Agricutural Reveloution essays

Agricutural Reveloution essays This video was about the development of mankind and how agriculture helped develop mankind. Agriculture and production of food began about 10,000 years ago. Hence, the world population could not have grown without the agricultural revolution. Without the development of agriculture, the modern and urban society would not have developed. Early man hunted fish, dug for nuts, and gathered crops. But today we take everything for granted. However, instead of gathering, men and woman cultivated the crops. The beginning of plants are connected to climatic change, however some people in Alaska, Africa, India still hunt for their food. Today's farmers are descendents of previous settlers but since we have the availability of products we take everything for granted. For example, foods from different parts of the world and especially canned foods. The early farmers would get the best grain and plant them, this was serial cultivation. The introduction of farming spread vastly, and then advanced into Europe. A variety of animals were domesticated in different parts of the world such as goats, sheep, donkey, pig, and horse. So the dimensions of humans completely changed, once agriculture began people were tied into their land. Agriculture made diversity as communities spread. The demand of agriculture called for greater cooperation. Overall, I thought this video was good. It explained how crops were cultivated and planted and once agriculture got started how people changed their ways. This video gave an accurate understanding of principles on cultivation. Personally, The Agricultural Revolution was an easy to understand and descriptive video. ...

The Things that Make Me Who I Am essays

The Things that Make Me Who I Am essays ?Who I am today was molded by my family, friends, religion, customs, and traditions. All of these played a role in creating my beliefs, ethnics, and character. These traits are what make me the person I am today and will be tomorrow. I was born in Liberia and my family moved to Cote D Vore when I was six. When I was eleven, we moved to the United States (Providence, R.I.) I grew up in Providence, Rhode Island with my aunt (Gormah Karmue) and was one out of 5 children. At an early age in my household we were taught to work for what we wanted. My father died when I was three years old which impacted my family greatly since my mother could not afford to take care of my four brothers and I back in Liberia, especially in a war zone. So this is the reason why I grew up with my aunt. Our first two years in the U.S. we were living on warfare because my aunt was not use to the American system and because we had get all of our paper work situated to be in the U.S. and to work. After school often time my grandmother or grandfather pick me up from the bus stop. Thus they were bringing me up. They taught me about family values and human Morales and whom to become and not to become. As a child I was taught to always go to church and was thought to always have a strong Christian faith. These beliefs were strongly integrated into who I have become today. A very big thing that was embedded into my brain was to always seek and ask God for everything I persuade in life. I have learned to persuade anything I do or approach anyone with an open heart and mind. Now that I am in a relationship and most importantly a Father I am now learning that as a father you must learn patience, you must also take the good with the bad, and to forgive thy enemy to become at peace with everyone. My culture taught me that family is the foundation to everything. Family no matter how big was always close and getting together. Whether it be for Sunday dinners ...

Design house partnerships at Concept Design Services Case Study

Design house partnerships at Concept Design Services - Case Study Example 432). Ensuring effective management in the company ensured that the supply chains were efficient. This occurred by incorporating various changes that concerns operations management such as information technology and the internet. Operations management has played a fundamental role in transforming CDS to a successful business via use of creativity. Operations management is a challenging venture thus triggers creativity in the process of coping with those challenges (Gupta et al. 434). Through operations management, CDS achieved the status of a business- business organization from the former condition of business-consumer. The company incorporated partnerships which boosted the condition of her designs for products and services. The company has risen to the top via operations management, where its revenues have increased in a tremendous manner. It has improved its products from cheap moldings with low value to those designed in astounding styles attractive to customers, and of suitable value (Gupta et al. 436). Experience in operations management is vital in organizations where similar skills are transferable to related organizations. An example is the case of CDS where an incoming manager provided skills to transform the company to that producing ‘concept’ product. The manager integrated skills that relate product development to ensure quality products reach the customers. Operations management aided opening new networks for conveying products. This ensured success because the products moved to different regions within a short time (Gupta et al. 440). The company attained considerable revenue culminating from these efforts. The company efforts to merge with other designers were profitable. It produced unique designs because of strengthened status resulting from collaborations with other designers. Product

Strategic and tactical marketing objectives Essay

Strategic and tactical marketing objectives - Essay Example There are considerable differences between strategic marketing and tactical marketing. Strategic marketing usually involves the planning portion of achieving a marketing objective which relies on research information on target customers. Tactical marketing is the actual application (processes) which are implemented in the hopes of achieving positive marketing results. In the hospitality industry, especially hotel marketing, both strategic and tactical marketing contribute to how the hotel performs in areas of the marketing mix. This report applies the activities involved in strategic and tactical marketing and applies them to a hypothetical resort in the Swiss Alps that provides services for wealthy guests. The marketing objective is to increase its market base by 20 percent in one year and target newlyweds from European nations. In order to achieve this goal, it will be necessary to create distinguished promotional materials which are suitable for mass market cultural beliefs and al so the beliefs of newlywed couples. Marriage is a day of celebration and, for this particular niche market, should extend well beyond the actual ceremony and be a part of their entire vacation package during this celebratory period. â€Å"Strategic marketing involves determining what the target market wants and the types of messages that resonate with that audience† (Brockington, 2009, p.1). Gaining this information about potential customers begins with conducting research, either in the form of interviews, focus groups, or surveys.

