles that are necessary to carry learning into new situations. Their speech and language may be impaired: word-finding problems, understanding the language of others, and the like. A major class of cognitive abilities that may be affected by TBI is referred to as executive functions the complex processing of large amounts of intricate information that we need to function creatively, competently and independently as beings in a complex world. Thus, after injury, individuals with TBI may be unable to function well in their social roles because of difficulty in planning ahead, in keeping track of time, in coordinating complex events, in making decisions based on broad input, in adapting to changes in life, and in otherwise being the executive in ones own life. With appropriate training and other supports, the person may be able to learn to compensate for some of these cognitive difficulties. TBI may cause emotional, social, or behavioral problems and changes in personality.[115][116][117][118]  These may include emotional instability,  depression, anxiety,hypomania,  mania, apathy, irritability, problems with social judgment, and impaired conversational skills.[115][118][119]  TBI appears to predispose survivors to psychiatric disorders including  obsessive compulsive disorder,  substance abuse,  dysthymia,  clinical depression,  bipolar disorder, and  anxiety disorders.[120]  In patients who have depression after TBI, suicidal ideation is not uncommon; the suicide rate among these persons is increased 2- to 3-fold.[121]  Social and behavioral symptoms that can follow TBI include disinhibition, inability to control anger, impulsiveness,  lack of initiative, inappropriate sexual activity, poor social judgment, and changes in personality. With TBI, the systems in the brain that control our social-emotional lives often are damaged. The consequences for the individual and for his or her significant others may be very difficult, as these changes may imply to them that the person who once was is no longer there. Thus, personality can be substantially or subtly modified following injury. The person who was once an optimist may now be depressed. The previously tactful and socially skilled negotiator may now be blurting comments that embarrass those around him/her. The person may also be characterized by a variety of other behaviors: dependent behaviors, emotional swings, lack of motivation, irritability, aggression, lethargy, being very uninhibited, and/or being unable to modify behavior to fit varying situations. A very important change that affects many people with TBI is referred to as denial (or, lack of awareness): The person becomes unable to compare post-injury behavior and abilities with pre-injury behavior and abilities. For these individuals, the effects of TBI are, for whatever reason, simply not perceived whether for emotional reasons, as a means of avoiding the pain of fully facing the consequences of injury, or for neurological reasons, in which brain damage itself limits the individuals ability to step back, compare, evaluate differences, and reach a conclusion based on that process. With appropriate training, therapy, and other supports, the person may be able to reduce the impact of some of these emotional and behavioral difficulties. The TBI Research Center at Mount Sinai is conducting research to help people with TBI who experience depression and other mood disturbances [ Useful Resources Services for Families Affected by TBI National Disability Rights Network Protection and Advocacy for Individuals with Disabilities Protection and Advocacy (PA) System and Client Assistance Program (CAP) This nationwide network of congressionally mandated disability rights agencies provides various services to people with disabilities, including TBI. PA agencies provide information and referral services and help people with disabilities find solutions to problems involving discrimination and employment, education, health care and transportation, personal decision-making, and Social Security disability benefits. These agencies also provide individual and family advocacy. CAP agencies help clients seeking vocational rehabilitation. For more information on PA and CAP programs, contact the National Disability Rights Network at:  www.napas.org  or (202) 408-9514. Traumatic Brain Injury Model Systems Funded through the National Institute on Disability and Rehabilitation Research, the TBI Model Systems consist of 16 TBI treatment centers throughout the U.S. The TBI Model Systems have extensive experience treating people with TBI and are linked to well established medical centers which provide high quality trauma care from the onset of head injury through the rehabilitation process. For more information on the TBI Model Systems, go towww.tbindsc.org/Centers/centers.asp  or call the TBI Project Coordinator at (973) 414-4723 to find the center nearest you. Brain Injury Association of America (BIAA) Chartered State Affiliates BIAA is a national program with a network of more than 40 chartered state affiliates, as well as hundreds of local chapters providing information, education and support to individuals, families and professionals affected by brain injury. To locate   your states TBI programs that can be of assistance, visit the Brain Injury Association of Americas online listing of chartered state affiliates at  www.biausa.org/stateoffices.htm, or call (800) 444-6443. Social Security Disability Insurance (SSDI) Supplemental Security Income (SSI) It is possible that your loved one may be entitled to SSDI and/or SSI. SSDI and SSI eligibility is dependent on a number of factors including the severity of the disability and what assets and income your loved one has. You should contact the Social Security Administration to find out more about these programs and whether your loved one will qualify for these benefits. For more information on SSDI and SSI, contact the Social Security Administration at  www.ssa.gov  or (800) 772-1213. Centers for Independent Living (CIL) Some families have found that it is important to encourage their loved one with a TBI to continually learn skills that can allow them to live independently in the community. The CILs exist nationwide to help people with disabilities live independently in the community and may have resources to help your loved one reach a goal of living alone. CIL services include advocacy, peer counseling, case management, personal assistance and counseling, information and referral, and independent living skills development. For more information on the CIL system, contact the National Council on Independent Living at  www.virtualcil.net/cils  or (703) 525-3406.

