Homosexuality Essay Example | Topics and Well Written Essays - 1000 words

Homosexuality - Essay Example In order to understand homosexuality in a better way, we must understand the cause of homosexuality. Love between the members of any specific gender is the cause of homosexuality. Feelings of love and care are not gender specific. It is not necessary that these feelings always arise between the individuals belonging to opposite genders. Sometimes the feelings of love and care also arise between the individuals belonging to the same gender. Those feelings become the reason for any two individuals from the same gender to get involved in a relationship between each other, which is often referred as homosexuality. â€Å"Homosexuality involves our underlying bisexuality at play when we naturally feel more attracted to the same rather than the opposite sex† (Roy). Homosexuality also gives rise to another critical issue, which is same sex marriage. The government of the United States of America does not allow same sex marriages. The government of America believes that marriage is a sacred relationship, which should always involve individuals from opposite sexes whereas gay or lesbian marriages result in destroying the basic sprit of the relationship of marriage. However, in some states of America, courts have allowed people for same sex marriages. Some of those states include Massachusetts, Vermont, and Connecticut. The courts of these states declared that marriage is a civil right, so gays and lesbians also possess this right (Cahill 4). In these states, although people belonging to same sexes are allowed to get tied in marital relationships with each other, yet their marriages or living status as a couple is not regarded by the majority of the US population. Homosexual couples face many problems in any specific society. One of the major problems, which homosexual couples face, is the discouraging behavior of the people who know them. If we talk about homosexual marriages, we can say that majority of people usually do not encourage homosexual marriages because they think that such marriages are just for the fulfillment of sexual desires instead of making a sacred relationship. People believe that gay and lesbian couples adversely affect the norms and values of a society. People also look suspiciously towards gay and lesbian couples and do not respect them as traditional couples. Therefore, such couples undergo a hard struggle in order to be accepted by the society in which they live. Another issue, which homosexual couples face, is opposition from the supporters of traditional family systems. Traditional family supporters believe that family system is essential for the existence of a society. They firmly believe that men are made for wome n and women are made for men. They think that gay and lesbian couples weaken the foundations of a family system because neither they can give birth to babies nor they can completely fulfill the sexual desires of each other. Traditional family supporters also think that such marriages or relationships result in decreasing the work force of the country because of their inability to give birth to babies. The viewpoint of homosexual couples is different from the traditionalists. They believe that same sex marriages do not violate the family values as they also have the feelings of love

Research paper Example | Topics and Well Written Essays - 1000 words - 26

Research Paper Example However, marked differences can be observed between the film adaptation and the original short story despite both of them being based on similar subjects. This paper will attempt to highlight the differences between the two - The Legend of Sleepy Hollow and Sleepy Hollow – and will try to compare the two based on elements including plot, characterization, and theme. It is quite common that books being adapted into films lack consistency. While the author may have chosen to present the story line in a different manner, there are many aspects of the story that are not retained during film making. Similar is the case with the film, Sleepy Hollow, which although follows largely the same story line, but differs on the basis of several aspects. The plot for a large part follows the similar super natural scheme as the original short story. The para-normality is one aspect of the original plot that is particularly retained including the use of the same time period. This adds a tinge of horror in the film. For the most part, the plot is changed where Ichabod works in forensics as part of the police while the original story depicted Ichabod as a teacher. This change significantly affects the story line where Ichabod instead of being stupefied becomes determined to find the truth behind the horse rider. The story is extended to include the depiction that the headless horse rider is actually a ghost of a mercenary who died during the revolutionary war. Then follows a story where Ichabod attempts to uncover the truth behind the apparition of the headless horse rider. The change in the story line produced several changes into the characterization of Ichabod, Brom, Katrina, and the inclusion of other characters. In the short story, Ichabod’s character is displayed as having many flaws despite being a strong character. Ichabod while