Chinese Economic Development Coursework Example | Topics and Well Written Essays - 6000 words

Chinese Economic Development - Coursework Example The large scale of foreign direct investment which has entered into Chinese markets, could improve the economic development of eastern coastal areas through accelerating the formation and centralization of capital, Technology Overflows, upgrading of the industrials structure and the human capital formation. On the contrary, the fast speed of the economic development of eastern parts would also increase the earning of the local residents, enlarging the demand of the market, improving the Total Factor Productivity, promoting the external environment and reducing costs, which could possibly bring into being a cluster economic effect, accordingly, there would be more foreign direct investment entry into the market. From all the industrials, the most distinct industrial is the high-tech industrial, which has recently influenced Chinese economic development the most. In this proposal, we will write about how the FDI brought an impact into the Chinese economy, which would mainly focus on th e high-tech industries, and give the result and some suggestions after the particular analysis. (Since the beginning of the far-reaching economic reforms of 1978, China's economy has been growing at a breakneck pace of 9.5 percent a year1. If it were now to grow at 8 percent per year, doubling every nine years, income per person in 2031 for China's projected population of 1.45 billion would reach $38,000. (At a more conservative 6 percent annual growth rate, the economy would double every 12 years, overtaking the current U.S. income per person in 2040.))how have you got these figures Rest of it is simple calculation. After more than twenty years' reform and opening-up, China is gradually integrating into the global economy. The degree of internationalization has also improved to a great extent, as well. It's been the first in developing countries and the second in the world country attracting the most foreign capital during many years. The level of investments by Multi-National Enterprises in the Chinese market has increased over a period of time. As is presented in Table-1 Table1: Directly investment from 1995-2002 Year Increased Foreign Enterprises (Number) Agreed Foreign Investment (Billion US dollars) Actual Foreign Investment (Billion US dollars) 1995 4056 12.97 4.78 1996 2737 9.83 5.07 1997 2108 9.27 5.79 1998 1843 7.57 6.65 1999 1936 6.98 6.4 2000 2648 10.61 6.42 2001 3581 15.1 7.12 2002 5801 19.67 10.37 MNEs direct investment has become an important power in Chinese economy which cannot be neglected and which could obviously impact on Chinese fixed investment and capital stock. As figure 2 shows: Table 2:The proportion of Actual Usage of investment from Multinational to permanent assets Year 1993 1994 1995 1996 1997 1998 1999 2000 2001 2002 Proportion 12.13 17.08 15.65 15.1 14.79 13.23 11.17 10.32 10.51 10.1 ----where is this table from This table was in your original write up! FDI has become a most important element of Chinese economic development, which has introduced advanced technologies, facilities and management experience and so

