Sudden Infant Death Syndrome Essay - 3915 Words

Sudden Infant Death Syndrome Sudden infant death syndrome, better known as S.I.D.S., is one of the leading causes for the inflated infant mortality rate in this country today. It is often misunderstood or unrecognizable. For the most part, the causes of SIDS are unknown to the general public. This is changing, however, as public awareness is ever increasing. Thus, the purpose of this paper will be to explain sudden infant death syndrome and its known or suggested causes. Also, the history of SIDS, the problems and emotional suffering that results from the loss of a child, the toll it takes on the surviving sibling, and possible counseling or other help that is available for parents who may have lost a child to SIDS are†¦show more content†¦Today where more research in this area is needed, researchers are making strides in combating this disease. But understanding the crucial aspects of SIDS and how to prevent it, are still limited. The leaders in this field are hoping to improve understanding of this disease by providing direction and opportunities for more quality intensified research. According to L. Stanley James, MD, chair of neonatology at Columbian Presbyterian Medical Center in New York City, The government is now having a rejuvenation of SIDS research, and over the next five years, they are going to be putting in thirty to forty million dollars. The direction will be supplied through a five year research plan proposed by a panel of experts from The National Institute of Child and Human Development in Bethesda, Maryland (Zylke 1565). In response to a Senate request, there will be representatives from the fields of epidemology, neonatology, cardiorespiratory and sleep research, neuroscience, behavioral medicine, pathology, infectious disease, immunology and metabolism to meet an release a report on current knowledge and research recommendations (Zylke 1565). It was important to this group that people would have a definition of SIDS that would be acceptable to all. The current definition of SIDS, developed in 1969, states SIDS as being the sudden death of any infant or young child which is unexpected by history and in whichShow MoreRelatedEssay Sudden Infant Death Syndrome1594 Words   |  7 PagesSudden Infant Death Syndrome Sudden infant death syndrome (SIDS) is a mysterious phenomena that has managed to confound science so far. SIDS is defined as the sudden death of any infant or young child that is unexpected by history and in which a thorough post mortem examination fails to demonstrate an adequate cause (Hunt Brouillette, 1987). It is the leading cause of death in infants in developed countries occurring at a rate of almost 2 per 1000 births. It most often occurs in infants betweenRead MoreEssay Sudden Infant Death Syndrome1401 Words   |  6 PagesSudden Infant Death Syndrome Sudden infant death syndrome (SIDS) is the most frequent cause of death between 1 month and 1 year of age (Naeye). SIDS is defined as the sudden death of any infant or young child that is unexpected by it’s history, and in which a thorough postmortem examination fails to determine an adequate cause (Hunt 1987). It is important to consider both aspects of this definition in order not to ‘overdiagnose’ SIDS. A mistake of this nature would occur with failure to reportRead MoreEssay on Sudden Infant Death Syndrome1856 Words   |  8 Pages Abstract Sudden Infant Death Syndrome remains the leading cause of post-neonatal mortality (under the age of one) in developed countries. The causes of Sudden Infant Death Syndrome have been puzzling and research is being conducted to solve this catastrophic problem. Having a child under the age of one makes me very concerned, along with any other parent(s), that the possibility of SIDS could affect any infant at anytime, SIDS does not discriminate. I am seeking to find the possible causes toRead MoreA Study On Sudden Infant Death Syndrome1664 Words   |  7 Pagespaediatrician from Norway and Sweden and the forensic institution of Denmark invited parents of sudden infant death syndromes (SIDS) to take part in the study. Sudden infant death syndrome is the sudden, unexpected and unexplained death of an apparently healthy baby. There were several aims behind the study. The main aim of the study was to overlook whether smoking was a cause of risk for sudden infant death syndrome and whether the consequence is owed to maternal smoking during the pregnancy or to inhalingRead MoreThe Case Of Sudden Infant Death Syndrome1820 Words   |  8 Pagesdisability and death.† Thus, high quality evidence needs to be based on the research, which can establish efficacy in one particular population, but also on the effectiveness of the intervention in the specific population. (Riegelman and Kirkwood, 2015). For many public health issues interventions play a crucial role in getting such issues under control. In the case of Sudden Infant Death Syndrome (SIDS) in Native American populations infants were ranked second highest in SIDS deaths in the U.S. atRead More Sudden Infant Death Syndrome Essay810 Words   |  4 Pagesnbsp;SIDS, Sudden Infant Death Syndrome, a leading cause of death in infants under the age of one, has left medical experts unable to clearly define sudden infant death syndrome. After thirty years of research, the medical field has not discovered definite causes for SIDS. Medical experts have suggested many theories that have been studied and debated. nbsp;nbsp;nbsp;nbsp;nbsp;nbsp;nbsp;nbsp;nbsp;nbsp;In the Western world, SIDS is the most common cause of death for infants between twoRead More Sudden Infant Death Syndrome (SIDS) Essay1654 Words   |  7 PagesSudden Infant Death Syndrome (SIDS) Sudden Infant Death Syndrome (SIDS) or crib death is an abrupt and inexplicable death of an apparently healthy infant. Most of the cases involve infants from ages 1-12 months, and the event occurs during the night. Various theories have been postulated from research results but without consistency of the etiology. Since the death is sudden, prior diagnostic criteria or patterns are not available for correlation, although some near-miss infants have beenRead MoreSudden Infant Death Syndrome - Research Paper1872 Words   |  8 PagesAbstract Sudden Infant Death Syndrome remains the leading cause of post-neonatal mortality (under the age of one) in developed countries. The causes of Sudden Infant Death Syndrome have been puzzling and research is being conducted to solve this catastrophic problem. Having a child under the age of one makes me very concerned, along with any other parent(s), that the possibility of SIDS could affect any infant at anytime, SIDS does not discriminate. I am seeking to find the possible causesRead MoreEssay on Sudden Infant Death Syndrome (SIDS)802 Words   |  4 PagesSudden Infant Death Syndrome (SIDS) Many questions about the causes of Sudden Infant Death Syndrome (SIDS), also known as â€Å"crib death,† are still unresolved. The mysterious and elusive nature of SIDS creates problems, doubts, and more questions. This paper will present some of the most commonly asked questions as well as the answers that have been uncovered by scientists after years of research and study. In 1969, researchers agreed to define SIDS as â€Å"the sudden death of an infant or youngRead More Sudden Infant Death Syndrome SIDS and African Americans Essay2616 Words   |  11 PagesSudden Infant Death Syndrome and African-Americans Sudden Infant Death Syndrome (SIDS) is a condition that many people still are trying to figure out why it happens to these babies. This syndrome is described as an unexplained death of an infant younger than one year of age. SIDS is frightening because it can strike without warning and affect a good, healthy infant. Most SIDS deaths occur at night and without warning. SIDS victims may have been down for sleep for as little as ten minutes, they