Princess Charming Essay -- Disney Fairytales Essays

Princess Charming Methodology I started thinking about an appropriate topic for my Field Report months ago. I considered the world of Punk culture in Chicago. Then I decided I knew too much already about this so I considered perhaps skateboard culture. At least this way I could learn something that I wasn't familiar with firsthand. But still, I have had a significant amount of exposure to skateboarding so I kept searching. I considered the already approved topics and looked specifically at folklore in fairy tales. I have been a fan of Disney movies since I was little, and other than considering which princess I wished to be like most, I never gave them a second thought. Once I began to think about them, I came up with some conclusions that make my view of Disney, and of fairy tales in general, less than magical. I concluded that my premise would be that indeed fairy tales are rich with folklore considering their timelessness, oral tradition, and mythical stories full of common themes. However, these motifs go beyond merely romance, adventure, and evil. Included in this list should be the unrealistic standards for female beauty, female dependence on males for identity, female submission, and the idea that women need to be somehow saved by a heroic man. This research is not intended to prove that fairy tales are themselves evil or dissuade readers from ever watching another Disney re-make. It will instead hopefully encourage viewers to watch with a more critical eye, and in recognizing both the positive and negative folkloric characteristics of the films, change the concept of a fairy tale as a little girl's dream, to what it really is; a fictitious story intended for the entertainment and amusement of children. ... ...e how filmmaking and its characters have evolved over time and what kind of progress we are making. Overall though, I enjoyed looking at these two movies from another, more critical, perspective. There are a lot of hidden connotations that I wasn't previously aware of. Once I started taking notice, they became ubiquitous. I look forward to the day when a woman holds the door for a man, an aggressive and confident woman is not made out to be the villain, and a man awaits his princess charming. Works Cited: Campbell, Joseph. 1961. "Departure," Chapter 1 in Hero with a Thousand Faces, first published 1949, 49-95. Princeton, New Jersey: Princeton University Press. Cinderella. Walt Disney, 1950. Green, Philip. Cracks in Hollywood ideology and Gender in Hollywood. Amherst: University of Massachusetts Press, 1998. Sleeping Beauty. Walt Disney, 1959.

Essay --

The World Bank is a specialized agencies of the United Nations. Their stated purpose is to reduce poverty through low-interest loans, interest-free loans at banking and economic aid to developing nations. It is consist of 185 members. This organization was created in 1944 and it is headquartered at Washington, DC, United States. The World Bank Group have five specialized multilateral agencies of the United Nations: 1. The International Bank for Reconstruction and Development (IBRD) have 185 member countries. It was created in 1945, aims to achieve poverty reduction in developing countries and middle-income and creditworthy, providing financial advice on economic management. Certainly is the main branch of the World Bank Group, having to belong to him for membership of any of the following organizations. (Learn Economics) 2. The International Development Association (IDA) have as member to 166 countries. It was created in 1960, the members of this association made contributions that allow the World Bank (WB) provide around 6,000 and 7,000 million dollars annually in credit, with a very low interest, to those 78 countries that are considered the poorest. The international development association is very important for those countries, called "developing", who cannot get financing at market circumstance. This give money for the development of services such as education, housing, water, sanitation, and making investments and reforms to promote productivity and increasing employment. (Learn Economics) 3. According to Lear Economics, the International Finance Corporation (IFC) have as member 179 countries. it was created in 1956, this corporation is responsible to foment the economic in developing countries with the help of private sect... ...try that has the largest number of shares (together with the International Monetary Fund) and therefore has a great influence on the direction of the organization. Due to its great number of shares, is also the only country with veto rights. Generally, members of the Board of Governors are finance ministers or development of the member countries. They meet once a year at the annual Board of Governors of the World Bank Group and International Monetary Fund. (Preserves Articles) Since the Board of Governors meets once a year only, delegating specific tasks to 25 executive directors who work in the offices of the World Bank. The five largest shareholders of the World Bank are France, Germany, Japan, the United Kingdom and the United States, who each choose an executive director, while other member countries are represented by the remaining 19 CEOs. (The World Bank) â€Æ'

Legal and ethical implications for classroom Essay

There are many legal and ethical pitfalls for teachers when considering classroom management. Teachers face pressure from administrators, state agencies, parents, and students to have successful and effective classrooms. Over the years, the standard has moved and is constantly changing with initiatives such as Common Core and No Child Left Behind. Teachers need to be aware of the changing landscape of laws and what is acceptable by society. In this essay, I will look at four articles that examine classroom management and analyze them in respect to my future classroom management style and current societal norms. First Article LEGAL AND ETHICAL IMPLICATIONS FOR CLASSROOM 2 The first article I looked at was â€Å"Consideration for Gender-Friendly Classrooms†. This article discussed the use of gender bias strategies. It highlighted the differences between general learning styles of boys and girls. The highlight of the article was that it recognized the societal gender norms not only impact students, but also teachers as well (Kommer, 2006). Kommer went on to build a case for a mixture strategies that would play on the