Short Story About Bullying free essay sample

Pablo etched her face with broad pencil strokes. Two fine lines hinted at eyebrows, lifted in a lipless smile. The large eyes were slightly downcast, lashes thick and soft. Prominent cheekbones hovered above a thin jaw line and soft chin. None of the features were completely filled in. Only one nostril was finished, the eyes were half shaded, and light waves of hair framed the sides of her face and neck. Tiny wrinkles at the edge of her mouth spoke of tears and laughter. Pablo’s pencil bobbed and flicked across the page. He worked quickly, touching down in random corners of the portrait. He thickened a bit of shadow under the left eye, added another lock of hair, and sharpened the edge of the woman’s lip. Pablo was so engrossed in the drawing that he was not aware of his teacher standing just behind him, looking over his shoulder. We will write a custom essay sample on Short Story About Bullying or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page â€Å"That’s beautiful. I’m glad to have you in my class, Pablo. You are very talented. † Ms. Sanadi smiled at him. â€Å"Who is it? † â€Å"It’s, um, no one really. † Pablo set his pencil down and glanced around at the other tables of students. He felt uncomfortable, as he always did, when teachers praised him. It was hard enough being the new student. It’s obvious you’ve had some practice. † Ms. Sanadi took a step closer and leaned down to admire the sketch. She was close enough for Pablo to smell faint perfume, like crushed petals. â€Å"She looks sad somehow, but very pretty. † â€Å"Thanks ma’am,† Pablo replied quietly. â€Å"Now nothing against this fine lady, Pablo, but I’m obliged to make one critical comment. † Ms Sanadi grinned, as if to belay her tone. â€Å"As I said at the start of class, we are working on contour drawing. This is lovely, especially around the eyes, but contour drawing is just lines – no shading. † â€Å"Sorry ma’am,† he said, â€Å"I’ll start over. He picked up the portrait, folded it once, and set it to the side. â€Å"Oh, don’t worry dear, there’s no rush. I won’t ask you to turn anything in until the end of the week. † She stepped away from the table as her sentence trailed off. When Pablo glanced up, Ms. Sanadi was already examining someone else’s work. He pulled a new piece of paper in front of him, picked up his pencil, and started sketching the classroom. He was seated near the back of the room, so he began outlining the tables of students directly in front of him, heads hunched in s ynchronous slouch. He gave this row the thickest, darkest lines. He was careful not to shade, although he much preferred to include the softer details. After faintly delineating the first row, Ms. Sanadi’s desk, and the chalkboard, Pablo returned his attention to the students directly in front of him. A petite girl with an overlarge sweater had her backpack on the table, separating her from the two rowdy boys who shared the space. The boy immediately to her right looked fragile. His head twitched from the tabletop to his companion; they snickered at a private joke. The other boy was large and bullish, with a meaty forehead and a cruel sound to his whisper. Pablo could not make out what they were saying, but he wasn’t trying to listen either. His concentration was on the creases in their clothes, their hunched posture, the chips and cracks in their seatbacks. â€Å"Okay everyone,† Ms. Sanadi spoke extra loud to cut into the murmur. â€Å"Sarah’s not feeling well, so I’m going to walk her down to see Jason. Keep working and keep your voices down, I won’t be gone long. † Pablo hadn’t noticed the sickly girl at the front of the class. She had nut-brown skin like Pablo, but there was a green hue to her cheeks. She wobbled beside Ms. Sanadi, eyes on the floor. A moment later the door closed, and the voices in the room burgeoned. Pablo ignored the chatter, kept his head down, and continued drawing. Several minutes passed and the teacher did not return. The volume continued to rise, and soon Pablo was the only student not talking to a neighbour. True, he was the only one seated at his particular table, but this was also his first day at Central Secondary, and Pablo had learned long ago that new students do well to keep their mouths shut until they get their bearings. He estimated that he would need two weeks’ reconnaissance before he could map out the cliques and cabals of his new environment. Not that Pablo expected to stay at this school long – he never did – but he was accustomed to the rigmarole of being the new kid. Just as Pablo started etching the folds in the girl’s backpack, the large boy at her table yelled at someone across the room. â€Å"Did you just say my name? † The boy got to his feet. â€Å"You better not be talking about me you little freak. † Pablo saw a small head at the front of the class shake back and forth, accompanied by a frightened squawk. The twitchy kid beside the bully chortled encouragement. The frightened boy at the front turned around quickly and sank down in his seat. â€Å"I’m talking to you, Chris. Don’t turn your back on me. † He stepped away from the table and into the aisle between rows. â€Å"What did you say? † â€Å"Nothing. † Chris’s voice squeaked again. He was still seated, but he had turned around once more, mooneyes pocked with fear. â€Å"He said the only reason you’re so big is because you failed sixth grade. Is that true Jenkins? † This came from a freckly, red-haired girl at the table behind Chris. She smiled as she perched on her chair, enjoying the prospect of conflict. Several people chuckled, perhaps at Chris’ expense, or at the insult to Jenkins. The thuggish boy ignored the laughter and took three strides to stand beside Chris. Even from behind, Pablo could see that Jenkins was furious. His shoulders were tense. His neck was reddening. His fists were balled. Pablo set his pencil down. He didn’t like fighting, but even more, he didn’t like bullies. He’d been bullied himself by countless louts, although he always did his best to meet them fist for fist. Pablo wasn’t a very tall boy, but he was fast. More than that, since his earliest memories, his father had trained him in self-defence. After his father died, it hurt too much to continue the training. For almost four years Pablo resisted his mother’s attempts to get him back into martial art classes. Your father would have wanted it,† she’d tell him over and over. Finally, when the loss began to subside, and his fathers memory became shadows and dusty photographs, Pablo consented. Chris stared up at Jenkins, and for a moment Pablo thought nothing would happen. They were in class, after all, and Ms. Sanadi said s he would be right back. But the pause was brief. Jenkins grabbed Chris by the shirt and pulled him to his feet. The smaller boy tried to yell for him to stop, but his voice failed and he produced little more than a yip. â€Å"Leave him alone jerkface,† a girl shouted from behind Pablo. The rest of the room fell quiet. Jenkins ignored the slur and slammed Chris up against the chalkboard. â€Å"What do you know about me flunking grade six? † Jenkins didnt give him time to respond. Chris doubled over as the mallet fist impacted his stomach. He tried to cry out, but the blow winded him and he slid to the ground. Jenkins reached down and grabbed Chris shirt again, forcing him to stand. The boy was crying between gasps for air. Pablo stood up. For a moment he could hear his mothers voice, telling him to sit back down, begging him not to get into trouble on his first day. He could feel several eyes in the room flick up at him questioningly. His shyness melted into a pool of anger. Pablo, with coffee cup eyes steaming out from behind espresso black hair, had a temper. â€Å"Leave him alone,† Pablo said. The twitchy boy at the table in front of him turned to stare incredulously, as if he had never seen anyone stand up to his brutish companion. The girl wedged beside her backpack stared too, with an expression that asked Pablo what he was trying to prove. But Pablo saw neither of them. He stood facing Jenkins, and in him he saw every bully he had ever despised. Who the hell are you? † Jenkins dropped Chris back into a heap of tears and started walking toward Pablo. His lips curled and eyes twinkled with the thrill of having a new target for his frustration. Pablo didnt respond. He watched the bullys movements as he loped down the aisle. Pablo was quietly measuring his reach, anticipating the first move. Jenkins drew his hand back, and instea d of a fist, swung at Pablo with open palm. Although he hadnt expected a slap to the face, Pablo stepped easily outside Jenkins range and the pudgy fingers trod only air. The bully grunted and took another step forward just as Pablo ducked slightly and struck him hard in the ribs. Jenkins groaned. He looked bewildered, and for a moment stood still, not sure what to do next. Pablo hit him again, this time in the solar plexus, winding him as badly as he had done to Chris. Jenkins staggered back, his confidence failing. Something in his head told Pablo to stop, that he had made his point, and that he should sit back down. If he quit now, perhaps everyone would just continue drawing, and he could slip back into his day-one obscurity. But he knew that all eyes were on him, and there was nothing he could do to take that back. And besides, he knew Jenkins would not let this end so easily. With a small hop Pablo pulled his left knee into the air, spun a half-turn, and kicked Jenkins square in the chest with his right. He kicked him harder than he intended, and the bully fell backward, colliding with the edge of a table and knocking over a chair with a loud clatter. If Pablo had been counting, he would have known that seven quick heart beats resounded between the second Jenkins hit the floor, and the moment Ms. Sanadi swung back into the classroom.

