Free Essays on Learning And Development

Learning and Development Learning and development of children needs to be met in many different ways. I saw this through observing and viewing the Seasons of Life Video’s. In observing I saw that teachers have to be aware of each child’s present level of functioning. This determined the manner in which they were taught and how praise or discipline was administered. Therefore, how a child learns and develops. In viewing the Season’s of Life videos I saw that there are many cultural, gender, and social class issues in today’s world. In the classroom, these things need to be addressed very carefully and tactfully. Children’s diversities should be nurtured and embraced not criticized in order for the children to develop properly. Through the years I have become increasingly aware that I learn best as a visual learner. This is shown in Artifact 1. Not everyone learns the same. Teachers have to develop many different teaching styles to accommodate each child. I saw this in an observation I did with a special education class. Each child took turns working on a number activity. Every time a new student came up the teacher explained the activity a different way. Because the teacher knew how these children learned, she was best able to show the children how to do the activity in their learning style. In today’s growing world, students and teachers need to have knowledge of computer and presentation skills. As anyone can already tell, I have computer skills. I think it is very important for schools to have students on computers a certain amount of time a week. Presentation skills are also something good for students to have. Many times in student’s lives, they will be able to use presentation skill. Through an observation, I saw this being taught. The students each had to put together a science project and present it on a certain night. They also had to use the computer for doing some things for this p... Free Essays on Learning And Development Free Essays on Learning And Development Learning and Development Learning and development of children needs to be met in many different ways. I saw this through observing and viewing the Seasons of Life Video’s. In observing I saw that teachers have to be aware of each child’s present level of functioning. This determined the manner in which they were taught and how praise or discipline was administered. Therefore, how a child learns and develops. In viewing the Season’s of Life videos I saw that there are many cultural, gender, and social class issues in today’s world. In the classroom, these things need to be addressed very carefully and tactfully. Children’s diversities should be nurtured and embraced not criticized in order for the children to develop properly. Through the years I have become increasingly aware that I learn best as a visual learner. This is shown in Artifact 1. Not everyone learns the same. Teachers have to develop many different teaching styles to accommodate each child. I saw this in an observation I did with a special education class. Each child took turns working on a number activity. Every time a new student came up the teacher explained the activity a different way. Because the teacher knew how these children learned, she was best able to show the children how to do the activity in their learning style. In today’s growing world, students and teachers need to have knowledge of computer and presentation skills. As anyone can already tell, I have computer skills. I think it is very important for schools to have students on computers a certain amount of time a week. Presentation skills are also something good for students to have. Many times in student’s lives, they will be able to use presentation skill. Through an observation, I saw this being taught. The students each had to put together a science project and present it on a certain night. They also had to use the computer for doing some things for this p...

Name the Strong Acids and Worlds Strongest Acid

Name the Strong Acids and World's Strongest Acid Most of the standardized tests students take, like the SAT and GRE, are based on your ability to reason or to understand a concept. The emphasis isnt on memorization. However, in chemistry there are some things you just have to commit to memory. Youll remember the symbols for the first few elements and their atomic masses and certain constants just from using them. On the other hand, its harder to remember the names and structures of the amino acids and the strong acids. The good news, regarding the strong acids, is any other acid is a weak acid. The strong acids dissociate completely in water. Strong Acids You Should Know HCl - hydrochloric acidHNO3 - nitric acidH2SO4 - sulfuric acidHBr - hydrobromic acid HI - hydroiodic acidHClO4 - perchloric acid The Worlds Strongest Acid Although this is the strong acid list, probably found in every chemistry text, none of these acids hold the title of Worlds Strongest Acid. The record-holder used to be fluorosulfuric acid (HFSO3), but the carborane superacids are hundreds of times stronger than fluorosulfuric acid and over a million times stronger than concentrated sulfuric acid. The superacids readily release protons, which is a slightly different criterion for acid strength than the ability to dissociate to release a H ion (a proton). Strong Is Different from Corrosive The carborane acids are incredible proton donors, yet they are not highly corrosive. Corrosiveness is related to the negatively-charged part of the acid. Hydrofluoric acid (HF), for example, is so corrosve it dissolves glass. The fluoride ion attacks the silicon atom in silica glass while the proton is interacting with oxygen. Even though it is highly corrosive, hydrofluoric acid is not considered to be a strong acid because it does not completely dissociate in water.Strength of Acids Bases | Titration Basics

A Small Community Business Essay Example | Topics and Well Written Essays - 250 words

A Small Community Business - Essay Example A Small Community Business The local stores, farms, and their cooperatives in our location greatly benefit from the existence of Ice Cream Heaven because Mr. Haynes sources his milk, dairy products, and other restaurant and cooking needs directly from the local business suppliers. Ice Cream heaven gives off that American vibe that can only see in Pop Tate's ice cream parlor in the Archie comic books. Just as our community evolved over time, so did the menu and other offerings of the restaurant. Having started out as purely an ice cream scooping station, these days it boasts of meal menus and sandwich snacks for those quick fix meals that the busy parents and students in our neighborhood requires. What is even more admirable about the business is that it hires workers from within our community. Ice Cream Heaven has 20 high school part time job type of employees that admirably helps our local families from lower income brackets survive and boosts our local economy. The annual sales of Ice Cream Heaven should be around $250,000 or more a year because of the combined income from their ice cream scooping station, ice cream gallon sales, and sit down clients. Mr Haynes told me that the taxes he pays the community has helped maintain the local park and kept the community library in business by adding computer systems for the benefit of the local public school. Ice Cream Heaven has been an integral part of my childhood and continues to be a memorable place for me as I mature into an adult. This is the place where my parents and I often had my birthday dessert when I was a child.