strengths of both boys and girls. Depending on the culture, girls and boys are said to be the same. Kommer contends that the goal is not to make boys and girls the same, but to have equity in teaching styles (Kommer, 2006). Analysis and Application This article is driving me to make sure my classroom management policies are fair to both boys and girls. I need to make lesson plans that seek to teach the most students and not what I feel comfortable teaching. I have a tendency to relate to boys, well because I was once one. I was never strong in Language Arts, but had an affinity to Math and Social Studies. I was in the Honors Program in my high school for Math, yet in Language Arts, I was n average student. I  realize that I have to make a conscience effort use examples that relate to both genders. I cannot have all my examples and analogies be sports related, but I have need to find things that young lady would relate to, as well. Additionally, I need to make sure my discipline models are effective for both genders. I teach Sunday School for fourth graders. I have a large number of boys and they are rambunctious. I have to make sure that my discipline fits the child. Many of my boys would find 20 pushups and effective deterrent to misbehaving, while many of my girls would find separation from their friend a much worse punishment. Discipline can be a tricky area, as I would not want to be accused of showing favoritism. Teachers need to be cognizant of how they are administering discipline that it is perceived to be constructive and fair to all students. LEGAL AND ETHICAL IMPLICATIONS FOR CLASSROOM 3 Second Article The second article is â€Å"Classroom Management: A Critical Part of Educational Psychology, With Implications for Teacher Education†. This article discusses the importance of a teacher’s competency in classroom management. Emmer and Stough contend that teachers need to have a minimal level of proficiency in order to be effective in other areas (Emmer & Stough,2001). They also assert that the teacher’s emotions play a major part in how they perceive behavior (Emmer & Stough, 2001). Analysis and Application This article compels me to make sure my classroom management style is buttoned up. If I expect my class to learn and succeed, I have to ensure that I am prepared to handle all situations that occur in my classroom. Good classroom management will prevent a large majority of misbehavior issues. Children internally desire structure and as the authority figure in the class in it imperative that, I bring the needed structure. When I was in high school, I had a Social Studies  teacher that had been rumored to be very hard. He had a reputation of being stricter than the other teachers. I had him for American Government my senior year. He had a very direct classroom management style. He would have leaned toward Morrish’s theory. He set very strict ground rules. As the semester progressed, he became more lax in his rules and allowed us to have more freedom as a class. After the end of class, I realized that the teacher was not mean or cruel, but wanted his students to understand the material that he was teaching. I learned more about American History in that class, than all others combined. In addition to having proficiency in classroom management, I need to make sure my emotions are controlled. A teacher cannot allow their emotions to dictate how they address students. Dealing with children is naturally emotional. These people are relying on us as teachers LEGAL AND ETHICAL IMPLICATIONS FOR CLASSROOM 4 to be the authority and example. For many of the children, the school is the only sense of normalcy that they will see. I read article all the time, where a teacher has made a horrible choice. Any teacher that would choose to have an inappropriate relationship with a student is not in control of their emotions. In order to remain ethically balanced, teachers need to remain under control at all times. When the emotions are high, they need to find a way to bring the balance back into classroom. I am not saying teachers cannot show emotions, but it needs to be tempered. Third Article The third article I read was â€Å"Increasing Teachers’ Use of Evidence-based Classroom Management Strategies Through Consultation: Overview and Case Studies†. This article argued that many education programs do not adequately prepare teacher to manage their classrooms effectively (MacSuga & Simonsen, 2012). MacSuga and Simonsen went on to explain how using  evidence based classroom management can benefit teachers in managing their class. They did a case study of two teachers and found that the teachers were successful in controlling their classroom misbehaviors. Analysis and Application I enjoyed how the article discussed using measurable goals. As a teacher, many of the measures will be based upon standardized test and not what is truly going on in the classrooms. I think administrators and government agencies, force teachers in to a precarious position by telling them that they must have perfect classrooms and perfect test scores in order to be judged as an effective teacher. Having checklist and measurable goals for classroom management helps to protect the teacher. My current boss always says that the numbers tell a story. If as a teacher, I can show measured improvement for a struggling class, I am able to deflect criticisms. LEGAL AND ETHICAL IMPLICATIONS FOR CLASSROOM 5 Additionally, having documentation allows teachers to analyze themselves and see areas of opportunity. Fourth Article The last article I read was â€Å"The Good Student Game: Behavior Management for Diverse Classrooms†. This article discussed The Good Student Game as a technique to help with classroom management (Babyak, Luze, & Kamps, 2000). Babyak, Luze, and Kamps state that children can find satisfaction through their proposed method and that they will self-monitor. They admit that this method will not eliminate all misbehavior issues, but it can be seen as a tool. Analysis and Application I found that this article oversimplified classroom management. The authors said this method was most effective in a grade school setting. The authors contend that children will self-monitor. I believe this to be naive, I have taught children in a church environment for years and even the best of young kids will make bad choices when it comes to behavior when left to  their own devices. The philosophy hinges on providing tangible reward for