minority rule in america essays

minority rule in america essays The People Who Control Your Mind: A Look At Minority Rule In America Alexis de Tocqueville discussed how he believed that majority rules in the United States. He writes about how the majority in America has control over the opinions of the masses and how people do not think for themselves. The latter part of that is true. The masses do not form many of their own opinions but these opinions are not given to them, like Tocqueville says, by the majority. These "ready made opinions" (Tocqueville 11) are given to American people by a powerful few. Tocquville's writing does not apply to the US today because several kinds of minorities wield inordinate amounts of power in modern American society. The media is the main source of information for America today. Tocqueville would call the media the "intellectual authority"(Tocqueville 13) in America. "Everybody there adopts great numbers of theories, on philosophy, morals, and politics, without inquiry"(Tocqueville 11) These forms of media, newspapers, television and radio to name a few are filled with opinions and ideas that people just accept. Many of the leading media corporations are run by a handful of people. This means that the ideas and opinions that the masses are accepting are those ideas and opinions of a certain few people, a minority. The President of the United States is the single most powerful person in America. "A president can cause immeasurable harm (or good) purely on his own authority"(Alterman 12). Today is a very important time concerning the future of the Presidency and our country. The elections are coming up. The only two candidates who really have a chance of being our next President are Al Gore and George W. Bush. Both of these are wealthy, white, Christian family men. Political and economic power is in the hands of a few, like Gore and Bush. These candidates along with their corporate backers represent such a small number of people in our country that it cons...

Comparing Financial Systems Essay Example | Topics and Well Written Essays - 5000 words

Comparing Financial Systems - Essay Example Economic globalization is the utopia towards which the world is moving. Yet, it is deemed to be practically impossible due to the different financial systems that exist in different countries. While some countries have a severely competitive market, others have a bank based economic system. Bank based system poses to secure ‘and mobilize savings, allocating capital, overseeing the investment decisions of corporate managers and also providing risk management vehicles.1’ Whereas, the market system is more competitive in a dual way. Different companies in the market are competing with each other and also the companies compete with the banks, which are still considered to be the conventional mode of getting savings earned by people. Yet, in the countries like U.K and U.S.A, people do risk to invest in the share markets and other companies which often help them earn more money than bank interest. Many analysts across the world have suggested that the market based financial sy stem is more lucrative than the bank based system, but the risk factor involved is also very high as compared to the bank based system, which has minimal risk factor. Now a study on the different financial systems of the world is bound to raise crucial questions which will be chronologically answered in the report. Chapter 1 Broad Classification of the Financial Systems – Bank Versus Market The development of any country is based on the reforms introduced and to introduce any reform, a stable financial system is very necessary. Structural reforms are mostly based on the financial system of a country. Most developing nations which have a centralized economy lack a full fledged financial system which is a big disadvantage for them. Financial system has a vast positive impact of financial development on economic growth and development 2. The financial structure among countries can be either bank based or market based or underdeveloped. The underdeveloped economies have both unde rdeveloped banks and market values. But flourishing financial systems can fall into either bank based financial system or market based one. It is popularly assumed that bank based financial systems are less flourishing compared to the market based ones but Japan stands as the biggest flourishing example of bank based financial system. Countries with a stronger economy and monetary strength have better developed financial systems. The countries which have a higher income always tend to get inclined towards the market based financial system because in these countries the stock market has higher efficiency and are relatively more active compared to the banks. The countries which have low corruption and protect shareholder’s rights are more inclined to the banks as they are looking for security more than earning 3. The bank based concentrates on the different roles of the banks such as getting information about the firm, the board of directors and trying their best to improve the allocation of funds as well as corporate governance. It also

World War I and World War II Essay Example | Topics and Well Written Essays - 1250 words

World War I and World War II - Essay Example The World War I and the World War II led to massive causalities, bloodshed and destruction in almost all the theatres in which they were fought. The number of people killed and wounded in these two wars amounted to millions. It also needs to be mentioned that in the two Wars the people who suffered were not merely soldiers but also included civilians, old people, women and children. The intensity of these two wars was so immense and grave that they did not try to differentiate between the soldiers and the civilians. The outcomes wrought by these two wars had global geo-political and economic ramifications. A great numbers of the European empires were dismantled, either owing to defeat or owing to the immense human and economic costs inherent in these two wars. New centers of power were established and the two wars led to the constitution of multiple international military and economic alliances and institutions. In that context it will be really interesting to go into the dynamics of the two World Wars. The World War I owes its origins to the long standing conflicts and hostilities rampant in the Central Europe in the period around 1914 (Higham & Showaltr 6). Most of these conflicts were intricately intertwined, spanning across many European nations. The political factors that played a pivotal role in the genesis of World War I were rampant militarism, burgeoning nationalism, alliances of convenience and vested imperialistic interests. The primary stimulant that initiated the World War I was the July Crisis of 1914, preceding a series of diplomatic clashes between multiple European nations like France, Russia, Germany, the Austria-Hungarian Empire and the UK (Higham & Showaltr 6). One other important factor was the augmenting tensions over the territorial claims in the Balkans (Higham & Showaltr 9). There existed a great rift between Russia, Serbia and Austria-Hungary, over territorial influence that eventually roped in the other major European powers as a resu lt of the ensuing alliances and treaties. The reasons behind the World War II were inherent in the outcomes of the World War I and the following interwar period worsened by the impact of the Great Depression in 1930. The two major factors which led to the onset of the II World War were the invasion of Poland by the Soviet Union and Germany and the invasion of China by the imperialist Japan in 1937 (Eubank 20). Primarily it was the belligerent actions of the Nazi Germany and the top leadership of the Japanese Kwantung army that led to the formal declaration of War by the allied forces. The World War I brought in massive changes in the European geo-political mindset. It goes without saying that the World War I led to immense loses in terms of life and property. It pulled within its ambit almost all of the European nations, the United States of America and many of the African and Asian states. Shattering famine and pestilence took over the world in the aftermath of the World War one. T he entire Europe got divided between varied powers as a consequence of the treaties that followed. Germany had to surrender large territories to the European power like France, Belgium, Denmark and Poland as per the provisions of the Treaty of Versailles (Von Strandman & Evans 95). The Treaty of St. Germain in 1919 led to the separation of Austria and Hungary and saw the creation of two new states that are Czechoslovakia and Yugoslavia (Von Strandman & Evans 95). The World War I not only saw the annihilation of German, Russian, Turkish, Hungarian and Austrian empires, but also led to the creation of many new nationalistic states. In the same vein, the World War II not only