Contracting and Payment Options Essay Example | Topics and Well Written Essays - 1500 words

Contracting and Payment Options - Essay Example According to â€Å"Subpart 32.9-Prompt Payment† of the Federal Constitution, the act stipulates the ideal elements to justify effectiveness in contracts under the prompt payment approach. The first crucial element is that government agencies should effect payments on a timely basis for all products delivered by contractors. For instance, the IRS just like other federal agencies and departments is accorded the mandate to issue payments promptly after receiving services or goods from its contractors. Products such as the software for processing tax returns are critical for the IRS operations; hence, the need for prompt payments. Subsequently, the act stipulates the need for the contractor and the government agency to understand the withstanding penalties at the event of lateness in the delivery of services or payment for the completed tasks. For example, if the delivery of the software for processing taxes is delayed, then the IRS should impose the ideal penalty. The IRS would b ear the penalty to the extent that it fails to make payments after the software is delivered on time. Lastly, the act allows federal agencies to accommodate any substantial and economically justifiable discounts from the contractors. In elaborating the case, a government agency such as the IRS will be acting legally if it opts to accept a certain percentage discount on the cost stipulated by the contractor for the tax processing software. The Congress should amend the Prompt Payment Act over time in order to ensure effectiveness in this payment option.

A Report on Hans Binker Essay Example for Free

A Report on Hans Binker Essay In Hans Brinker, or the Silver Skates, Mary Mapes Dodge tells the story of Hans Brinker, a fifteen year old boy, and Gretel, his sister. Hans finds himself responsible for his family after his fathers accident. Theres a pretty pair just coming upon the ice! The little ragpickers! Their skates must have been a present from the king direct. this is said of Hans and Gretel by Carl, a rich boy who sees the two go unto the ice with their wooden skates. Here we see how Hans and his family fares compared to the rest of the townspeople: they are one of the poorest families. Their father, Raff Brinker, became invalid after an accident. One day Hans and Gretel learn of a race in which silver skates are to be the prize. Meanwhile, Hans by chance sees Dr. Boekman, a famous old doctor, and convinces the doctor to treat his father. Hans and Gretel eventually obtain steel skates needed to join in the contest, and Gretel wins the silver skates. The doctor manages to treat Raff successfully, and Raff remembers where he hid some â€Å"treasure†, and all goes well in the end. One constant problem is the conflict between Han personal wants and his sense of responsibility and morality. For example, when he finds the purse that contained some money, he must decide whether to keep it or return it; when Hans wants to spend the money on steel skates, while knowing that his family could really use the money; and the dilemma on how he should react to those who humiliate him because of his poverty. The book contains a lot of textbook descriptions, which I think does not work in the its favor, as it is unlikely that a reader will pick a book with the intention of simultaneously reading a good story and â€Å"textbook† material on a countrys history and geography. With all the fiction encountered by modern people today—on television, books, movies—the story of Hans Brinker comes off as somewhat hackneyed, but of course this was probably not the case in the 1860s, when the author wrote the book. I would not say that I actual learned anything from the book. At best, it reminds the reader of the continued existence of the extremely poor even in these modern times. And of course the the book reminds us of the importance of the usual â€Å"goodness of the heart† of of â€Å"advantages† in life that are only superficial and ultimately meaningless.