completion of the game. Growing up I was a good kid, but if you put candy as the prize and I was allowed to monitor my own behavior, I believe I would have not always been honest about my assessment of my behavior. As teachers we need to set up our children for success and giving them treats every time they behave may set an incorrect assumption of how the world really works. Teachers ethically are bound to help train children to be productive citizens. In conclusion, these four articles all looked at different approaches on how to manage ac lass. I agreed with three of the four and was able to garner some wisdom for my future class. Teachers need to be diligent to stay trained on current trends and acceptable practices. Many teachers that I had in school would not be able to use the same methods today, as they used thirty LEGAL AND ETHICAL IMPLICATIONS FOR CLASSROOM 6 years ago. Regardless of when the teacher is teaching, effective teachers learned to engage their students and help them see the benefit of proper behavior ethically and legally. LEGAL AND ETHICAL IMPLICATIONS FOR CLASSROOM 7 References Babyak, A. E. , Luze, G. J.  , & Kamps, D. M. (2000). The good student game: Behavior management for diverse classrooms. Intervention in School & Clinic, 35(4), 216-223. Emmer, E. T. , & Stough, L. M. (2001). Classroom Management: A Critical Part of Educational Psychology, With Implications for Teacher Education. Educational Psychologist, 36(2), 103-112. Kommer, D. (2006). Considerations for Gender-Friendly Classrooms. Middle School Journal, 38(2), 43-49. MacSuga, A. S. , & Simonsen, B. (2012). Increasing Teachers’ Use of Evidence-based Classroom Management Strategies Through Consultation: Overview and Case Studies.

Health Science

Ministry of Higher Education Oman Medical College Health Science Program By: Marwa Rashid Al-Flaiti Objectives: To fined the rate of fermentation of the apple and carrot juices, and compare their rates to each other. Introduction: Procedure: A 5. 00 ml of apple juice was taken in a clean 150 ml conical flask and diluted with 50 ml of distal water. Then, 2. 00 grams of Baker's yeast and 5. 00 ml of solution of Pasteur's salts were added to the above conical flask.The content of flask was shacked well and maintained the temperature of the reaction mixture between 35-40 ? c by using hot water path. After that, 10 drops of the reaction mixture from the flask were taken after 10 minutes and added to a test tube which contained 1. 00 ml of Benedict's reagent. The test tube was placed in hot water for about 2. 00 minutes and changes in color were noticed. The last step was repeated every 10. 00 minutes for 6 times.The same procedure was used for carrot solution and rate of fermentation for both solutions were found. Observation: * Volume of fruit juice taken = 5. 00 ml * Volume of dist. Water added = 50. 0 ml * Weight of Baker's yeast added = 2. 00 gm * Volume of solution of Pasteur's salts = 5. 00 ml Time (Min)| Color of reaction mixture on reaction with Benedict's solution in case of 😠 | Apple| Carrot| 10| Blue| Dark Blue| 20| Green| Green| 30| Green| Green| 40| Green| Green| 50| Green| Green| 60| Green| Dark Blue|

Critical skills assignment Essay

Centuries ago, there lived a couple who never ran out of stories to tell to the whole village. The only time these pair of talkative shut their mouths was during their bedtime. The moment their eyes opened and saw the bright morning sunshine greeting them â€Å"a blessed morning,† the husband and his wife would start a loud and scandalous day. It was their pastime to lounge around the plaza to catch the afternoon breeze while continuously exchanging quips, ideas, and sweet nothings. One day, the husband challenged his wife to a duel to determine who the best storyteller is. The townsmen gathered in a humid and breezy late afternoon to watch the first narrative match to happen. People from different corners cheered and bet who would win. While the King was starting to fall asleep, he overheard the noise in the town. He thought that it was a massive revolution against his monarchy. He grabbed his blood thirsty sword and rode a horse. Meanwhile, the match was about to begin. Each contender was given three minutes to do their best. Husband started to narrate of the lies, gossips and rebellions he knew happening around. So engrossed in storytelling, husband disregarded the timer’s bell. Wife felt very upset and angry to his husband that she started narrating her piece to the crowd also. They were so enthusiastic to narrate both factual and fictitious stories that the couple did not notice the King was fast approaching. The King heard of the subversive topic spreading around the audiences. He commanded his horse to leap and reach the sky while the King took out his sword and slain the couple. In addition to protect his empire, he ordered his subjects to cease their learning process and writing skills. The King concluded that learning and writing will make stories easier to convey, therefore planning against his rule is more possible. Posters flooded every corner of the town saying: Big Bad Storyteller Monsters Die! 32773168_Critical skills assignment 2 He was afraid to be kicked out of his throne in the near future so he planned to make the people dumb. Days passed by and everyone in the village seemed to be mute. No one uttered a word, not even a whisper to his neighbor. Even the King was dumbfounded of what he experienced: no one talked to him as well. Letters were extinct, books were charred, street signs were erased, labels were torn out—the town is dead. Sorrow rose from the ground and crept through every villager’s vein. Every minute the law was implemented, the village was smashed next to nothing. It died a natural death. Stories fuel the world to rotate and to revolve around the universe. It is in every corner of our creative minds and minimal territory. The interconnected flow of ideas in conjunction with different mental images will be found everywhere. A simple dialog over the telephone is a story. The chaotic Saturday night in New York is another story. Your baby sister crying over a piece of candy is an additional story. People have always a series of ideas in their head of what they want to do, who they wanted to see, what made them happy, etc. Stories can be personal tales and life experiences of a person, printed literary narratives, folk stories and myths, religious, spiritual and supernatural phenomena.