What is the difference between dumping and subsidies And what is to be Assignment

What is the difference between dumping and subsidies And what is to be established in every subsidy and dumping investigation - Assignment Example Some of the common subsidies may include loans at low interest rates, grants, and tax incentives. The amount of goods that have been subsidized may be offset through applying the countervailing duty (Giannakopoulos, 2004). In every subsidy and dumping investigation, it is to be established whether an industry has been injured or threatened with a material injury by the imported products. In addition, it must establish whether the industry has become materially retarded because of the imports that are under investigation which have been sold at lower prices than the fair value in the local market or subsidized. In case the investigations turn negative, the case is terminated. However, in case the investigations turn negative, the extent of injury is determined whether it is negligible (Bentley & Silberston, 2007). In case it’s not, a countervailing duty is issued and enforced by the custom Service. Bentley,  P., & Silberston,  A. (2007). Anti-dumping and countervailing action: Limits imposed by economic and legal theory. Cheltenham, UK: Edward Elgar. Retrieved from: https://books.google.co.ke/books?id=G9hj0R3iqqMC&pg=PA2&dq=Anti-dumping+and+countervailing+action:+Limits+imposed+by+economic+and+legal+theory&hl=en&sa=X&ei=2fJvVeD8EOiX7QbKyYPoAg&redir_esc=y#v=onepage&q=Anti-dumping%20and%20countervailing%20action%3A%20Limits%20imposed%20by%20economic%20and%20legal%20theory&f=false Giannakopoulos,  T.  K. (2004). Safeguarding companies rights in competition and anti-dumping/anti-subsidies proceedings. The Hague: Kluwer Law International. Retrieved from