The Coca and the Cocaine War :: essays research papers fc

THE COCA AND THE COCAINE WAR The current â€Å"War on Drugs† involves skirmishes in an arena with two fronts: The consumer and the manufacturer. The successes and failures of the battle are not clearly identified without first looking at how the battle can be ultimately won. When it comes to cocaine, the problem of punishing the whole instead of the individual is hard to define. Many countries use the raw ingredient, the coca plant, as part of a social and cultural structure. The only way to win the â€Å"War on Drugs† is to focus war efforts on fighting the manufacturer of the finished cocaine product.   Ã‚  Ã‚  Ã‚  Ã‚  The â€Å"War on Cocaine† has been trying to fight a battle on two fronts. The first objective of the American government is to deter the consumer from using illegal products. The genesis of punishment against users is sited in the 1914 Harrison Act, in which addicts and others that possessed drugs were punished for buying or possessing cocaine or heroin without a prescription (Bertram, 26). This act began a trend that still today allows law enforcement to arrest the user along with the supplier. The supplier (drug trafficker) is the key in this type of police action, because most of the time the user will be unaware of the exact origin of the substance or have any knowledge as to where it was purchased or manufactured. The main problem with this type of arrest is that 70 to 75 percent of the narcotic arrests per year are for possession and only 25 to 30 percent are for actual drug trafficking offenses. Although the user should not be overlooked, a greater emphasis ought to be focused on the supplier in order to reach the actual manufacturer of the illegal substances.   Ã‚  Ã‚  Ã‚  Ã‚  The other front of the battle of the â€Å"War on Drugs† comes from locating and shutting down the manufacturers of cocaine. Cocaine is manufactured from the coca plant, the drug’s main ingredient. When the government imposes sanctions on different nations for growing the coca plant, careful considerations must be made. Just like any other market, there may be underlying circumstances for growing the plant that are perfectly innocent to the illegal cocaine market. The key influence of the coca market comes from the Andean countries of South America: Peru, Bolivia, and Colombia. These countries are responsible for almost exclusively cultivating the coca plant, but Colombia is the main processing nation of the plant into cocaine, at nearly 70 percent (Stares, 2).

