Nursing article review Essay Example | Topics and Well Written Essays - 2500 words

Nursing article review - Essay Example In prescribing drugs to combat these ailments, medical care providers place the responsibility of following the patient’s progress upon themselves. Patients, however, are susceptible to flawed human reasoning and do not always adhere to their prescriptions. With the rising cases of mental health issues, it is imperative that we understand the shortcomings of the health sector that impede delivery of health care. Coombs et al. (2003) analyze the impact of nurses on the prescription process and its subsequent effect on the adherence to medications. In the paper, they analyze the issue from the standpoint of a mental health worker. In the study, they aim to analyze the reactions of health workers on their opinions on the issue of prescription. The introductory analysis of previous works is commendable, in that the writers identify the significance of supporting the medication process since even little changes have drastic results (Coombs et al.2003). The methodology of a piece of research is dependent on the field of study on which the research is based. It also determines the approach and eventual results of the study. In their research, Coombs et al. adopted a case study approach, in which they identified a qualitative based framework. They used questionnaires as their main data collection tool and I believe that this was the most suitable approach owing to the experimental nature of their research. This is because their aim was deterministic, reducing the complexity of the research methods and requiring the exploratory framework provided by the case study approach. The sample size comprises of 76 mental health workers. Sampling was purposive as the researchers wanted to evaluate the experiences of mental health workers on patient adherence to prescription medicine. The sample size is appropriate for the theoretical approach of this study as well as the exploratory study into the effects of staff education. The questions, however, are subject to misinterp retation by the respondents of the survey because they are vague in the area of training and expertise. In employing questionnaires though, they ensured that the data collected allowed for the variability of responses. The results of the article present a well-documented manner with tabulated representations of the responses and the standard deviation between records. The researchers also noted the relation between increased monitoring by nurses and adherence to medication. Nurses’ training and experience in prescription also increases their effectiveness in dealing with medication and side effect issues (Coombs et al, 2003). However, the majority of nurses (88.5%) indicated that their medical training did not include lessons on prescription. In regards to the patients, the survey found that side effects had a negative effect on compliance to prescriptions. The conclusion of their article indicates the complexity of the issue at hand. Many factors influence the adherence to m edication, primarily the side effects experienced when under the said medication. The opinions of the people closest to the patients also influence their decision to adhere to their medication. Prior education of the medical practitioners also ranks high on the list of necessities for increasing prescription adherence. The article, however, did not monitor the practitioners at the workplace. This creates the

Economics for Public Policy Essay Example | Topics and Well Written Essays - 2000 words

Economics for Public Policy - Essay Example In this case, the two firms would benefit from a reduction in the advertisement. In this regard, the legal system is the legal advertisement by the two companies. The anarchy is a situation where both the two firms fail to take part in advertisement. This situation would be beneficial for both the two firms. On the other hand, if Firm B fails to advertise where as Firm A advertise, the advertisement would significantly benefit Firm A. However, the maximum level of advertisement by a single firm is depended on the degree of advertisement undertaken by the other firm (Axelrod, 2004). This means that there is an equal outcome whenever different companies pursue advertisement to a level below the equilibrium. This principle can be applied to different areas such as rational environments. It explains why the presidential candidates in two different parties are actually similar. Whenever the candidates are confirmed in the preliminaries, they would be created inside their camps of partisan . The electorate who are undecided would be categorised in the central political spectrum. The candidates may tend to rash to the middle group so as to appeal to the group. In this case, the assumption is that voters would select the close option thus many votes could be acquired whenever one is in the center. Part b. The benefits of welfare are an efficiency-enhancing insurance scheme, which may insure against incoming risks. Those individuals who hold the illustrations of the prisoner's dilemma believe that the game highlights morality in challenges that are faced by large groups or welfare. Similar to the game of two players, the game with many players pays the cooperating players R, and defecting players P. In welfare, when some individual defect while some cooperate the cooperating players would get an S while the defecting players will get a T. A good example is illustrated in the commons tragedy. All The members of a certain welfare prefer to graze their animals on the common s instead of maintaining the animals on his own land (Axelrod and William, 2006). The common resource will become unsuitable for grazing whenever it is used by a number above the threshold. In this case, there is a derived benefit B that each welfare member can achieve whenever he or she pays a cost C sufficiently. Above n choose C Below n choose C C C+ B C D B 0 Above n choose C Below n choose C C C+ B C D B 0 From the table, there is an assumption that cost C is negative. The dilemma in this case, is to obtain a benefit with no cost incurred. In a situation, that is ideal the benefit is always a be given reward together with the cost. The challenging situation is to incur a cost but no benefit. This means that a payoff is ordered as B>(B+C)>0>C. In this respect, whenever one chooses C he obtains C+B hence the benefits of welfare are an efficiency-enhancing insurance scheme. Response to question 2. Part a. The two categories of voters will include the rich the middle and the poor p ersons. R M P Gross income $13 $4 $3 Willingness to pay $4.5 $1.5 $0.5 . This cannot be said to be a pay off matrix since all the willingness to pay, being penalties needs to be identified as negative numbers. T= [] If we add $4 to each element we get T= ] T=] The first step involves checking for saddle points (Bendor, 2007). This is a point where the unstable and stable manifold has a dimension that fails to be a zero (Axelrod, 2007). In a matrix, it