Matson Evaluation of Social Skills with Youngsters-II

Matson Evaluation of Social Skills with Youngsters-II The Matson Evaluation of Social Skills with Youngsters-II (MESSY-II) and Its Adaptation for Iranian Children and Adolescents with Intellectual Disability Bakhtiyar Karami, Mojtaba Gashool, Shoaib Ghasemi, Hamid Alizadeh Abstract The aim of the present study was to evaluate the psychometric properties and factor structure of the Matson Evaluation of Social Skills with Youngsters-II (MESSY-II)in a community population in Iran. The Iranian version of the MESSY-II was administered by interviewing care staff of all children and adolescents (n = 355) with administratively defined intellectual disabilities (IDs) living in Tehran,Esfahan, Karaj Kordistan. Confirmatory factor analysis supported the unidimensionality of the subscales as well as the proposed two factor structure of the original MESSY-II. The present study demonstrates that the three subscales are highly similar constructs across different language and cultural settings, and that the MESSY-II is applicable in research on populations with varying mental functioning, diagnoses, ages, and living arrangements. Keywords: Social skills, Assessment, MESSY, Rating scale, Factor structure Introduction The development of social skills is an important process in young childhood and adolescence. Deficits present in childhood that are left undetected and/or untreated can lead to increased problems into adulthood (Greene et al., 1999). In addition, impairments in social skills may be related to larger problems such as developmental disability, attention deficit/ hyperactivity disorder (ADHD), depression, anxiety, antisocial behavior, and other mental health problems (Davis et al., 2011; Lugnegard, Hallenback, Gillberg, 2011; Mahan Matson, 2011; Matson Wilkins, 2009; Worley Matson, 2011). Social skills deficits may occur as a result of these disorders or as part of the disorders themselves. As a result, identification of social weaknesses is essential for providing treatment and improving prognosis and quality of life. Identifying social strengths is also important for treatment and can guide clinicians to use assets that the child already possesses to help improve the areas of defi cit. The assessment and training of social and adaptive skills is important for a number of reasons. First, social and adaptive skills deficits can compromise successful transition from institutional to community living (Jacobson Schwartz, 1991; Doll, 1953). Second, deficits in these areas may contribute to the etiology of psychiatric disorders and behavioral problems (Borthwick-Duffy Eyman, 1990; Matson Sevin, 1994). Finally, social and adaptive deficits often persist in living areas where the philosophy of care consists of passive learning rather than active treatment (Matson Hammer, 1996). The MESSY (Matson, 1988) was developed in 1983 for assessing the social skill deficits of children aged 4 to 18. The original normative sample at the time was based on 744 typically developing children in Northern Illinois (Matson, Rotatori, Helsel, 1983). The initial items included in the measure were based on a review of standardized measures, including items that addressed social behaviors. Two independent raters then selected the items believed to fit the definition of social skills. These 92 items were then administered to 422 children (self-report form) and 322 teachers (teacher-report form) twice, at a 2-week interval. Test-retest reliability was conducted and items with Pearson’s correlations greater than .50 and .55 for the self- and teacher-report versions, respectively, were retained. The results yielded 62 items for the self-report form and 64 items for the teacher-report form. Original tests of reliability and validity indicated strong internal consistency and test-retest reliability andadequat convergent validity (Matson et al., 1983). The MESSY has been translated into nine other languages and researched internationally: Spanish (Mendez, Hildalgo, Ingles, 2002), Chinese (Chou, 1997), Japanese (Matson Ollendick, 1988), Dutch (Prins, 1997), Hindi (Sharma, Sigafoos, Carroll, 2000), Hebrew (Pearlman-Avnion Eviator, 2002), French (Vertà ©, Roeyers, Buysse, 2003), Turkish (Bacanli ErdoÄÅ ¸an, 2003), and Slovakian (Vasil’o (Bacanli BaumÄÅ ¸artner, 2004). In addition, the MESSY has been researched with various populations, including children with hearing and visual impairments (Matson, Heinze, Helsel, Kapperman, Rotatori, 1986; Matson, Macklin, Helsel, 1985; Raymond Matson, 1989) , intellectual disabilities (Matson Barrett, 1982), anxiety disorders (Strauss, Lease, Kazdin, Dulcan, Last, 1989), depression (Helsel Matson, 1984), bipolar disorder (Goldstein, Miklowitz, Mullen, 2006), and autism spectrum disorders (Matson, Stabinsky-Compton, Sevin, 1991).2222 However, there is still no agreement about which factorial structure best explains the data because the results of former studies showed a different number of factors and different arrangements of items. Thus, the objectives of the present study are to examine the psychometric properties of the MESSY for the first time in an Iranian sample and to compare the results to foregoing studies with the MESSY in other socio-cultural contexts. 1. Method 1.1. Participants Thirty hundred and fifty five 355 (223 male, 132 female) participants were recruited from undergraduate psychology courses. Their ages ranged from 3 to 26 years, with a mean age of 11.34 years (SD = 3.87). According to clinical practice in Iran, the participants were classified into having a mild (40.8%), moderate (47.0%), severe (11.3%), or profound (0.8%) level of mental retardation. The most frequent diagnoses were Down’s syndrome (53.8%), autism (20.8%), mentally retarded (16.9%), and 8.5% of the individuals were reported to have other disorders. 