Comparison of Education Reports of Behavioural Symptoms

Comparison of Education Reports of Behavioural Symptoms Running Head: Teacher, children, and parents reports of behavioral symptoms Comparison between teacher, children, and parents reports of behavioral symptoms associated with disruptive behaviors. Karelyn M. Gonzà ¡lez-Cruz, M.S., Josà © J. Cabiya., Ph.D., Lymaries Padilla, Ph.D. Jovette Sà ¡nchez, M.S. (The project/study described was supported by Grant Number 1 R24 MD00152-01, from the National Center on Minority Health and Health Disparities, National Institutes of Health. It’s contents are solely the responsibility of the authors and do not necessarily represent the official views of the National Institutes of Health.) Key Words: School age children, aggressive behavior, Attention Deficit Hyperactivity Disorder, Oppositional Defiant Disorder, impulsiveness depression. Abstract The goal of the present pilot study was to compare the teacher, children, and parents reports of behavioral symptoms associated with disruptive behaviors using the Diagnostic Interview Schedule of Children-Parent version (DISC-P), the Diagnostic Interview Schedule of Children-Youth (DISC-Y) and the Bauermeister School Behavior Inventory (BSBI). The parents of 52 children consented to participate in the DISC-P and DISC-Y interviews. The results showed that parents and children had a moderate degree of agreement in answering symptoms of major depressive episode, symptoms of traumatic stress disorder, and symptoms of generalized anxiety disorder. The results also showed that teachers had a high degree of agreement with children in their report of disruptive symptoms while no agreement was found between teachers and parents reports. Teachers’ reports of disruptive behaviors such as irritability, hostility, distraction, and low motivation had a moderate correlation with children re ports of symptoms related to conduct disorders and ODD. These results might suggest that parents identify more efficiently affective disorders than teachers. On the contrary, teachers appear to identify more efficiently disruptive behaviors than parents do. Comparison between teacher, children, and parents reports of behavioral symptoms associated with disruptive behaviors Assessment of child psychiatric disorders traditionally relies on information obtained from multiple informants, usually the parent, the child, and sometimes others such as teachers and additional family members. These informants may provide different information about the presence, severity, and duration of a childs symptomatology or behavior (Achenbach, McConaughy, Howell, 1987). Several studies have compared parent and child reports of the children psychiatric symptoms in structured diagnostic interviews like the Diagnostic Interview for Children and Adolescents (DICA; Herjanic Reich, 1982; Reich, Herjanic, Welner, Gandy, 1982; Welner, Reich, Herjanic, Jung, Amado, 1987), the Diagnostic Interview Schedule for Children (DISC; Edelbrock, Costello, Dulcan, Calabro Conover, Kalas, 1986; Loeber, Green, Lahey, Stouthamer-Loeber, 1989; Weissman et al., 1987), and the Schedule for Affective Disorders and Schizophrenia for School-age Children (K-SADS; Chambers et al., 1985; Orvaschel , Puig-Antich, Chambers, Tabrizi, Johnson, 1982). These studies have documented low to moderate agreement between parents and children report of psychiatric symptoms. In general, these reports have found that parents report more behavior symptoms about their children than the children report about themselves, whereas children report having more affective and neurotic symptoms than their parents report about them (Edelbrock et al., 1986; Herjanic Reich, 1982). In addition, a meta-analysis of more than 200 studies examined agreement among informants, and reported moderate to poor agreement for most studies, including those in which agreement was assessed along symptom dimensions rather than by categorical diagnoses (Achenbach, McConaughy, Howell, 1987). Somewhat better agreement between parents and children has been observed in clinical samples when semistructured interviews were used by clinicians (Orvaschel, Thompson, Belanger, Prusoff, Kidd, 1982) and for externalizing as compared to internalizing symptoms (Reich, Herjanic, Welner, Gandhy, 1982). Asymmetrical reporting of certain types of symptoms has been found to be the most frequent source of disagreement. Parents tend to report externalizing behaviors or problems more often while children tend to report internalizing depressive or anxiety symptoms with greater frequency Edelbrock et al., 1986; Reich et al., 1982). In addition, a study completed by Bravo, et al. (2001) with a Puerto Rican sample found that parents were generally fair or moderately reliable informants when reporting about their children. Children (11-17 years) were excellent or moderately reliable informants on disruptive and substance-related disorders, but were unreliable when reporting about anxiety and depressive disorders. For lifetime diagnoses, they found that parents were fair reporters of their childrens conduct disorder, as well as substance-related disorders, whereas their children were excellent or moderately reliable reporting about most of these disorders. However, no study was found that have assessed the relationship between the teachers, parents and children report of clinical symptoms related to disruptive disorders. The goal of the present pilot study was to compare the teachers, children, and parents reports of behavioral symptoms associated with disruptive behaviors using the Diagnostic Interview Schedule of Children-Parent version (DISC-P), the Diagnostic Interview Schedule of Children-Youth (DISC-Y) and the Bauermeister School Behavior Inventory (BSBI). Method Participants Fifty two (26 boys and 26 girls) from ages 9 to 12 (mean age was 10) from the San Juan metropolitan area, who were referred by their teacher for disruptive behavior in the classroom, were administered a symptoms checklist based on the DSM-IV-TR diagnostic criteria for disruptive disorders (American Psychiatric Association, 2000). Informed consent to participate in the study was then requested from the parents of these children. The socioeconomic status of all of these children was low. The mean age was 10.06 (SD = 1.07). Of the 52 referred children, 17 children (9 boys and 8 girls) were evaluated with the DISC-Y. The mean age of this group was 10.12 (SD = 1.16). Instruments Bauermeister School Behavior Inventory (BSBI). This inventory consists of six scales for male children and five for female children completed by the teachers that evaluate anxiety symptoms, social alienation, depression, irritability-hostility, distraction-motivation and activity impulsiveness. Internal consistency fluctuates between .74 and .96; test-re-test reliability (four week period fluctuated between .52 to .89. This instrument was developed, validated and standardized for Puerto Rican population (Bauermeister, 1994). Computerized Diagnostic Interview Schedule for Children (C-DISC) (Shafer, D. et al. 2000). The DISC is the most widely used and studied mental health interview that has been tested in both clinical and community populations. It is a comprehensive, structured interview that covers 36 mental health disorders for children adolescents, using DSM-IV criteria. The version used in this study was the most recent Spanish translation of the DISC-IV (Bravo et al., 2001), with parallel youth (DISC-Y) and parent (DISC-P) versions. The test-retest reliability of the DISC-IV has been reported in both Spanish and English-speaking clinic samples yielding comparable results (Bravo et al., 2001; Shaffer, Fisher, Lucas, Dulcan, Schwab-Stone, 2000). The disorders assessed by the DISC were: Generalized anxiety, Panic, Post-traumatic stress, Major Depression, Dysthymia, Attention Deficit Hyperactivity, Oppositional Defiant, Conduct Disorder, Alcohol Abuse / Dependence, Marijuana Abuse / Dependence, Nicot ine Dependence and other Substance Abuse / Dependence. Socio-demographic interview. The questionnaire used in the Research Scientific Institute at the Carlos Albizu University was administered. The questionnaire provides socio-demographic information about the child and his/her family. Procedures Teachers completed the BSBI after the parents consented to participate in the study. The project’s director selected advanced doctoral students in clinical psychology to be trained as interviewers. These students received two day intensive DISC workshops from trainers certified by the Columbia University original developers of the DISC. They were blind to experimental hypotheses. Interviewers contacted by phone the principal caretaker of each child to arrange for the DISC-P interview in the school. They administered first the DISC-P to the parent and afterwards they administered the DISC-Y to the child. The principal caretaker received an compensation of twenty dollars for their participation. The interviews took place in a classroom with comfortable chairs, illumination, tables, and non distractions. Quality control procedures were established to guarantee the integrity of the data gathering process. The project’s director conducted weekly meetings for the supervision of recorded practice DISC interviews according to the DISC instructions manual. The interviewers received recommendations from other trained DISC interviewers, specifically on how to deal with ambiguities, which did arise, and clearly define â€Å"do’s† and â€Å"don’ts† in various situations. Specific situations that lead to deviations from the interview were discussed in the weekly supervisions. Results The correlations between the quantity of symptoms of the different disorders on DISC-P and DISC-Y were as follows: symptoms of inattention on DISC-P and symptoms of inattention on DISC-Y was r = .57 (pr = .70 (pr = .64 (pr = .67 (pr = .75 (p The correlations between the BSBI distraction-motivation scale and ODD symptoms on DISC-Y was r = .87 (pr = .92 (pr = .64 (p Discussion The goal of the present pilot study was to compare the teacher, children, and parents reports of behavioral symptoms associated with disruptive behaviors using the Diagnostic Interview Schedule of Children-Parent version (DISC-P), the Diagnostic Interview Schedule of Children-Youth (DISC-Y) and the Bauermeister School Behavior Inventory (BSBI). Results indicated that parents reported more behavioral symptoms (such as ODD symptoms and Attention Deficit Hyperactivity Disorder symptoms) than the children reported. Also, parents reported more affective and anxiety symptoms than their children reported. Even more, the results on DISC-P and DISC-Y showed that parents and children had a moderate degree of agreement in answering symptoms of major depressive episode, symptoms of traumatic stress disorder, and symptoms of generalized anxiety disorder. The results also showed that teachers had a high degree of agreement with children in their report of disruptive symptoms while no agreement was found between teachers and parents reports. Teachers’ reports of disruptive behaviors such as irritability, hostility, distraction, and low motivation had a moderate correlation with children reports of symptoms related to conduct disorders and ODD. These results might suggest that parents identify more efficiently affective disorders than teachers. On the contrary, teachers appear to identify more efficiently disruptive behaviors than parents do. These results are consistent with previous research that documented low to moderate agreement between parents and children in their report of disruptive symptoms (DICA; Herjanic Reich, 1982; Reich, Herjanic, Welner, Gandy, 1982; Welner, Reich, Herjanic, Jung, Amado, 1987; Orvaschel, Thompson, Belanger, Prusoff, Kidd, 1982). In addition, a study with a Puerto Rican sample found similar results, in that parents were generally fair or moderately reliable informants about their children’s affective symptoms (Bravo et. al, 2001). One limitation of the present study was the small size of the study sample. The main reason for this was the fact that many parents that were contacted refused to participate in the study. One possible recommendation for future research is to develop specific strategies to engage more Puerto Ricans in order for them to participate in the phases of research with little immediate benefits that requires extended interviews or evaluations. These strategies could include increasing significantly the monetary compensation. Another strategy is to train the research assistants on specific ways of engaging the parents in a culturally sensitive manner like appealing to â€Å"familism† which Muir, et al. (2004) have found to be essential in engaging Latinos in general including Puerto Ricans in research. Nevertheless, engagement of Latinos including Puerto Ricans in research appears to be a significant challenge and future research needs to address this area by itself in a systematic and comprehensive manner. References Achenbach, T. M., McConaughy, S. H. Howell, C. T. (1987). Child/adolescent behavioral and emotional problems: implications of cross-informant correlations for situational specificity. Psychological Bulletin, 101, 213-232. Bauermeister, J. (1994). Desarrollo y utilizacià ³n del Inventario de Comportamiento Escuela (IDC-E) en la evaluacià ³n de nià ±os puertorriqueà ±os [Development and use of the Bauermeister School Behavior Inventory (BSBI) in assessing Latino children]. San Juan, Puerto Rico: Author. Biederman, J., Faraone, S. Mick, E. Moore, P. (1996). Child Behavior Checklist findings support comorbidity between ADHD and Major Depression in a referred sample. Journal of the American Academy of Child Adolescent Psychiatry, 35 (6), 734-742. Bravo, M., Woodbury-Farina, M. A., Canino, G., Rubio-Stipec, M. (in press). The Diagnostic Interview Schedule for Children DISC): Its translation and adaptation in Puerto Rico. Culture, Medicine and Psychiatry. Bravo, M., Ribera, J., Rubio-Stipec, M., Canino, G., Shrout, P., Ramà ­rez, R. (2001). Test-retests reliability of Spanish version of the Diagnostic Interview Schedule for Children DISC-IV. Journal of Abnormal Child Psychology, 29(5), 433-444. Chambers, W. J., Puig-antich, J., Hirsch, M., Paez, P., Ambrosini, P. J., Tabrizi, M. A., Davies, M. (1985). The assessment of affective disorders in children and adolescents by semistructured interview. Archives of General Psychiatry, 42, 696-702 Cohen (1988). Statistical power analysis for the behavioral sciences. (2nd.ed) Hillsdale, NJ: Erlbaum. Edelbrock, C., Costello, A. J., Dulcan, M. K., Calabro Conover, N., Kalas, R. (1986). Parent-child agreement on child psychiatric symptoms assessed via structured interviews. Journal of Child Psychology and Psychiatry, 27, 181-190. Herjanic, B., Herjanic, M., Brown, F., Wheatt, T. (1975). Are children reliable reporters? Journal of Abnormal Child Psychology, 3, 41-48. Herjanic, B. Reich W. (1982). Development of a structured psychiatric interview for adolescent: Agreement between child and parent on individual symptoms. Journal of Abnormal Child Psychology, 10, 307-324. Kashani, J. H., Orvaschel, H., Burke, J. P., Reid, J. C. (1985). Informant variance: The issue of parent-child disagreement. Journal of the American Academy of Child and Adolescent Psychiatry, 24, 437-441. Loeber, R., Green, S. M., Lahey, B. B. Stouthamer-Loeber, M. (1989). Optimal informants on childhood disruptive behavior. Development and Psychopathology, 1, 317-337. Orvaschel H., Puig-antich, J., Chambers, W. J., Tabrizi, M.A., Johnson, R. (1982). Retrospective assessment of prepubertal major depression with the Kiddie-SADS-E. Journal of the American Academy of Child and Adolescent Psychiatry, 21, 392-397. Orvaschel, H., Thompson, W. D., Belanger, A., Prusoff, B. A., Kidd, K. K. (1982). Comparison of the family history method to direct interview: Factors affecting the diagnosis of depression. Journal of Affective Disorders, 4, 49-59. Pliszka, S., Carlson, C. Swanson, J. (1999). ADHD with comorbid disorders: Clinical assessment and management. New York: Guilford Press. Reich, W., Earls, F. (1987). Rules for making psychiatric diagnosis in children on the basis of multiple sources of information: Preliminary strategies. Journal of Abnormal Child Psychology, 15, 601-606. Reich, W., Herjanic, B., Welner, Z., Gandhy, P. R. (1982). Development of a structured psychiatric interview for children: Agreement on diagnosis comparing child and parent interviews. Journal of Abnormal Child Psychology, 10, 325-336. Shaffer, D., Fisher, P., Lucas, C. P., Dulcan, M. K., Schwab-Stone, M. E. (2000). NIMH Diagnostic Interview Schedule for Children Version IV (NIMH DISC-IV): Description, differences from previous versions, and reliability of some common diagnoses. Journal of the American Academy of Child and Adolescent Psychiatry, 39, 28-38. Weissman, M. M., Wickramaratne, P., Warner, V., John, K, Prusoff, B. A., Merikangas, K. R., Gammon G. D. (1987). Assessing psychiatric disorders in children. Archives of General Psychiatry, 44, 747-753.