What Makes Shakespeares Hamlet Popular?

What Makes Shakespeares Hamlet Popular? The Enduring Popularity of Shakespeares Hamlet Why is Hamlet so popular? Shakespeare wrote countless masterpieces, many of which are debatably more exciting (The Tempest), momentous (Macbeth), intriguing (Othello), romantic (Romeo and Juliet) and profound (King Lear). But not only has Hamlet been produced more by the Royal Shakespeare company than any other work, it is a favourite of troupes (and audiences) around the world. From the play’s inception in 1602, up until the National Theatre’s acclaimed production in 2000 (and beyond), Hamlet has captured the imagination. A close examination of the play, along with a careful focus on its themes, will shed some light on Hamlet’s 400 year old enthrall, with a special emphasis on its relevance to a modern British audience. Hamlet is a tale of revenge, murder and existential and spiritual angst. The title character is a young prince whose father, the King of Denmark, has unexpectedly passed away. His brother, Claudius, has inherited the throne and taken the former king’s wife as his own. Hamlet is visited by his father’s ghost, who informs him that he was murdered by Claudius, and that his death needs to be avenged. Instead of instantly doing so, Hamlet attempts to first confirm his uncle’s guilt by feigning madness, and later by staging a play of the murder, to which Claudius’ reaction essentially confirms his guilt. But even with the evidence in hand, Hamlet is still unable to enact his revenge. After accidentally killing the king’s councilor Polonius, he is deported to England, and upon his return enters into a duel with Polonius’ son, Laertes. However, the fight is a setup; Laertes’s blade is poisoned, as is the wine in a goblet from which Hamlet is t o drink. While Hamlet wins the duel and ends up killing Claudius, he too succumbs to the poison and dies. In the play, Hamlet is by far the major presence: his problem is central to the plot, and his public and private exultations and speculations dominate the action (Hoy, 1991). Furthermore, the role of Hamlet is far larger than any other in all of Shakespeare’s works. While the play is filled with ambiguities, the biggest of all have to do with Hamlet’s motivations and actions (Levin, 1959). There is always more to him than the other characters in the play can figure out. Part of this has to do with the way Shakespeare crafted him – his intense pensiveness, his uncertainness, the vagaries of his actions – but part of it is Hamlet himself, who actually tells other characters that there is more to him than meets the eye, notably his mother and Rosencrantz and Guildenstern. In addition, when he speaks, he sounds as if there’s something important he’s not saying, maybe something even he is not aware of (Hoy, 1991). What separates Hamlet from other revenge plays is that the action we expect to see is continually postponed (Wilson, 1951). Instead of being based on activity, the play is all about character, and really only the character of Hamlet. Many people regard Hamlet as a play about indecisiveness, but more than this, it can be seen as an examination of action itself; that is, the conditions necessary for such, and the appropriate amount required, depending on the circumstances. The question of how to act is affected not only by Hamlet’s need for certainty, but by emotional and psychological factors (Halliday, 1964). Hamlet himself appears to distrust the idea that it’s even possible to act in a controlled, rational way. For when he does act, he does so swiftly and recklessly. This extreme shift from paralysis to impulsiveness further adds to his enigmatic nature. Without action to sustain the play, the plot instead revolves around Hamlet contemplating various questions, among them: Is the ghost what it appears to be, or is it really trying to deceive him? How can the facts about a crime be known without there being any witnesses? Can Hamlet know the intricacies of Claudius’s soul by studying his behaviour? Can we ever really know whether our actions will have the consequences we want them to have? Can we know what happens in the afterlife? (Levin, 1959). This last question is one of the most powerful throughout the play. There are times when Hamlet seems to feel that death itself may bring the answers to his deepest concerns (Wilson, 1951). The question of his own death plagues him, and he more than once contemplates whether or not suicide is a legitimate choice in an unbearably painful world. Hamlet’s grief is such that he frequently longs for death to end his suffering, but worries that if he commits suicide, he will be suffer eternally in hell. In his famous â€Å"To be or not to be† soliloquy, Hamlet concludes that no one would choose to endure the pain of life if they were not afraid of what will come after death, and that it is this fear which causes morality to interfere with action (Levin, 1959). In sum, Hamlet, is ambiguous, vague and mysterious, uncertain, indecisive and pensive, self-loathing and self-reflexive, simultaneously afraid to live and afraid to die. Is it any wonder then that people can relate to him? People enjoy Hamlet because he evokes their sympathy. His character is flesh and blood. He doesn’t just act; he thinks, he questions, he feels. Hamlet is extremely philosophical and contemplative, and takes the time to analyze difficult questions that cannot be answered with any certainty. His melancholy is in many ways endearing. Though his actual age is debatable, in essence he is the quintessential teenager, afraid to grow up and take on burdens and responsibility he knows he must and yet is not ready for. His urgency is contagious. Beyond this, there are the questions he deals with, primarily those of death and the afterlife, that haunt us all. It is extremely rare to not only hear such questions so well articulated, but to hear them articulated at all. These conversations are largely relegated to our own heads. They are intimate and personal, and are seldom expressed. To see them on stage is to bear witness to our own souls. But this only explains why the character of Hamlet is so popular. Though