Environmental and Social Impacts of Tourism in the Uk

Discuss the environmental and social impacts of tourism in the UK and consider whether the benefits exceed the costs. Tourism is a fast growing industry and a valuable sector, contributing significantly to the economy (â€Å"The Social & Cultural Impacts of Tourism†, n. d. ). It has been generally accepted that tourism is, for the most part and with relatively few exceptions, beneficial to both generating and destination countries (Holloway, 2009, p. 114).Some researchers are less sure that this is the case. This essay will discuss the environmental and social impacts of tourism in the UK considering whether the benefits exceed the costs. The socio-cultural impacts on host communities are the result of direct and indirect relations with tourists and of interaction with the tourism industry. For a variety of reasons, host communities often are the weaker party in interactions with their guests and service providers (â€Å"Socio-cultural impacts†, n. d. ).It is very diffi cult to measure the way in which the presence of large number of tourists affects the society and culture of host areas. In many cases, the effects are gradual, invisible and complex. (Davidson, 1993, p. 165). The impacts can be positive, such as the case where tourism enhances the cultural exchange between two distinct populations. The impacts can also be negative, such as the commercialisation of arts and crafts and ceremonies/rituals of the host populations (Cooper, Fletcher, Gilbert & Wanhill, 1998).Some of the beneficial impacts of tourism on society include the following: the creation of employment, the revitalisation of poor or non-industrialized regions, the rebirth of local arts and crafts and traditional cultural activities, the revival of social and cultural life of the local population, the renewal of local architectural traditions, and the promotion of the need to conserve area of outstanding beauty which have aesthetic and cultural value (Mason, 2003, p. 43).In Britain , for example, many great buildings from eighteen and nineteen century would have been lost had it not been possible to convert these factories, mills and warehouses into living museums for the tourist (Holloway, 2002). With the increasing secularization of Western societies, it is also tourists who will ensure that great cathedrals survive as the costs of maintaining these buildings for dwindling numbers of worshippers can no longer be borne by the ecclesiastical authorities alone(Holloway, 2009, p. 114).Whole inner-city and dockland areas have been restored and developed to make them attractive as tourist sites. Moreover, London would be a poorer place without its tourists: 40 percent of West End theatre tickets are bought by tourists (Holloway, 2002, p. 354). Tourists’ use of public transport enables residents to enjoy a better and cheaper service than would otherwise be possible (Holloway, 2009, p. 114). Country crafts, pubs, even restoration of traditional pastimes such as Morris dancing, all owe their survival to the presence of the tourist (Holloway, 2003, p. 55). There is also the socio-cultural impact of tourism on the visitor population. For instance, the growth of UK tourists visiting Spain throughout the 1960s and 1970s resulted in culinary and beverage changes in the UK (paella and Rioja wine being two Spanish products that benefited from this exchange) (Cooper, Fletcher, Gilbert & Wanhill, 1998, p. 169). Visitors to Australia adopted the beach-based lifestyle and the barbecue when they returned home (Cooper, Fletcher, Gilbert & Wanhill, 1998).However, tourism has the reputation for major detrimental effects on the society and culture of host areas (Mason, 2003, p. 43). Tourism can cause: change or loss of indigenous identity and values, culture clashes, social stress, ethical issues, crime, deteriorating working employment conditions (â€Å"Negative Socio-Cultural Impacts from Tourism†, n. d. ). Tourism can induce change or loss of local identity and values, brought about by several closely related influences: commercialization of local culture, standardisation or adaptation to tourists demands (â€Å"Socio-cultural impacts†, n. . ). For example, creating molas, which are the blouses worn by Kuna women in Columbia, is an art that began with design that reflected the conception of the world, of nature, and the spiritual life of the Kuna Nation. Now it is increasingly being transformed, through tourism, into a commercial trade which causes loss of its spiritual value and quality (â€Å"Negative Socio-Cultural Impacts from Tourism†, n. d. ). Cultural clashes may further arise from: economic inequality, irritation due to tourist behaviour like disregarding the dress code in Muslim countries, and job level friction.Moreover, increased tourism flow is causing severe social stress to local communities. Stress evolves from: resource use conflicts, cultural deterioration, conflicts with traditional land-u ses. Partly due to the above impacts, tourism can create more serious situations where ethical and even criminal issues are involved: child labour, prostitution and sex tourism (â€Å"Socio-cultural impacts†, n. d. ). There is growing concern of the global spread of AIDS and increasing impact of tropical and sexual diseases on more adventurous mass tourists (Holloway, 2009, p. 14). Over the last few years second-home tourism has become more popular, emerging as an important part of the tourism sector in a number of countries. Second homes are usually located near attractive locations, such as the sea, lakes, mountains