The Placebo Effect: How Strong Is The Power of Suggestion? :: Biology Essays Research Papers

The Placebo Effect: How Strong Is The Power of Suggestion? For years, scientists have sought to find an explanation for the placebo effect. Although many hypotheses exist, there is no one reason defining why or how the placebos work. Some researchers argue that the phenomenon doesn't even occur; that the placebo effect is merely random error and that any improvement said to be caused by a placebo is simply a spontaneous recovery in the patient's condition (2)(3). Other scientists argue that Pavlovian conditioning supports an explanation for the effect: If patients have previously shown improvement from being in a medical setting or from taking medicine, they are conditioned to experience positive effects every time they are in the same situation (1). A second explanation for the placebo effect is that any drug (or placebo) given to a patient will reduce their stress levels. Because many illnesses begin under high-stress circumstances, or exhibit more extreme symptoms under stressful situations, many of the patient's symptoms are likely to im prove (2)(4). The first question that must be answered before delving into the hypotheses behind the placebo effect is whether or not the phenomenon even exists. Certain physicians and scientists claim that "positive effects" of a placebo are, in actuality, just the body's natural ways of healing itself and the immune system's defenses kicking in soon after the placebo is taken (2). Basically, these researchers argue that improvement in a patient's condition after being administered a placebo is merely a coincidence. Negative effects that are often blamed on placebos are viewed by these researches in the same way: nausea or headaches that are claimed to be a placebo's side effects may be spontaneously occurring symptoms (3). It has been established that colds, nausea, headaches and flus will indeed go away eventually, regardless of whether we take drugs or not. But how can studies that show that placebos have an effect on more serious and chronic illnesses, or potentially fatal conditions, such as hypertension, asthma, Parkinson's disease and schizophrenia be explained? One theory comes from Pavlov's experiment on conditioned reflexes. In this experiment, Pavlov rang a bell before giving food to a dog. After a numerous trials, no food was given after the bell rang, but the dog still salivated and expected the food. This reflex was an involuntary bodily response to an outside stimulus. Similarly, many people have experienced relief after visiting a physician or taking a medication.

A research proving that the act of abortion is not immoral Essay

Abortion is the deliberate termination of a human pregnancy, most often performed during the first 28 weeks of pregnancy. Since 1969, abortion has been legal in Canada. However, it was only allowed under special circumstances which included, high-risk pregnancies and pregnancy as a result of rape. Abortion without federal restrictions has been legal since 1988 in Canada. With the advanced technology of today, abortion can be done both surgically and non-surgically. Furthermore, many today may believe that abortion should be illegal as it is considered to be â€Å"inhumane†. Nevertheless, because of the time the abortion takes place, the situations that make abortion the only option and avoiding birth defects, one can come to the conclusion that abortion is not immoral. This fact can be proven throughout the research done by medical professionals and people who have had to get an abortion done. The universal definition of abortion states that abortion is the termination of a pregnancy by either a surgical or non-surgical method before the fetus is able to sustain independent life (up to 24 weeks). Abortion ranges in two different forms, surgical and non-surgical. There are 2 types of surgical procedures which are Vacuum Suction Curettage (VSC)  and Manual Vacuum Aspiration (MVA). Throughout the first twenty weeks of pregnancy, the fetus has now developed the entire skeletal figure, all major organs are functioning, and this would include the heart, stomach, liver, kidney, and brain. By twenty weeks, the fetus can now kick, grasp with his or her hands, hair is visible and vocal cords are working. Stated by Dr. Paul Ranali, a neurologist studying at the University of Toronto, there is evidence of the fetus feeling pain during the abortion procedure (Pollitt, 2011). Although it is unusual that one would have an abortion this late in the pregnancy, abortion can take place any time during the first trimester of pregnancy which is up to 24 weeks, the fetal brain is completely developed at the age of 20 weeks. The brain has the full complement of brain cells as an adult would have therefore made the fetus ready to receive pain signals from the body (Johnson, 2011). Overall, many still allow the abortion to take place after knowing this information. Because the abortion process takes place at such an early stage in the pregnancy, many do not seem to consider the fetus as a human, therefore, disregarding the slurs (murdering the fetus) that are typically said. The main cause for abortions would be the fact that they are unplanned pregnancies. As stated in the Annual Abortion Survey in the United States (AAS), â€Å"on average, women give at least  3 reasons for choosing abortion: 3/4 say that having a baby would interfere with work, school or other responsibilities; about 3/4 say they cannot afford a child; and 1/2 say they do not want to be a single parent or are having problems with their husband or partner† (Annual Abortion Survey- USA, 2013). Because of these reasons, it is unfair to bring an innocent child into the world where they would not receive the care that is needed. Also stated in the AAS, twenty-one percent of women included a physical problem with their health among reasons for having an abortion  and eleven percent admitted that they went along to get an abortion due to the fact that they were victims of rape. Those who do not wish to have a child because of financial situations can be understood by those who believe abortion is immoral because raising a child in today’s time is known to be expensive to those who make an average salary of $34,000. While considering having a child, one must be able to provide basic necessities such as diapers and formula. The costs of diapers can range from $10.00 – $50.00. The costs of baby formula can range from $15.00 – $50.00 (Evers, 2013).   If one cannot provide their child with the essential needs, they should not bring them into the world. If on e cannot provide for their child, it can also cause a strain on the mother and father’s relationship due to overwhelming stress and pressure. Also, studies in the United States have shown, those who are not financially stable and continue with their pregnancy, are more likely to become unemployed, to be on public welfare, to be below the poverty line, and to later on in life, become victims of domestic violence (Evers, 2013). Because many do not want to be placed in a situation where they are in danger or not capable of raising a child, they choose to abort the potential child. A birth defect is defined as a health problem or physical change which is present in a baby at the time he or she is born. Birth defects can occur either from genetic factors or even environmental factors. The genetic causes could be inheritance, single gene defects, multifactorial inheritance, teratogens or a chromosome abnormality.   Luckily, only three out of every one-hundred babies are born with a birth defect (Williams, 2007). Many birth defects can be diagnosed before birth with specialized prenatal diagnosis test. Birth defects that are considered as chromosomal abnormalities such as Downs Syndrome can be diagnosed before birth by examining the amniotic fluid from the placenta. A commonly used test that screen for birth defects and mainly Downs Syndrome would be Alpha-fetoprotein. Alpha-fetoprotein measures the levels of alpha-fetoprotein in the blood. This screening may be included as one part of a two, three, or four-part screening, often called a multiple marker screen. The other parts may include the following: Human Chorionic Gonadotropin and Estriol (Williams, 2007). Human chorionic gonadotropin is a hormone that is extracted from the placenta cells. High levels may indicate a fetus with Down Syndrome. Estriol is  a hormone produced by the placenta and by the fetal liver and adrenal glands. Low levels may indicate a fetus with Down Syndrome. Other birth defects that are a leading cause of infant mortality would be heart defects and missing organs and limbs. These birth defects are noticed through ultrasounds just before the pregnancy goes to twenty weeks. It was founded that roughly two percent of all pregnancies are complicated by a major birth defect. Of that two percent, ninety-three percent of the women decided to terminate the pregnancy before the child is born into a life of suffering (Williams, 2007). Thus concluding that women mainly resort in abortion in order to protect a child from being born with a disability that could lead them i n a life where it would be difficult for them to survive. In conclusion, one can say that abortion is not an immoral act due to the fact that at the time abortion takes place the fetus has not yet become a human, the situations that make abortion the only option which shields the unborn child from being born into a world where they cannot be taken care of and avoiding birth defects. This fact has been proven throughout this essay by the research done by medical professionals and people who have gone through this experience. Bibliography Abortion Laws Worldwide. (n.d.). Retrieved March 2, 2015, from https://www.womenonwaves.org/en/page/460/abortion-laws-worldwide Annual Abortion Survey-USA. (n.d.). Retrieved March 3, 2015, from http://www.abort73.com/abortion_facts/us_abortion_statistics/ Children’s Health. The  Ã‚  Ã‚   Nemours Foundation, 1 Apr. 2014. Web. 8 Mar. 2015. . â€Å"Description of Types of Abortions, Abortion Procedures, How They Work, What to Expect.† Description of Types of Abortions, Abortion Procedures, How They Work, What to Expect. Web. 6 Mar. 2015. . Evers, J. (2013, February 1). Religious views on abortion. Retrieved March 4, 2015, from https://www.spuc.org.edu/youth/student_info_on_abortion/religion Guralnick, M. J. (2010). Early intervention approaches to enhance the peer-related social competence of young children with developmental delays: A historical perspective.  Infants and Young Children, 23, 73–83. Hirsch, L.(2010). â€Å"Genetic Testing.† KidsHealth – the Web’s Most Visited Site about Johnson, M. (2011, January 1). Abortion. Retrieved March 4, 2015, from http://www.cfsh.ca/your_sexual_health/abortion/ Pollitt, K. (2011). Pro: Reclaiming abortion rights (pp. 29-43). Religious views on abortion. (2012, January 1). Retrieved March 4, 2015, from https://www.spuc.org.uk/youth/student_info_on_abortion/religion Sanghavi, D. (2013, January 1). Texas’ Bill Would Ban Abortions at the Time Testing Reveals Fetal Defects. Retrieved March 2, 2015, from http://www.slate.com/articles/health_and_science/medical_examiner/2013/07/texas_ Williams, M. (2007). Abortion (pp. 34-59). Detroit: Greenhaven Press.