he dominates the course of the action (or lack thereof), there is another reason why the play itself has been so successful and so resonant, which has to do with the famous line: â€Å"Something is rotten in the state of Denmark† (Hamlet, I, iv, 90). Everything is related in Hamlet, including the health of the ruling royal family and that of the nation as a whole (Hoy, 1991). Throughout the play, there are explicit connections drawn between the two. Denmark is often described as a physical body made ill by the moral corruption of Claudius. While the dead King Hamlet is portrayed as a strong, noble ruler under whose guard the state was in good health, Claudius, is regarded as wicked, corrupt and out to satisfy only his own appetites (Wilson, 1951). Throughout history, similar correlations have been made, from Stalin and Hitler to Blair and Bush. While the latter pair are perhaps far less sinister, their po litical decisions have similarly shaped the perceptions of the citizens of the nations they lead, as well as the perceptions of those on the outside. Our leaders are responsible for the overall â€Å"health† of the state, and the war in Iraq and other actions are doing little at the moment to paint a picture of good health. Close observers of Hamlet, no matter of what time period, sense this parallel instantly. Modern society, specifically the UK, is still in Hamlet’s thrall. In today’s world, with so many problems and too few solutions, it is easy to feel powerless and paralyzed. There are choices to be made, and actions to take, but 1) which ones should be carried out and 2) will they even do any good? The modern person is at a crossroads, and in some ways Hamlet personifies this better than anyone else. Throw in the play’s description of the state as being deceased, and the work comes across almost as the poster child for modern malaise. This is evidenced in the 2000 production by the National Theatre, which is only one of many recent and successful incarnations of the play. The title role was played by Russell Beale, who prepared for the part by looking into himself in an attempt to bring out the â€Å"everyman quality† of Hamlet, along with his intense self-reflection and (albeit feigned) madness. To do justice to Shakespeare’s words, in this case gra vitating between wit, wryness and self-reflection, Beale decided not to force emotion, but to instead â€Å"get there slowly, to get the emotional arc right, and not find too many moments of crisis† (Beale, 2000). The actor, in perhaps a bit of method, decided to try and capture Hamlet’s grief by using his own, in this case the fact that his mother died a few weeks before the performance. He also used his frustration over â€Å"not being able to feel enough† to further cement and perfect his interpretation (Beale, 2000). By all accounts he didn’t disappoint. The Independent declared Beale’s Hamlet â€Å"not at all ‘Hamlet-like,’ and his performance â€Å"moving and crystal clear,† characterized by â€Å"an aching regret for the world that might have been rather than a seething contempt for the world that exists† (Taylor, 2000). When Hamlet returned from England, the reviewer found him emanating a â€Å"shyly gracious acceptance of the mystery of life and fate,† and in dying â€Å"moved towards the audience as if painfully and belatedly conscious of their presence, imparting an even more shattering sense of the waste of a noble life† (Taylor, 2000). The Evening Standard wrote that the performances illuminated the text in ways that made it fresh and accessible, and Beale’s performance of â€Å"clarity, humanity and humility held the audience spellbound†¦they could only suffer with his confusion, grief self-loathing and doubt† (de Jongh, 2000). The Guardian complimented Beale for being â€Å"everything one could hope for: witty, ironic, intelligent, ‘a Henry James who is also a swordsman’ to borrow Harold Bloom’s phrase,† and: â€Å"bookish, inward, reflective and intensely capable of self-scrutiny† (Billington, 2000). Furthermore, the paper admired his â€Å"capacity for surprise, moral sensitivity and parodic wit† and his ability to convey â€Å"the paralysis of the intellectual caught up in a world of realpolitik,† resulting in a â€Å"first-rate, deeply intellectual Hamlet whose weapons are primarily verbal and who understands that revenge cannot offer meaningful redress† (Billington, 2000). In the National Theatre’s production, along with countless others over four centuries, a central theme is constantly repeated: Hamlet’s self-loathing, specifically in regards to his lack of feeling, which, as much as his lack of action, makes him guilty. This aspect of his character is perhaps more relevant today than ever. The theme of powerlessness, along with the tangible frustration and guilt that comes with it, can easily find a home in the mind of a modern audience member. In addition, Hamlet’s intensely relatable â€Å"human all too human† qualities, his probing thoughts on the afterlife and the theme of the â€Å"nation as diseased body† are so universal and timeless that they shed much light on the play’s appeal. Perhaps there will come by a day when Hamlet fails to strike a chord with audiences. But for now, Shakespeare’s masterful creation and revolutionary character study is safely ingrained in our consciousness. Bibliography Beale, Russell. The Readiness is All. National Theatre, 2000. http://www.nationaltheatre.org.uk/?lid=2485 Billington, Michael. The Guardian, September 6, 2000. Crystal, David, and Crystal, Ben. The Shakespeare Miscellany. Penguin: New York, 2005. de Jongh, Nicholas. The Evening Standard, September 6, 2000. Halliday, F. E. A Shakespeare Companion 1564-1964. New York: Penguin, 1964. Hoy, Cyrus. Hamlet: An Authoritative Text, Intellectual Backgrounds, Extracts from the Sources, Essays in Criticism. New York: W. W. Norton and Company, 1991. Levin, Harry. The Question of Hamlet. New York: Oxford University Press, 1959. Shakespeare, William. Hamlet. Braunmuller, A.R., Orgel, Stephen (Eds.). New York: Penguin Classics, 2001. Taylor, Paul. The Independent, September 6, 2000. Wilson, John. What Happens in Hamlet. New York: Cambridge University Press, 1951.