1.2. Measures Matson Evaluation of Social Skills with Youngsters-II (MESSY-II; Matson et al., 2010). The MESSY-II is a social skills measure for a broad range of children, ages 2–16, based on observations of both appropriate and inappropriate social behaviors. This measure is a renormed version of the original MESSY, which was designed to assess social skills in children ages 4–18 (Matson, Rotatori, et al., 1983). The original scale had two different forms: a self-report form and parent/teacher report form consisting of 62 and 64 items, respectively. At present, the MESSY-II only has one form, which is a parent/caregiver report form. During the renorming process it was decided that social skills would best be examined through parent/caregiver report as opposed to self- report due to difficulties with poor insight in the populations frequently administered the MESSY. Also, since the measure’s  utility has largely been clinic and community focused, there is a decreased need fo r a teacher report form. The MESSY-II has 64 items identical to the original MESSY parent/teacher report form, which are each rated on a Likert-type rating scale from 1 (‘‘not  at all’’) to 5 (‘‘very much’’). Recent studies indicate that the scale has strong psychometric properties including internal consistency, and convergent and divergent validity (Matson et al., 2010). Although the original MESSY parent/teacher report form yielded a two factor structure (i.e., Inappropriate Assertiveness/Impulsiveness scale and Appropriate Social Skills scale), the factor structure of the MESSY-II has yet to be established. 1.3. Procedures The participants for this investigation were recruited throughout the children adolescents who enrolled in exceptional children schools. We first select 4 state – Tehran, Esfahan, Alborz Kordistan randomly and then separate a list of exceptional children schools in this 4 state. After permission from authorities (Misinstry of Education in each city), the head teachers were contacted in order to coordinate the data collection processes. Then, after training the head teacher about MESSY-II in an agreed date teachers were asked to complete a paper and pencile version of the final draft of the Iranian version of MESSY-II for each student while one of us (AMo) was present in the agreed school for any possible help or inquiries. Data collected in about 1 month. 1.4. Data Analysis In order to determine the factor structure of the MESSY-II, an exploratory factor analysis with Principle axis factoring was used on the 64 items of the MESSY-II. Given the likelihood of correlations among the underlying constructs of the factors, an oblique promax rotation was used (brown, 2006). The optimal factor structure was determined via examination of the scree plot, and comprehensibility of factors (zwick velicer, 1986). Items with factor loadings greater than .30 were retained for each factor (kline, 2000). Internal consistency of the factors was examined using Cronbach’s alpha (Cronbach, 1951) and the 0.70 criterion for adequate reliability (Nunnally Bernstein, 1994). 2. Results Exploratory factor analysis yielded a two-factor solution for the MESSY-II. The total variance accounted for by the two- factor model was 41.43%. Inappropriate Assertiveness/Impulsiveness factor accounted for 29.37% of the variance. Appropriate Social Skills factor accounted for 12.6% percent of the variance. The correlation between two factors was moderate r= .410. Two items (i.e., item 20: Is afraid to speak to people; and item 46: Feels lonely) did not meet the criteria of .30, and were removed from the measure. Table 1 lists the factors and corresponding items. Next, internal consistency was examined for the two factors of the MESSY-II using Chrobach’s alpha. Inappropriate Assertiveness/Impulsiveness had an internal consistency of .950 (M=70.58; SD=24.87), and Appropriate Social Skills had an internal consistency of .952 (M=75.64; SD=24.91). corrected Item-total correlations were considered for each of the retained factors to determine if the removal of additional items was warranted due to coefficients below 0.30 (Field, 2005). Item total correlations of Inappropriate Assertiveness/Impulsiveness subscale ranged from 0.42 (item 15) to 0.70 (item 9, 17, and 52). item total correlations of Appropriate Social Skills subscale ranged from 0.37 (item 19) to 0.77 (item 41).since no item on any of the scales had a correlation of less than .30 and, therefore, all items were retained following the two items that had been removed during the exploratory factor analysis. 3. Discussion Impairments in social skills are a defining aspect of developmental disabilities, and deficits in these skills can affect the ability of children, adolescents, and adults to progress in other areas across the spectrum of development. Furthermore, social deficits are major risk factors for challenging behaviors (Farmer Aman, 2009; Tenneij, Didden, Stolker, Koot, 2009), and similarly, they can compound problems of psychopathology (Brim, Townsend, DeQuinzio, Poulson, 2009; Matson, Dempsey, Rivet, 2009; Niklasson, Rasmussen, O ´ skarsdo ´ ttir, Gillberg, 2009; Rose, Bramham, Young, Paliokostas, Xenitidis, 2009). For these and other reasons, the development of measures of social skills is very important (Matson Boisjoli, 2009a, 2009b; Matson Dempsey, 2009; van den Hazel, Didden, Korzilius, 2009). The purpose of this paper then, was to determine the factor solution of a measure used to assess social skills, the MESSY-II in Iranian population (Matson et al., 2010). The original MESSY was initially developed nearly three decades ago, but recently renormed (see Matson et al., 2010). Exploratory factor analysis