Carl Jung Theory Essay

Jung’s theory divides the psyche into three parts. The first is the ego, which Jung identifies with the conscious mind. Closely related is the personal unconscious, which includes anything that is not presently conscious, but can be. The personal unconscious is like most people’s understanding of the unconscious in that it includes both memories that are easily brought to mind and those that have been suppressed for some reason. But it does not include the instincts that Freud would have it include. But then Jung adds the part of the psyche that makes his theory stand out from all others: the collective unconscious. You could call it your â€Å"psychic inheritance. † It is the reservoir of our experiences as a species, a kind of knowledge we are all born with. And yet we can never be directly conscious of it. It influences all of our experiences and behaviors, most especially the emotional ones, but we only know about it indirectly, by looking at those influences. There are some experiences that show the effects of the collective unconscious more clearly than others: The experiences of love at first sight, of deja vu (the feeling that you’ve been here before), and the immediate recognition of certain symbols and the meanings of certain myths, could all be understood as the sudden conjunction of our outer reality and the inner reality of the collective unconscious. Grander examples are the creative experiences shared by artists and musicians all over the world and in all times, or the spiritual experiences of mystics of all religions, or the parallels in dreams, fantasies, mythologies, fairy tales, and literature. A nice example that has been greatly discussed recently is the near-death experience. It seems that many people, of many different cultural backgrounds, find that they have very similar recollections when they are brought back from a close encounter with death. They speak of leaving their bodies, seeing their bodies and the events surrounding them clearly, of being pulled through a long tunnel towards a bright light, of seeing deceased relatives or religious figures waiting for them, and of their disappointment at having to leave this happy scene to return to their bodies. Perhaps we are all â€Å"built† to experience death in this fashion. Archetypes The contents of the collective unconscious are called archetypes. Jung also called them dominants, imagos, mythological or primordial images, and a few other names, but archetypes seem to have won out over these. An archetype is an unlearned tendency to experience things in a certain way. The archetype has no form of its own, but it acts as an â€Å"organizing principle† on the things we see or do. It works the way that instincts work in Freud’s theory: At first, the baby just wants something to eat, without knowing what it wants. It has a rather indefinite yearning, which, nevertheless, can be satisfied by some things and not by others. Later, with experience, the child begins to yearn for something more specific when it is hungry — a bottle, a cookie, a broiled lobster, a slice of New York style pizza. The archetype is like a black hole in space: You only know its there by how it draws matter and light to itself. The mother archetype The mother archetype is a particularly good example. All of our ancestors had mothers. We have evolved in an environment that included a mother or mother-substitute. We would never have survived without our connection with a nurturing-one during our times as helpless infants. It stands to reason that we are â€Å"built† in a way that reflects that evolutionary environment: We come into this world ready to want mother, to seek her, to recognize her, to deal with her. So the mother archetype is our built-in ability to recognize a certain relationship, that of â€Å"mothering. † Jung says that this is rather abstract, and we are likely to project the archetype out into the world and onto a particular person, usually our own mothers. Even when an archetype doesn’t have a particular real person available, we tend to personify the archetype, that is, turn it into a mythological â€Å"story-book† character. This character symbolizes the archetype. The mother archetype is symbolized by the primordial mother or â€Å"earth mother† of mythology, by Eve and Mary in western traditions, and by less personal symbols such as the church, the nation, a forest, or the ocean. According to Jung, someone whose own mother failed to satisfy the demands of the archetype may well be one that spends his or her life seeking comfort in the church, or in identification with â€Å"the motherland,† or in meditating upon the figure of Mary, or in a life at sea. Mana You must understand that these archetypes are not really biological things, like Freud’s instincts. They are more spiritual demands. For example, if you dreamt about long things, Freud might suggest these things represent the phallus and ultimately sex. But Jung might have a very different interpretation. Even dreaming quite specifically about a penis might not have much to do with some unfulfilled need for sex. It is curious that in primitive societies, phallic symbols do not usually refer to sex at all. They usually symbolize mana, or spiritual power. These symbols would be displayed on occasions when the spirits are being called upon to increase the yield of corn, or fish, or to heal someone. The connection between the penis and strength, between semen and seed, between fertilization and fertility are understood by most cultures. The shadow Sex and the life instincts in general are, of course, represented somewhere in Jung’s system. They are a part of an archetype called the shadow. It derives from our prehuman, animal past, when our concerns were limited to survival and reproduction, and when we weren’t self-conscious. It is the â€Å"dark side† of the ego, and the evil that we are capable of is often stored there. Actually, the shadow is amoral — neither good nor bad, just like animals. An animal is capable of tender care for its young and vicious killing for food, but it doesn’t choose to do either. It just does what it does. It is â€Å"innocent. † But from our human perspective, the animal world looks rather brutal, inhuman, so the shadow becomes something of a garbage can for the parts of ourselves that we can’t quite admit to. Symbols of the shadow include the snake (as in the garden of Eden), the dragon, monsters, and demons. It often guards the entrance to a cave or a pool of water, which is the collective unconscious. Next time you dream about wrestling with the devil, it may only be yourself you are wrestling with! The persona The persona represents your public image. The word is, obviously, related to the word person and personality, and comes from a Latin word for mask. So the persona is the mask you put on before you show yourself to the outside world. Although it begins as an archetype, by the time we are finished realizing it, it is the part of us most distant from the collective unconscious. At its best, it is