Loneliness and Friendship in Steinbecks Of Mice and Men :: essays research papers

The novel Of Mice and Men by John Steinbeck describes the life of a man and his best friend who has the mentality of a child. Their friendship is very strong and this is unusual due to the other characters in the book being very lonely. Every time George and Lennie manage to stick a job out, Lennie makes a mistake and they are forced to leave. But they hope after all of their intense work that they can finally have their dream and get a place they can call their own. Through many difficulties and hardships they manage to deal with the arguments and lack of companionship at their workplace. Between the two key themes of friendship and loneliness Steinbeck makes the novel Of Mice and Men a real success. One of the ways Steinbeck establishes the theme of loneliness is through setting itself. Section one of the book is set at a pleasant and peaceful river a few miles south of Soledad. The first four letters sole meaning only. Also Soledad means lonely place in Spanish. The river seems very secluded and isolated. There’s nothing but nature. It’s a very harmonious and tranquil place. A clearing so quiet you could hear a pin drop. It’s also the place George tells Lennie to meet him if he gets into any sort of trouble. This is a complete contrast to where the rest of the book is mainly set. A ranch where George and Lennie the two main characters manage to find work. The ranch displays isolation mainly through the actions characters take and the events that happen. Characters in the novel also contribute to the understanding of the theme of loneliness. George Milton and Lennie Small are the two main characters in the novel. They are like two halves. â€Å"The first man was small and quick, dark of face, with restless eyes and sharp strong features.† George is the smaller of the two men but has taken care of Lennie for a while, since Lennie’s Aunt Clara died and this highlights the theme of friendship. He is the more knowledgeable one of the two. â€Å"You crazy son-of-a-bitch. You keep me in hot water all the time.† George gets a little irritated with Lennie at times but looks after him no matter what. Their friendship is solid has to watch over him at all times, as Lennie is incapable of looking after himself and is one of the many characters who doesn’t change at all through the novel.