of the MESSY-II yielded a three factor solution. Two of the factors were consistent with inappropriate social skills while the other consisted of items relating to appropriate and adaptive social skills. The data were collected as part of an epidemiological research program including all children adolescents with administratively defined ID living in 4 state – Tehran, Esfahan, Alborz Kordistan. Overall, the results showed that the internal consistency of the Iranian MESSY-II is in line with previous research on the MESSY-II and that the proposed two-factor model had an acceptable fit. This study showed satisfactory cultural adaptation, reliability, content validity and factor structure for the Iranian version of MESSY-II. However, considering the study limitations, the findings should not be generalized. In general this instrument will be a valuable teacher/parent reported measure for the evaluation of social skills (Inappropriate Assertiveness/Impulsiveness Appropriate Social Skills) among children adolescents with mental retardation in Iran and other Persian-speaking countries. Table 1: Factor structure of the MESSY-II Item no. Factor 1: Inappropriate Assertiveness/Impulsiveness Factor 2: Appropriate Social Skills 1 Makes others laugh .484 2 Threatens people or acts like a bully .770 3 Becomes angry easily .688 4 Is bossy (tells people what to do instead of asking) .541 5 Gripes or complains often .638 6 Speaks (breaks in) when someone else is speaking .702 7 Takes or uses things that are not his/hers without permission without permission .535 8 Brags about self .576 9 Slaps or hits when angry .753 11 Gives other children dirty looks .677 12 Feels angry or jealous when someone else does well .615 13 Picks out other Children’s faults/mistakes .561 15 Breaks promises .464 16 Lies to get what he/she wants .537 17 Lies to get what he/she wants .734 21 Hurts others’ feelings on purpose .587 22 Is a sore loser .601 23 Makes fun of others .616 24 Blames others for own problems .619 29 Is stubborn .703 32 Thinks people are picking on him/her when they are not .517 35 Makes sounds that bother others .548 36 Brags too much when he/she wins .526 38 Speaks too loudly .532 43 Always thinks something bad is going to happen .427 48 Gets upset when he/she has to wait for things .450 52 Gets in fights a lot .736 53 Is jealous of other people .467 57 Stays with others too long (wears out welcome) .529 58 Explains things more than necessary .376 60 Hurts others to get what he/she wants .746 62 Thinks that winning is everything .483 63 Hurts others’ feelings when teasing them .759 64 Wants to get even with someone who hurts him/her .717 10 Helps a friend who is hurt .672 14 Always wants to be first .585 18 Walks up and initiates conversation; .470 9 Slaps or hits when angry .340 25 Sticks up for friends .608 26 Looks at people when they are speaking .759 27 Thinks he/she knows it all .316 .493a 28 Smiles at people he/she knows .586 30 Acts as if he/she better than others .675 31 Shows feelings .659 33 Thinks good things are going to happen .474 34 Works well on a team .834 37 Takes care of others’ property as if it were his/her own .767 39 Calls people by their names .607 40 Asks if he/she can be of help .811 41 Feels good if he/she helps others .839 42 Defends self .598 44 Tries to be better than everyone else .741 45 Asks questions when talking with others .671 47 Feels sorry when he/she hurts others .589 49 Likes to be the leader .381 .468 a 50 Joins in games with other children .767 51 Plays by the rules of a game .812 54 Does nice things for others who are nice to him/her -.362 .712 a 55 Tries to get others to do what he/she wants .354 .368 a 56 Asks others how they are, what they have been doing, etc. .579 59 Is friendly to new people he/she meets .713 61 Talks a lot about problems or worries .312 .433 a References Kline, P. (2000) an easy guide to factor analysis. Routledge,: London. Nunnally J. C. Bernstein I. (1994) Psychometric Theory. McGr59aw-Hill, NewYork, NY. Zwick, W. R., Velicer, W. F. (1986). Comparison of Five Rules for Determining the Number of Components to Retain. Psychological Bulletin, 99(4): 432-442. Brown, T. A. (2006). Confirmatory factor analysis for applied research. New York: Guilford Press. Field, A. (2005). Discovering statistics using SPSS. London: Sage Publications Inc Cronbach, L. J. (1951). Coefficient alpha and the internal structure of tests. Psychometrika, 16(3), 297–334. Davis, T. E., III, Hess, J. A., Moree, B. N., Fodstad, J. C., Dempsey, T., Jenkins, W. S., et al. (2011). Anxiety symptoms across the lifespan in people diagnosed with autism disorder. Research in Autism Spectrum Disorders, 5, 112–118. Lugnegard, T., Hallerback, M. U., Gillberg, C. (2011). Psychiatric comorbidity in young adults with a clinical diagnosis of Asperger’s syndrome. Research in Developmental Disabilities, 32, 1910–1917. Greene, R. W., Biederman, J., Farone, S. U., Wilens, T. E., Mick, E., Blier, H. K. (1999). Further validation of social impairment as predictor of substance use disorders. Findings from a sample of siblings of boys with and without ADHD. Journal of Clinical Child Psychology, 28, 349–354. Mahan, S., Matson, J. L. (2011). Children and adolescents with autism spectrum disorders copared to typically developing controls on the Behavioral Assessment system for children, Second Edition (BASC-2). Research in Autism Spectrum Disorders, 5, 230–236. Matson, J. L., Wilkins, J. (2009). Psychometric testing methods for children’s social skills. Research in Developmental Disabilities, 30, 249–274. Worley, J. A., Matson, J. L. (2011). Psychiatric symptoms in children diagnosed with an autism spectrum disorder: An examination of gender differences. Research in Autism Spectrum Disorders, 3, 1086–1091.