Learning Theories Theory Of Behaviorism - 1037 Words

Learning Theories Essay Behaviorism focuses on a new behavioral pattern being repeated until it becomes automatic. The theory of behaviorism concentrates on the study of overt behaviors that can be observed and measured (Good Brophy, 1990). It views the mind as a black box in the sense that response to stimulus can be observed quantitatively, totally ignoring the possibility of thought processes occurring in the mind. Some key players in the development of the behaviorist theory were Pavlov, Watson, Thorndike and Skinner. Edward Thorndike did research in animal behavior before becoming interested in human psychology. He set out to apply the methods of exact science to educational problems by emphasizing accurate quantitative†¦show more content†¦Cognitivism and Instructional Design Although cognitive psychology emerged in the late 1950s and began to take over as the dominant theory of learning, it wasn t until the late 1970s that cognitive science began to have its influence on instructional design. Cognitive science began a shift from behavioristic practices which emphasized external behavior, to a concern with the internal mental processes of the mind and how they could be utilized in promoting effective learning. The design models that had been developed in the behaviorist tradition were not simply tossed out, but instead the task analysis and learner analysis parts of the models were embellished. The new models addressed component processes of learning such as knowledge coding and representation, information storage and retrieval as well as the incorporation and integration of new knowledge with previous information (Saettler, 1990). Because Cognitivism and Behaviorism are both governed by an objective view of the nature of knowledge and what it means to kn ow something, the transition from behavioral instructional design principles to those of a cognitive style was not entirely difficult. The goal of instruction remained the communication or transfer of knowledge to learners in the most efficient, effective manner possible (Bednar et al., inShow MoreRelatedBehaviorism And Social Learning Theory1531 Words   |  7 Pages Behaviorism and social learning theory are examples of two mechanistic theories that focus on explaining children’s behavior. Social learning theory emphasizes observational learning and imitation. On the other hand, behaviorism is rooted in focusing on how the environment impacts development. The environment shapes the child’s development as the child strives to adapt to the environment. Both theories deal with explaining behavior and consist of similarities, but are composed of different elementsRead MoreLearning Theories: Behaviorism and Constructivism1575 Words   |  6 Pagesknowledge learning theory that can be employed to get the highest level of learning and training amongst the students. The nature of learning and cultural aspects are two of the mist important elements that can help the teachers decide on a learning theory that is most suitable for their educational structure and environment. In this paper we will highlight the different natures of learning a nd cultural aspects keeping in mind three specific knowledge learning theories: 1) behaviorism and constructivism;Read MoreBehaviorism or Social Cognitive Learning Theory1429 Words   |  6 Pages Behaviorism and social cognitive theories are two great theories to use when setting up a behavior management plan in the classroom. They both offer reinforcements to get desired behaviors. Social cognitive theory focuses on observations that can be used to understand what and how people learn and how they take control of their own behavior (Ormrod, 2011, p. 323). Behaviorism focuses on environmental stimuli that changes individual’s behaviors (Ormrod, 2011, p. 285). Observing and taking careRead MoreLearning Theory Behaviorism Essay example2973 Words   |  12 Pages THE LEARNING THEORY BEHAVIORISM: BEHAVIORIST GORDON ALLPORT AND BURRHUS SKINNER INTRODUCTION The behavoristic approach has exerted a strong influence on American Psychology. The basic ideas of behaviorism are: human behavior is a product of the Stimulus-Response interaction and that behavior is modifiable. It has triggered scientific experiments and the use of statistical procedures. Most importantly, it has turned the attention of psychology to solving real behavior related problemsRead MoreLearning Theories, Behaviorism And Social Cognitive Theory1216 Words   |  5 PagesIntroduction Learning is a complex process that influences the knowledge and behaviours that humans do, or do not develop to adapt to a variety of situations (Ormrod, 2016). However, for people with disability, this learning process can often be hindered by the lack of abilities, or external and internal stimuli such as prejudice and self-efficacy respectively (Conyers, Enright, Strauser, 1998). The following essay will discuss two learning theories, behaviourism and social cognitive theory (SCT), inRead MoreLearning Theories, Behaviorism, Constructivism, Cognitivism And E Learning1546 Words   |  7 Pagesthree commonly used learning theories (Behaviorism, Cognitivism and Constructivism) on online courses. The description of the implication of these learning theories can add to the procedure of learning for the learner. Online learning has developed quickly in the previous couple of years in schools obliging educators to learn compelling approaches to fabricate online groups of learners. There are obstructions to avoid and key segments to incorporate, while making online learning environments. In thisRead Morebehaviorism vs humanism1043 Words   |  5 Pagesï » ¿ Behaviorism vs. Humanism Heather Murphy PSY331: Psychology of Learning Instructor Corey Pruitt September 1, 2014 Behaviorism vs. Humanism Behaviorism and humanism are two theories of learning. Both theories are very important, and have many good qualities, which makes it difficult to say that one is better than the other. When it comes to learning, behaviorism does not consider mental processes, rather it looks at our response to stimuli in our environment. Whereas, humanismRead MoreComparison Between Behaviorism and Cognitive Theories in Tesol844 Words   |  4 PagesBETWEEN BEHAVIORISM AND COGNITIVE THEORIES IN TESOL After decades of development of learning theories, many approaches have been inspired and researched basing on the two most popular theories, behaviorism and cognitive theories. Because of their diverse significant devotion at a certain period in pedagogical history, these theories have been brought on debate over and over, to answer the fundamental question of what is learned (Navarick, 2002). â€Å"The primary difference between these two theories is theRead MoreLearning And Its Implications For Education Essay1271 Words   |  6 PagesLearning is an important process in education and in life in general. One cannot simply grow, adapt, and manage life without learning. However, everyone learns in various different ways. Shuell (2016) states, â€Å"When a particular word is used, people usually assume everyone has a common understanding of what the word means. Unfortunately, such is not always the case. In trying to understand the various theories of learning and their implications for education, it is helpful to realize that the termRead MoreBehaviorism The Developmental Grand Theory1525 Words   |  7 PagesBehaviorism the Developmental Grand Theory Hillary C. Wade Cisco College Author Note This paper was prepared for Psychology 2314 Lifespan Growth and Development, Fall Mini-Semester, Taught by Linda Grant. Abstract Out of all the theories of lifespan development, behaviorism has proven to be the most efficient explanation of how we grow and adapt with our environments. Also known as the learning theory, it was developed by John B. Watson, and with major contributions from B.F. Skinner and Ivan Pavlov

Nervous System Essay Example For Students

Nervous System Essay Nervous SystemThe two types of the nervous system are the Central nervous system and the peripheral nervous system. They are responsible for integrating, processing, and coordinating Sensory data and motor commands the central nervous system, which interprets sensory input and carry information to maintain homeostasis. CNS cant be regenerate because a CNS consists of the spinal cord that mean if its break the spinal cord is break also. The peripheral nervous system consists of the nerves that branch from the brain and spinal cord. It is a thick bundle of nerve fibers located within the spinal cord. The PNS can be regenerate and it will regrow. The brain and spinal cord are the main parts of the nervous system. The brain controls every part of your body and is located top of our head inside our skull. The spinal cord with controls our movement. Nerve cells contain 3 parts: dendrites, cell body and the axon. Dendrite is the receiving part of the neuron. It is a short extension of the c ell bodyAnd send signals toward the cell body and the cell body conducts nerve impulses which in the transmission of the nerve impulses from the region to the other cell. The axon is a single extension carries the message to the next neuron, which controls all of the nerves. The nerve impulse is response of the neuron. There are 3 classes of neurons: sensory neurons, motor neurons, and interneurons. Neurons are also called nerve cells. A sensory neuron takes information from a receptor to the CNS. A motor neuron takes information away from the CNS. An interneuron transfer information between neurons in the CNS. It also sending out signal to the muscles resulting in contraction or movement. Nerves impulse occurs when an action potential changes rapidly. When action potential occurs, the sodium gates will open as Na+ flowing into the axon the changes from -65mV to +40mV, this is call depolarization and during repolarization the charge as k+exits the axon from +40 mV to -65mV. Synapse is where each axon bulb lies very close to dendrite of another neuron. A molecules transmit across a synapse is called neurotransmitters which are stored in synapse. Our brain belongs to the section of the CNS. It made up of 3 main parts, which are cerebrum, cerebellum and brainstem. Cerebrum is to control voluntary action: 5senses, movement and thinking. Cerebellum is to maintain normal muscle tone, posture and balance. Brainstem is to control the involuntary action: breathing, sleeping and heartbeat. Words/ Pages : 419 / 24

To Da-duh, in Memoriam Essay Example

To Da-duh, in Memoriam Essay Firstly, the story is written in the first person narrative. The narrator writes about a memory and therefore it is autobiographical in nature. This is confirmed by the in Memoriam in the title of the story which shows that the story was written in memory of her grandmother, Da-duh. The story is told from the eyes of the writers nine year old self and we see the story solely through the child. While the tone is personal because the narrator is personally involved in the story, there is also emotional distance. It gives the impression that the emotional events are viewed through the eyes of an outsider or a third person due to the way the story is told: through facts and the narrators recollection of the event.The passage begins with the narrator informing us about how Da-duh was the one who always brought up New York with some slighting remark on her part. It seems as though Da-duh voluntarily gave her granddaughter a chance to fight her case by making comments such as they dont have anything this nice or foolish people in New York that was bound to get a reaction or a comeback from the narrator. This would then unravel into a back and forth game as Da-duh would be then allowed to try and prove her wrong. In addition, Da-duhs comments about New York and its foolish people and her faint mocking smile show the superiority she feels her world has over her granddaughters.As the narrator tells her grandmother about the everyday machines back in New York, she leans that one of Da-duhs signs of surrender was her fear, a fear nameless and profound. The simplest interpretation we can come up with is Da-duhs free of technology. The narrator observes that it was the same fear Da-duh felt that day in the lorry. This suggests that Da-duh has a fear and distrust of lorries and from that we can conclude that it applies to all forms of technology and signs of modernization.However, the nameless fear may not be specified to a single fear. We see from early on that we have not o nly stepped into the world of culture and tradition but also into Da-duhs world. Shes in control, shes a monarch amid her court. She knows her granddaughter the things that she believes makes Barbados better than New York. We get the impression that Da-duh attempts to enchant and influence her granddaughter into falling in love with her world and, being a strong character, she may have thought it to be a piece of cake. What she didnt count on was for her granddaughter to be the exact same way: stubborn and proud. In my opinion, Da-duhs nameless fear was the fear of losing her granddaughter to the modern world entirely. She feared not being in control and her granddaughter winning the petty rivalry.The narrator accompanies her grandmother amid the canes or down in the gully while she tells her about her towering world of steel and concrete and machines. The writer portrays how in Barbados and in Da-duhs world, they are surrounded by agriculture and ditches while in the narrators worl d; theyre surrounded by technology and modernization. The towering world suggests that the narrator also believed that her world was superior to her grandmothers. We see here that both the granddaughter and grandmas characters were similar to each other: they were proud of their worlds. This creates a conflict between them and a clash between their worlds while the one tries to prove to the other that they are not mistaken.Furthermore, we learn of Da-duhs ignorance of the truth of her own world. The narrator tells her grandmother about the luxury of machines and Da-duh asks whether the white people have all these things too or its only the people looking like us (them). Once again, this shows that Da-duh believes that her race has the upper hand over the white people. However, the narrator tells her that the white people have even better. This is in reference to the fact that Barbados once belonged to the white minority and that it was colonized by the British Empire. The sugar cane s that Da-duh was so proud of were the reason for the African slavery and that in reality, back then, the white people were more superior. Da-duhs lack of knowledge of her own heritage shows that what she is immensely proud of is only because of what she believes it to be. It depicts how Da-duh doesnt have any knowledge beyond her world and how wrapped up there she is to be this ignorant while the narrator knows and believes otherwise due to the modern world.As we read on, the difference in their way of speaking becomes apparent. The granddaughter uses the phrase What dya mean, while her grandmother says how you mean in expressing the same thought. Being from New York, the shortening of words may reflect on the lifestyle that she leads. The apostrophe in dya represents a missing letter or a vowel that is omitted when said and this might be the case for New Yorkians as they are too busy and always in rush to enunciate words properly. Its also a lot more American. Meanwhile, her grand mother uses something more Barbadian and old-fashioned. This further shows the reader how different words of different generations and cultures can be.At this point in the story, for a paragraph, there is shift in perspective. Initially, we were reading the story through a nine year olds eyes who didnt seem to appreciate what her grandmother showed her of the traditional world of Barbados because she was busy backing up her own world. The view was petty, even immature maybe and she obviously didnt understand a lot. However, when the narrator describes the incredibly tall royal palm that Da-duh shows her, we see maturity. She writes not from what the nine year old sees but what she believes her grandmother saw. Her grandmother viewed the palm as royal as it was the one last thing she had left to prove that her world was superior. Marshall uses metaphors and personifications such as flaunting its dark crown to convey how majestic the palm was to Da-duh. Very rich language is used to p aint a vivid image of something paranomic. We know that the nine-year old couldnt have possibly processed it as that and therefore this is the present Marshall writing. The reader then understands that in hindsight, the granddaughter understands what Da-duh meant and where she was coming from. Moreover, the different way they both view things also presents the two different worlds. Coming from an agricultural traditional word, Da-duh learnt to appreciate nature and immaterial things while the narrator grew up in a big city and so finds it hard to relate with her grandmother.Da-duh watches her granddaughter witness the one thing that she thought would guarantee her victory: the palm. Da-duh watched her a long time and very quietly, letting the narrator absorb the big picture. This implies that her grandmother wanted her win to be grand; a dramatic end to the rivalry that she believed she would win from the very beginning. However, we see that her granddaughter couldnt give her that s atisfaction even though she almost wished, seeing her face, that I (she) could have said no. This conveys that while either of them refused to give in to the very end, there was love somewhere between it all. The granddaughter did care about her grandmother and was ready to let her win because she understood how much it meant to her. There was one thing that stopped her from doing that very thing: her pride and stubbornness that she had inherited from no other than her Da-duh.Once the narrator had claimed her victory by painting a picture of the Empire State Building for her grandmother, we see that Da-duh does not take it lightly. She was trembling with rage as she accused her granddaugther of lying. We get the impression that her granddaughter ripped her of her world and left her desperate. Showing her the royal palm was her last grand beauty of Barbados and it had failed her. At the end of the passage, we learn that in the end, Da-duh does give in and surrender. When the narrator offers proof in the form of a postcard, Da-duh realizes that she has lost and all the fight went out of her at that. This expresses her wisdom and age because she doesnt fight the truth and gives her granddaughter the satisfaction. In contrast, her granddaughter couldnt do that and let her pride consume her. This shows the bashfulness of the youth and callowness. We see the clash of the two generations here.The story portrays the two different worlds of culture and modernity, of agricultural and technology, or age and youth in numerous ways. In my opinion, it is mainly through the characters of Da-duh and her granddaughter. They both have similar characters that refuse to let up and this is where the conflict occurs. Theyre both on a mission to be representatives of their world and to convince the other that where they come from is a better and a superior world.