just the â€Å"good impression† we all wish to present as we fill the roles society requires of us. But, of course, it can also be the â€Å"false impression† we use to manipulate people’s opinions and behaviors. And, at its worst, it can be mistaken, even by ourselves, for our true nature: Sometimes we believe we really are what we pretend to be! Anima and animus A part of our persona is the role of male or female we must play. For most people that role is determined by their physical gender. But Jung, like Freud and Adler and others, felt that we are all really bisexual in nature. When we begin our lives as fetuses, we have undifferentiated sex organs that only gradually, under the influence of hormones, become male or female. Likewise, when we begin our social lives as infants, we are neither male nor female in the social sense. Almost immediately — as soon as those pink or blue booties go on — we come under the influence of society, which gradually molds us into men and women. In all societies, the expectations placed on men and women differ, usually based on our different roles in reproduction, but often involving many details that are purely traditional. In our society today, we still have many remnants of these traditional expectations. Women are still expected to be more nurturant and less aggressive; men are still expected to be strong and to ignore the emotional side of life. But Jung felt these expectations meant that we had developed only half of our potential. The anima is the female aspect present in the collective unconscious of men, and the animus is the male aspect present in the collective unconscious of women. Together, they are referred to as syzygy. The anima may be personified as a young girl, very spontaneous and intuitive, or as a witch, or as the earth mother. It is likely to be associated with deep emotionality and the force of life itself. The animus may be personified as a wise old man, a sorcerer, or often a number of males, and tends to be logical, often rationalistic, and even argumentative. The anima or animus is the archetype through which you communicate with the collective unconscious generally, and it is important to get into touch with it. It is also the archetype that is responsible for much of our love life: We are, as an ancient Greek myth suggests, always looking for our other  half, the half that the Gods took from us, in members of the opposite sex. When we fall in love at first sight, then we have found someone that â€Å"fills† our anima or animus archetype particularly well! Other archetypes Jung said that there is no fixed number of archetypes that we could simply list and memorize. They overlap and easily melt into each other as needed, and their logic is not the usual kind. But here are some he mentions: Besides mother, their are other family archetypes. Obviously, there is father, who is often symbolized by a guide or an authority figure. There is also the archetype family, which represents the idea of blood relationship and ties that run deeper than those based on conscious reasons. There is also the child, represented in mythology and art by children, infants most especially, as well as other small creatures. The Christ child celebrated at Christmas is a manifestation of the child archetype, and represents the future, becoming, rebirth, and salvation. Curiously, Christmas falls during the winter solstice, which in northern primitive cultures also represents the future and rebirth. People used to light bonfires and perform ceremonies to encourage the sun’s return to them. The child archetype often blends with other archetypes to form the child-god, or the child-hero. Many archetypes are story characters. The hero is one of the main ones. He is the mana personality and the defeater of evil dragons. Basically, he represents the ego — we do tend to identify with the hero of the story — and is often engaged in fighting the shadow, in the form of dragons and other monsters. The hero is, however, often dumb as a post. He is, after all, ignorant of the ways of the collective unconscious. Luke Skywalker, in the Star Wars films, is the perfect example of a hero. The hero is often out to rescue the maiden. She represents purity, innocence, and, in all likelihood, naivete. In the beginning of the Star Wars story, Princess Leia is the maiden. But, as the story progresses, she becomes the anima, discovering the powers of the force — the collective unconscious — and becoming an equal partner with Luke, who turns out to be her brother. The wise old man guides the hero. He is a form of the animus, and reveals to the hero the nature of the collective unconscious. In Star Wars, he is played by Obi Wan Kenobi and, later, Yoda. Notice that they teach Luke about the force and, as Luke matures, they die and become a part of him. You might be curious as to the archetype represented by Darth Vader, the â€Å"dark father. † He is the shadow and the master of the dark side of the force. He also turns out to be Luke and Leia’s father. When he dies, he becomes one of the wise old men. There is also an animal archetype, representing humanity’s relationships with the animal world. The hero’s faithful horse would be an example. Snakes are often symbolic of the animal archetype, and are thought to be particularly wise. Animals, after all, are more in touch with their natures than we are. Perhaps loyal little robots and reliable old spaceships — the Falcon– are also symbols of animal. And there is the trickster, often represented by a clown or a magician. The trickster’s role is to hamper the hero’s progress and to generally make trouble. In Norse mythology, many of the gods’ adventures originate in some trick or another played on their majesties by the half-god Loki. There are other archetypes that are a little more difficult to talk about. One is the original man, represented in western religion by Adam. Another is the God archetype, representing our need to comprehend the universe, to give a meaning to all that happens, to see it all as having some purpose and direction. The hermaphrodite, both male and female, represents the union of opposites, an important idea in Jung’s theory. In some religious art, Jesus is presented as a rather feminine man. Likewise, in China, the character Kuan Yin began as a male saint (the bodhisattva Avalokiteshwara), but was portrayed in such a feminine manner that he is more often thought of as the female goddess of compassion! The most important archetype of all is the self. The self is the ultimate unity of the personality and is symbolized by the circle, the cross, and the mandala figures that Jung was fond of painting. A mandala is a drawing that is used in meditation because it tends to draw your focus back to the center, and it can be as simple as a geometric figure or as complicated as a stained glass window. The personifications that best represent self are Christ and Buddha, two people who many believe achieved perfection. But Jung felt that perfection of the personality is only truly achieved in death.