or rural areas and often have a connection to their owners’ origins (Pedro, n. d. ). Surveys revealed that half a million English households owns second homes outside of the UK.Sometimes incomers ‘blend in’ and little conflict or damage results, but where larger groups settle may transform local culture and undermine traditions (Holloway, 200 9). Tourism also impacts a key factor in tourism: the environment. The environment is made up of both natural and human features (Mason, 2003, p. 52). As soon as tourism activity takes place, the environment is inevitably changed or modified either to facilitate tourism or during the tourism process (Cooper, Fletcher, Gilbert & Wanhill, 1998, p. 150). The impact can be positive or negative.The positive environmental impacts associated with tourism include: the preservation/restoration of ancient monuments, sites and historic buildings, such as the Great Wall of China, the Pyramids (Egypt), the Taj Mahal, Stonehenge and Warwick Castle (UK); the creation of national parks and wildlife parks, such as Yellowstone Park (USA), Fjord Land National Park (New Zealand); protection of reefs and beaches, the Great Barrier Reef (Australia); the maintenance of forests such as the New Forest (UK) (Cooper, Fletcher, Gilbert & Wanhill, 1998, p. 151).The world is full of examples of individual buildi ngs and whole areas which have been given a new lease of life by the tourism industry (Davidson, 1993, p. 131). The following have been regarded as negative environmental impacts: pollution, congestion, erosion (Holloway, 2002). Much of the damage done to the environment is caused by volume of visitors arriving at destinations which are not used to supporting people in such great numbers (Davidson, 1993). The technological complexity of contemporary living has led to various forms of pollution: air pollution, water pollution, noise pollution, visual pollution.Air pollution can be a cause of large-scale tourist movement using mass transportation and fuel burn from aircrafts (Holloway, 2002). Untreated sewage, fuel spillage and rubbish from pleasure boats contribute to water pollution (Davidson, 1993). Noise, too, must be considered a form of pollution. Aircrafts taking off and landing at busy airports can severely disturb local residents, as well as noise from vehicles or tourist att ractions: bars, discos, etc. Visual pollution can be ascribed to insensitivity in the design of buildings for tourism.For example, British towns are losing their local character, as builders choose to build in ubiquitous London brick rather than the materials available locally (Holloway, 2002, p. 356). The worst examples of this are the solid rows of hotels which are often developed along coastlines, to the extent that the beach and the sea are almost blocked from the view of those living in the original coastal towns (Davidson, 1993, p136). Perhaps the most significant problem created by mass tourism is that of congestion (Holloway, 2002, p. 358).Congestion on the streets, queues in shops and overcrowding on buses and trains are the inevitable consequences of the mass influx of tourists into towns and cities (Davidson, 1993, p. 137). Many popular rural sites such as National parks are at risk from the number of visitors they receive. Over 100 million visitors visit the UK’s National Parks each year (Holloway, 2002). Vegetation also suffers in area of high tourist intensity as constant trampling and crushing by feet and car wheels can lead to erosion and to disappearance of fragile species.Many footpaths in Britain are being widened to such an extent that the surrounding areas are suffering serious erosion (Davidson, 1993, p. 133). In conclusion, there is clear evidence that host communities perceive both costs and benefits (Nickerson & Jennings, 2006, p. 195) and it is commonly observed that the environmental and social impacts are less desirable (Jafari, 2003, p. 297). Measurements of the various types of impacts of tourism are undertaken using very different methods and indicators (Jafari, 2003).For example, environmentalists may measure the volume of global travel and its impacts (Holloway, 2009), and social impacts may be examined through questionnaire surveys. This makes it difficult, if not impossible, to combine the results of such studies to as certain if the benefits exceed the costs (Jafari, 2003, p. 297). Mark Ellingham, founder of Rough Guides, said during one interview in 2007 that: â€Å"It is hard to say the positive impact travelling has can ever outweigh the damage done by simply travelling to the destination.Balancing all the positives and negatives, I’m not convinced there is such a thing as a responsible or ethical holiday†. Bibliography Cooper, C. , Fletcher, J. , Gilbert, D. , Wanhill, S. (1998). Tourism: Principles and Practices. Harlow: Pearson Education Limited. Davidson, R. (1993). Tourism (2nd Edition). Harlow: Longman Group Limited. Holloway, C. (2002). The Business of Tourism (6th Edition). Harlow: Pearson Education Limited. Holloway, C. (2009). The Business of Tourism (8th edition). [Electronic version]. Harlow: Pearson Education Limited.Jafari, J. (2003). Encyclopedia of tourism. [Electronic Version]. Oxon: Routledge Mason, P. (2003). Tourism Impacts, Planning and Management. Oxford: Bu tterworth-Heinemann. Negative Socio-Cultural Impacts from Tourism (n. d. ). Retrieved December 8, 2010, from UNEP website: http://www. unep. fr/scp/tourism/sustain/impacts/sociocultural/negative. htm Nickerson, N. , Jennings, G. (2006). Quality tourism experiences. [Electronic version]. Oxford: Butterworth-Heinemann Page, S. , (2003). Tourism Management: managing for a change. Oxford: Butterworth-Heinemann.Pedro, A. (n. d. ). Urbanization and second-home tourism. Retrieved December, 8, 2010, from: http://www. download-it. org/free_files/filePages%20from%2010%20Urbanization%20and%20second-home%20tourism. pdf Socio-cultural impacts. (n. d. ). Retrieved 6 December, 2010, from Sustainable Tourism website: http://www. coastlearn. org/tourism/why_socioimpacts. html The Social & Cultural Impacts of Tourism. (n. d. ). Retrieved December 6, 2010, from: http://www. gawler. sa. gov. au/webdata/resources/files/5_Gawler_Impacts_Tourism. PDF