Ethnic studies Essay

â€Å"The students, united, will never be defeated! â€Å". This was the rallying call of students at San Francisco State University trying to save their Asian America Studies classes in 2008. 40 years after the first Third World Liberation Front protested and fought against discrimination and for their rights to have ethnic studies classes, the fight still continues. Students fought to have classes from the perspective of ethnic peoples, and not the Eurocentric point of view. In doing so, the struggle for ethnic studies from students and the community challenged and broke the status quo and construct of â€Å"race† in a Eurocentric America. Ethnic studies in the U. S. campuses started in the 60’s along with the Civil Rights Movement, opposition against the Vietnam War, the fight for women’s rights, and many other fights by the people for their rights. In March of 1968, The SFSU Third World Liberation Front was created by students of different ethnicities coming together. This was the longest strike in student history, and resulted in the creation of ethnic studies at SFSU, as well as increased admissions for students of colors to the university. The second longest strike occurred in UC Berkeley, with the strike more violent than the first. The clenched fist was the symbol for the strike, equality, power, unity, and change for the minority groups in America. Over the years, there have been many strikes and protest from students to have ethnic studies. California was a hotbed for the struggle of ethnic studies because it has the most immigrant and ethnic groups in the United States. It was a melting pot of African Americans, Asians, American Indians, Latinos, and so on. It was really only a matter of time before they stood up against discrimination. â€Å"When people of color got up in unity and went on strike, it scared them. † Them referring to the white political leaders of the schools. The first to stand up to discrimination is usually those that are educated and realize they can make a change through their actions. Students of ethnic background fought for social justice not only for themselves, but for a larger picture going back to their communities. Ethnic students are representatives to their families and communities. Many of these ethnic students were the first to attend college because their parents or families came to America in search for a better life and an opportunity for their children at an education. As these strikes were occurring, the community came to support them. Not only the communities of ethnic students, but white supporters as well. Supporters that understood the struggle of the ethnic groups, and came together to fight together. â€Å"Quite a few white students had come to the point of understanding, what our cause was, what it meant, and that we did not want to take over the university, take over the country, we wanted ends†. When we think third world we think of people that are improvised, poor, and lacking education. These third world people a Though they weren’t really â€Å"third world† students, inadequate access to classes that represented their ethnic background meant they had no way to really learn the struggle of ethnics people that came before them. Luis Alarcon made a point that he considered UC Berkeley his university, but the president of Berkeley disagreed and said the university was for â€Å"the people of California†. Although Luis is a person of California, the president did not consider the university for him. As a race of minorities, they were trying to free themselves from being â€Å"third world† citizens in the United States. â€Å"What we got from this agreement were things that we as third world peoples deserved, and we as students, and we as citizens of this country deserved†. But is there a scientific claim that makes certain people â€Å"third world†, or is it a political agenda to people ethnic people third world citizens? Ethnic people living in the United States in the were often discriminated against. As Laureen Chew said,† of course I blamed it all on ourselves and our family for being born Chinese, etc†. They blamed their race, instead of finding a fault in society for making them an inferior race that were mistreated unfairly. Even today, although racism is not as obvious, it is still alive and in place. â€Å"Color-blind racism serves as the ideological armor for a convert and institutionalized system in the post-Civil Rights era†. Minorities can be discriminated against their morals, values, and character without whites sounding racist. But is being color-blind discriminating as well? By not seeing color, one fails to recognize that we still haven’t reached a level where we only judge from character, and not the color of our skin. It’s apparent we today, have not reached that goal yet. Tom Horne Arizona superintendent of public instruction believes in cutting off ethnic studies classes because it will divide kids up and only teach them narrowly about the race they were born into. Ethnic studies is for the empowerment of not only ethnic students, but for all students who want to learn about the history of different peoples. It wasn’t so long ago when minorities were second citizens in the United States. Many were segregated against, beaten, killed, and uneducated. But what were the terms that classified certain peoples as a different race from whites? â€Å"Race is a concept with signifies and symbolizes social conflicts and interests by referring to different types of human bodies†. So because people of different ethnicities have different bodies, specifically skin color they were disadvantaged in comparison to white Americans. â€Å"The word ‘domination’ reminds us that the institutional racism is a type of power that encompasses the symbolic power to classify one group of people as ‘normal’ and other groups of people as ‘abnormal’, the political power to withhold basic rights from people of color and marshal the full power of the state to enforce segregation and in equality. To break this institution, learning ethnic studies brings out the truth of this country, which in turn brings out the greatness of the United States. Ethnic studies allows us to think critically about our relationship in terms of our relationship this country and our backgrounds. It gives us a basis to deal with historic racial issues such as the Zimmerman trial. â€Å"Ethnic studies departments in the CSU are at the forefront in leading students to balanced, critical, and open discussions of racial and ethnic matters that, unfortunately, have yet to be resolved in the US†. It’s important to have a format in educating students so that we may form our own educated opinions and learn facts on the history of our ethnicities. People gave up their bodies for their right to have ethnic studies. â€Å"I wanted to give you a poem, but I give you my body instead†. As she finished her speech, her fellow supporters agreed with her with loud applause. She was only one of many proponents in decades of struggle by students to fight for their ethnic studies departments. The protesting for ethnic studies was intertwined with the opposition against the war, civil rights, and other social issues going on at the time. In 1999 the issue was California becoming increasingly wary against immigrants, using them as a scapegoat for the economy failing. Protesting at Berkeley meant defending affirmative action, defending the rights of immigrants†. The protesting in SFSU was the longest lasting student protest. Their cries for â€Å"we want the puppet! † meant they wanted to discuss ethnic studies with S. I. Hayakawa who did not rally with the students even though he was Asian American. These students were subject to police violence, who went into the cafeterias to harass and attack the students. At Valley State University, Latino students with the black students protested in order to have more representation in and open up classes for Chicano studies and Black studies. So what role does race really play in all of this? We know that even if it’s not about race, it’s always about race. You can say that the student protests were all about race. When you ask people about which â€Å"race† they are, one normally gets a response like, asian, black, white, or so on. The two schools of thought, Primordialism and Instrumentalism, are opposing forces in which the former believes that â€Å"races existed, that races are biologically determined and distinct from one another. † The latter believes â€Å"race as a man-made, human created reality. It is an instrument that was constructed sociohistorically in order to allocate resources†. An outcome of the struggle for ethnic studies is that it challenged what the racial norm really was. By fighting for their rights, the protestors inadvertently chipped away at what really defines race; â€Å"a racist invention† to divide and allocate resources’. But can we really ignore that our race has nothing to do with our genetic makeup and the way we look? Discriminatory and prejudiced behavior towards minorities was the cause of the student unrest, as well as gaining support from non-ethnical students and community. Jesus Rodriguez realized â€Å"people can be so quick to attach certain characteristics to a person’s race†. The characteristics we attach to minorities are they’re lazy, they don’t want to leave the bottom, they’re slow learners, etc. With this in mind, white people in power discriminated these minorities, saying they don’t belong in their universities. Many white people believed in the status quo or race at the time and opposed the ethnic protestors. But what about everyone else that eventually sided with the protestors? Especially during the 60’s and 70’s, people began to fight for each other’s rights. The division between races between people were lessening, and the thought of a human race were expanding. They fought for their own rights and they fought for each other’s rights, because they realized all minorities at the time were going through the same struggle. † I believe that it is important for every American to know their history, even if it has nothing to do with their color or ethnicity: since events such as the Third World Strike influenced some of your fellow Americans, these same events indirectly influenced you as well†. Where would we be without ethnic studies today? Without the efforts and sacrifices of those student protesters, someone like me might not even appreciate and understand the struggle that so many went through. We stand on the shoulders of those who dared to challenge injustice and discrimination, and broke the barriers of race and racial equality. Leon, Teresa W. History of AAS at CSUN. N. p. , 13 Sept. 2013. Web. 11 Oct. 2013. Shiekh, Irum. â€Å"On Strike: Ethnic Studies – Progressive Films. † Progressive Films. Progressive Films, n. d. Web. 11 Oct. 2013. â€Å"Ethnic Studies Ban Racist? † YouTube. YouTube, 13 May 2010. Web. 11 Oct. 2013. â€Å"CSUN Student Political Activism 1960’s/70s â€Å"The Storm at Valley State†Ã¢â‚¬  YouTube. YouTube, 27 Jan. 2009. Web. 11 Oct. 2013. Bonilla-Silva, Eduardo. Racism without Racists: Color-blind Racism and the Persistence of Racial Inequality in America. 3rd ed. Lanham: Rowman & Littlefield, 2010. Print. â€Å"SF State Third World Student Strike. † YouTube. YouTube, 22 June 2007. Web. 11 Oct. 2013. â€Å"Save Our AAS. † YouTube. YouTube, 09 Nov. 2008. Web. 11 Oct. 2013. Leon-WIlliams, Teresa. â€Å"Lecture Notes on â€Å"The Historical Origins of Race†Ã¢â‚¬  CSU Northridge: Login to the Site. N. p. , 30 Sept. 2013. Web. 11 Oct. 2013. â€Å"Student Unrest at SF State College and S. I. Hayakawa. † YouTube. YouTube, 19 Apr. 2008. Web. 11 Oct. 2013. Leon-WIlliams, Teresa. â€Å"How the Blind Perceive â€Å"race†. . . † CSU Northridge: Login to the Site. N. p. , 30 Sept. 2013. Web. 11 Oct. 2013. Rodriguez, Jesus. â€Å"Re: Race & the Working Field. † Weblog comment. N. p. , 8 Oct. 2013. Web. 12 Oct. 2013. Leon-WIlliams, Teresa. â€Å"Prejudice & Discrimination. † Moodle, 16 Sept. 2013. Web. 12 Oct. 2013.