The Effects of Child Family Interaction

The Effects of Child Family Interaction Child and family interaction: the setting The scene shows Eaton Kerr, a toddler, in a happy and playful family photo shoot with other members of his family. These family members are his mother, Kerry; his father, Jonathan; and his doting 8 year old brother, Jordan. The Kerr family lives in Northern Ireland. Kerry is clearly enamoured of her little boy. In her own words, she â€Å"cant bear to be away from him† and could just â€Å"gobble him up†. This is probably intensified by the fact that Eaton had been an unproblematic infant, who slept well, ate well and rarely cried. Kerry and Jonathan apparently had an easy time in the first few months after his birth. This is evident in the casual and relaxed manner that can be seen with the entire family. However, one and a half years later, Kerry is yearning for a baby girl. Having previously lost two female children, and currently raising two little boys, Kerry hungers for a female child. A scene in which she strokes her dogs head longingly could perhaps be an indicator of how much she craves another child. Kerry has a tendency for potential fatal blood clots, which is typically increased in pregnancy. Despite past medical complications and a clear understanding of the associated risks, Kerry is determined to pursue her dream. She is booked into the hospital for a medical scan to assess potential risk of cerebrovascular or cardiovascular events during pregnancy. The results are daunting and confirm that a pregnancy could be lifethreatening for the young mother. Understandably, Kerry is dejected by the prognosis, and four months later, she still has not come to terms with the outcomes of the scan. Her severe levels of unhappiness culminate in clinical depression: she is perpetually unhappy and tired; has lost all motivation to carry out even mundane everyday tasks; and finds no pleasure in things that normally make her happy (anhedonia). The loss of her two baby girls in the past appears to be constantly on her mind and she keeps photo scans of the embryos which would serve as a constant negative reminder. The fact that she has named these two offspring (Jordana and Caitlin) shows the depth of the attachment she feels for them. In addition, it seems she has recently lost her father all these are textbook triggers for clinical depression. Using the DSM-1 classification of mental health diseases, Kerrys depression would be classified as severe, as she confesses to having had suicidal thoughts. It is a well-known fact that depressed mothers find it difficult to respond to their childrens needs. In a poor attempt to discipline her toddler, Kerry tries to implement strict upbringing rules which are often not suitable to Eatons developmental phase. This is clearly corroborated by the evidence of Eatons corresponding stunted development. However, the little boy is shown as striving to obey his mother, only becoming rebellious at the often-dreaded bedtime etc, thus showing signs of his first battle for independence at eighteen months. Poor sleep hygiene that is common among depressed patients is also proving to be problematic in the mother-child relationship. In the video, classifying humans according to their sleep patterns, Eaton is categorised as a lark early to bed and early to wake; while Kerry is a contradicting owl who is up till late at night and, consequently, stays in bed till late in the afternoon. This means that Eaton is often up, for hours, sometimes for up to three and a half hours, crying for his mother before he gets any attention. He is losing numerous battles for his independence in this power struggle and is learning that he has no control over his environment. Although it is not voiced in the videotape, the constant absence of Eatons father, Jonathan, suggests possible family problems. He has to leave for work early as he helps run the family energy business, and appears to be blissfully unaware of the problems in his home. Therefore, Kerry is probably going through these difficult times alo ne. Without the vital family and social support, her depression is likely to worsen and would essentially adversely impact on her little boy. Child development As Kerry is unable to motivate herself to do anything, she is also incapable of stimulating the young Eaton. Her apparent insensitivity to his emotional needs is clearly evident and would be detrimental to the childs development. This is seen with simple tests as outlined below: Progress testing: carried out by a child development specialist with picture books and block shapes. The results of this showed that Eaton could complete less than one third of his tasks and is behind other children of his chronological age. Empathy testing: using a scientifically based questionnaire, Kerry scored high on the empathy testing. However, she has been unable to pass this on to Eaton who scored very low on these tests, having a tendency towards blatant aggression towards not just his mother, but also to his eight-year old brother, Jordan. This sort of behaviour could lead to bullying traits in the future. Interaction experiment: this shows that Kerry is unwilling to allow Eaton grow and learn. By limiting his playtime to toys and games that dont stimulate him, she is inadvertently limiting his development, probably in an unconscious and failing attempt to foster attachment to her. It seems she doesnt want him to gain independence, but would rather he remain dependent on her. Analysis of child-mother interaction: a literature review Attachment theory John Bowlbys attachment theory is a psychological and ethological description that helps to explain an infants attachment to a parent or caregiver. Infants become attached to adults who are sensitive and responsive in their interactions with them. The way a parent responds to their young infant in different situations is key to the development of patterns of attachment in the child. These patterns are the skeletal framework that guides the childs feelings, thoughts and expectations in subsequent relationships (Bretherton et al, 1999). According to Bowlbys theory, through physical and emotional closeness with a parent or caregiver, the child develops an internal working model, reflecting the parents own response to him/her. In Eatons case his thought process might mirror the insensitivity that he has experienced from his depressed mother, and could potentially cause problems in the future. Family dynamics: a secure base The point of attachment should ideally provide a secure base from which the child can explore the environment and return when he/she feels fearful. If Eaton lacks that secure haven, his mental health would be compromised. In his book, A Secure Base, John Bowlby (1998) describes the initiation of the mother-infant interaction. He highlights an initial elation and extreme possessiveness immediately after delivery. This phase was probably evident in Kerry, in the first few months when she stated her joy and reluctance to let Eaton out of her sight. However, the well documented lively social interaction alternating with phases of disengagement may have developed a pronounced effect of the latter phase, especially after the disheartening results of her hospital scan. Peri- and post-natal conditions that could affect (hinder or foster) positive attachment and the effective formation of a secure base, as outlined by Bowlby (1998) are outlined below: Adequate support for the mother with other aspects of household chores, etc. A secure base for the mother herself Length of separation from the baby in the hours and days following delivery Birth experience Attitudes and expectations expressed by the mother during her pregnancy It is not clear from the brief clips of the videotape which, if any, of the above factors are