Filipino colony in Borneo Essay

1. The North Borneo Project The Borneo project was a proposition of establishing a Filipino colony in Borneo under the British power. It would have been a great project but, like unfortunate plans, there were hindrances that led to the well-planned project to be left-out and dropped. One of the reasons would be the response of Governor General Eulogio Despujol. It is known that Dr. Jose Rizal sent letters to the Governor General for the approval of the said project. His first letter was not answered therefore Rizal wrote to him again. The letter was well composed in flawless discussion, but even in the respective tone he had noted the Governor’s failure to respond, indicated that the practise of illegal deportation was biased, and that whoever ordered them, bore the load of liability on his conscience. It will be presumed that with those in mind, Rizal would not have a positive response from the Governor. In addition to this, if the Governor approved of the plan, it would reveal to the world that people had been forced to self-exile in order to realize and obtain liberation. Furthermore, it would be an evident offense to renounce Spanish nationality, and a chain of diplomatic events would result from Despujol’s agreement with a foreign power. It would also be taken consideration that this site of the colony, being near to the Philippines, may be used as a base of operation for a revolution. Rizal after days or weeks’ time was informed of the Governor’s response. He thought that it was anti-patriotic and that he strongly rejected the project. He added that it would be best for Rizal to come home, but gave a vague security about guarantees that could be given for his citizenship. Another reason is his negotiations with the British North Borneo. Dr. Jose Rizal, in the absence of the governor, who was on leave, made transactions with the manager, Mr. W.B. Pryer, and the Secretary of the Government, Mister Cook. Both, especially Pryer, showed interest and favour to the said project, offering him good compromises and negotiations. While transacting with Pryer, Dr. Jose Rizal received an outstanding proposition. â€Å"During a period of eight months he had the option to buy 1,000 acres from the company and 5,000 during the next three years, at the price of $6 per acre, payable on terms, and a lease good for 950 years! All these, of course, were subject to the laws of B.N.B.(British North Borneo). The company offered to undertake the construction of buildings and planting of orchards, all payable in three years.† Then, when it came to Mr. Cook, the proposition changed. Cook offered Rizal 5,000 acres of land which came without payment for three years. After a few days, the governor finally received him to hear about his project. Conversely, Rizal learned that that the governor had not confirmed the offer of Cook, but the price would be P3 per acre. He was further disappointed when after two days Pryer wrote that the terms of negotiation has been sent to London for examination. It was not further explained but, in my opinion, Borneo being only a British protectorate, the examination would take a very long process and it is probable that it will not be approved. 2. Establishment of a College in Hong Kong Rizal planned to establish a college in Hong Kong to teach languages, science, and the arts, in the style of the Jesuit colleges. He had even drafted the regulations of the proposed school. The one who was supposed to fund it if ever it pushed through was Mariano Kunanan, a wealthy Pampango capitalist who promised 40,000 pesos to start the school. Having known the opposition of the propaganda to go back to the Philippines, he then with others in Madrid thought of the said project. This way, they still could educate the Filipinos without going back to motherland. In my opinion, their focus in establishing this in Hong Kong is the grounds that this is where most of the exiled Filipinos are sent. In addition, many Filipinos visit Hong Kong in various reasons, especially those who belong to families that are well-to-do, knowing that it is near to the Philippines. Another thing is that he may have thought of going against the wrong ways of teaching and administering of some of the Dominican priests that results them to choose the way of education of the Jesuits.