Product Design and Modernism

Product Design and Modernism The principles of modernism affected many areas of human activities, including product design. It is necessary to focus on the following important distinctions of this style, namely:Advertising We will write a custom essay sample on Product Design and Modernism specifically for you for only $16.05 $11/page Learn More the absence of ornamental elements and minimalism; pure geometrical forms; the use of new materials; the suitability of the modernist designs for mass production (Greenhalph 1990). At the beginning of the twentieth century, these features were very innovative and only few designers were willing to adopt this approach. This is why they can be called modern, at least if one speaks about the design which existed at that time. Yet, nowadays there techniques are viewed as something conventional and very widespread. This is one of the main issues that should not be overlooked. Overall, it is possible to argue that the principles of modernism are of great relevance to contemporary designers who attach importance to such criteria as utility, aestheticism, and cost-effectiveness. These are the main questions that should be examined in this essay. They are vital for describing the principles of modernism. In order to discuss the innovative aspects of modernist product design, one should first mention that the aesthetics of this movement which mostly rejected those elements which did not serve any practical purposes. This approach is described as minimalism or functionalism which means that every element of design should perform a certain function (Bertens 1997, p. 92).Advertising Looking for essay on art and design? Let's see if we can help you! Get your first paper with 15% OFF Learn More In contrast, purely decorative components are considered to be redundant by the supporters of the modernist movement (Bertens 1997, p. 92). These principles were particularly applicable to architecture and interior design . Yet, this idea also appealed to many manufacturers of that period because they wanted to make the products available to a great number of clients (Bertens 1997, p. 92). This background information can throw light on the influence of modernism on product design. This is one of the main aspects that should be taken into account. Overall, the absence of ornamental elements can be best illustrated by looking at the piece of furniture that was created during this period. For example, the following photograph exemplifies the principles of minimalism and functionalism: Figure 1: The armchair designed by Ludwig Mies van der Rohe (Raizman, 2003, p. 189) On the whole, this armchair highlights the way in the idea of functionality influenced the work of designers who tried to combine utility with aestheticism. In their view, these elements could be reconciled with one another. There are virtually no decorative components.Advertising We will write a custom essay sample on Product Desi gn and Modernism specifically for you for only $16.05 $11/page Learn More This is one of the main distinctions that explain the principles of modernism and its influence on design. One should mention that this approach to design differed dramatically from the techniques that were used during the earlier periods. For example, the furniture, made by the supporters of the Art Nouveau Movement, could contain tracery, carvings or the use of acrylic painting. In most cases, these components did not play any functional goal and their utility was usually minimal. In contrast, modernist designers did not want to include these components because in their opinion, decorations were superfluous. This is one of the main points that should be considered. The design of furniture was not the only area that was transformed by modernism. There are many other fields of product design that were changed by this aesthetic movement. For example, one can speak about the design of dinnerwar e created in the early fifties Figure 2: Dinnerware designed by Trude Petri (Raizman, 2003, p. 189)Advertising Looking for essay on art and design? Let's see if we can help you! Get your first paper with 15% OFF Learn More Again, it is important to remember dinnerware created in the pre-modernist period usually created a great number of decorative elements. Furthermore, one should focus on the use of pure geometric forms such triangles, spheres, or squares. On the whole, this technique enabled the designers to emphasize the minimalism or austerity of their products. Moreover, in this way, the designers could illustrate the novelty of their work and its difference from previous artistic styles and movements. As it has been said before, many critics and buyers could not readily accept this style because these forms were deemed to be very unconventional (Bertens 1997). This is main peculiarity that should not be disregarded when examining the forms that are associated with modernism. It is possible to look at the photograph taken in 1930. To a great extent, this picture was aimed at popularizing the new approach to the product design. Figure 2: A Model for the New Living Style (Greenhalph 1990, p. 98) T his picture indicates that that modern designers preferred clear surfaces and pure geometric forms that have no irregularities. One should take into account that in the first half of the twentieth century, this technique was perceived as something very innovative because the majority of architects and designers avoided the use of pure geometric forms. In their opinion, this technique was too simplistic or even crude (Greenhalph 1990). Moreover, this form was not readily accepted by buyers who were accustomed to the presence of decorative elements. However, the development of modernist design popularized the new methods of production and aesthetic styles. Therefore, it is possible to say that the principles of modernism are no longer regarded as something very innovative. This is one of the main peculiarities which should be taken into account by people who study the role of modernism. Additionally, it is important to pay close attention to the use of materials that became very popul ar during the age of modernist design. Among the most popular materials that were applied in the pre-modernist era, one can distinguish wood, glass, and metal (Raizman 2003). However, the situation began to change at the beginning of the twentieth century when scientific changes widened the opportunities that were available to designers. One should focus on such materials as polyester, stainless steel, polypropylene, heat-resistant glass, aluminum, and even silicon (Raizman 2003; Ross 2008, p. 132). They could be employed for the production of furniture, home appliances, vehicles, and many other products. One can also say that they greatly contributed to the rise of mass production (Cresswell Lambert 2003, p. 122). It should be kept in mind that the development of modernism reflected the increasing industrializations of the society. The materials that have been mentioned facilitated the work of manufacturers that were oriented to the needs of mass consumer market. Thus, this aspect of modernist turned out to be very useful to them. Moreover, at that time, this approach was perceived as something very innovative because people preferred to buy products made of glass, metal, or wood. This is one of the main details that should be identified since it is vital for examining the effects of modernism on product design. Furthermore, there is another detail which suggests that modernism revolutionized the principles of product design. Such principles as minimalism, the reliance on geometric forms, and the use of innovative material enabled businesses to launch mass production of products (Raizman 2009, p. 189). To some degree, the adoption of the modernist principles helped companies increase the volume of production. Moreover, modernist approach to product design facilitated the standardization of items that had to be manufactured (Raizman 2009, p. 189). This peculiarity was of great use to many manufacturers that were producing large quantities goods at the beginni ng of the twentieth century (Raizman 2003, p. 189; Parsons 2009, p. 110). One can say that these techniques are now widely used by many companies which rely on assembly line. This aspect is also critical for understanding the novelty of modernism and its role in the course of history. Overall, these cases suggest modernism played an important role in the product design. In this case, one can speak about minimalist aesthetics, functionalism, pure geometric forms, the use of innovative materials, and orientation toward mass production. Nowadays, the innovation brought by modernism are now taken for granted, but at the modernism emerged these changes were regarded as a breakthrough. To a great extent, the principles of the modernist movement opened a new era in product design and their effects are palpable nowadays. This aesthetic movement increased the availability of many goods. Finally, it is possible to say that product design is one of those areas in which modernist principles con tinue to play a vital role. This is one of the main arguments that can be put forward. References Bertens, H 1997, International Postmodernism: Theory and Literary Practice, John Benjamins Publishing, Boston. Cresswell, L Lambert, B 2003 Product design: resistant materials technology, Heinemanin, New York. Greenhalph, P 1990, Modernism in design, Reaktion Books, Boston. Parsons, T 2009, Thinking: Objects: Contemporary Approaches to Product Design, AVA Publishing, London. Raizman, D 2003, History of Modern Design: Graphics and Products Since the Industrial Revolution, Laurence King Publishing, New York. Ross, S 2008, Modernism and Theory: A Critical Debate, Routledge, New York.

Definition and Examples of Meaning in Linguistics

Definition and Examples of Meaning in Linguistics In semantics and pragmatics, meaning is the message conveyed by words, sentences, and symbols in a context. Also called  lexical meaning or semantic meaning. In The Evolution of Language (2010), W. Tecumseh Fitch points out that semantics is the branch of language study that consistently rubs shoulders with philosophy. This is because the study of meaning raises a host of deep problems that are the traditional stomping grounds for philosophers. Here are more examples of meaning from other writers on the subject: Word Meanings Word meanings are like stretchy pullovers, whose outline contour is visible, but whose detailed shape varies with use: The proper meaning of a word . . . is never something upon which the word sits like a gull on a stone; it is something over which the word hovers like a gull over a ships stern, noted one literary critic.(Jean Aitchison, The Language Web: The Power and Problem of Words. Cambridge University Press, 1997) Meaning in Sentences It may justly be urged that, properly speaking, what alone has meaning is a sentence. Of course, we can speak quite properly of, for example, looking up the meaning of a word in a dictionary. Nevertheless, it appears that the sense in which a word or phrase has a meaning is derivative from the sense in which a sentence has a meaning: to say a word or phrase has a meaning is to say that there are sentences in which it occurs which have meanings; and to know the meaning which the word or phrase has, is to know the meanings of sentences in which it occurs. All the dictionary can do when we look up the meaning of a word is to suggest aids to the understanding of sentences in which it occurs. Hence it appears correct to say that what has meaning in the primary sense is the sentence. (John L. Austin, The Meaning of a Word. Philosophical Papers, 3rd ed., edited by J. O. Urmson and G. J. Warnock. Oxford University Press, 1990) Different Kinds of Meaning for Different Kinds of Words There cant be a single answer to the question Are meanings in the world or in the head? because the division of labor between sense and reference is very different for different kinds of words. With a word like this or that, the sense by itself is useless in picking out the referent; it all depends on what is in the environs at the time and place that a person utters it. . . . Linguists call them deictic terms . . .. Other examples are here, there, you, me, now, and then. At the other extreme are words that refer to whatever we say they mean when we stipulate their meanings in a system of rules. At least in theory, you dont have to go out into the world with your eyes peeled to know what a touchdown is, or a member of parliament, or a dollar, or an American citizen, or GO in Monopoly, because their meaning is laid down exactly by the rules and regulations of a game or system. These are sometimes called nominal kindskinds of things that are picked out only by how we decide to name the m. (Steven Pinker, The Stuff of Thought. Viking, 2007) Two Types of Meaning: Semantic and Pragmatic It has been generally assumed that we have to understand two types of meaning to understand what the speaker means by uttering a sentence. . . . A sentence expresses a more or less complete propositional content, which is semantic meaning, and extra pragmatic meaning comes from a particular context in which the sentence is uttered. (Etsuko Oishi, Semantic Meaning and Four Types of Speech Act. Perspectives on Dialogue in the New Millennium, ed. P. Kà ¼hnlein et al. John Benjamins, 2003) Pronunciation: ME-ning Etymology From the Old English, to tell of