applicable to Kerrys experience. However, interpreting non-verbal communication and appearances, I think it is possible that Kerry receives little or no support around the house, especially as Jonathan departs for work early and eight-year old Jordan would be if limited help. This proposed lack of support could mean that Kerry does not have her own personal security base and might have been in need of assurances. While we are not privy to Kerrys birth experience during the delivery of little Eaton, her past medical history, in addition to that statement â€Å"Ive cheated life once alreadyà ¢Ã¢â€š ¬Ã‚ ¦Ã¢â‚¬ , suggest that she may have had a difficult pregnancy, which, in addition, could have led to prolonged periods of separation from her newborn in the periods immediately following the birth. The Maternal Deprivation Theory Revisiting the controversial ‘maternal deprivation theory, in the World Health Organization report on Maternal Care and Mental Health, Bowlby (1951) explored the effects of deprivation of maternal care. Maternal deprivation is not limited in definition to mothers who are physically absent from their infants lives; it also applies to mothers who are not sensitive or responsive to their childs needs. In this report, Bowlby concluded that a warm, intimate and continuous child-mother relationship, in which both parties find satisfaction and enjoyment, is essential. Lack of such a satisfactory relationship could lead to significant and irreversible mental health malformations. The case of Eaton and his mother, Kerry, could be seen as a classic example of the maternal deprivation theory. While Kerry is present physically, her own self-admitted lack of motivation and uninvolved attitude is not adequate to foster that close relationship with her second son. As highlighted by Bowlby and later his close colleague, Mary Ainsworth (1962), Eaton could be at risk of having some mental problems in the future, if a timely and effective intervention is not implemented. The long-term effects of poor child-family interactions The consequences of the poor maternal and possibly paternal interaction which Eaton is accustomed to cannot be overemphasised. In a recent study using a conceptual model derived from the attachment theory, it was shown that attachment anxiety and low empathy significantly increases the odds of child molester status (Woods and Riggs, 2008). Furthermore, attachment insecurity in childhood is linked to externalizing behaviour and higher and stable patterns of depressive behaviour at the adolscence stage (Allen et al, 2007). Also, conversely, avoidance of closeness in depressed mothers is implicated in the development of internalizing symptoms in their children, because individuals who are avoidant of closeness, logically, are poor care givers (Whiffen et al, 2005). Research also shows that infants and toddlers of depressed mothers are at increased risk of developing attachment insecurity and behavioural difficulties than offspring of nondisordered mothers (Cicchetti et al, 1998). Observing the effects of maternal depression on social cognition and behaviour in parent-child interactions, Lovejoy (2007) depressed mothers, as a group, exhibited more negative behaviour. Furthermore, maternal depression was found to be associated with negative parent-child interactions and more negative, albeit fairly accurate, perceptions of child behaviour. This factor could be a major implicating factor in the apparent poor development that Eaton shows. An older study by Seiner and Gelfand (1995) showed that enacted maternal withdrawal and depression led to toddlers physically withdrawing from their mothers, making more negative physical bids for attention and generally becoming unfocused and negative, displaying their distress in a developmentally appropriate manner. In addition, the children made no attempt to comfort their mothers; this can be related to Eatons unsympathetic reaction to his mothers apparent distress in the video. There are numerous other studies in the literature that explore the negative impact of poor interaction between child and mother (or care giver). There is a clear association between attachment and maternal depression, and the development of the recipient child. Recently, Vieten and Astin (2008) evaluated the effectiveness of an eight-week mindfulness-based intervention during pregnancy on prenatal stress and mood. Their findings demonstrate that mothers who received this intervention showed significantly reduced anxiety and negative effect during the third trimester in comparison to those who did not receive the intervention. It is well-documented that stress and negative mood during pregnancy increase the risk of poor childbirth outcomes and postnatal mood problems and may interfere with mother-infant attachment and child development. Accordingly, such interventions may be pivotal in supporting mothers in preparation for child delivery. Conclusion In the course of research for this write-up, I have a gained a greater understanding of the attachment theory and the role of the â€Å"secure base† in molding a childs development. More importantly, I am now aware of the need to provide as much support to the mother as is expected for the newborn. This is especially the case for at-risk mothers. Partners and family members need to be a part of the support programme to ensure that mothers receive the care and security they need in order to effectively carry out their newly acquired duties.

Blaise Pascal :: essays research papers

Blaise Pascal was born in Clermont France on June 19, 1623 to Etienne Pascal. His mother died when he was only 3. He was the third of four children and the only boy. He was described as a man of: small stature, poor health, loud spoken, somewhat overbearing, precious, stubbornly persevering, a perfectionist, highly pugnacious yet seeking to be humble and meek. Pascal's father had somewhat unorthodox views on education, so he decided to teach his son himself. He forbade any mathematic teachings or material to be given to him and had any such texts removed from their house. Blaise became engulfed with curiosity due to this rule. He started to work with geometry on his own at the age of 12. He discovered that the sum of the three angles of a triangle is equivalent to two right angles. When his father discovered this he then allowed Blaise a copy of Euclid. At the age of 14 Blaise began accompanying his father to Mersenne's meetings. Mersenne was a member of a religious order of Minims. His cell held many meetings for the likes of Gassendi, Roberval, Carcavi, Auzout, Mydorge, Mylon, Desargues and others. By the time he was 15 Blaise admired the work of Desargues greatly. At 16 Pascal presented a single piece of paper at a Mersenne's meeting in June 1639. It held many of his geometry theorems, including his mystic hexagon. In December 1639 he and his family left Paris and moved to Rouen where his father Etienne was appointed tax collector for Upper Normandy. Soon after settling down in Rouen his Essay on Conic Sections was published in February of 1640. It was his first great work. Pascal also invented the first digital calculator to aid his father in his tax collecting duties. For three years he worked 1642 - 1545. Dubbed the Pascaline, it resembled a mechanical calculator of the 1940's. This almost assuredly makes Pascal second only to Shickard who manufactured the first in 1624. Pascal faced problems with the design of the calculator due to the design of French c urrency at the time. There were 12 deniers in a sol, and 20 sols in a livre. Therefore there were 240 deniers in a livre. Hence Pascal had to deal with more technical problems to work with this odd way of dividing by 240. Yet the currency system remained the same in France until 1799, but Britain's similar system lasted until 1971.