The Families Assessment in Nursing Essay Example

The Families Assessment in Nursing Essay Example The Families Assessment in Nursing Paper The Families Assessment in Nursing Paper Increasingly nursing is recognizing the significance of the family to the health and well being of individual family members (wright Leahey, 2000). Hatrick (1998) suggests family nursing in undergraduate nursing education will provide nurses with theoretical and practical skills to work effectively with families. This paper will demonstrate the assessment of one family using the Calgary Family Assessment Model (CFAM) as well as the Calgary Family Intervention Model (CFIM). The CFAM will provide information on the structural, developmental and functional components of the family. The familys strengths and weaknesses are identified, and the role of a community resource in this familys life is described. This discussion will demonstrate the relationship these concepts have on health and nursing in the family. All member of the family interviewed for this assignment agreed to participate but their names have been changed to ensure confidentiality. The Calgary Family Assessment Model The CFAM is an integrated conceptual framework developed by Wright and Leahey for use when interviewing and making assessment of families. The CFAM consists of three major categories: structural, developmental and functional. Each category contains its own subcategories that may be relevant or appropriate depending on the family being assessed. This assessment focuses on the interaction among all of the individuals withing a family. Structural Category Structural assessment aims to identify who is in the family, relationships among family member and those outside the family, and the familys context. (Wright and Leahey, 2000). The Smith family is a white single parent family consisting of Heather and her two year old daughter Brianna. Briannas father has not lived with them for a year and a half and currently lives two hours away, as do Heathers family. Brianna has weekly contact on the phone with her father and stays with him one weekend a month. Heathers parents divorced when she was thirteen. Her father has remarried and has three daughters from his second marriage. There is no rivalry between Heather and her half-sisters. Heathers mother and elderly grand-parents have weekly contact with the Smiths and are readily available to them both. Support may be financial, emotional or help with childcare. Heather described the relationship with her grandparents as very special. Heather sets the family boundaries at present and feels confident they both have support thru friends and family to discuss any problems that may occur. Heather and Brianna belong to many subsystems within their own family. They both belong to an only child subsystem, a female subsystem and a parent child subsystem. There are larger systems this family has meaningful contact with. These include Heathers work, Briannas daycare, the local health center and the gym. These subsystems all contribute in some way to the health and well being of this family (Wright and Leahey, 2000). As a single mother Heather encompasses the traditional gender roles of both male and female. This involves child-rearing and nurturing as well as financial and disciplining roles. The Smiths moved to the city a year ago hoping to improve choices and opportunities for themselves. Heather works 20 hours a week in a hotel and Brianna is in subsidized daycare 25 hours a week. They live in a large renter house and have a large dog for security. With one income and increased cost of living in the city, the Smiths remain in a lower socioeconomic class. Heather hopes to attend university in the future, but accepts it will be a struggle to meet the rising costs of housing, education and travel for herself and Brianna as a single parent family. Heather expressed no religious or spiritual beliefs that she and Brianna maintain. Developmental Category The focus of this category is on the developmental life cycle stages of the family including the emotional process and changes within family roles (Wright and Leahey, 2000). The Smiths are presently in stage three of the family life cycle, which focuses on families with young children (Santrock, 1997). However, this is relevant to a middle class North American family and assumes there are two parents. The CFAM does not clearly define a life cycle for a single parent family. This model fails to consider differing lifestyles, cultures, population and economics that may affect a family. This highlights a possible need for an updated model that can be adapted to any family situation. There are six stages in this developmental framework. Theses include leaving home, marriage, families with young children, families with adolescents, entries and exits from family system and families in later life. Within each stage there are specific tasks the family undertakes. At stage three these are, making space for children, joining in household tasks and activities and involving extended family in parenting and grand parenting roles (Wright and Leahey, 2000). Heathers life changed considerably after the birth of her daughter. She adjusted her life to meet the responsibilities and needs of parenthood. Briannas father found the adjustment in lifestyle difficult resulting in their separation. Heather continues to provide for Brianna thru parenting, financial support and performing household tasks. Briannas father pays weekly payments that are included in Heathers income. Both parents, contribute to Briannas development as a person. Extended family members provide emotional support and some financial support to Heather and Brianna. Heather feels she has a closer bond with her parents and grandparents now. She encourages Briannas involvement with her father. This has involved a realignment of Heathers relationship with him to provide healthy role models for Brianna. Brianna spends more time with her mother, thus they have a stronger relationship then she does with her father who is under involved with Brianna at present. Heather hopes this will improve. Functional Category Functional assessment focuses on interaction and communication among family members. Two main aspects are instrumental and expressive functioning. Instrumental functioning refers to the routine activities of daily living (Wright and Leahey, 2000). Much of this is attended to by Heather. As Briannas main care giver she is responsible for ensuring her own and her daughters food, hygiene and sleep requirements are met. If Heather is working or unwell she ensures Briannas instrumental needs are met by a friend or extended family member. She encourages Briannas independence with her own self care such as brushing her teeth with a little help, to remove some pressures of being a solo parent. Expressive functioning focuses on patterns of interaction among family members through various means of communication (Wright and Leahey,2000). Heather stated she feels able to express her feelings with Brianna. This was helped by a parenting course and anger management where Heather learnt new ways of expressing her emotions. They showed Heather the impact of circular communication patterns and how they influence relationships. She now uses therapeutic communication skills such as time out and eye contact with Brianna. Use of nonverbal communication was evident throughout the interview. Brianna would watch her mothers body language and facial cues for approval. If Brianna wanted attention she used a combination of touch, speech and eye contact with Heather. The Smiths expressed effective problem solving techniques. Heather discusses any problems with a close friend. For further support or advise she approaches teachers at Briannas daycare, her family, doctor or public health nurse. A possible cause is identified and a plan of action implemented. Heather and her friend later evaluate the situation and seek more help if necessary. Heather stated she finds this effective and this removes some of the pressure of being a the main care giver and a first time parent. As a single parent Heathers role extends beyond being a mother. She appreciates the influence her role may have on Brianna and encourages the relationship with her father and extended family so she can experience a variety of social influences. Since third move to the city, Heather feels the parent child bond with Brianna has strengthened. This is expressed through showing affection, verbally and non verbally as well as with praise for each other. This bond is likely to be stronger as they share a mother child bond and live together away from extended family. Heather uses mostly traditional medicine and trusts the advice of her doctor and public health nurse. Having community Based services and easy access to health services for Brianna and herself makes this the perfect option. Heather occasionally uses alternatives from a health shop for herself, but finds this way to expensive and as a result her choice is limited. Family Strengths Support Systems Supportive relationships and adequate social networks are beneficial to health and well being. This is highly relevant to the Smiths who have a wide network of friends, extended family and social agencies. Friends and family provide emotional and sometimes financial support. Briannas daycare encourages her educational development and gives Heather the opportunity to work. They also help Heather with parenting education and nutritional advice. The local medical center attends to the Smiths physical needs and offers education and advice on health issues such as smoking. All of these support systems contribute to the health and well being of the Smith family. Communication It was evident from the expressive functioning category of the CFAm that the smiths use a variety of communication skills. This is important due to the developmental age of Brianna who may express feelings and emotions in different ways to a grown child or adult. Heather attended a parenting course that aided communication skills to improve their relationship. These skills assisted Heather in completing and anger management course. Heather is now more able and confident in expressing her familys health needs and requirements to benefit them both. Nutrition Eating habits based on moderation and variety can help maintain and improve a persons health. Heather values the importance of nutrition through er own reading, information from Briannas daycare and the public health nurse. She ensures Brianna has protein and calcium to assist her growth and carbohydrates for fibre and energy. They eat regular servings of fresh fruits and vegetable. Heather is aware of the high incidence of osteoporosis and iron deficiency in women and has increased her intake of calcium and red meat to account for this. It is hoped healthy eating in childhood will help Brianna make healthy choices when she grows up and is living on her own. Weaknesses Smoking Heather has smoked for seven years. She finds it comforting and it helps to relieve stress. Studies have shown people in lower socioeconomic groups are more likely to smoke then those of high social class. Heather is aware of the financial and health consequences of smoking and hopes to give it up in the near future with the help of the nicotine patches available at a reduced cost due to her insurance plan from work. Knowing the harmful effects of passive smoking on Brianna and her own health, Heather is determined to give up this unhealthy and expensive habit. Financial The smiths are in a lower socioeconomic class due to their reliance on social services for help with living costs. Although Heather works part time she loses some of her accommodation supplement as a result and has to pay part of Briannas daycare costs. Their move to the city has meant increased housing costs and the cost of education for Brianna greater, making their choices limited. Community Resource The Elspeth Reid Family Resource Center (ERFRC) is an important community resource for the smith family. The center offers, parenting classes, 2 hours of free day care and a thrift store and many other services for families of all different types. They provide family support, early childhood education and care, family counseling and parenting education. Brianna attends daycare five days a week while Heather is at work. This is run by two registered teachers and to teaching assistants. This community resource contributes to the health and well being of the Smiths by providing education that encourages a healthy lifestyle, incorporating physical, mental and social aspects of health. Critical Social Theory Critical social theory was developed in the 1920s by a number of philosophers, at the Frankfurt School in Germany (Boychuck Duchscher, 1999). This theory provides a philosophical framework that aims to liberate individuals to see the conditions in society that constrain their participation in social interaction. It has been identified that there are three practical elements of critical social theory, which are enlightenment, empowerment and emancipation. These elements are useful for nursing practice as a pragmatic approach is required. The theory suggests critical social theory can only be achieved when all three elements are completed. Enlightenment involves encouraging individuals to recognize social conditions and constraints that can influence their social reality (Boychuck Duchscher, 1999). The Smiths have utilized the information on nutrition, parenting and safety. This education has encouraged them to acknowledge the importance of physical, emotional and social factors on their health and well being. Accessing and analyzing this information is the first step towards empowerment. Through critical examination of their reality the Smiths can empower themselves to make lifestyle changes that influence their health outcomes. Heather recognized the need for enlightenment on parenting and communication. Now she has the information and support, she is able to make changes that benefit her family and can move towards emancipation. Emancipation is aimed at freedom from oppression that influences peoples lives. Through the process of enlightenment and empowerment the responsibility in relation to their health needs. They have actively made changes to improve their nutrition and communication, thus influencing their health and well being. Calgary Family Intervention Model The CFAMs counterpart, CFIM provides a model for intervention after the family assessment has occurred. In this model, an intervention is described as action or activity a health car provider performs for or with a patent of family with the intent of causing a change (Wright and Leahey, 2000). Change in this respect, mans an alteration or support of behavior that promotes the ability to provide care for a family member. Each intervention in the model is used to produce changes in the family in the way they think, feel and respond (Wright and Leahey, 2000). Types of interventions used in working with families include: 1. Commending strengths of the family or individual members. 2. Providing information and education. 3. Validating emotions. 4. Allowing them to share the experience of the illness. 5. Encouraging family support. 6. Encouraging members to provide care for the patient. 7. Encouraging respite or relief from car responsibilities when needed and 8. Maintaining family rituals (Wright and Leahey, 2000). Nursing Diagnosis 1. Potential for Social Isolation Related to Care giver stress as evidenced by decreased financial ability to arrange for alternate childcare and distance from family. 2. Increasing utilization of family and community resources. Interventions This family seems to function more in the Behavioral domain of family functioning because Heather likes to do things and get out and acquire information that may help her in one way or another There are many possible interventions for the nursing diagnosis of Potential for social Isolation. Some interventions include informing Heather of some community activities such as the WIN program where she can meet other parents and child care is provided for the duration of the meeting this could also help with financial aspect too because the WIN program offers a small monthly allowance for groceries or what ever its needed for. Encourage Heather to socialize with coworkers at work and arrange a night out every couple of weeks or so. Encourage family visitations and participation in childcare more often. There are also several interventions for the diagnosis of Increasing utilization of family and community resources. They include suggesting ways to conserve resources or to expand resources through sharing with other families or bartering time and resources. Also by discussing community resources with family to help them know what is available and how to use them, the WIN program could also come into play here. Interceptive Questions How you ask questions during the interview are extremely important because you dont want to lead the person on, so using a variety of questions to help you get the information you need is usual a good way of getting accurate information. So examples of different types of questions are as follows: Difference Question 1. Whos the best in your family to come to your aid when you need it? 2. When you were first divorced and a now a single parent what did members of you family do to help make things easier on you. Behavioral Effect Question 1. What do you do when your ex-husband is either late picking up or dropping off Brianna? 2. How often do you go out with friends and who watches Brianna? Hypothetical/future-oriented Question 1. When do you think Brianna will start asking questions about your divorce? And what will you tell her? 2. Do you think that Brianna will blame herself for the divorce? If yes how will you deal with it? Triadic Question 1. If Briannas father were willing to take her more often then once a month do you think Brianna would want that? 2. What do you think Briannas father needs to do, in order to be more involved in Briannas life? Conclusion. The increasing importance of family nursing incorporating the use of an assessment and intervention framework has been identified. The Calgary Family Assessment Model and the Calgary Family Intervention Model was used to describe all the different components of the Smith Family. These components acknowledged the extended family, subsystems, larger systems this family has contact with as well as interventions aimed at helping the family improve the quality of their lives if even only a little. Their lower socioeconomic status and struggles as a single parent family were described in relation to their developmental life cycle stage, although the CFAM does not clearly define an appropriate cycle for this family. The Smiths used a variety of communication skills to interact with each other and these skills assist in the expression of feelings and problem solving withing the family. The Smiths support systems, communication skills and nutrition were identified as strengths in relation to meeting their health needs. Smoking and finances were noted as possible weaknesses and interventions were addressed at these problems. Briannas daycare was recognized as an important community resource for this family through its provision of support and education for Heather. The nursess role is relevant in family assessment to identify the need for educator, support and enlightenment on the effects of social influences on health. As identified with the Smiths, critical social theory is an important tool for nurses in recognizing, supporting and improving the health of families. Bibliography : References Boychuk Duchscher, J. E. (1999). Catching the wave: Understanding the concept of critical thinking. Journal of Advanced Nursing, 29(3), 577-583 Hatrick, G. (1998). A critical pedagogy for family nursing, Journal of Nursing Education, 37(2), 80-84. Martin-Arafeh, J. M. , Watson, C. L, Mcmurtry Baird, S. (1999). Promoting Family-Centered Care in High Risk Pregnancy The Journal of Perinatal Neonatal Nursing 13(1), 27-42 Santrock, J. W. (1997). Life-span development (6th ed. ). USA: Brown Benchmark. World Health Organization. (1986). Ottawa Charter for Health Promotion. Canada: World Health Organization. Wright, L. , Leahey, M. (2000). Nurses and families: A guide to family assessment and interventions (3rd ed. ). Philadelphia: F. A. Davis Co.