Profile of Major General Smedley Butler

Profile of Major General Smedley Butler Major General Smedley Butler was a decorated war veteran. He is best known for serving in the Carribean and abroad during World War I. Early Life Smedley Butler was born in West Chester, PA on July 30, 1881, to Thomas and Maud Butler. Raised in the area, Butler initially attended West Chester Friends Graded High School before moving on to the prestigious Haverford School. While enrolled at Haverford, Butlers father was elected to the US House of Representatives. Serving in Washington for thirty-one years, Thomas Butler would later provide political cover for his sons military career. A gifted athlete and a good student, the younger Butler elected to leave Haverford in mid-1898 to take part in the Spanish-American War. Joining the Marines Though his father wished him to remain in school, Butler was able to obtain a direct commission as a second lieutenant in the US Marine Corps. Ordered to the Marine Barracks in Washington, DC for training, he then joined the Marine Battalion, North Atlantic Squadron and took part in operations around Guantnamo Bay, Cuba. With the withdrawal of the Marines from the area later in the year, Butler served aboard USS New York until being discharged on February 16, 1899. His separation from the Corps proved short as he was able to secure a first lieutenants commission in April. In the Far East Ordered to Manila, Philippines, Butler took part in the Philippine-American War. Bored by garrison life, he welcomed the opportunity to experience combat later that year. Leading a force against the Insurrecto-held town of Noveleta in October, he succeeded in driving off the enemy and securing the area. In the wake of this action, Butler was tattooed with a large Eagle, Globe, and Anchor which covered his entire chest. Befriending Major Littleton Waller, Butler was selected to join him as part of a Marine company on Guam. En route, Wallers force was detoured to China to aid in putting down the Boxer Rebellion. Arriving in China, Butler took part in the Battle of Tientsin on July 13, 1900. In the fighting, he was hit in the leg while trying to rescue another officer. Despite his wound, Butler assisted the officer to the hospital. For his performance at Tientsin, Butler received a brevet promotion to captain. Returning to action, he was grazed in the chest during fighting near San Tan Pating. Returning the United States in 1901, Butler spent two years serving ashore and aboard various vessels. In 1903, while stationed in Puerto Rico, he was ordered to aid in protecting American interests during a revolt in Honduras. The Banana Wars Moving along the Honduran coast, Butlers party rescued the American consul in Trujillo. Suffering from a tropical fever during the campaign, Butler received the nickname Old Gimlet Eye due to his constantly bloodshot eyes. Returning home, he married Ethel Peters on June 30, 1905. Ordered back to the Philippines, Butler saw garrison duty around Subic Bay. In 1908, now a major, he was diagnosed with having a nervous breakdown (possibly post-traumatic stress disorder) and was sent back to the United States for nine months to recover. During this period Butler tried his hand at coal mining but found it not to his liking. Returning to the Marines, he received command of 3rd Battalion, 1st Regiment on the Isthmus of Panama in 1909. He remained in the area until being ordered to Nicaragua in August 1912. Commanding a battalion, he took part in the bombardment, assault, and capture of Coyotepe in October. In January 1914, Butler was directed to join Rear Admiral Frank Fletcher off the coast of Mexico to monitor military activities during the Mexican Revolution. In March, Butler, posing as a railroad executive, landed in Mexico and scouted the interior. As the situation continued to worsen, American forces landed at Veracruz on April 21. Leading the Marine contingent, Butler directed their operations through two days of fighting before the city was secured. For his actions, he was awarded the Medal of Honor. The following year, Butler led a force from USS Connecticut ashore on Haiti after a revolution threw the country into chaos. Winning several engagements with the Haitian rebels, Butler won a second Medal of Honor for his capture of Fort Rivià ¨re. In doing so, he became one of only two Marines to win the medal twice, the other being Dan Daly. World War I With the US entry into World War I in April 1917, Butler, now a lieutenant colonel, began lobbying for a command in France. This failed to materialize as some of his key superiors deemed him unreliable despite his stellar record. On July 1, 1918, Butler received a promotion to colonel and command of the 13th Marine Regiment in France. Though he worked to train the unit, they did not see combat operations. Promoted to brigadier general in early October, he was directed to oversee Camp Pontanezen at Brest. A key debarkation point for American troops, Butler distinguished himself by improving conditions in the camp. Postwar For his work in France, Butler received the Distinguished Service Medal from both the US Army and US Navy. Arriving home in 1919, he took command of Marine Corps Base Quantico, Virginia and over the next five years worked to make what had been a wartime training camp into a permanent base. In 1924, at the request of President Calvin Coolidge and Mayor W. Freeland Kendrick, Butler took a leave from the Marines to serve as Director of Public Safety for Philadelphia. Assuming oversight of the citys police and fire departments, he tirelessly worked to end corruption and enforce Prohibition. Though effective, Butlers military-style methods, impolitic comments, and aggressive approach began to wear thin with the public and his popularity began to drop. Though his leave was extended for a second year, he frequently clashed with Mayor Kendrick and elected to resign and return to the Marines Corps in late 1925. After briefly commanding the Marine Corps Base at San Diego, CA, he embarked for China in 1927. Over the next two years, Butler commanded the 3rd Marine Expeditionary Brigade. Working to protect American interests, he successfully dealt with rival Chinese warlords and leaders. Returning to Quantico in 1929, Butler was promoted to major general. Resuming his task of making the base the showplace of the Marines, he worked to increase the publics awareness of the corps by taking his men on long marches and re-enacting Civil War battles such as Gettysburg. On July 8, 1930, the Commandant of the Marines Corps, Major General Wendell C. Neville, died. Though tradition called for the senior general to temporarily fill the post, Butler was not appointed. Though considered for the permanent position of command  and supported by notables such as Lieutenant General John Lejeune, Butlers controversial track record along with ill-timed public comments regarding Italian dictator Benito Mussolini saw Major General Ben Fuller receive the post instead. Retirement Rather than continue in the Marine Corps, Butler filed for retirement and left the service on October 1, 1931. A popular lecturer while with the Marines, Butler began speaking to various groups fulltime. In March 1932, he announced that he would run for the US Senate from Pennsylvania. An advocate of Prohibition, he was defeated in the 1932 Republican primary. Later that year, he publically supported the Bonus Army protesters who sought early payment of the service certificates issued by the World War Adjusted Compensation Act of 1924. Continuing to lecture, he increasingly focused his speeches against war profiteering and American military intervention abroad. The themes of these lectures formed the basis for his 1935 work War Is a Racket which outlined the connections between war and business. Butler continued to speak on these topics and his views of fascism in the US through the 1930s. In June 1940, Butler entered the Philadelphia Naval Hospital after being ill for several weeks. On June 20, Butler died of cancer and was buried at Oaklands Cemetery in West Chester, PA.

Product launch plan Essay Example | Topics and Well Written Essays - 500 words

Product launch plan - Essay Example Plus, three different sauces are being offered with different levels of spices and seasoning which will again attract more people with different tastes. It is meant to be a snack which is as good as a meal and can be eaten while on the road as it is easy to carry and the sauces also come in proper packing which makes it all the more easier for consumers to utilize it. The target audience is 12-55 years old people, because the sauces act as customization thus making the chicken pie acceptable for more. Creating awareness about chicken pie will be extremely important and can be done so by advertising on radio, TV and paper and via internet. Plus, it can be introduced by giving it as a combo with most utilized product of McDonald’s. Different advertisements will be needed for different regions of the world. These will be made as per the cultural differences, for example advertisement for USA will be different from that of Saudi Arabia. Then there is direct marketing and web marketing which creates even more awareness, especially in the teens and young adults. Nowadays, forums like Facebook, Myspace and Twitter can be used in order to attract a great deal of customers worldwide. The packaging and the look of the product should be appealing; the chicken pie can have webbed structure on top of it instead of plain coat of flour. Also, it can be packed in a nice cardboard box which is colorful and relates to the pie. Moreover, the sauces can be given in a nice plastic cup with a good lid so that it can be carried around without the fear of getting leaked. Another factor that should be kept in mind is affordability. It is important that it is affordable for people of all ages. For this, the size can be kept medium and the chicken pie can be charged at an affordable cost. Thus, in order to make chicken pie successful, it is important to address different age groups and people from different regions through a variety of advertisements, direct marketing and

What are three reasons for segmentation Which segmentation approach is Essay

What are three reasons for segmentation Which segmentation approach is the best and why - Essay Example The most likely cause for geographical segmentation is that the product appeals to a certain geographical area. If a business is selling snow boots then they would market an area where there is heavy snow fall.The most likely cause for demographical segmentation is that the product appeals to the personal characteristics of the customers such as age, gender, race, income, life stage, occupation, and education level. A clothing company might produce clothing that appeals to teenagers.The most likely cause for Psychographic segmentation is the personality traits, attitudes, interests, or lifestyles of potential customer groups. A company might develop an environmentally friendly product aimed at the more environmentally focussed consumer.It is difficult to define the best segmentation approach since it is dependent on the client group and their specific needs. If the product appeals to a particular lifestyle need; a piece of exercise equipment for example, then lifestyle segmentation w ould be ideal. Deciding the best segmentation method can be difficult, but it depends on the particular benefit for that business objective.If the business objective is a new product development it is essential to understand how customers group together according to their particular needs. The outcome of this would influence the best segmentation approach. Mishkin, F. & Eakins, S. (2009)You are the deacon of a small non-denominational church. Your minister has just left, and your congregation is down by over 11% in the past year. You have just received news that an electronics firm plans to relocate 500 families to your town. You are tasked with making a plan for increasing church membership since you are a marketing manager. Describe your plan. As the deacon of a small non - denominational Church. I have been asked to write a marketing plan to increase Church membership. Following is the summary of the main points of this marketing plan. The Church will change its focus to differentiate itself from Churches in the area and improve membership by filling the need of the electronics firm employee's and families. Our marketing challenge is to position our Church to reach the new families and cater to their interests and needs. As a Church we would teach the word of God by offering electronic courses sharing the word of the Gospel and giving tracts to those attending. The Church serves its members as a trusted friend, providing for their needs and the needs of their families. We ensure our members have what they need to function spiritually and to increase their well being. It is the Churches duty to ensure the interests of the members are met and therefore surveys will be sent to each potential member to discover their interests, age, gender, ethnicity, and potential needs. Letters will be sent out to let people know that the Church is here should they need us. We also need to concentrate on developing a clear vision for the future of the Church. The objectives of the Church are to increase membership this is likely to result in increased Church profits. In these circumstances the Church would be able to carry out more outreach projects. The consequence of this is that we would have to develop a strategy for exploring the potential user needs of our new members. The most appropriate solution would be to create a new vision with detailed actions that need to be fulfilled. Essentially a clear, workable action plan needs to be formulated to give clear roles and responsibilities of participants involved with creating the Churches new vision. Therefore a list of expectations needs to be created to give the Leadership Team a way of measuring the success and progress of the project. If the Church is successful in gaining new members there

Successful traits Essay Example | Topics and Well Written Essays - 250 words

Successful traits - Essay Example Even if the subject of discussion was boring, his ridiculous accent and style made it interesting. X chose to be in the company of the most capable students in the class. Most of the time, he would be with A, B, and C who used to score the first three positions. In the start, X was very bad at studies. Then X did combined study with A, B, and C who were also friends with one another. With the passage of time, X’s grades started to improve. He was respected in the class because of his company. Now that we have graduated, B has taken X abroad with him and has offered him accommodation so that X can easily manage the expenses of his further studies. I bet that had X not been friends with B, his future would have been much different and most probably, not as good as it is now. X chose the right friends at the right time who helped him find the right path for him. Thus, X was destined to be successful!