A Doll’s House Study Guide Essay

Act I: Kevin Gao The setting is on Christmas Eve, in the Helmer’s Household. There is the aspect of the contrasting temperature, in which inside the house it is warm, symbolic of security and safety, whereas outside it is harsh and cold, symbolic of the real world and how cruel it is. These details are important in that they set the stage for the rest of the story. The people who live in the house are obviously very well-off people. They have money, yet they are frugal, not very lavish. The title â€Å"A Doll’s House† suggests that their home is very decorative. There is a bookcase, fine China, and other neat little ornaments. The characters are all described as dressed in nice clothing. Nora has all kinds of things on her like money and sweets. Money is very important in the play in that it seems to directly influence the kind of lifestyle they live. I’ve noticed that the gifts are very tacky, showing poor taste, and are very unnecessary and needless objects. In my opinion, only the rich people seem to be able to afford macaroons and other sweets. The macaroons are characteristic of lavish lifestyles, for people who have time to kill. Nora Initially seems like a silly, naive woman, indicated by her playful attitude (noticeable when she says things like â€Å"Pooh! † and â€Å"Just a tiny wee bit†). Her appearance in Act 1: she is very pampered and spoiled by her husband, yet later she reveals her slightly rebellious side, showing that she does not need to be treated as such by Torvald. I predict she will later develop a more independent lifestyle from Torvald. I notice that she is constantly asking for money. It’s as if she wants to do things by herself, with her â€Å"own† money. Mrs. Linde is Nora’s childhood friend. Mrs. Linde is like Nora’s foil in that her life of poverty seems to underscore Nora’s wealthy and privileged life. Nora isn’t being honest to Torvald. She is obviously lying to Torvald about eating the macaroons, and she is described as being â€Å"rather uneasy†. Nora adores her own children, her most prized possessions. She shows herself as a genuinely loving mother. Torvald delights in his position of authority as a husband in the house. He believes that it is a man’s job to protect and guide his wife. Torvald treats her like a child, which was described as like her father would, and is name calling (little squirrel, little lark) is like he masking his authority with tenderness, and that he sees her as a simpleton who will succumb to his bantering. He constantly reminds Nora not to be a thrift spender. He does not see Nora as an equal, and his teasing, his referrals to her as â€Å"a girl†, and his uses of pithy phrases suggest that Torvald doe sn’t take her quite seriously. Krogstad is a lawyer who went to school with Torvald. He is essentially the antagonist of the play. He was employed by Torvald, but he might lose his job. He constantly torments Nora with financial issues; he once loaned to her, but he blackmails her because he knows she forged her dad’s signature on their contract, even though he also committed the same crime. His actions aren’t characteristic of his good intentions and his sympathy for her. Unlike Torvald, who desires to get respect for his own selfish satisfaction, Krogstad wants that respect for the sake of his own family. Krogstad and Mrs. Linde used to be lovers, but she left him because of his immoral behavior and because she wanted to marry someone with more money. Dr. Rank is one of Torvald’s friends. Rank seems to be obsessed with talking about the diseased natures of all the people he is acquainted with, even himself. Nora and Torvald do not think very highly of Dr. Rank; he is simply unimportant to them and everyone else. He does not rank very high in their thoughts, hence the irony in his name. Act II: The setting takes place on Christmas Day. The space around the tree is very messy, indicating that they had a Christmas celebration. The room and the tree have been removed of all signs of festivities. The costume is what Nora has to wear to the Stenborg’s ball; however it is in need of mend. This is representative of how Torvald wants to dress Nora as one would dress a doll. The letter Torvald sent to Krogstad shows his complete narrow-mindedness, as he is not changing and as understanding as the other main characters. The maid hands Nora Krogstad’s visitor card and tells her that Krogstad will not leave until he has spoken with her about the issue. Krogstad’s letter is used to inform Torvald of the forgery committed by Nora. He uses this as blackmail for Nora to get a better position in the bank. Dr. Rank plays the piano in accompaniment, showing that he is still the supporting character and unimportant, as in the first act. Again, there are recurrent aspects of the â€Å"rich-family† theme, with the champagne and the macaroons at the dinner party. Nora has been thinking about leaving her family, specifically, she is contemplating suicide. However, she is hesitant about doing so because she is worried that her kids will miss her, and she thinks it will be difficult for her kids to adapt to life without her. The reason she wants to commit suicide is because of her forgery crime on the contract for the money, but she wanted to do this because she knew it was a choice to save either Torvald, or her dying father. Nora is afraid that if Torvald find outs about her crime, he will sacrifice himself and take all the blame onto himself (a fantasy she has concocted in her mind) and go to jail, which would be great but terrible at the same time; this is the terrible thing she hopes and fears for. Nora does not persist with her request for Dr. Rank because she is disturbed by how he feels about her, as she has stated that â€Å"there are some people one loves best, and others whom one would almost rather have as companions†. Nora wants Christine to be her witness in case she goes mad over the crime she committed, or if something happens to her (presumably, her suicide) and her credit is dishonored. To make matters more complicated, Torvald had written a letter notifying Krogstad of his dismissal. Nora tries to stop him by saying that Krogstad has power with the press to bad mouth Torvald. That’s when Torvald makes the connection between him and her father: that she fears for Torvald as much as she used to fear for her father, but that he is, unlike her father, not in any legal trouble, which makes him safe from all threats. He tells Nora that he doesn’t want to take back the dismissal letter, as it would show his weakness and that he is easily swayed by his own wife. This shows his belief that a wife has no authority in a household or in business; he thinks she knows nothing of the business world and that her opinions have no real intent. This, in turn, shows that he does not know anything about his wife at all, which might lead some to believe that their marriage is nothing but a charade, an act without meaning or purpose. However, it is his â€Å"knowledge† of her that Nora tries to use to her advantage. By calling herself â€Å"little skylark† and â€Å"little squirrel†, she is trying to manipulate him into doing what she wants. However, Torvald’s pride is persistent, as well as his stubbornness. He thinks that he must dismiss Krogstad to keep his own appearance of a strong man who is not easily stifled. Also, in my, opinion, Torvald’s view of social life has stemmed from his very stubbornness. For example, he believes that Nora does things, like warning him of Krogstad’s power over the newspaper, simply because she loves him, as a â€Å"typical wife† would, and that he must show her that she has nothing to fear (this is that â€Å"strong manly husband† fantasy). Christine agrees to help Nora with her dress because she wants to help her make a good impression with Torvald. Christine, claiming her to be more mature and more experienced than Nora, tries to figure out some of Nora’s problems, specifically, to look out for Dr.  Rank and to end her friendship with her; Christine does not leave because she is suspicious of Nora, and she knows that she is hiding something from her. When Christine reappears, she tries to help Nora understand the fact that her marriage is not what she thinks it really is; it is not perfect and she isn’t really happy with it. Christine agrees to be Nora’s witness to testify that Nora did that whole act on her own, and that Torvald was not connected to it at all. She agrees because she wants her to continue her endeavor to save Nora’s marriage; she gives Nora the courage and reassurance. Krogstad is pretty much described as a nuisance to Torvald; he is â€Å"morally diseased† to Torvald because he did not confess to his crime of forgery and that there was no justice done onto him. Torvald is disgusted with Krogstad because, since they used to be friends, he calls Torvald by his first name. Torvald would prefer if he showed him more respect as a superior. Krogstad is so desperate because he wants to gain as much respect as he can, and to achieve a high position in the bank, higher than Torvald. He does this in order to take care of his children. He threatens to use the forgery contract as blackmail to have influence over her and to make her get his job back. He says that he is willing to keep it all a secret as long as Torvald promotes him to a higher position. We learn the Dr. Rank is ill from syphilis, that he received it from his father (who was sexually overindulgent), and that he does not have much time left. This shows Ibsen’s tragically flawed philosophy that morals are hereditary, for example, Nora’s naive belief set, that any action is acceptable as long as it benefits her loved one; also, another trait is that Nora’s father always made excuses, and later â€Å"passed it down† to Nora. Dr. Rank confessed that he loves Nora. Nora is surprised because they have been best friends for a long time, and that she feels that his confession is basically a misinterpretation of her affection toward him. She does not continue with her request because she feels that he would think of it as exploiting his love for her, since he knows now that Nora will reject him. Unlike the other two, Dr. Rank is pretty much ‘the help’, as he states it. He has not changed much from the first act in that he is still nothing but a supporting character; he remains unimportant in anyone’s thoughts. Krogstad, unlike Torvald, is working for respect to support his family as well as establish an appearance/personality for him to others. Dr. Rank is not like Torvald in that he is only one Nora feels she can express herself fully in front of, something she wouldn’t dare try to do with Torvald. Act III: The setting is in the Helmer’s household. There is dance music upstairs. The table is in the center of the room with a lamp burning on it, surrounded by chairs. The lamp is like Nora’s realization; at first, there was nothing in the room, but as time went on, a spark grew in her mind, with its own ideas, independent from that of Torvald’s. The dress is great, but it shows how possessive Torvald is of Nora, and the costume he dresses her in is from his own choosing, as one would do when dressing a doll. The mailbox is like a cage; no outer forces can penetrate it, and it holds Nora captive in the way that she is trapped by the letter inside the mailbox. The door slam at the end is like Nora has finally woken up and has realized that her life for the past 8 years has been an act, nothing more. She closes the door on Torvald, suggesting that she no longer wants Torvald’s guidance; that she needs to do things on her own from now on. Nora doesn’t want to come back into the house because she will never be understood in her house. Torvald will never treat her like an independent woman, that she will always be a child. She leaves what she describes as a ‘stranger’s’ house. Nora’s dance, the tarantella, is an Italian dance. Her dancing is so flustered, and it is constantly full of uncertainty in the moves, which is like Nora’s character. The dance expresses the idea that an ugly truth, though it might be harmful, is the only way to mend Nora’s marriage with Torvald; it is Nora’s last chance to be Torvald’s little doll, to amuse and satisfy him. She says â€Å"Never to see him again. Never! Never!†¦. † indicates that she is leaving Torvald and her children, because she still thinks that he will step in and take the blame, and she does not want him to do this. This is also shown in the phrase â€Å"You shan’t save me, Torvald†. After the second letter, Nora becomes frozen, all quiet and puzzled. Nora suddenly realizes the truth about their marriage: that Torvald only cares about aesthetics, and that he would do anything for a seemingly happy marriage. The â€Å"most wonderful thing† it, to its fullest, a marriage that is not tied down by any social bindings. What Nora wants is a marriage that is purely feeling, unconditional love, without duty or responsibility. Torvald’s imaginings indicate that he is very self-protective, and that he is worried too much about what others think of him. His reaction to the letter suggest that he does not care about Nora, but that he only cares about himself and whether or not his â€Å"reputation† will be destroyed or not. These selfish reason are based on his desires for appearances; also, he forgets that the only reason Nora committed the crime was to save him, which further underlines his selfishness. by He mentions Nora’s father as a way of saying that it is not his fault, it is Nora’s father’s fault, and ultimately, her fault as well, which is very different from what Nora thought he would do (to take the blame upon himself). He repeats the most wonderful thing of all because he has no idea what it is, showing how blinded he is by his own fantasy of a â€Å"real† marriage. The story opens with Christine and Krogstad as a way to set the stage for the background story. From the phrases that the two exchange, it is obvious that they were once lovers, but that Christine left Krogstad for someone else with more money. It is also apparent that Christine often regrets throwing him out of their home, and that she justifies it by saying that she had to take care of her own family and siblings. Deep down, she always wanted to stay with Krogstad. Christine is Nora’s foil in that Christine’s poor, cruel, and bitter lifestyle seems to underscore Nora’s lifestyle, and her actions, such as living prudently, underscores Nora’s wasteful and lavish lifestyle. The quote â€Å"but now I am quite alone, my life so empty and I fell forsaken. There is not the least pleasure in working for oneself† suggests that Christine wants to get back together with Krogstad. Krogstad and Christine’s relationship is like a foil to Nora and Torvald’s marriage in that their broken and â€Å"shipwrecked† marriage underlines Nora and Torvald’s successful and ‘happy’ marriage.