Violence On Television Essay -- essays research papers

  Ã‚  Ã‚  Ã‚  Ã‚  The issue of television violence and its influence on children’s behavior troubles me. Television violence seems to be becoming abundant and violence seems to be increasing. This may be a dangerous form of entertainment, especially when young children become involved. The majority of television programs viewed by children contain large amounts of violence and inappropriate material. Children’s vulnerability poses as the main problem due to desensitization. Psychologists’ studies report that children become immune to television violence and adopt the behavior as a way of problem solving. Other people argue and say that television can not be blamed for the increase of violence among our society. They believe the increase comes from a lack of discipline and the large amounts of violence children view in their environments. Others feel that a large number of parents use television as a babysitter and do not spend enough quality time with their chi ldren. Children then begin to learn negative behavioral manners and begin idolizing inappropriate characters. ? I am uncertain about this issue and its effects on the way children behave. Is television teaching children violent behavior and leading them to become violent adults?  Ã‚  Ã‚  Ã‚  Ã‚   When children view substantial amounts of violence, I believe the possibility of desensitization becomes probable. Does desensitizing cause children to accept violent behavior as normal and aid them to mature to be violent adults? A study done by the American Academy of Child and Adolescent Psychiatry reported that television does increase aggressiveness in children’s behavior.   Ã‚  Ã‚  Ã‚  Ã‚   The majority of violence viewed by children contains a substantial amount of unrealistic violence. This type of violence commonly found in cartoons causes a considerable amount of concern. For example, when a character smacks another on the head with a hammer and the other character subdues no injuries from the hit. Children fail to see the consequences and imitate what they have seen. Thirty years of studies have documented that by the time a child reaches the age of 18 they will have seen 40,000 pretend murders and 200,000 dramatized acts of violence. (Report done by ABC news) Psychiatrists believe children view the behavior as normal and use it as a way of problem solving and... ... behavior. The National Center on Child Abuse and Neglect reported that each year at least 350,000 teenagers and children have been victims of abuse, and the abuser averages to be thirty-two years of age. The violence increase occurs because of the abusive environments children grow up in. They become accustomed to this behavior, and they repeat this behavior when they become adults   Ã‚  Ã‚  Ã‚  Ã‚  Children do watch a lot of television and too much can be a problem. I found that by being aware of the programs your children watch, talking to your children about the violence they see, and not using television as a babysitter can reduce the amount of influence television may inflict. Parents also need to spend time with their children and use other means of entertainment to amuse children. Parents can read, do puzzles, or find a sport that interests their child. Through my research I found television does pose as a major influence among children and does cause them demonstrate violent behavior. Television holds some responsibility to the increase of violence among our society, but the problem can be addressed by monitoring and limiting children’s viewing habits.