Ethics Coursework Example | Topics and Well Written Essays - 250 words - 4

Ethics - Coursework Example The ethical dilemma I have encountered in the clinical setting is deciding between quality and quantity of life. Some therapy subjected to a patient may affect the quality of life of the patient. The quality of life addresses how good the life of the patient will be, and quantity is how long the person will live. Step 1: Before making any decision, the objective must be identified. Decide whether the therapies will prolong the patient’s life. Step 2 Look into different available choices apart from the therapy that can improve the Patient’s condition. His/her quality and quantity of life (Gastmans, 2012). Step3: Identify the values at stake. If the patient is aware of the possible side effects of the therapy, he/she may choose not to undergo these. Choosing to hide the possible side effects may lead to mistrust by the patient. Step 4: Check whether the decision you are about to make is viable, it must not be a decision that will waste patients time, energy and money without producing good results. Step 5: Give the decision importance and enough time before execution. Wreckless decisions have led to the loss of life and resources (Gastmans, 2012). Step 6: Choose the best decision-making strategy that will guide you in making a better decision.

Human Nature versus Social Roles and Need for Self-Observation Essay - 2

Human Nature versus Social Roles and Need for Self-Observation - Essay Example High profile women perpetrators have entered the mindset with movies such as Monster chronicling the life of female killer Aileen Wuornos.   And men all over the world still squirm whenever they hear the name Lorena Bobbit.   We’ve witnessed all manners of gender-bending with TV shows including Queer Eye for the Straight Guy, and Queer Eye for the Straight Girl.   Same-sex marriages have challenged the traditional roles of men and women in the home.   Reality TV has taught us that women can be tough and men can be gentle.   Cultural acceptance of these gender-based behaviors has broadened dramatically since 1990.   Yet Tannen’s book You Just Don’t Understand still has something to say to us after all these years.Without a doubt, Tannen wrote her masterpiece from a particular socio-economic perspective with a specific audience in mind.   The text has â€Å"middle-class America† watermarked on every page and no one can argue the fact that the b ook was intended to inform the masses.   Cultural expectations heaped upon children from a young age results in many people sent in pursuit of the â€Å"American dream† with its corresponding gender roles.   Public schools in America segregate boys and girls.   We all know that boys play football and girls are cheerleaders.   Over time we become desensitized to the harsh mechanisms which society employs in order to keep both men and women stuck in their traditional roles.   As Tannen tells us, â€Å"We cannot take a step without taking stances that are prescribed by society and gender-specific. We enact and create our gender, and our inequality, with every move we make.† (283)   People find Tannen’s book refreshing even today because it steps outside the box.   It depicts a wider perspective that helps people to recognize themselves.   Reader’s accomplish the enormous task of shedding the blindfold they’ve been duped into wearing wh en they approach Tannen’s message from the perspective of being a human rather than either male or female.

The evolution of the wireless phone network Research Paper

The evolution of the wireless phone network - Research Paper Example Not shockingly, a number of the industries, which are being drastically revolutionized, are those that cope with the human senses, comprising of entertainment, education, advertising, health care and, sadly, warfare. Simply put, technology or telecommunication has changed people’s way, as well as the pace of life (Lee, 2001). Below follows a brief discussion of how inventions in wireless phone network has changed communication. Changes to How We Communicate Instant Messaging (IM) Instant messaging (IM) refers to a form of communication over the Internet, which provides an instantaneous transmission of text messages from a sender to a receiver (Webb, 2008). In push technique between two or more individuals using personal computers or mobile phones, along with internet service providers, instant messaging mainly offers real-time and express written language-based online messaging. Instant messaging has changed the way humans communicate as the technology sends information extrem ely fast (Schiller, 2003). No sooner does the sender send the message than the receiver, receives it. Instant messaging also offers instant relies to messaging creating efficiency in communication (Richard & Smith, 2006). SMS Short Message Service (SMS) refers to a text messaging service with regards to mobile phones or the web. SMSs use standardized communications protocols, which offer the exchange of short text messages between mobile phone devices or fixed lines (Lee, 2001). According to research, SMSs are the most broadly used data application in the globe, with 78% of all mobile phone users or 3.6 billion active subscribers. Also, SMS is being used as a form of direct marketing referred to as SMS marketing. It has fastened the way people communicate through their mobile phones, and also at a relatively cheap cost (Richard & Smith, 2006). Twitter and Facebook Social network sites have substantially changed the way human beings relate, as well as communicate, with one another (R ichard & Smith, 2006). Facebook and Twitter have allowed individuals throughout the globe to be part of one society and be capable of communicating through diverse forms. One way to communicate on Facebook and Twitter is by adding another person (Prasad & Ruggieri, 2007). Once an individual adds another, they both become friends, and this forms new friendships. These days, numerous friendships are created through Facebook and Twitter, and they allow people to communicate constantly. Telecommuting Telecommuting or telework refers to a working arrangement in which workers do not travel to a central place of work. An individual who telecommutes is referred to as a teleworker, telecommuter, or, at times, as a home-sourced worker. A lot of teleworkers work from home whereas others sometimes referred to as nomad employees, use mobile telecommunications skills to work from restaurants or other diverse locations (Lee, 2001). According to a Reuter’s survey, roughly one in five workers all across the globe, particularly workers in Latin America, the Middle East and Asia, telecommute habitually. Also, nearly 10% of all workers work at home in the above mentioned places. For communities, telecommuting offers cheap employment through enhancing the employability of circumstantially marginalized persons like work at home parents and the disabled, caregivers, retirees and people living in rural areas. Telecommuting eases traffic congestion and

Human Nature versus Social Roles and Need for Self-Observation Essay - 2

Human Nature versus Social Roles and Need for Self-Observation - Essay Example High profile women perpetrators have entered the mindset with movies such as Monster chronicling the life of female killer Aileen Wuornos.   And men all over the world still squirm whenever they hear the name Lorena Bobbit.   We’ve witnessed all manners of gender-bending with TV shows including Queer Eye for the Straight Guy, and Queer Eye for the Straight Girl.   Same-sex marriages have challenged the traditional roles of men and women in the home.   Reality TV has taught us that women can be tough and men can be gentle.   Cultural acceptance of these gender-based behaviors has broadened dramatically since 1990.   Yet Tannen’s book You Just Don’t Understand still has something to say to us after all these years.Without a doubt, Tannen wrote her masterpiece from a particular socio-economic perspective with a specific audience in mind.   The text has â€Å"middle-class America† watermarked on every page and no one can argue the fact that the b ook was intended to inform the masses.   Cultural expectations heaped upon children from a young age results in many people sent in pursuit of the â€Å"American dream† with its corresponding gender roles.   Public schools in America segregate boys and girls.   We all know that boys play football and girls are cheerleaders.   Over time we become desensitized to the harsh mechanisms which society employs in order to keep both men and women stuck in their traditional roles.   As Tannen tells us, â€Å"We cannot take a step without taking stances that are prescribed by society and gender-specific. We enact and create our gender, and our inequality, with every move we make.† (283)   People find Tannen’s book refreshing even today because it steps outside the box.   It depicts a wider perspective that helps people to recognize themselves.   Reader’s accomplish the enormous task of shedding the blindfold they’ve been duped into wearing wh en they approach Tannen’s message from the perspective of being a human rather than either male or female.

The Advantages and Disadvantages of Mobile Phones Essay Example for Free

The Advantages and Disadvantages of Mobile Phones Essay Mobile phones are really very important in our lives that we cannot think a life without them. It is a long-range, portable electronic device used for mobile communication. Mobile phones are affordable, easy to use and comfortable. The mobile phones have become crucial part of our life. There are facts which prove this. They have replaced the wrist watches or the alarm clocks at home as we can see time in them wherever we are and also set alarms in them. †¢ When you are stressed you can listen to the music from in-built music player. You can also listen to the radio in these mobile phones. †¢ Various mobile phones come with high resolution megapixel cameras ranging from 1.3 to 8 megapixels. Mobile phones because of their varied multi-function capabilities have replaced many other devices. However Studies have shown mobile phone radiation does produce biological changes in humans – such as changes in brain temperature and activity as well as blood pressure changes. Also there is evidence indicating that microwave radiation from mobile phones may cause serious diseases and disturbances in the physiology. This includes an increased cancer risk and genetic damage, disturbed brain function and other effects. Moreover mobile phones while driving is a distraction that brings risk of road traffic accidents. In conclusion, I believe although there are disadvantages of using mobile phones the advantages are more. They have completely intruded in our lives and have made their own unique stand. Once it was considered as luxury is now the thing closest to our hearts.