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Employment Research Paper Example | Topics and Well Written Essays - 1000 words - 1

Employment - Research Paper Example Unemployment has various effects on the economy and on people, which has caused substantial problems to wellbeing of the nation. According to U.S. Bureau of Labor Statistics, unemployment has serious effects on an individual’s emotional and sociological condition. Employment is a shunned upon the issue in today society. Therefore, those that are unemployed undergo past several societal changes that may affect their sociological state of mind. The U.S society views those that are unemployed as slackers and hardly empathizes with the jobless people. The unemployed persons go through the pain of knowing that, they have no job themselves, while on the same time, having to face the lack of ability to protect this fact, from the environment surrounding them (Strand, Novo and Hammarstrom 1). When one falls deeply in this situation the entire state of mind can be damaged. Some even consider the unemployed as a burden to the country. However, the unemployed people work as harder as the employed people to upkeep themselves only that they do not have a recognized job. The eventual effects of being unemployed beco me so detrimental that the unemployed face-losing essential parts of their lives. Some lose their cars, home, and even families. Unemployment has an impact on society as a whole. The unemployed people are capable of making a significant contribution to the public, but they are incapable of doing so because of their unfortunate circumstances. This has mandated the U.S government to disburse unemployment settlement to the unemployment leading to the straining of the government budget. The government is in turn forced to borrow from organizations such as the World Bank to have enough budget funds to make such payments, as currently unemployment is on the increase (U.S. Bureau of Labor Statistics). The experience of unemployment causes long-term consequences; both amplified probability of potential unemployment and lesser

Managing Information Systems Essay Example | Topics and Well Written Essays - 3750 words

Managing Information Systems - Essay Example Data in a Data Warehouse is arranged by subject not by function. As a result a data warehouse provides a peculiar view of the data that is amenable to manipulation for decision support. Levine and Siegel (2003) identify the key elements of a data warehouse as: "They are subject orientated, integrated, time variant, nonvolatile, and contain a collection of both detailed and summary data." The data warehouse can enable a business to solve many problems that can only be diagnosed when someone looks for a pattern in data. For instance, someone can determine problems associated with a product buy analyzing return and repair records. Data warehouse can be used for customer profiling where customer behavior in past promotions can be used to predict results of a planned campaign. A targeted campaign can be launched on a specific set of profiled customers where the anticipated response is expected to be higher. A data warehouse manager is the key person in defining requirements and format of a data warehouse. He or she must ensure at all the time that the data warehouse is meeting a company's strategic objectives. A data warehouse manager leads in specification of new solutions for the business. He or she is in charge of a team of experts that are involved in data warehousing projects. He or she has to ensure that any projects are implemented on time and properly and meet the company's objectives. The data warehouse manager needs to understand the different job responsibility of customers including the user computer skills. It is important that he understands the nature of decisions that need to be supported. In monitoring the system the manager should identify the most effective users of the warehouse. Expand usage of the system within company by identifying non-users of data warehouse and schedule them for appropriate training. The manager must ensure that the user interfaces are user-friendly. Data integrity issues are also the responsibility of the data warehouse manager. It is important to make sure the data in the warehouse is trustworthy. To this end data should be continuously monitored. The manager must search for new data sources and adapt the warehouse to changing data profiles, reporting requirements, and business priorities. The manager must highlight any successful decision made using data warehouse. Finally, "[k]eep your business users, executives, and boss happy". Data warehousing is a dynamic process. The warehouse manager has to ensure that the data is refreshed frequently and no data goes stale. Monitoring of utilization of the warehouse is also important for the data warehouse manager to understand how suitable each of the warehouse solutions is to the business. Being essentially a team leader a data warehouse manager has to supervise a high level team of programmers and database experts. With his or her team the data warehouse manager devises projects such as load processes automation and data modeling. The data warehouse manager must understand high-level business modeling and decision support to assist in development of business solution. Components of a data

Diversity in Early Childhood Programs Essay Example for Free

Diversity in Early Childhood Programs Essay This essay is going to look at the various ways in which you can identify and promote learning opportunities for children of all ages. It will describe how the early education frameworks assist in supporting the learning of early year’s children. This essay will also explain how to plan activities in order to meet all the children’s needs. Finally it will describe how to monitor and assess the children’s learning through a variety of assessment techniques. Within early learning provisions it is important for them to support the children’s learning by following the guidelines set out for them by the early education framework in this country. There are two parts to the curriculum framework in England; Early Years Foundation Stages (EYFS) and the National Curriculum. The EYFS sets the statutory standards that all early years providers must meet. This includes all maintained schools, non-maintained schools, independent schools and all providers on the Early Years Register. (EarlyYears) The EYFS is set out for the age group three to five and it aims are to provide consistency between early years settings, through the use of shared resources and information thus promoting the same key concepts, skills and knowledge. The EYFS also aims to provide settings with a secure foundation which will allow all the children to progress through school. Moreover the EYFS hopes to provide partnerships between different practitioners and parents or carers. They also hope to promote equality of opportunity for all children through the EYFS. The national curriculum contains the programmes of study and attainment targets for all subjects, at all key stages, except key stage 4. ‘The national curriculum provides pupils with an introduction to the essential knowledge that they need to be educated citizens.’ ‘The national curriculum is just one element in the education of every child†¦ The national curriculum provides an outline of core knowledge around which teachers can develop exciting and stimulating lessons to promote the development of pupils’ knowledge, understanding and skills as part of the wider school curriculum.’ (Curriculum) The national curriculum is set out for chil dren aged five and over, it leads all the way through until the age of sixteen. It is a set curriculum which ensures that standards are consistent and maintained across the country, the National Curriculum should be implemented in all schools  after children have reached their fifth birthday. Learning aims and objectives are put in place to ensure that activities planned meet the required needs in the chosen area of development. An aim is what you intend to introduce to the children, it should set the scene and limit the activity to a certain type of activity although it does still need to be flexible enough to incorporate change of direction if necessary. The objective is shows how this is going to be achieved. The objective should break the activity down into smaller units so it is measureable. For example by the end of the day the children will be able to understand that heat causes ice to melt. An example of this was during placement at 5-8 age group I completed my observations, my aim was to promote their fine motor development and objectives were to observe during structured play. Early years settings also provide learning opportunities for their children by using an integrated approach. This approach provides the children with a greater learning experience. ‘The adult should integrate their planning into a theme. The lesson or session can be mapped and planned around the theme along with the curriculum. For example if the theme is transport then the children can count the wheels on different vehicles in maths, read a story about transport in literacy and in art the children can draw different vehicles.’ (IntegratedApproach) Within the school I’m on placement on at the minute, 5-8, we have a house and homes theme, we have incorporated this into most of the activities and currently they are designing, writing about and constructing the houses. When on my previous placement with 0-3 years they had a Christmas theme whereby their activities were designed around this. They produced Christmas cards, completed displays, sung songs about Christmas and read books all based on this theme. At my placement working with 0-3 they had a theme for one week on growing, the children that were able to have to draw pictures of themselve s, they also had to bring pictures in from home of when they were little or of them over a period of time so we could look at how they’d grown. When designing and teaching these activities it is important for the teachers to take into account inclusion. There must not be any barriers stopping any child from learning, it is essential to remove these so all children can take part; this does not just include special needs or specific needs children but everyone. Activities may need to be adapted or differentiated in order for all the children to  take part. Moreover it is essential for the school to promote an anti-discriminative practice, this is a fundamental part of early years care and education and it must be taken seriously. Discrimination comes from many sources and not everyone will know what they are saying, this is why it is vital to tackle any remarks or actions immediately, in a sensitive manner, so everyone knows how important this issue is. At my placement which is age range 5-8 there are children with speech difficulties, the teachers must ensure that they treat all the children as individuals and treat them fairly. They always include them in class discussions and give them the chance to answer just as like any other children. In my experience of working with 0-3 they ensure anti-discriminatory practise is maintained by providing ramps for push chairs and they also welcomed children from different cultures. Within an early years setting it is important to plan effectively so all areas of learning are covered and a wide range of activities are presented. Planning can be long, medium or short term and it will need to consider the curriculum as well as the individual needs of the children. The length of long term planning varies from setting to setting, most settings will see a long term plan as anything over six weeks, commonly in schools long term plans are for a whole academic year. Long term plans tend to include ‘an outline of how the curriculum is to be delivered, a consideration of the themes that are used over the period.’ CCLD Long term plans mean that you plan activities and observations in advance, you follow the curriculum when planning these and you have to be able to change and adapt your activities to suit different situations. The length of a medium term plan or curriculum plan depends mainly up on the length of the long term plan. In the majority of schools the medium term plan shows coverage for a half term. The main features of a medium term plan include details of the types of activities of which are to offer, how the activities link to the EYFS or NC and the order the activities will be carried out. Medium term plans will include learning outcomes and will include themes and topics. Short term plans show what is to happen each week or session; these plans may be referred to as ‘session planners’ or ‘weekly planners’. This sort of plan includes details such as staffing and resources, it also shows the order the activities will be carried out. Moreover it will display details of how activities will be adapted to provide opportunities for particular children. It will also set out the learning outcomes and show which activities will be assessed. Finally the short term plan will demonstrate how the adult can support specific children through the activities and outside of these. At my placement 5-8 they have a whole week of working with money and understanding the different denominations; at the end of the week the children have the golden box whereby the children who received the most gems for their work through-out the week are rewarded with prizes. Early years settings must cater for all children and their individual needs. When planning activities for young children it is important to take into account their specific needs. All activities must accommodate children at whatever level or with whatever need they have. It is important for the teacher to differentiate activities in order for all the children to take part. Within my placement 5-8 my teacher ensures there are different sized pencils out on the tables for all the children to use, she also makes sure there are right and left handed scissors out on the tables for those children who need them. In my experience working with 3-5 I have also had to cater for a child who could not use sugar paper therefore whenever we were doing creative activities I had to make sure she was using normal writing paper or card. Whenever planning activities it is important to make all the children feel equal, a child with an individual need should not be left out or be made to stand out from the rest. When planning activities and classes it is also essential to take into account children with IEP’s (individual educational plan), this is so you know where they are at with their learning and you can help them to the full extent through-out activities. In addition it is important to take into account different ways of teaching, some children may find it easier to learn if they are hands on doing practical work whereas others may find it easier if they are writing all the information down, so ensure that you cater for all these children in your plans. In order for activities to be suitable for all children you will need  to differentiate them, make sure there’s levels within your activity. Within the classroom there should also be equipment for all children to use scissors which are left and righ t handed, paper which is suitable for all, big pencils and small ones. Changes should take place to make all the children feel ‘the same’ none of them should stand out for being different. Through-out early year’s settings observations must be used this is to ensure you find out what stage of development the children are at. Once you know and understand which level each child is at you can match your activities to their ability and organise the activities to meet their needs. Within my placement 5-8 my teacher plans activities to coordinate with her observations that she has made throughout the year. The activities are differentiated according to ability. For literacy the children had to match up homes of different animals to the animal that lives there, for the less abled children they had to cut out the pictures and stick them together for the more abled children they had to write the sentences out below the pictures. Once observations have been completed on the children the teacher can use her data to effectively plan her lessons to cover the curriculum and meet the children’s needs. Within early years settings it is important that children take part in a variety of play. As all types of play provide learning opportunities for children it is essential that the day is varied to incorporate as many play activities as possible. Children should take part in activities which promote all areas of development. Within my placement 3-5 we had a role play area whereby the children could use their minds to create imaginative play. The soft play castle also gave the children a chance to use their imagination and develop their own play ideas. The various play activities can be categorized as imaginative play; role play and home corners can come under this category. Art activities and DT activities can be categorized as creative play. Within my placement 5-8 we did mendi patterns outside in the playground using chalk, as well as this developing their creative play it also promoted their physical motor development. Physical activities such as PE and play time can promote their gross physical development. Walking through fields and exploring the various animals and plants that you can  find can develop physical motor skills as well as the children’s exploratory skills. In my experience 0-3 a child discovers and promotes their development through sensory play, when outside the children played with sand, water, foam and jelly. The children were sat playing in it with hard toys, they could discover how the different materials felt. It is important for children to also use ICT as this can support their learning. There are a wide variety of programmes that children can use to promote all areas of their learning. Within my placement we use a program which the children can control themselves, on this site there are activities for numeracy, literacy and art as well as most of the national curriculum. This site is accessible for key stage 1 and 2. Parent involvement tends to be encouraged within schools and early year’s settings as often parents and children can provide the skills and knowledge to introduce new ideas. For example a parent from another culture may be able to go in and show the children what their diet is like. Within my placement 5-8 a parent helper will come in every Tuesday afternoon to help with the activities that are on that day. The parent may help with reading and creative activities. There is also a parent who comes into placement and teaches athletics, she is a marathon runner herself so she often helps at sporting events and at athletics club. Within early years settings there are also occasions when professionals and agencies may get involved in providing learning opportunities for the children. Within my placement 5-8 a speech therapist will come in once a week to visit two children who have speech impairments, she will take them to one side for an hour to support them through their speech programme. Another professional who also comes into school is the sports teacher from the local leisure centre who teaches one PE lesson a week to each class. As part of the adult role within an early years setting you must ensure that all the correct resources are available for the children to use and that there are enough materials for any situation. The resources need to be sorted out in advance of an activity or situation either by the teacher or the school, depending on who provides them. The resources must be age appropriate, fit for purpose and all the children who are participating  should be able to learn from the experience. Early years settings also need to consider whether the use of ICT would assist with the children’s learning. Within my placement 3-5 the staff would organise their activities at least a week in advance and would pass on a list of anything they needed to the managers who would be able to buy the materials and resources. They could then discuss in advance how much of anything they needed and if for any reason something wasn’t available they had time to change their activity. It is important for the adults within the setting to monitor the children’s learning. During activities the children should be monitored to make sure they are learning from these experiences. If the activity has been planned with aims and objectives, you should be able to determine whether the outcomes have been met; this can be observed by discussion or observation. Participation levels should also be monitored to see how long children stay at the activities which have been set out and which ones are the most popular. Activities should grasp the children’s imagination and should stimulate their learning. The more captivating an activity is the longer a child will want to be at it. At all my placements over the three age ranges I have evaluated the activities that I have carried out. Within my evaluations I have written about how long the children stayed there and whether they enjoyed it, I can use the information I found here to plan my activities for the future. Formative assessments are ongoing assessments that monitor the children’s strengths and weaknesses. This information can then be used to form informal parts of activities. Assistance can be provided to give children the opportunity to gain confidence in developing new skills and plenty of opportunities are provided to enable the child to practise and master them. Summative assessments draw together all the information gathered about the children and it is often used to compile a written report. It is seen as a ‘summing up’ of a child’s progress to date. It is very difficult for practitioners to be completely objective when carrying out observations as they are used to working so close with the children; this known as observer  bias. The danger of observer bias is that the observer may bring in behaviours or skills of the child that confirm their current view. One way of determining that this does not happen is to set clear aims for observations. It is important for adults to try and incorporate observations on skills into planned play activities, many children will not ‘perform’ well if they know they are being watched. While at placement 5-7 the teacher will set out activities that enable her to observe the child carrying out the skills whilst in a ‘normal’ play environment. If she would like to see their social development she may set up games that requires teamwork, or if she feels some of the children need to work on their fine motor development she may set up an area which get the children to put pegs in boards or use scissors to cut out pictures. When observing babies and young children it is important to remember that there play and interests change within a few days. As they discover more things within their world they will move from one interest to another. Once a child has been observed or assessed this information can be used to inform the future planning of activities which will help promote development for the individual child. Planning will only be effective if the information that is gained from observation is used to structure activities, and fulfil the child’s developmental needs. For example if a child cannot use scissors do not provide them with an activity whereby they have to cut round a picture; this may lower their self-confidence and self-esteem. Most evaluation criteria’s involve checking whether children have reached the intended learning outcomes, however this can be difficult to measure unless an assessment takes place during or after the activity. A child may have appeared to understand something or enjoyed playing with materials but they may not have necessarily learnt anything new. By building in assessments to activities practitioners can see what the child has understood and learnt. It is important that assessments are not seen in any way as a test. Within my placement 3-5 a member of staff would often be in charge of observing activities and evaluating what they believe the children have gained from it. The staff member would also be able to ask questions and work alongside the children at the activity to see how much they have  learnt and understood. Reference Snaith, M. , Tassoni, P. , Squire, G. , (2007). , Children’s Care Learning and Development. , 2nd Ed. , Oxford. , Heinemann. IntegratedApproach. , Available at www.sagepub.com/upm-data/9679_010979.pdf. , Accessed on 29/04/14 Curriculum. , Available at http://www.schoolzone.co.uk/schools/NCres/docs/MASTER_final_national_curriculum_11_9_13_2.pdf . , Accessed on 29/04/14 EarlyYears. , Available at https://www.gov.uk/government/policies/improving-the-quality-and-range-of-education-and-childcare-from-birth-to-5-years/supporting-pages/early-years-foundation-stage. , Accessed on 29/04/14