Egyptian art Essay

In Egyptian art, style is everything. In the Egyptian Art we have examined, we see striking similarities in the objects d’art that are included in this view. One thing that we can see in all the art works that we have seen is that the style remains consistent throughout the history of Egypt. The view of this writer is to look at each work and compare it to other works later in Egypt’s history. To that end, we will examine four separate works—the Palette of King Narmer, which was predynastic, the tomb of Ti at Saqqara which is of the Fifth Dynasty, the Portrait of Ni’Ankhesut, which is from the early Sixth Dynasty, and finally the Funerary Stele of Iamu, from the First Intermediate period. Each of these unique works has their own similarities to each other and their own unique differences. Three of the works are worked in limestone, which was a primary medium of Egyptian art, especially when it came to tomb or funerary art. The fourth is in stone, and was used to hold makeup and was intricately carved with a well for that express purpose. The first work that this writer will examine is the Palette of King Narmer. This work is done in what is probably basalt or some other stone, as it is not done in the soft limestone that was common in other Egyptian art forms. Egyptologists are unsure exactly what event this depicts, but what we can see is that King Narmer is the largest figure on the palette. On the front of the palette Narmer is depicted leading an army and slaying an opposing army. The opposing army is dead and decapitated, with their heads between their legs. This is pictured in the top third of the palette. In the middle third of the palette is a round depression made up of the entwined necks of two cats. This indented area is where eye makeup would have been placed. In the bottom third we see a warrior fighting a bull, a common theme in early Egyptian art. It should be noted here that the cats with the entwined heads is a distinctly Mesopotamian feature, showing the influence of the Middle Eastern art forms on early Egyptian art. On the back of the palette, we see a large figure who appears to be Narmer, wearing the crown of Upper Egypt. He appears to be subduing an enemy, who appears to be the leader of Lower Egypt. This is obviously meant to symbolize the supremacy of Upper Egypt over Lower Egypt. We notice from the position of the figures that every figure is in the profile position, but the arms are facing forward. This shows early on the foundations of Egyptian art, mainly, the consistency of keeping a majority of the body in profile, while only putting arms and chest in full frontal view. We also notice that on both sides of the palette, Narmer is the largest of the figures, making it clear that the palette is about him and his accomplishments. This is also a recurring theme in Egyptian art—the making of the main figure larger than other figures in the work. This assures the viewer that they are aware of who the main subject is. The second work that we are going to examine is the tomb of Ti at Saqqara. Again, we see that Ti is the largest figure in the work. This tomb relief is in color, which sets it apart from the other works we have examined. It probably retains its color due to the fact that it was not exposed to the elements as were other works. The paint brings out the striking details and shows the intricacies of Egyptian tomb art. It is also worked in limestone, which was a primary medium in Egypt. In this relief, we se that Ti is on a boat on the Nile. The Nile is teeming with all sorts of marine life. From our knowledge of the hieroglyphics, we know that Ti and his hunters are hunting hippopotami in the Nile marshes. Again, Ti is in profile save for his hands and chest. It is at this point, however, that we can see that there is very little difference between the picture of Ti and the picture of Narmer. This shows us that the Egyptians did not think about differentiation between human forms. They counted on the hieroglyphics and the idea of the larger figure being the focal point of the work. The third work that we will examine is the portrait of Ni’Ankhesut. It is a limestone portrait, which makes us assume that it is from the tomb of this individual. This is from the Sixth Dynasty. In this work, we see Ni’Ankhesut as the central figure in this work. Out of necessity, Ni’Ankhesut is the largest figure in the work, and above his head are hieroglyphics. These probably tell his story or his name, though we do not see the characteristic cartouche that accompanies the name. The fact that this individual has a tomb indicates that he was of sufficiently high rank to have the wealth and prestige that a tomb connotes. Again, if we physically look at the portrait, we see that the head and the legs are in profile, but the chest and the arms are in full frontal view. This again shows the idiosyncrasies in Egyptian art. If we compare the physicality of the portrait to the other two works that we have examined, we see that there is very little physical difference in the three figures. Again, the lack of differentiation among figures is evident. The final work we will examine is the Funerary Stele of Iamu. It is worked in limestone, which is the primary medium of Egyptian tomb art. This work is a more complex work than the portrait, but not as detailed as the Palette of Narmer. In this work, we see again that Iamu is the largest figure, and above his head are hieroglyphics. In this relief, it is difficult for one to tell what Iamu is doing. Again, we see little physical differentiation with the other figures that we have examined, and we see that all the figures are in profile and that this is totally in keeping with all Egyptian art. This writer does see some beginnings of differentiation in the figures, which begins to pave the way for more realistic portraiture. What conclusions can we draw from these four works? The first thing is that Egyptian art changed little over the years of Egypt’s rise and fall. Second, we see that Egypt chose art to express and transmit their culture. We also note that hieroglyphics were used to great effect to tell the individual stories that each work shows (with the exception of the Narmer Palette). Fourth, we can see that relief is the main form of art used by the Egyptians. Fifth, color is used throughout the Egyptian artistic world to give life to the two-dimensional images on the limestone walls. Sixth, relief is also a way to provide the art with a depth that it would otherwise lack. We must continue to learn from ancient art as it is the way that we learn the most about ourselves. To understand it is to better understand ourselves and our own culture.