Communication in Early Years Settings

Communication in Early Years Settings Introduction Communication is vital tool in all early years settings, it creates and developed positive relationships between all involved in looking after young children. Positive Relationships Respectful Relationships In order for a relationship to work there needs to be respect, this be fixated if everyone is treated equal and as an individual. Establishing a warm and welcoming environment is essential in developing respectful relationship. Albert Bandura believed that children watch the different ways in which individuals behave in their surroundings. Model is the name use to describe the people who are being watched. There are many powerful people that encircle children in society. These can be family members, friends, television characters or people in their school environment. Whether they are male or female, good or bad, the behaviour that these people demonstrate can be copied by children and display at a later date, whether appropriate or not. It may be more likely that a child will copy individuals that they think reflects them similarly, for example, behaviour display by people of the same gender. If a child is rewarded for positive behaviour it is possible that the child will maintain that pattern. It is important to reward a child for positive behaviour as it helps the child to build self-confidence, and to become aware of the difference between negative and positive behaviour. A child may seek endorsement fo r its behaviour from friends or family member. This endorsement is outside support, however, the emotion of excitement felt about the endorsement is of an inner support. A child desire to be approved of will always display behaviour which it thinks brings approval. Whether the support is negative or positive it’s not of great significance, if the support given outwardly is not equal the needs of the individual. There are lot of people that children may choose to identify with such as, family members, friends, or those on television. These distinct people have standard that a person could desire to have, which give them the incentive to want to identify with them. The result of this is the transformation of the behaviours, convictions, views and principles of the person trying to copy those people. Bandura, A. (1977). Social Learning Theory. Englewood Cliffs, NJ: Prentice Hall. Meeting Individual Communication Needs There are other ways to communicate as to verbal communication; using alternative methods will be useful in an early years settings to meet the individual needs of communication of the child(ren), parent and colleagues. Using alternative communication methods also promote diversity and inclusion. Verbal communication can be used to inform parent about their childs day at the end of the session, in a meeting with colleagues to plan activities Share information and to communicate with children throughout the day and during activities. Written communication Letters can be send out the parents to inform them about any changes to their child’s setting and provide information keeping them up to date, letters can also be sent out to parents to gain permission to take their children on outings and events. Reports will often be in a written format. In early years setting reports will be written about a child’s safeguarding concerns, development and any incidents. Electronic With an advance in technology electronic newsletters will be set out to parents. Email can be sent between colleagues to organise meetings or share information. Phone Telephone communication is used to inform a parent if a child is sick or has had an accident. Staff in an early years setting might use the telephone as form of communication with other professionals or arrange a meeting. Sign Language sign language is used if the individual has problems with speech, language difficulties or hearing impairments, this is a face to face form of communication Makaton (a version of British Sign Language) is often used in order to communicate with young children. This might include using pictures symbols as well as signing Interpretation Interpretation is used to communicate with people who do not speak English; this can take be both verbal and written methods to make sure that any messages are passed on correctly. Relationship within Early Years Setting There is a range of relationships that are in an early years setting and they all play an important role in the successful learning and development of children Childrens friendship early year’s settings provides children with a place for social interaction children will develop friendships in their environment. The development of a childs social skills will be a factor of forming a child who as a respected member of adulthood. Child starts to enjoy the company from an early age and become aware of others. Developing friendships helps a childs personal, social, emotional development and confidence; therefore practitioners should encourage and support children while they play to promote sharing and cooperation. The Key Worker The Key Worker Relationship A key worker is a practitioner who is set to the meet the individual needs of a child. Making sure that every childs care is tailored to meet their individual needs; they ensure that the child is settled in the setting and that they have built a relationship with the child and their parents. For a key worker it is essential that they develop a close and strong relationship with the child. When in early years setting every child is assigned a key worker, this person will have the main connection with parent and child. The key worker system is very important for young babies as they are completely dependent on their careers as they will experience anxiety when separated from their parents, key workers should spend time with their key child to develop trust and the child feeling safe and secure. Stage Psychosocial Crisis Basic Virtue Age 1 Trust vs. mistrust Hope Infancy (0 to 1 1/2 2 Autonomy vs. shame Will Early Childhood (1 Â ½ to 3) 3 Initiative vs. guilt Purpose Play Age (3 to 5) 4 Industry vs. inferiority Competency School Age (5 to 12) 5 Ego identity vs. Role Confusion Fidelity Adolescence (12 to 18) 6 Intimacy vs. isolation Love Young Adult (18 to 40) 7 Generativity vs. stagnation Care Adult hood (40 to 65) 8 Ego integrity vs. despair Wisdom Maturity (65) The importance of children developing trust within the first stage of life. Trust vs. Mistrust It is often asked whether the world is a secure environment or filled with unforeseen disaster about to take place. It is said that predicament seems to take place in life first year. Predicament is one of trust or mistrust. During this period the child is unsure regarding the environment they are living in .The child will look for comfort and security from its caregiver cover the feeling of doubt. For a child to develop the feeling of trust, the care given must be of consistency, security and certainty to help them to transfer to another relationship, which will empower them if threats occur. Succeeding at this point can be accomplished by strength and belief. When the feeling of trust is developed, the child can hold on to the belief that if a new predicament arises, there is reassurance that other people will be there to provide help. Fear will be developed if strength and belief have failed, e.g. If the care that is given is inhospitable unstable and unsecure. The child will deve lop the feeling of mistrust and lack of assurance in their environment, and not having the potential to make an impact in proceedings. The child will take with them, the fundamental feeling of mistrust to another relationship, this will cause them to be anxious and add to uncertainty, and a further sense of mistrust in their environment. Erikson, E. (1959), Theory of Psychology Development. Roles and Responsibilities of the key worker The key worker should be planning activities for their key child, they implement these activities during session time, while they are taking part in these activities they observe the childs participation, this promotes the childs learning a development through play, they also carry assessments of individual childrens development. As part of a key workers job, they carry out the personal needs of the child and communicate with parents on a regular basis. The Ecological system theory says human advancement is caused by various kinds of arrangement in their surroundings. This micro system’s setting is the direction that surrounds our lives. The people in our lives that have direct connection are educators, peers, family and neighbours. All are included in the micro system of which we socialise in. According to the theory, it is unlikely that we are simply recipient of the contact we have when interacting socially with those in the micro system surroundings, but we contribute to the creating of such surroundings. Brofenbrenner, U. (1917-2005). Effective Communication with Children It is important for the practitioners to communicate with children in a way that is appropriate such as; getting down to a childs level so they dont feel intimidated, demonstrate body language that is positive and welcoming and using language that is appropriate to a childs age and stage of development. Partnership with Parents Parents as Partners Parents are the people that know their child best, they provide knowledge to a childs particular interest and needs and this can be used to enhance the childs care. The key worker this the first person a parent will get to know, first impressions will be important in order to assure that they have made the right decision, it important to that the key worker is welcoming and friendly to parents, so that you are approachable. Admission to the Setting When parents entrust their child to an early years settings, the practitioner should work in partnership with parents to ensure that the information is specific to the child and is shared with all staff members so they are aware of the childs individual needs. Sharing of information about a childs illness, disabilities and allergies will make settling in easier for both the parent and child. Ways to involve parents within the setting Allows parents to explore the settings appropriately Child can show their parents things they like to play with Parents can see displays and examples of childrens work Sharing observation and planning with parents Invite parents to volunteer on outings Encourage parents to support learning and development by attending workshops and making contribution, e.g. from their own background. This is a social activity that provides parents with the opportunity to interact with practitioners and parents to build self-confidence. Effective Communication with Parent can be achieved through positive relationships. Ensuring time is allocated to communicate with parent when appropriate. Positive body language is demonstrated, show individual attention to parent and child, give detail and accurate information about a child interest and achievements and ensuring private and confidential matters are dealt with professionally. Multi-agency Working A number of professionals, working together with different knowledge and expertise sharing information, and provide a plan to support and benefit the child individual needs. Time, Communication and Professional background are barriers that can impact multi-agency working. It is best to plan meeting in advance that all involved are aware of the dates and can stick to them. Organizing a convenient time for all Professionals to meet can be very challenging. It is important to take time to listen to others when communicating. There are diverse languages and jargons that link to different Professional background which other professional who take care of children may not be familiar with. There are particular role and training for all professionals involved in the care of children and everyone may have different views and opinions of what is best for the child. It is vital for practitioners to take into account the professional perspective of other, and not always relying on what is familiar. The care and support for the child should take precedence by multi-agency. Confidentiality It is a legal requirement under The Data Protection Act 1998 to ensure all confidential documents and data must be stored in a secured place. These documents can also be kept in a secured location outside the setting. It is the Providers responsibility to ensure only professional and those who have the right to access secured confidential documents and information about children and staff should view them. It is important that Providers kept documents and get and share report (with parents and carers, and all relevant authority working with children such as, Ofsted, the police and social services as appropriate) for example, to identify if a child has additional need, if there are cause for concern regards to safeguarding or if emergency treatment has to be given to a child. This also ensures that the managing of the setting operates safely and efficiently, and making sure they are meeting the needs of all the children. Providers to ensure they have frequent dialogue flowing both way s with parents/carers and make available their child’s development records and file only. On request, providers should incorporate parents’ and or carers’ comments into children’s record. It is vital for Providers to make sure all staff comprehend the importance of protecting the privacy of the children they are caring for, and to upheld the legal requirements that states how to handle information that apply a child in ways that guarantee confidentiality. Ofsted must have Records readily available to them to access when requested. Data Protection Act (1998). Reference List Bandura, A. (1977) Social Learning Theory, Englewood Cliffs, NJ: Prentice Hall. Bronfenbrenner, U. (1917-2005). Data Protection Act (1998). Erikson, E. (1959).Theory of Psychology Development.