Is Anything Certain? Essay -- Philosophy, Unger, Hitherto

Peter Unger maintains that all knowledge requires certainty. Moreover, since he insists that nothing can be known for certain, Unger concludes that â€Å"nobody ever knows anything to be so† (Unger, 42). This is Unger’s argument: 1. â€Å"If someone knows something to be so, then it is all right for the person to be absolutely certain that it is so† (42). 2. â€Å"It is never all right for anyone to be absolutely certain that anything is so† (43). 3. Therefore, â€Å"[n]obody ever knows that anything is so† (43). Succinctly, nobody can know anything. As â€Å"anything† makes explicit, Unger suggests that we cannot have knowledge of our own existence, external objects, past or present experiences or even that 1+1=2. He also insists that knowing anything with certainty is inherently dogmatic. Being certain involves a negative attitude; it implies that nothing (new information, evidence or experience) â€Å"will be seriously considered to be at all relevant to any possible change in one’s thinking in the matter† (44). Unger defines this as the attitude of certainty. This is why it is wrong â€Å"for anyone to be absolutely certain†. I agree with Unger and concede that (2) is correct. However, Unger’s rejection to the attitude of certainty leads to the rejection of all knowledge. This is where Unger is an error. I intend to argue that premise (1) is dubious and that knowledge requires justified true belief but never certainty itself. Before continuing, I must clarify Unger’s notion of certainty. Hitherto, I have used Unger’s notion of certainty (denoted in italics) without explanation. Certain is an absolute adjective analogous to the concept of flat. An absolute adjective is or is not. A board, for example, is flat iff it lacks any changes in gradi... ...nger’s first premise). 2. Knowledge is justified belief with confidence. 3. Being confident, but not certain, allows for changes in opinion/belief in the face of new information and experiences (avoiding Unger’s attitude of certainty). 4. Knowledge with confidence, but being susceptible to new information is not dogmatic. 5. People can know things with confidence without being dogmatic. 6. Therefore, people can justifiably and confidently know that some things are so. The above argument allows for things to be known but in a non-dogmatic manner. Although, knowledge with confidence (but not certainty) can be considered a weak sense of knowledge, it avoids the skeptical conclusion while also avoiding Unger’s attitude of certainty. With the ability to amend and modify justified beliefs (knowledge), certainty is inherently absent from this notion of knowledge.