Relational Calculus Essay

Introduction Procedural Query language query specification involves giving a step by step process of obtaining the query result e.g., relational algebra usage calls for detailed knowledge of the operators involved difficult for the use of non-experts Declarative Query language query specification involves giving the logical conditions the results are required to satisfy easy for the use of non-experts Prof P Sreenivasa Kumar, Department of CS&E, IITM. 1 TRC – a declarative query language Tuple variable – associated with a relation ( called the range relation ) †¢ takes tuples from the range relation as its values †¢ t: tuple variable over relation r with scheme R(A,B,C ) t.A stands for value of column A etc TRC Query – basic form: { t1.Ai1, t2.Ai2,†¦tm.Aim | ÃŽ ¸ } predicate calculus expression involving tuple variables t1, t2,†¦, tm, tm+1,†¦,ts – specifies the condition to be satisfied Prof P Sreenivasa Kumar, Department of CS&E, IITM. 2 An example TRC query student (rollNo, name, degree, year, sex, deptNo, advisor ) department (deptId, name, hod, phone ) Obtain the rollNo, name of all girl students in the Maths Dept (deptId = 2) {s.rollNo,s.name| student(s)^ s.sex=‘F’^ s.deptNo=2} attributes required in the result This predicate is true whenever value of s is a tuple from the student relation, false otherwise In general, if t is a tuple variable with range relation r, r( t ) is taken as a predicate which is true if and only if the value of t is a tuple in r Prof P Sreenivasa Kumar, Department of CS&E, IITM. 3 General form of the condition in TRC queries Atomic expressions are the following: 1. r ( t ) -true if t is a tuple in the relation instance r 2. t1. Ai t2 .Aj compOp is one of {, ≠¥, =, ≠  } 3. t.Ai c c is a constant of appropriate type Composite expressions: 1. Any atomic expression 2. F1 ∠§ F2 ,, F1 ∠¨ F2 ,  ¬ F1 where F1 and F2 are expressions 3. (∀t) (F), (âˆÆ't) (F) where F is an expression and t is a tuple variable Free Variables Bound Variables – quantified variables Prof P Sreenivasa Kumar, Department of CS&E, IITM. 4 Interpretation of the query in TRC All possible tuple assignments to the free variables in the query are considered. For any specific assignment, if the expression to the right of the vertical bar evaluates to true, that combination of tuple values would be used to produce a tuple in the result relation. While producing the result tuple, the values of the attributes for the corresponding tuple variables as specified on the left side of the vertical bar would be used. Note: The only free variables are the ones that appear to the left of the vertical bar Prof P Sreenivasa Kumar, Department of CS&E, IITM. 5 Example TRC queries Obtain the rollNo, name of all girl students in the Maths Dept {s.rollNo,s.name | student(s) ^ s.sex=‘F’ ^ (âˆÆ' d)(department(d) ^ d.name=‘Maths’ ^ d.deptId = s.deptNo)} s: free tuple variable d: existentially bound tuple variable Existentially or universally quantified tuple variables can be used on the RHS of the vertical bar to specify query conditions Attributes of free (or unbound ) tuple variables can be used on LHS of vertical bar to specify attributes required in the results Prof P Sreenivasa Kumar, Department of CS&E, IITM. 6 Example Relational Scheme student (rollNo, name, degree, year, sex, deptNo, advisor) department (deptId, name, hod, phone) professor (empId, name, sex, startYear, deptNo, phone) course (courseId, cname, credits, deptNo) enrollment (rollNo, courseId, sem, year, grade) teaching (empId, courseId, sem, year, classRoom) preRequisite (preReqCourse, courseID) Prof P Sreenivasa Kumar, Department of CS&E, IITM. 7 Q2 Q3 Q4 Q5 Example queries in TRC (1/5) 1)Determine the departments that do not have any girl students student (rollNo, name, degree, year, sex, deptNo, advisor) department (deptId, name, hod, phone) {d.name|department(d) ^  ¬(âˆÆ' s)(student(s) ^ s.sex =‘F’ ^ s.deptNo = d.deptId) Prof P Sreenivasa Kumar, Department of CS&E, IITM. 8 Examples queries in TRC (2/5) Schema 2)Obtain the names of courses enrolled by student named Mahesh {c.name | course(c) ^ (âˆÆ's) (âˆÆ'e) ( student(s) ^ enrollment(e) ^ s.name = â€Å"Mahesh† ^ s.rollNo = e.rollNo ^ c.courseId = e.courseId } Prof P Sreenivasa Kumar, Department of CS&E, IITM. 9 Examples queries in TRC (3/5) Schema 3)Get the names of students who have scored ‘S’ in all subjects they have enrolled. Assume that every student is enrolled in at least one course. {s.name | student(s) ^ (∀e)(( enrollment(e) ^ e.rollNo = s.rollNo) → e.grade =‘S’)} person P with all S grades: for enrollment tuples not having her roll number, LHS is false for enrollment tuples having her roll number, LHS is true, RHS also true so the implication is true for all e tuples person Q with some non-S grades: for enrollment tuples not having her roll number, LHS is false for enrollment tuples having her roll number, LHS is true, but RHS is false for at least one tuple. So the implication is not true for at least one tuple. Prof P Sreenivasa Kumar, Department of CS&E, IITM. 10 Examples queries in TRC (4/5) Schema 4) Get the names of students who have taken at least one course taught by their advisor {s.name | student(s) ^ (âˆÆ'e)(âˆÆ't)(enrollment(e) ^ teaching(t) ^ e.courseId = t.courseId ^ e.rollNo = s.rollNo ^ t.empId = s.advisor} 5) Display the departments whose HODs are teaching at least one course in the current semester {d.name | department(d) ^(âˆÆ't)(teaching(t) ^ t.empid = d.hod ^ t.sem = ‘odd’ ^ t.year = ‘2008’)} Prof P Sreenivasa Kumar, Department of CS&E, IITM. 11 Examples queries in TRC (5/5) Schema 6)Determine the students who are enrolled for every course taught by Prof Ramanujam. Assume that Prof Ramanujam teaches at least one course. 1. {s.rollNo | student (s) ^ 2. (∀c)(course (c) ^ 3. ((âˆÆ't),(âˆÆ'p)( teaching(t) ^ professor(p) ^ 4. t.courseId = c.courseId ^ 5. p.name = â€Å"Ramanujam† ^ 6. p.empId = t.empId )) → 7. (âˆÆ'e) (enrollment(e) ^ 8. e.courseId = c.courseId ^ 9. e.rollNo = s.rollNo) 10. ) 11. } Prof P Sreenivasa Kumar, Department of CS&E, IITM. 12 Problem with unrestricted use of Negation What is the result of the query: {s.rollNo |  ¬ student(s)} ? Infinite answers !! Unsafe TRC expression : Any expression whose result uses â€Å"constants / values† that do not appear in the instances of any of the database relations. Unsafe expressions are to be avoided while specifying TRC queries. Prof P Sreenivasa Kumar, Department of CS&E, IITM. 13 Expressive power of TRC and Relational Algebra It can be shown that both Tuple Relational Calculus and Relational Algebra have the same expressive power A query can be formulated in (safe) TRC if and only if it can be formulated in RA Both can not be used to formulate queries involving transitive closure — find all direct or indirect pre-requisites of a course — find all subordinates of a specific employee etc. Prof P Sreenivasa Kumar, Department of CS&E, IITM.