Aging Matter for Journal of Adolescent Health- myassignmenthelp

â€Å"Don’t Retire, Repurpose Your Life† age makes no difference, beautiful lines expresses in the book called ‘THE CHANGE ‘expressed that there is no end of anything whatever your age could be. Keep learning what you love to do, keep doing what to love to do. Life is such a wonderful blessing. There are those who have really tough challenges to deal with and you could help them. You could read in the library to small children. You might love art, so volunteer to talk about your favourite artist. If you enjoy visiting, go sit with a Vet, a person who has to be cared for, or makes it hard for the spouse or care giver to go out an hour alone. You can read to them, just visit, or really make yourself of help to others by just being there. As I love to work and increase knowledge, so after my age of 65 I still want to learn new theories and will work.  (Paul, 2014) I try to rejuvenate myself but I know I can’t do as I was doing during my adulthood. There are many factors that influenced me to achieve my goals. These factors are:  Ã‚   Health: My body is not that energetic what I feel from inside. I need to take regular intakes in order to maintain my energy level. I digestion capacity reduced day by day, eating junk food will not help me either. Medicines: I used to take medicines only when I am not well at my young age, even I refused to do so n recover automatically but now I need to take medicines on regular interval to keep myself ready to live routine life. Mind: Now my mind is mature and practical enough to understand every little thing, so as during my young age I never back step to accept challenges but now I am little bit afraid just because of my age factor. Another key to stay healthy and keep the heart healthy is by being happy always and keeping the stress away from me.    Chronic diseases: It depends upon the heredity or the living conditions of the person, some have one chronic disease while others have many. It could be followed after a test taken by the doctor which can show us the report as how can we keep ourself healthy and fit. Digestive system: Person is suffering from many digestive disorders about 40% of the time, they are like inability to eat proper diet, problem in swallowing, bleeding, constipation etc Eyesight: There is reduction in the ability of the person to read or locate objects. After 50 most of the people is suffering from presbiopia while after 80 by the cataract. Heart: Heart becomes less efficient comparatively which results in loss of stamina and can result into serious problems in future. However, to prevent this at first it is necessary to be aware with our health. I  am trying to bring some much needed changes in my life and settling into a new life style. I sleep properly, exercise in the proper amount and I eat only healthy food. I eat healthy. I take orange for fibre, vitamin C, low fat cheddar cheese and avocado slices for lunch with a low fat yogurt parfait with blueberries, strawberries and bananas for dessert. I forgot about the nuts for snacking, nuts are nutritious and supposed to contain the good kind of fat. I forgot about the two cups of veggie crunch sticks each afternoon – maybe I need to cut those veggie crunch sticks out. I’ll eat more high fibre and other foods that are supposed to help lower LDL. I am excited about the changes I’ve made. Its good time to revisit my goals which I have already set during my adulthood. As I was very busy in work and earning money, running in race of settling myself I left few things which I love to do. So I have already planned to do all these things after my retirement. I nvolving in activities like yoga and meditation will surely help in improving my mental health. I love to do yoga. Yoga is one of the best ways to focus ones mind and remove stress. When I am unable to visit my Yoga classes I practice at my home and meditate. As long the life goes on the period of learning extends each time with it. The stage of life is a classroom and we get to learn something or other throughout our life. Education is the most important pillar of the life of an individual. It gives direction to the human life. Even if I am 65years old I want to persue my dreams.I want to sudy, as we use to say that there is no age for the study. So I want to complete my degrees and education qualifications. Books are my best friends they never give worries they always give knowledge and spend time with the human being very sincerely. They never ditch with their thoughts.Although the of the age group 60-80 enjoys their life in the most richest manner but the main drawback is body failure and their depence on others. One of the biggest problems that can hamper achievement of goal is financial crisis. Even with the increase in aging the problem sustains. So a few steps can resolve the problem and help save a person from financial crisis..This age is usually associated