Benefits of Returning to School

The many benefits to returning to school and some of the obstacles I had and have to overcome to see my dream come alive. What I want to see happen and by faith it’s going to happen. | I have many reasons for returning to school. I had the chance to get a job in television station, and have never done television before and wanted to at least have a general idea of what would be expected to do this job. First thing that came to my mind about going back to school I didn’t know if I would be able to do the work. I had been out of school so long would I remember the simple things, was scared and didn’t know if or how I would be able to maintain, but with the grace of God I’m doing it. The first couple classes to me was like a refresher, because I had been out of school for so long once I saw the work it all came flooding back. Plus, I wanted to start my own business and what better way to have a successful business than to know everything there is to know before you jump in to deep. I would have to say the benefits of my degree would be seeing single parents like me with goals and dreams and no one to help them fulfill them. With no one to even watch their children, while they try to attempt to start the process. Seeing single parents smile when they have the help that is needed to gain a better life is enough for me. If I just gave up and let the Devil win I wouldn’t be able to help those in need. Everything from computer problem to no lights, and I still made a way. I live by faith and there is nothing better that knowing that the Lord Jesus Christ got my back through it all, and willing to make a way for me to see my dream come alive. Helping other people is what I want to do in life. Single parents will be my main focus, helping them find the benefits they will need to assure their families are stable. I have always been kindhearted, and wanted to help people. What other way than to keep someone from going through what I had to alone. My life style has changed so much I’m more spiritual, open minded, and more aware of the many road blocks along the way. If I can help at least one family it would warm my heart and that would be enough for me. I have been where a lot of people are and at the same time not knowing that the next person may be going through something more serious than I. So what’s more fulfilling than to help ones that feels like me, over come some of the obstacles I had to, to make a better life for their children. The many obstacles I had to overcome just to start my degree were very overwhelming early in the process. First day class started my computer crashed, had to get another one since it was early on in the process I was able to start over. Next, my internet service stops working. Then in to the program once everything was back on track second class my new computer wants to stop working, couldn’t access the portable document formats. If it wasn’t one thing it was something else. I was determined to get my degree, by any means necessary, neighbors house, friends houses, libraries, anywhere where there was an internet connection I was trying to get there. My number one strategy for overcoming the many obstacles is prayer and that’s how I plan to get through the rest of my degree. A wise man once said, â€Å"No weapons formed against me shall prosper; and every tongue that shall rise against thee in judgment thou shall condemn. This is the heritage of the servants of the Lord, and their righteousness is from me, Says the Lord† (Isaiah 54:17 KJB). Plus I can do all things through Christ who strengthens me (Philippians 4:13 KJB). I also know that whatever God does it shall be forever. Nothing can be added to it, and nothing taken from it (Ecclesiastes 3:14 KJB). Everything I do in life these days I pray and ask the Lord to show me his way. Like with this paper, I really don’t know how to write a good paper. When I sat down after I wrote the first draft and started typing it parts of it changed. I worked hard and hope it shows and pray it’s the way it was suppose to be done. I don’t see any more obstacles that are too much for me not to get my degree. I feel that if it took this much hard work to get something I really want then it will be will worth the fight. I fight everyday, willing and ready for what else the devil has to put in my way. I can honestly say that the hard work that comes alone with my degree will be well worth it once I have that piece of paper with my name on it.

Augustine Aquinas

Aquinas embraces the material, arguing that the material world is essential in order to understand the divine. Though the theories of both men are different, they both agreed that one could know God through reason, yet no one could understand God fully because God created man. SST. Augustine and SST. Aquinas on Human Nature SST. Augustine believed that human nature, which was created by God, was good. He also believed that humans are equally able to choose good or bad, but humans are constantly attracted to evil because of our sinful nature that we inherited from Adam (Free will, 2013).SST. Augustine argued that the only way to escape this sinful nature was to accept the grace given by God, which we receive only by salvation and being good. SST. Aquinas' theory on nature differs from SST. Augustine. He believed that human nature is the compilation of the mind, body, and soul. Our minds and bodies are subject to corruption, but our souls are immaterial and free from corruption. To exi st, according to Aquinas, is to be good. However, our human nature or our good depends on goodness of our actions. SST. Augustine and SST.Aquinas Knowing Good SST. Augustine believed that we are trapped by our sins and our fulfillment or happiness can only be found in God (Clark & opportune, 2003). For Augustine, knowing the good was not enough to motivate humans to be good. Humans due to their free will and sinful nature require divine intervention; knowing God. SST. Augustine believed that good was not found in worldly possessions and that we should not attach ourselves to such things (2003). Material possessions can be lost and God is the only good that cannot be lost. SST.Aquinas was a follower of Aristotle, who also believed that good was pendent on whether it contributed or deterred us from our proper human end, which is dominance, or happiness. He also believed the people could know good by reasoning well (Lecture 3, SYS-305, GU, 2013). Knowing good required a range of intell ectual and moral virtues that enable us to comprehend the nature of true happiness, and motivate us to search for it on a consistent basis. He also believed that good, was reaching a maximally fulfilling life and that we as humans are always in search of fulfillment (Wilkins, 201 1).SST. Augustine & SST. Aquinas on DOing Good Both SST. Augustine and SST. Aquinas felt that doing good required God to be the main focus of man. For SST. Augustine, doing good required our love of God to be primary (Augustine, 2014). If we give God our primary love, then all other loves gain value. If we love God first, we will know what is right and good (Aquinas & Regis, 1997). Putting God first, put good in the proper order, which would then lead us to diamond. SST. Aquinas felt that our happiness or goodness is not be found in created things. SST.Aquinas believed that doing DOD required God and that God alone was sufficient for our fulfillment, or happiness. True fulfillment in doing good would come f rom loving God and our neighbor (Clark & Progeny, 2003). Hope of our fulfillment, or of doing good, can only be found in receiving grace and leading us to a closer relationship and love of God (Aquinas & Peg's, 1997). Critique of SST. Augustine and SST. Aquinas Though SST. Augustine and SST. Aquinas have different views about material possessions in the world, SST. Aquinas has the view that is more rational.His view is not as harsh as SST Augustine. SST. Augustine is strict on the belief that we are all broken people due to man's sinful nature. Without saying so directly, he makes humans sound like awful beings that are no good. Whereas SST. Aquinas does believe that, we have a sinful nature, but that we all have the ability to have a fulfilling life and reach our ultimate goal of happiness in the end with God. Conclusion SST. Augustine and SST. Aquinas were both great minds of medieval times. They were pioneers in theology and Christianity.