Adventure on an Island

‘’John and Alice, for your exemplary performance in your year-end examinations, we are going for a little family holiday. ’’ said James Brown, father of John and Alice Brown. ‘’Where? Where? ’’ asked the children excitedly. ‘’We’re going to a place that offers unlimited peace and quiet. That place is Bermuda. And while you’re there†¦Ã¢â‚¬ ¦Ã¢â‚¬â„¢Ã¢â‚¬â„¢ James spoke at length about proper etiquette and how it would affect them. Although it was quite boring, it would have benefitted them if they had paid attention instead of playing rock-paper-scissors. On the ship en route to Bermuda, the children lived like there was no tomorrow. They piled food on their plates with a lot of everything they liked. Sure enough, they couldn’t finish it. So they quietly poured the remnants of their unfinished food overboard. As they did this, a snippet of their father’s speech came back to them. ‘’When there is a lot of food, take only a little. If it isn’t enough, go back and take some more. This is much better than taking a lot and then throwing it away just because you can’t finish it. ’ ‘’It’s not like we are going to do this for the rest of our lives,’’ reasoned the children. ‘’It’s only the first time. Dad doesn’t have to know. ’’ Sadly, this wasn’t the only misconduct the children committed. They also took things offered by polite stewards and stewardesses without saying thank you. Laden with food and drink, the chi ldren were too lazy to properly dispose of the plastic wrappers from their snacks. Instead, the two irresponsible children burned those wrappers. ‘’Don’t ever burn things, especially plastic. Plastic is extremely toxic. Whatever you do, don’t burn it. ’’ ’’We’re actually saving space and helping people,’’ thought the children. ‘’ Don’t they burn plastic in incinerators? If we don’t burn them, these plastic is going to end up in landfills, which take up a lot of space. Yes, we’re doing a good thing. ’’ And soon after doing this, the two children fell asleep. The two children soon woke up to terrible heat on the island. ‘’Hey! Why is the sun so hot all of a sudden? ’’, wondered the children. Being clever children, they had the answer in no time. ’’It’s global warming! ’’ said Alice. ’The ozone is thinning because people burn plastic and†¦.. ‘’ she stopped in mid-sentence. ’’Oh dear, we just did it on the ship! ’’ said John. ‘’Oh, never mind John. What’s done is done. Why don’t we explore the island? ’’ On their way, they saw a small lake full of dead fish. Curious, the two children decided to investigate. The pond was saturated with rubbish! It wasn’t only rubbish but with bits of rotten food. ‘’Look at the rubbish! Wasn’t that the fried chicken we couldn’t finish? And aren’t those the bits of salad? What have we done? ’’ Shortly after that, they saw some gulls. Instead of white and grey, the gulls were black and some kind of liquid dripped from them. As the children came closer for a better look, they saw that the patch of sea that the gulls have previously risen from had a thick layer of oil above it. It was the last straw for the two. ‘’Enough! We can’t take anymore! ’’ cried the children. ‘’From now on, we’ll follow our father’s advice and never be wasteful! ’’ And that was when they woke up. Still thinking the terrible discovery was true, the children ran to their parents, confessed and apologized to them. ’ What nonsense! ’’ said James Brown. ‘’We are still on the ship, not an island! You two must be having a bad dream. Something to do with your overeating, I shouldn’t wonder. But it was a very good thing you two summoned up the courage to own up. Remember your dream so that you will never go wrong. ’’ And s o the Brown siblings learnt their lesson and changed their mindset towards the environment once and for all. Mother Nature is not infinite, the children learnt. Although she may be all-powerful, she still needs help. Let us take good care of the environment.

The first 15mins of basic instinct essays

The first 15mins of basic instinct essays I have chosen to talk about a film called Basic Instinct, which I have analysed the first 15mins of. Reasons for deciding on analysing the first 15 minutes is because I think this is the part where it is the main purpose of the film as it gives you the question that needs to be answered later on in the film. A film doesnt just start: it begins. The opening provides us with a basis for what is to come; it integrates us into the film causes of subsequent narrative events, significant motifs, and important features of the initial plot situation are all laid out in the opening...the opening sets up a certain range of possibilities, raising our expectations about what is to come (Bordwell film Art) It first opens up with a mix of colours of red and black, which, conotates evil and danger. This happens at the background of the subtitles as they are coming up so this gets us ready that something dangerous is expected of. Also very creepy and mystifying music is playing gently setting us in the mood of what is to come. Then we go into the first scene, which opens up in equilibrium where a mysterious blond woman is having sex with a man. The woman seems to be very powerful, and seductive and you can see this by the way she is taking control of the man whilst having sex. At this point the director is giving us an enigma on who the woman is, as we cannot see her face, but we can see that her hair is blond. The director does this to add tension and mystery. Suddenly there is disequilibrium as the woman gets out an ice pick and starts to stab him, killing him. Then there is a new equilibrium when it switches to the detectives looking around for clues; this synopsis is a perfect example of a film noir narrative. From watching the opening scene, we can tell the film has a lot of darkness, which symbolises the film noir genre. The reasons we have noticed that this is film noir becaus...

My True Hero essays

My True Hero essays As a child, I had always looked to my father as a hero. To me, he was strong enough to take on an army one handed, tall enough to reach for the moon and give it to me, and wise enough to know everything about everything. There was nothing my father could not do. He took time to teach me to read, write, walk, and talk. When learning how to walk, like any child I would occasionally fall. My father would pick me up and put me back on my feet. He always encouraged me to get up and try it again. I felt no doubt in his eyes; he made me believe that I can accomplish anything that I set my mind to. In my rebellious early teenage years I saw that my father did not know everything like I previously thought. Since my mother had left my family when I was seven, I felt like I had no one to talk to. I would often complain to him, You just dont understand! I forgot often that he, too, was once an adolescent and I did not necessarily need a mother to talk to. Always my father was there to comfort me through heartbreak after heartbreak. During the hardest years of my life, he never lost faith in me, even after I continuously went against his will time and time again. As far as I can remember, I was never forced by my father to do anything I did not want to do. I would often ask him why we did not go to church. His answer was always, I do not want you to feel like you have to believe in what I do. I want you to be able to make decisions like which church to go to or which denomination to be. One day I asked him to take me to a local Baptist church that was located in front of my elementary school. I met some friends from school and soon I was going every Sunday. I asked him one day which denomination he was and he told me he was Methodist. I have learned from him to respect what the person next to me believes in; he or she may be offended by extra strong proclamations. I respect and ...