with the time when many medical and pension benefits are available. It will help to gain the advantage of the situations that were analysed beforehand to prevent any further crisis. Before finally retiring from the job it is needed to ensure that the savings are enough to continue with the daily activities and the problems are can be solved with the saved money. . The monetary related issue is one of the essential issue that can occur at any point of life at any where. For this purpose it is necessary to understand and be ready for the situation that may arise in future. The benfits of the money saved while in the retirement period can prove out to be an advantageous decision made early in the life. Research shows that retirement doesn’t necessarily mean that the responsibilities towards the family come to an end. Although many retirees will still be remember the time when they first stop working. Increasingly, we were seeing retirement incomes being extended in ways that would not have seemed likely a generation ago. Numerous monetary dependants and multi-generational households are additional motives why saving as much as possible as early as possible, and seeking specialised economic advice, are vital for those preparing for retirement.Providing a financial support is very important but after retirement people used to get afraid of the situation as they will beable to provide the same helping hand to their family or not.   (Paul, 2014) Transportation helps the person to move from one place to another. The person who don’t have personal vehicle can easily move from one place to another during his past but after retirement moving through public bus or any other mode is not suitable even driving two wheeler is also not safe for the person. The person should have four wheeler in order to move, the maintanence of four wheeler is costly as compares to other mentioned modes and financially already the person is in risk. So having proper means of transport impacts highly on the fulfilment of family responsibilities. After considering all my financial issues I come up with various of the concerns regarding my decisions in life related to financial decision. Some of my plannings and check lists are listed below: Capital Preservation: Capital conservancy means security and protection. CDs, Treasury retreats and reserves bonds do pay interest, however they are all backed by the full confidence and credit. Cash reserves of insurance carrier is sometimes backed with annuities which causes the fund investor to become insolvent. Investment: Investment seeks as a mode of payment in the aging period. This might confront to some of the risks but the preferred utility stocks, corporate and municipal bonds brings up higher rates of income. In addition, annuities also provide income with guarantee and some restrictions offered inside the contract (Cussen, 2017). Planning: Planning is another significant decision that needs to be taken each time there is a need of such decisions. planning is important to be done in each process as it helps to understand the consequences and the profits that might be upcoming with the situation. there is a need with the planning in the period of aging as it will help to feature the solution before hand. Tax Reduction:  Tax reduction is itself explainable. there is simply   a goal to decrease the income levy bill of any of the investment policy being used. As if for a saving as growth investor for the the purpose of retirement. in such case it can be useful to use an â€Å"individual retirement account (IRA)† or a tax referred plan. annuities are also kind of tax-deferral plans (Cussen, 2017). Bernheim, B. D. (1987). Dissaving after retirement: Testing the pure life cycle hypothesis. In Issues in pension economics . University of Chicago Press. Blinder, A. S., Gordon, R. H., & Wise, D. E. (1983). Social Security, bequests and the life cycle theory of saving: cross-sectional tests. In The determinants of national saving and wealth . Palgrave Macmillan, London. Bradley, B, Green, AC. Do Health and Education Agencies in the United States Share Responsibility for Academic Achievement and Health? A Review of 25 years of Evidence About the Relationship of Adolescents’ Academic Achievement and Health Behaviors, Journal of Adolescent Health. Centers for Disease Control and Prevention. The Association Between School-based Physical Activity, Including Physical Education, and Academic Performance. Atlanta, GA: U.S. Department of Health and Human Services; 2010. Danziger, S., Van Der Gaag, J., Smolensky, E., & Taussig, M. K. (1982). The life-cycle hypothesis and the consumption behavior of the elderly. Journal of Post Keynesian Economics. Davies, J. B. (1981). Uncertain lifetime, consumption, and dissaving in retirement. Journal of political Economy. Diamond, P. A., & Hausman, J. A. (1984). Individual retirement and savings behavior. Journal of Public Economics. Ekerdt, D. J. (1986). The busy ethic: Moral continuity between work and retirement. The Gerontologist. Hamermesh, D. S. (1982). Consumption during retirement: The missing link in the life cycle. Hubbard, R. G. (1986). Pension wealth and individual saving: Some new evidence. Journal of money, credit and banking. McKenzie, FD, Richmond, JB. Linking health and learning: An overview of coordinated school health programs. In: Marx E, Wooley SF, Northrop D, eds. Health is Academic: A Guide to Coordinated School Health Programs. New York, NY: Teachers College Press; 1998. Mirer, T. W. (1979). The wealth-age relation among the aged. The American Economic Review.