Cybercrime

Cybercrime Abstract With the progressive advances in technology, incidences of cybercrimes are also on the rise. Preventing these cybercrimes requires organizations to develop knowledge that can help them form psychological profiles of the perpetuators of these crimes.Advertising We will write a custom critical writing sample on Cybercrime Pentagon specifically for you for only $16.05 $11/page Learn More This would subsequently help organizations install appropriate controls in order to effectively deal with cybercrimes. It is the lack of effective controls that accounts for most hacking incidences, as depicted by the case of Gary McKinnon who was able to gain unauthorized access to NASA and pentagon systems, deleting crucial data that grounded their operations. Introduction Cybercrimes are criminal activities that target computer and networks such as electronic hacking and denial of service. Cybercrimes have become increasingly rampant in today’s world, despit e many advances that have been made in improving security systems (Turkle, 2000). The trend that is observed nowadays is that of a global hacking culture, which is often highly collaborative compared to what is considered to be the previous subculture. Hackers are generally regarded as anti-social technophiles whose core motive is mischief and malice. It is estimated that worldwide, hacking activities amount to more than $10 billion each year, while damages arising from these activities are in excess of $100 billion annually (Wall, 2008). Incidents of cybercrimes have also increased with the exponential growth in internet access across the world.Advertising Looking for critical writing on criminology? Let's see if we can help you! Get your first paper with 15% OFF Learn More Similarly, technical skills related to computing have increased, resulting into emergence of skilled programmers, some of whom engage in the development of malicious software and unauthor ized intrusion into systems for various reasons. Just like other criminals, cybercriminals can be motivated by a number of reasons such as doing an espionage looking for military secrets, system vulnerabilities, and economic benefits or trying to reverse engineer their way into vital infrastructure (Wall, 2008). Other motivations may appear trivial, such as searching for passwords, system user identity, dates, and contacts, information that may often be used in unprecedented ways. Hacking may also take the form of hacktivism, an internet vigilantism that involves hacking systems to advance a political cause (Campbell Kennedy, 2009). Motivations for hacking Hacking for entertainment motives has been demonstrated particularly among young people. A great majority of hackers are also motivated by economic benefits, including embezzlement, corporate espionage and acting as agents for hire. The need to revenge is also a common motivator for cybercriminals. Some people vent their emotiona l anger by hacking into systems with the intent of damaging systems or causing a complete denial-of service attack. There also exist social motivations to cybercrimes, whereby a hacker may break into a system to show off their capabilities to their peers or to gain attention from authority. These socially motivated hackers claim to seek knowledge, discover new things, or be driven by the need to be the first ones to find a particular weakness in a system (Campbell Kennedy, 2009).Advertising We will write a custom critical writing sample on Cybercrime Pentagon specifically for you for only $16.05 $11/page Learn More Some hackers perceive that the cyberspace should be a level playground and advocate for free information. These hackers harbor sentiments against transnational organizations and governments in the cyberspace. Thus, they seek to make the cyberspace an unlimited and deregulated entity by breaking into systems and disclosing computer passwords. Po litically motivated cybercriminals, hacktivists, are people with political agendas who are oriented to extremist beliefs. These people resort to hacking systems to spread their propaganda or pass their messages, often severely disabling systems of those who are opposed to their beliefs. They can engage in cybercrimes to generate funds for their cause. Though it is the rarest motivator for cybercrimes, psychiatric and personality disorders have been recognized as the most dangerous cybercriminals. Some hackers have been shown to suffer from conditions such as schizophrenia, depression and mania conditions that make such hackers feel detached from the society (Campbell Kennedy, 2009). Hacking of the Pentagon by Gary McKinnon Gary McKinnon is perhaps one of the most popular hackers in the world, after confessing to unlawfully gaining access to computers at NASA and the Pentagon by capitalizing on security glitches in Microsoft’s operating system. McKinnon, an unemployed compute r systems administrator, hacked into computers belonging to private companies, NASA and the pentagon in 2001 and 2002.Advertising Looking for critical writing on criminology? Let's see if we can help you! Get your first paper with 15% OFF Learn More McKinnon boasted to have scanned a lot of military computers, and he was surprised at the ease with which he gained entry since many of the computers had auto passwords while others apparently had no passwords installed. McKinnon’s crime activities were identified as he attempted to download a picture he believed to be an alien spacecraft from NASA. This allegedly compromised the United States computer networks, causing computer damages and a loss of more than $800,000. Further, McKinnon left messages on the hacked computers, which made fun of the security systems and criticized the United States’ foreign policy (Fisher, 2007). While the United States perceived McKinnon’s cybercrime activities as terrorism related, his supporters argued that MacKinnon’s motivations for hacking are odd. Supporters of McKinnon were of the opinion that McKinnon was a lone eccentric whose interest was merely an obsession to obtain information about UFOs and the United Statesà ¢â‚¬â„¢ secrets concerning alternative forms of energy (Fisher, 2007). While confessing to his crime, Gary McKinnon said that he was mainly driven by his interest in UFOs, which dates back to his childhood years. His interest was to infringe on the security system of the pentagon and NASA to gain evidence of unidentified flying objects’ activity. McKinnon believed that the NASA and the Pentagon kept secret crucial information concerning free energy suppression and unidentified flying objects’ activity. Being jobless and bored, McKinnon spent a huge proportion of his time on the computer attempting to unravel his childhood interest concerning unidentified flying objects. It was in the process of pursuing his interest that he found his way into the United States networks and was taken back at the ease of access (The Telegraph, 2009). He realized that the networks lacked firewalls and most government employees had no passwords for their computers. It is alleged that McKin non gained administrator privileges on various NASA and Pentagon computers, after which he utilized that access to manipulate user accounts. This enabled him to control the systems remotely. Upon committing this crime, Gary McKinnon never made attempts to cover his tracks, but rather he readily confessed to have hacked into the system when he was traced. Unidentified flying objects are objects believed to originate from space or other planets. People are generally interested in these unidentified flying objects because they believe that they are the key to unraveling mysteries surrounding the universe, forms of life in other planets and their origin. Both the public and scientific community harbor interests about unidentified flying objects as they belief that these objects are controlled by some forces from space. To a majority of the public, unidentified flying objects do exist, and are best kept secret in the scientific community and the military (Ruppelt, 2011). Motivations of G ary McKinnon Gary McKinnon’s motivations seem to arise out of boredom and curiosity. At the time of committing his crime, McKinnon was not employed. Out of boredom, he decided to search for information about unidentified flying objects and alternative forms of energy. McKinnon believed that the United States had some information related to extraterrestrial life forms and technology. Therefore, he took his time to gain the evidence by hacking into computer networks. In targeting the NASA and Pentagon computers, McKinnon must have been inspired by film war-games he had watched as a child about a young man who accessed Pentagon secrets, almost triggering a war. According to McKinnon, the United States was keeping vital information regarding technology related to unidentified flying objects, anti-gravity and free energy, which it had obtained through reverse engineering and ought to release the information to help humanity as alternative sources of energy. McKinnon also says he h ad no malicious intent, except unraveling the secrets about unidentified flying objects and extraterrestrial life forms. McKinnon’s form of motivation can be said to be intrinsic since he reported to have experienced full engagement and he sought no reward (The Telegraph, 2009). McKinnon’s personality Cybercriminals are often thought to have narcissistic oriented traits as demonstrated by the comments they leave on the systems after breaking into them. Hackers often leave bragging comments or their names on the web pages, an attribute considered as intended to gain admiration from other hackers and informing the media (Wall, 2008). Gary McKinnon can also be said to have those narcissistic traits, considering the sarcastic nature of comments he left on the military website, his identity and promise to continue hacking into the system. As a child, McKinnon was described by his mother as having phobia for traveling and had obsession with natural bodies and planets. McKinn on was suffering from ‘Asperger’s Syndrome’. Asperger’s Syndrome is a form of autism that is very rare. Individuals with this syndrome are often very intelligent and have a great understanding of complex systems. Nevertheless, sufferers have problems in deciphering social cues and the consequences of their often obsessive behavior. It is suggested by McKinnon’s supporters that this syndrome may have been the reason for his cybercrime activities (The Telegraph, 2009). It can, therefore, be deduced that McKinnon’s criminal activity may in part have some psychiatric and personality dimensions. Identifying potential hackers Understanding an individual’s intention and motivation to hack into a system requires detailed knowledge of their background, psychology, personality characteristics, and social environments. A significant number of hackers have been shown to be motivated to break into systems by reasons beyond financial gains, such as fraud or theft. In addition, most hackers who intrude into systems claiming to be testing the security system often do not own personal systems. This, therefore, requires profiling of hackers to establish their motivations. Organizations can be able to prevent further cybercrimes by learning to identify personal characteristics of the hackers. Most hackers have characteristics that reflect their capabilities. Organizations can, therefore, utilize these psychological profiles to determine the type of firewall to be put in their systems (Campbell Kennedy, 2009). How Organization Should Defend against Hacking Cybercrimes continue to be very costly, and the costs are proportional to organizational size. These cybercrimes threaten technological developments and integrity of systems, and even human lives (West, 2009). The basic strategies towards reducing the risk of security breaches on computer and data networks as witnessed in McKinnon’s case include the use of an encryption sy stem, implementation of adequate controls on data storage and access, and creating backups of data off-sites. Establishing the motivation, psychological and personality traits of the hackers could be helpful in understanding the nature of the problem. This can help in development of appropriate strategies to reduce cybercrimes (Campbell Kennedy, 2009). Using encryption system Though passwords can help enhance the security of an organization’s computer networks, they are not sufficient in ensuring that privacy of the data is maintained. There is, therefore, need for organizations to use encryption systems particular for sensitive information. Encryption systems ensure that only individuals with the appropriate electronic key gain access to the stored information (West, 2009). Instituting controls on data storage and access It is suggested that approximately 90 per cent of security breaches in organizations arise from the failure to implement simple and easily installable cont rols (West, 2009). This was the scenario with the NASA and Pentagon systems when McKinnon hacked their system. McKinnon also reports to have found a lot of hackers from different countries, like China, Australia and Canada who had broken into the system (The Telegraph, 2009). This would not have happened had the Pentagon and NASA put in place adequate controls in their systems. Organizations, therefore, need to design and implement policies that are clear and auditable on their computer networks to protect them from being manipulated and misused by unauthorized users, be they insiders or outsiders. These controls can be firewalls or antivirus systems designed to control unauthorized access to an organization’s network or manipulation of data. Organizations must ensure that the antivirus software installed in their systems is reliable and updated, while the employees should be sufficiently trained to use the software. Placing a firewall in the system could be helpful in keepin g the hackers away from accessing the system. A firewall helps protect the system by blocking any communication from unauthorized sources. Firewalls also help prevent hackers from remotely logging into an organization’s system by blocking them from viewing or accessing files or manipulating the system’s programs. Organizations can prevent hacking by ensuring that their systems have functional network firewall, and any activities available are carefully monitored for potential security exposures (West, 2009). Creating back-ups Creating and retaining back-ups, preferably at a different location, could serve to reduce the extent of data damage in case of hacking. Back-ups help prevent large-scale data loss or manipulation following security breach (West, 2009). According to the allegations leveled against McKinnon by the United States, McKinnon deleted a lot of data, which crippled some military operations for almost two days. In the absence of backups, the operations of organizations may become grounded for a long time due to cybercrime activities, making them incur a lot of losses. Regular audit of security systems Organizations should perform a through audit of their computer systems and keep them updated in order to keep off the hackers. This is because hackers are always sharpening their skills and coming up with new ways of circumnavigating the security systems (West, 2009). It is recognized that hackers like McKinnon utilize system vulnerabilities as a result of organizations using old operating systems with known weaknesses. Conclusion Psychological profiling is a significant way of preventing cybercrimes. This is because it helps in understanding various aspects of the perpetrators of the crime such as personality and motivations. This could subsequently equip organizations with the capabilities to identify the threat and institute appropriate level of control in their system. McKinnon’s hacking event could have been prevented if Pen tagon and NASA had implemented appropriate system security measures. References Campbell, Q., Kennedy, D. M. (2009). ‘The psychology of computer criminals’, In Bosworth, et al. (Eds.), Computer security handbook. New York, NY: John Wiley Sons. Fisher, P. (2007). Gary McKinnon. SC Magazine for IT Security Professionals. p. 38. Web. Ruppelt, E. D. (2011). The report on identified flying objects: The original 1956 edition. New York, NY: Cosimo Inc. The Telegraph. (2009). Gary McKinnon profile: Autistic hacker who started writing computer programs at 14. Web. Turkle, P. (2000). Hackers: Crime in the digital sublime. London: Routledge. Wall, D. S. (2008). Cybercrimes, media and insecurity: The shaping of public perceptions of cybercrime. International Review of Law Computers Technology, 22(1-2): 45-63. West, M. (2009). ‘Preventing system intrusions’, In J. R. Vacca (ed.) Computer and Information security handbook. Amsterdam: Elsevier.