Training and selective stimulus control in rats Essay Example

Training and selective stimulus control in rats Essay Example Training and selective stimulus control in rats Paper Training and selective stimulus control in rats Paper The aim of the experiment was to show that rats demonstrated stimulus discrimination and selective stimulus control during operant conditioning. The first hypothesis was the subject would learn to discriminate between the VR16 conditions that signal reinforcement and the EXT conditions. It was also hypothesised that the stimulus used to discriminate between VR16 and EXT would either be the light or the tone, not a combination. The participant in this experiment was a 16-month-old, female, Spague Dawley albino rat that was randomly selected from a group of 20. The apparatus used was an operant chamber, which delivered two stimuli (a light and a tone) to the subject, and a reinforcer of diluted condensed milk. During the first week of experimentation the subject underwent discrimination training, this was followed by a series of probe trials in the second week. The results from the first week showed the subject learned that no reinforcement was given during EXT, because the rate of responding decreased. The second weeks results showed that high tone was the stimulus used to discriminate between the stimuli. These results supported both the hypotheses, and it was concluded that rats do demonstrate stimulus discrimination and selective stimulus control. The major theorists for the development of operant conditioning were Edward Thorndike (1910), John Watson (1914), and Burrhus Skinner (1938) (Huitt and Hummel, 1997). They proposed that learning is the result of the application of consequences following overt behaviour; that is, subjects begin to connect certain responses with certain stimuli. This led Thorndike to conclude that the probability of a specific response reoccurring is changed according to the consequences following the response, and he labelled this learning conditioning (Carlson and Buskist 1997, Huitt and Hummel, 1997). In 1910, Thorndike used the notion of consequences to teach cats and dogs to manipulate a latch in a puzzle-box, to activate a door and escape (Huitt and Hummel, 1997). The consequence was either punishment or reward (Carlson and Buskist, 1997). Thorndike measured the time it took the animal to escape over various trials, and over time he noted that the animals latency to escape decreased consistently until it would activate the lever immediately after being placed in the box (Huitt and Hummel, 1997). The reward of being freed from the box somehow strengthened the association between the stimulus of being in the box and the appropriate action (Huitt and Hummel, 1997). Thorndike concluded that the reward strengthened the stimulus-response associations (Carlson and Buskist, 1997). He then went on to formulate his law of effect, which can be summarised by saying that an animal is more likely to repeat a response if the result is favourable, and less likely to repeat the action if the consequences were not favourable (Carlson and Buskist, 1997). There were two possible consequences of a behaviour, reinforcement or punishment. These could be divided into two sub-categories, positive (sometimes called pleasant) and negative (sometimes called aversive). These could be added to or taken away from the environment in order to change the probability of a given response occurring again (Carlson and Buskist, 1997. Werzburg University). Punishment decreases the repetition of behaviour and reinforcement usually increases the likelihood of response being repeated. A stimulus that acts as an indicator to the subject, suggesting that a reinforcer is available is said to be a discriminative stimulus (Gleitman, 1995). A discriminative stimulus affects the subjects behaviour considerably (Gleitman, 1995), as it influences the likelihood of a response occurring (Carlson and Buskist, 1997). Reynolds (1961) conducted experiments where two pigeons learned to tap a red key with a white triangle. To determine which was the discriminative stimulus, he tested the two birds with either a plain red key or a plain key with just a white triangle. Reynolds (1961) found that the first bird used the red key as the discriminative stimulus and the second bird used the white triangle to discriminate between stimuli. This experiment is also an example of selective stimulus control, where each pigeon selected which stimulus it believed was responsible for producing the reinforcer. To effectively study how a subject behaves in a given environment and to certain stimuli, it was necessary to establish a schedule of reinforcement, which is a set of guidelines saying how often the subject is reinforced (Gleitman, 1995). Stimuli could be presented to the environment according to a schedule of which there were two categories: continuous and intermittent (Gleitman, 1995), or not at all using extinction. Continuous reinforcement simply means that the behaviour is followed by a consequence each time it occurs. Intermittent schedules were based either on the passage of time (interval schedules) or the number of correct responses emitted (ratio schedules). The consequence could be delivered based on the same amount of passage of time or the same number of correct responses (fixed) or it could be based on a slightly different amount of time or number of correct responses that vary around a particular number (variable). This results in four classes of intermittent schedules, fixed interval (FI), fixed ratio (FR), variable interval (VI), and variable ratio (VR) (Gleitman, 1995). [Note: Continuous reinforcement is actually a specific example of a fixed ratio schedule with only one response emitted before a consequence occurs.]. The final schedule was extinction. During extinction, the subject is no longer reinforced for producing a previously reinforced response. Because there is no reward for responding, the frequency of the response decreases until it stops altogether (Carlson and Buskist, 1997. Huitt and Hummel, 1997. Gleitman, 1995). For the purpose of this experiment we used two alternating schedules of consequence (Lab Manual Psychology 111/112, 2002), Variable Ratio of 16 (VR16), where a reinforcer was given after an average of 16 responses, and Extinction (EXT). VR schedule was chosen, as a variable ratio was thought to be the best for maintaining behaviour (Werzburg University).  The aim of the experiment was to demonstrate stimulus discrimination and selective stimulus control in rats, and in turn, give support to past research indicating that learning comes from experience. The subject for this experiment was a female, albino rat, approximately 18 months old. The rat was placed in the operant chamber and subjected to two stimuli, a light and a tone. VR was paired with a dull light and high tone (1000Hz) and EXT was paired with a bright light and a low tone (500Hz) (Lab Manual Psychology 111/112, 2002). By reviewing past research, two hypotheses were formulated. The initial hypothesis was that the subject would learn to discriminate between the VR16 conditions that signal reinforcement and the EXT conditions, and therefore the rates of responding during VR16 would be higher than during EXT. It was also hypothesised that the stimulus used by the rats to discriminate would either be the light or the tone, not a combination (selective stimulus control).

5 Exercises to Sneak in at Work!

5 Exercises to Sneak in at Work! You’re triple-booked with meetings, eating at your desk- with no time for a social life let alone a lunch hour! And it’s the holiday season, when all our best habits are dissolving into sugar cookies and sparkling cocktails and cheese trays. No time to hit the gym? If you can carve out just 15 minutes from your workday, you can keep up your fitness without having to drop any of your spinning plates. Try this simple routine a few days a week. All you need is you, your cubicle, and a little willpower!RELATED:Â  Top 9 Stress Relieving Activities at Work That’ll Keep You Happy1. SquatsTarget area: thighs and butt. How to do it: stand with your feet shoulder-width apart. Focus your body weight in your heels as you push your hips down to knee level and lean forward at a 45 degree angle. Make sure to keep your knees above your ankles and your core strong. Do this 12-25 times. Extra credit: hold a book above your head to step up the intensity.2. PlankTarget area: core, arms, everything. Combat the negative effects of slumping at your desk and help your posture and alignment at the same time. How to do it: lower your forearms to the ground, fits and elbows flat, your palms directly below your shoulders. Keep your neck and spine neutral, keep your shoulders down and back, and stay as straight and firm as possible for 15 seconds. Repeat 4 times.3. LungesTarget area: legs, lower body. Stand with your feet together and your hands on your hips. Take a large step forward so your front and back leg are at a 90 degree angle. Return to the feet together position and repeat with the other leg. Get all the way down your office hallway. Extra credit: hold the book over your head doing this one too.4. Push-ups and Chair DipsTarget area: arms, arms, arms. Start with doing push-ups (you can use a desk to build up to the real thing), bending at the elbow and lowering your body until you arms are at a 90 degree angle. Repeat 10 times. Then, immediately, go to the c hair. With your back to it, use your arms to lower yourself until your upper arms are parallel to the floor. Straighten your arms to raise yourself back up Repeat 10 times. Do this duo 3 times in succession.5. Power VsTarget areas: abs, quads, hip flexors. How to do it: sit at the edge of your chair and lean your torso back. Tuck your pelvis, hold the base of the seat for support, and then raise your knees and extend your legs into a ‘V’ position. Hold for 5 seconds. Lower and raise up again. Repeat 10 times.Do this series of easy heart-pumping, ab-tightening, body-toning exercises twice through a few times a week and you’ll start to see results without letting your job suffer. No gym membership required!