Non-participant observation Essay Example

Non Non-participant observation Essay Non-participant observation Essay Observational research must respect the privacy and psychological well being of the people being studied. In this study informed consent was not obtained, therefore the study was conducted in an acceptable circumstance where people could expect to be to be watched by strangers. All information was confidential and participants could not be identified by any of the results. There are two main types of observational studies, participant observation, and non-participant observation. Non-participant observation is used in this investigation. Non-participant observation is when the observer only observes and records the behaviour of the group but doesnt interact with them. The participants used were selected by Opportunity sampling, as the researcher chose anyone who was in the target population and was available for a sufficient amount of time to be observed. The participants were observed until a sufficient amount of details were collected then the researcher would move on and observe the next person. A pilot study was firstly conducted so that the researcher could construct a behavioural category system. This way the observation could be recorded onto a tally chart when the participant displayed a particular behaviour. Point sampling was the method used to collect the data. Point sampling is when participants are observed until enough data is gathered about his or her behaviour. The observer then moves onto the next person. Independent Variable (IV) The IV is the variable that the researcher manipulates and controls. In this investigation it was gender. Dependant Variable (DV) The DV is the variable that is measured when any change is made due to the IV. In this investigation the DV is the type of reinforcement males and females use to reinforce each other. These were smiling, tutting, verbal encouragement, nudging soft/aggressively and hugging. Extraneous Variables The study was performed in the same place so the confounding variable, situational variable, wouldnt occur and affect the results. Participants A large group of people whom we are interested in measuring are called a target population. The target population in this investigation were college students aged 16 18 attending a sixth form college in west London. The small group that were selected as representatives of the target population were selected by using the sampling method Opportunity Sampling, as the researcher chose anyone who was in the target population and was available for a sufficient amount of time to be observed. Twenty people were observed, ten of each gender. Apparatus and Materials Tally chart listing different types in reinforcement used by the target population. The chart was designed by firstly conducting a short preliminary observation to gather the different types of reinforcement used by the target population. (See Appendix A) Procedure In this investigation the observer firstly selected a public place where she could carry out her observation. She was observing the way in which members of the same gender praised/criticised each other, either verbally, physically or both. She then selected an appropriate person who would be available for a long enough period of time, so enough information could be gathered on them. She then sat in a seat at an appropriate distance from the person being observed. She used the apparatus (tally chart listing the different category systems) to define each type of reinforcement. The behaviours were recorded by using the method of point sampling. Point Sampling is when enough information is gathered on a person the researcher moves onto the next until all 20 participants are observed (10 male, 10 female). The mean in the results for females was higher with the verbal types of reinforcement than for males. The mean in the results for males were higher with the physical types of reinforcement than for females. This means that the females used all three of the verbal types of reinforcement more frequently than the males. The males used two out of three of the physical types of reinforcement more than the females. The exception was hugging which females used 2. 5% more than the males. This was an anomalous result. The reason for this is believed to be because hugging is stereotyped as a female behaviour towards members of their own gender. Smiling has a difference of 0. 4 between the two genders, males being the highest. The modal result for both genders was smiling. The hypothesis Females will reinforce other females verbally whilst males will reinforce other males physically was accepted and the null hypothesis There is no relationship between gender and types of reinforcement was therefore refuted. Discussion From the results obtained it can be seen that the hypothesis was supported Females will reinforce other females verbally whilst males will reinforce other males physically which means that on average the males used more physical types of reinforcement than the females. This study is quite independent as it has more differences to the Fagot study than similarities. The similarities are major parts of the two studies in that they both contain reinforcement and the hypotheses are based on gender appropriate behaviour. The conclusions made in this study are similar to that of the results in the Fagot study, in that the way in which participants reinforced each other was dependant on their gender. The participants in this study may have been acting the way they believed to be appropriate for them to in an environment of same gender peers. Also some of the participants in the area where the study was conducted may have the stereotypical view that males who act feminine are not following the group norm. The observation was carried out at different times of the day and so some participants who were observed in the afternoon may have been less tolerant with a lot less energy. If this observation were carried out again then it would be more reliable if the target population had a wider variety of people so it could be easily generalised. Also the sample size could increase more accurate sampling methods used. For example, quota sampling, when a sample selected contains specified groups in numbers, which is proportional to their size in the target population. A further study of reinforcement could move onto looking at the behaviour of genders when reinforcing members of the opposite sex and the response to being reinforced to a member of the opposite sex. The results could be compared to this study to see if there are differences in the ways males/females reinforce members of their own sex when compared to when they reinforce members of the opposite sex. This observation could be carried out the same way as the original study but there would be a larger sample size for more reliability, and the observer would be looking for participants reinforcing members of the opposite gender. In this study the main ethical issue was that observational research must, at all times, respect the privacy and psychological well being of the participants so the researcher would have to make sure that the participant was always unaware of the observation and that all information about the participant would remain confidential. Conclusion The difference in the type of reinforcement used by the males and females may be because of how they developed and were taught how to act. The results clearly show the males had higher means for physical reinforcement, when the anomaly is exempt, than the females, and the females had higher means for verbal reinforcement than the males. So to conclude

ARD Green roof Essay Example | Topics and Well Written Essays - 250 words

ARD Green roof - Essay Example esign allows a greater insulation from the other two designs, meaning it could provide a greater amount of energy on its own, and therefore, fulfilling the stand alone requirement. The water retention and filter drainage layers both would aid in preventing irrigation and store water if there ever was a drought. In essence, there are variant considerations that one must make before concluding or choosing the best type of roofing especially when there are specific demands based on energy conservation. Perhaps the best guide in analyzing whether a building, or a roof in this matter, is in line with the green building milestones is by checking the roofs properties against the guidelines advanced by LEED (Yudelson, 2008). The Leadership in Energy and Environmental Design (LEED) rating systems provide a guide that can be utilized in determining a green building (Vassigh, Özer & Spiegelhalter, 2013). Besides the goal to meet the system’s rating it is also important to look at the unique factors around the building. These include, a hot and dry weather, which characterizes the region, Flagstaff. In this regard, the idea is to have a roof that allows for high-efficiency ventilation, one that makes use of rapidly renewable materials, and finally on that only utilizes certified wood produc ts. Notably, the roofing system should preferably allow for solar photovoltaic systems (Vassigh, Özer & Spiegelhalter, 2013). Based on these analysis points it then becomes critical to weigh the roof’s properties against the identified interest areas. Where else the other roof designs present a commendable effort it is easy to pick on Design #2 as this is modeled in a way that makes it possible to meet the desired Green goals as established under the LEED rating system (Edwards, 2003). Besides, the design provides the best way to counter and at the same time maximally utilize the photo energy that represents the region. In totality, the design provides a friendly, green and

The Difference of DNP Program from a Traditional Ph.D. Program Essay

The Difference of DNP Program from a Traditional Ph.D. Program - Essay Example Healthcare is continually advancing, even as its delivery is becoming progressively complicated. Advancements in the nursing practice have been prompted due to the inability of the current nursing practice to meet these changes and complications (AACN, 2010). The DNP program has been set forth as a much-needed step towards the development of a non-research clinical doctorate program which can arm expert practitioners with the skills needed to serve as clinical faculty (AACN, 2010). In effect, it is different from the traditional Ph.D. program in the sense that it takes the learning process one step further towards a more clinical approach to nursing education and practice. The DNP program will also incorporate the APRN content which is already in the master’s programs. It will also highlight evidence-based nursing, as well as nurse competency in converting research into practice, in assessing evidence, in applying research in the decision-making process, and in employing feasi ble clinical advancements to the nursing practice (AACN, 2009).