Medical Biochemistry Essay Example | Topics and Well Written Essays - 2500 words

Medical Biochemistry - Essay Example Substances levels can give a lot of information to healthcare professionals, in both clinical and research settings. Lactate dehydrogenase (LDH) is present in many human tissues, enabling cells to undergo anaerobic glycolysis; its main cellular function, conversion of pyruvate into lactate, provides the energy production cycle with more substrates. Normal and abnormal levels are now standardized, and measuring its activity in serum/plasma will help elucidate the origins of damage or disease. There are different isoenzymes of LDH, which differ in their structure and certain other properties. In this practical work, which is divided into 3 weeks, we will first make a comparison of the absorption spectra of NAD+ and NADH, since the assay for LDH makes use of an important difference in these spectra. In addition, the linearity of the LDH assay, with respect to the amount of enzyme, will be assessed, and the limit of linearity determined. In week two, we will assess the LDH isoenzyme profile in rat serum and selected tissues, using agarose gel electrophoresis. Finally, the total LDH activity will be determined, using its natural substrate pyruvate. LDH activity will also be measured using the substrate analogue Nicotinamide adenine dinucleotide (NAD) is a coenzyme, a molecule which aids an enzyme in the acceleration of a chemical reaction, or catalysis. NAD is an agent that accepts electrons from other substrates; when NAD is reduced, the reaction forms NADH, a molecule that can be used as a donator of electrons. In aerobic glycolysis, for instance, energy is produced in the form of 2 adenosine triphosphates (ATP); in order to produce the adequate amount of energy the body cells need, the cellular mitochondria utilizes NADH. The inner membranes of this organelle are impermeable to NADH, so the latter is re-oxidized to NAD and delivers its electrons to certain shuttles that are able to transfer the substrate into the mitochondria. By these means, cytoplasmic NADH is oxidized and yields 3 ATP molecules, much more energy to the cell. Many other enzymes produce NADH in the mitochondria, all of which can be oxidized in the electron transport chain and in the process, capture energy for ATP synthesis. Once the NADH has been oxidized, the NAD can again be used by enzymes that require it, including those of the citric acid cycle (Krebs's cycle), and pyruvate dehydrogenase, among others. 2. Compare and comment on the distribution of the LDH isoenzyme bands within the tissues. Glycolysis is a biochemical cascade that coverts the main body fuel, glucose, into two pyruvates, releasing energy. In certain cells, where oxygen lacks, glycolysis occurs anaerobically: red blood cells, skeletal muscle, etc. Lactate dehydrogenase (LDH) is an enzyme that is only used in anaerobic processes. By converting pyruvate to lactate, it reoxidizes NADH to NAD, so that a new reaction can be started using this coenzyme. This is an important function of LDH, because energy production would stop without NAD substrates. According to Brancaccio

Pulmonary Edema Research Paper Example | Topics and Well Written Essays - 1250 words - 1

Pulmonary Edema - Research Paper Example Pulmonary edema if left untreated could lead to a number of complications and could eventually lead to death of the patient. One of the most common conditions of pulmonary edema is the patient’s difficulty in breathing and in some cases the coughing is accompanied by the patient coughing up pink frothy sputum that is actually blood. Anxiety and pale skin are also attributed to pulmonary edema along with the patient sweating in great amounts. Patients in some cases cannot lie down in a straight position because of their inability to breathe properly. If a patient lies down then he or she would exhibit signs of breathlessness or shortness of breath (Ford & Mazzaferro, 2012). Patients can even suffer breathlessness during the night when they are asleep. Patients wake up from their sleep at night in a state of great anxiety (Ford & Mazzaferro, 2012). In cases where the patient suffers from a chronic case of pulmonary edema, there are symptoms that need to be looked for in the patient. One of the symptoms of chronic pulmonary edema is peripheral edema, where other parts of the body tend to swell up. In most cases peripheral edema is observed within the limbs of the patient. When pressed upon this swelled area, the skin takes a greater time to return to its normal state. An increased jugular venous pressure and swelling of the liver are also observed in patients with acute pulmonary edema. There has even been cases where patients with chronic pulmonary edema have displayed symptoms such as the heart making a third beat and crackling sounds being made by the patient at the end of each breath (Ford & Mazzaferro, 2012). Due to the seriousness of the illness, most physicians and medical personnel diagnose pulmonary edema based on the symptoms of the patient. The initial test conducted is an X-ray of the chest. The chest X-ray helps physicians determine if