Boxing Term Paper Example | Topics and Well Written Essays - 1750 words

Boxing - Term Paper Example Consequently, the current research will elaborate the techniques and terms related to boxing by providing a detailed overview of the sport under-examination. Despite the very fact that playing of different sports and games has always been a popular social phenomenon since the known history of the world, boxing has particularly been being played for recreational purposes as well as for turning the bodies tougher and harder (Murray 2007, p. 4). Wigle has declared boxing to be the perfect tool for a young person to learn commitment, discipline, accountability; it also guides the adolescents and athletes the skill of playing as an individual as well as team member under the specific competitive environment (2011, p. 2). In addition, boxing also teaches the boxer regarding his relation with self, opponent, judges and environment (Wigle 2011, p. 2). In other terms, boxing helps the player how to interact with his social, physical and natural environment. Similarly, through boxing, one learns how to defend oneself from the attacks of the opponent on the one side, and how to obtain dominant position during the sport on the other (Edwards 2010, p p. 33-34). Haislet has defined the fundamental position of boxing, which is rightly viewed as the most favorable position that turns out to be supportive in respect of the mechanical execution of skills and techniques required in boxing (1968, p. 1). It is partly because of the fact that it provides the chances of quick reaction as well as complete relaxation to the muscles for the time being. In the same way, it also helps the boxer in developing hand-feet coordination during the play by keeping the body in balance (1968, p. 1). Since the primary aim of the boxing is hitting the opponent by maintaining one’s position and balance and escaping the hits of the opponent, fundamental position is highly admired in the boxing

Developmental Care Within the Neonatal Intensive care unit Essay

Developmental Care Within the Neonatal Intensive care unit - Essay Example Developmental care also calls for clustering of nursing care for instance carrying out blood pressure and temperature checks to ensure that the babies have longer periods for sleeping. The other strategies used in neonatal intensive care entails turning down the lights in the rooms and providing a quite and dark environment to ensure that infants are able to enjoy maximum sleeping time. In neonatal intensive care, parents are encouraged to visit the infants and adoption of kangaroo care. By adopting developmental care in neonatal intensive care units (NICUs), premature and sick child are able to make a smooth transition from the environment they were enjoying in the womb to the world easily (Abbott and Israel, 2008, p. 80). The area of developmental care within NICUs has been addressed by various bodies that authors and stakeholders in the sector. This paper will be a critical review of the various publications on the topic including a journal by Hamilton, Moore and Naylor; the Bliss initiative by Abbott and Israel and a journal by Sonya Louise. In addition, the paper will critically review the provisions under the Bliss Baby Charter, the Neonatal Toolkit and the British Association of Perinatal Medicine of 2010. Developmental care According to Hamilton, Moore and Naylor (2008, p. 190), developmental care should create a framework within which neonatal care processes are adapted and organised to ensure that they are able to support individual medical, developmental and psychological needs of premature infants and their families. Developmental care has been necessitated by the fact that despite the relentless efforts to prevent premature births; such births are still persistent recurrent with about 6 percent of all lives in UK being preterm in UK annually and these statistics are higher in USA where they are estimated to be 12 percent (Hamilton, Moore and Naylor, 2008, p. 190). Consequently, the demand for neonatal care has increased with more than 70 percent of NICUs admissions resulting from premature infants. In addition to the high costs of providing neonatal care among preterm infants, such infants experience developmental impairments compared to their counterparts. This is explained by the fact that the brain of preterm infants is usually undergoing rapid development and these kids are exposed to a strange environmental setting, repeated invasive assessments and protracted illness (Hamilton, Moore and Naylor, 2008, p. 190). This adversely affects their growth and organisation of hearing, vision and sleeping pattern having long term effects on the neuro-development of the infant. Developmental care exposes parents and premature infants to various stressors and negative feelings for instance guilt, anxiety, helplessness and depression (Hamilton, Moore and Naylor, 2008, p. 190). This is because the highly technical setting and the condition of the premature infant led to the disruption of parental roles and reduces parent-infant relatio nship. To deal with this problems Hamilton, Moore and Naylor (2008, p. 190) proposes the adoption of supportive care to optimise the development and reduce negative impacts of premature births. In light of this, developmental care must involve a range of interventions that will help reduce stress within NUICs including controlling the