ESL Essay on Belonging (China Coin and Rabbit Proof Fence) Essay

A sense of belonging or not belonging can emerge from the connections made with people, places, groups, communities and the larger world. How does this apply to â€Å"The China Coin†? Through a study of the novel â€Å"the China Coin† by Allan Baillie, it can be seen that a sense of belonging or not belonging can emerge from the connections made with people, places, groups, communities and the larger world. This essay will explore how a sense of belonging or not belonging develops from the main characters’ (Joan and Leah’s) connections with each other and with places, specifically Good Field Village. It will also examine how a character’s connection with the nation of China at large gives rise to their sense of belonging or not belonging. In the novel â€Å"The China Coin†, the author uses various language techniques to illustrate Leah and Joan’s sense of belonging or not belonging, which emerges from their connection with each other. The novel begins with Leah feeling disconnected with Joan even though they are the only two members of their family left. This can be seen by the way Baillie uses metaphor to compare Joan to â€Å"an evil aunt, who flies a broom on full moon†¦Ã¢â‚¬ . This conveys Leah’s sense of not belonging to the relationship. A sense of belonging unfolds later in the novel after Leah and Joan both go through much together, hence leaving them with a more intimate connection with each other. After hearing grandfather implying that he wants them to stay so that he can trick them into paying for a ‘Hong Kong house’, Joan and Leah’s strong connection is expressed by their ability to communicate without even using words. Baillie uses polysyndeton to emphasize this in the sentence â€Å"And both mother and daughter stopped and grinned at each other†. As can be seen, both these examples clearly show that Leah and Joan’s sense of not belonging or belonging to each other has emerged from their connection with each other. Apart from that, Allan Baillie has also used language features in the novel to draw attention to the sense of belonging or not belonging that stem from connections with a place, specifically, Go od Field Village in â€Å"The China Coin†. When the main characters first arrive in Good Field village, Joan felt accepted immediately as she spoke Cantonese fluently and quickly formed a connection with Jade. As a result, a sense of belonging was generated in Joan. This is reinforced by the author’s use of simile to describe them as women who â€Å"had been neighbours for years†. Contrastingly, Leah, who was not as fluent in  the language, could not converse with Jade and Joan. As a result, she did not feel a sense of belonging to Good Field village. This is portrayed by Baillie’s use of the third person narrative voice, which tells the audience â€Å"Leah felt suddenly alone†. All this suggests that the concept of belonging or not belonging develops from one’s connection with a place. Lastly, language features used in the novel â€Å"The China Coin† has supported the fact that a sense of belonging or not belonging can emerge from connections with the larger world. This can be seen in the character of the young boy who puts up political posters at the restaurant where Joan and Leah are eating. He does not feel connected with the state as he does not agree with the current political situations and wants democracy instead. This generates a sense of not belonging in the character, which is further reinforced as he uses hyperbole to describe other protesters and himself as â€Å"Enemies of the State†. Similarly, Ke, who is disconnected with the principles of China’s political agendas, feels like he does not belong to China at large. This is evidenced in the use of dialogue where Ke tells Leah about what he wants changed in the political system. He tells her that he wants â€Å"Democracy! No more guanxi! No more influence, no more back-door deals!†. From this, it can be inferred that one’s sense of not belonging can rise up from one’s relationship with the world at large. In conclusion, Leah and Joan’s connection with each other and with places such as Good Field Village give rise to their impression of belonging or not belonging. Similarly, a sense of not belonging can be seen to emerge from connections that other characters have with the larger nation of China.

The Ladders’ Signature Program Are guaranteed job offers a scam

The Ladders’ Signature Program Are guaranteed job offers a scam The end of June 2011 brought a lot of hype in the blogging world about TheLadders’ new â€Å"Signature† Program. Have you heard of it? Signature promises that â€Å"selected participants who actively engage in all components of the Signature program are guaranteed a job offer or their money back.† The price tag?   $2,495. The claim of success? 90%. [I’m taking the existence of this program, and the price tag, on faith since TheLadders’ website is seemingly impenetrable without a username and password – see www.theladders.com] Criticism of the Signature program abounds. Forbes’ Susan Adams points out what might be the obvious in her article, The Ladders Guarantees a Job Offer or Your Money Back: TheLadders self-selects the people who may enroll in the program. They don’t guarantee a job to just anyone! And, as it turns out, 75% of the people accepted into the program are already employed and looking to move up the ladder or make a lateral move into a larger company. These folks are much better positioned to succeed in their job search than the unemployed. The 90% success rate doesn’t sound quite so impressive anymore, does it? Furthermore, explains Ms. Adams, if you read the fine print you find out that participants are required to â€Å"apply to 6 well-fitted positions per month.† Hmmm†¦Ã‚   who determines what constitutes a â€Å"well-fitted† position?   What if there are not 6 positions the candidate wants to apply to? It seems the $2,495 fee will then be forfeited. For additional criticism of this aspect of the program, see   A Six Figure Job Guaranteed or your Money Back in the bnet.com blog (authored by Kimberly Weisul). And what if a participant applies to 6 jobs in order to comply with the program, even though they are not jobs she wants to accept because of location, company culture or some other factor? What if she gets an offer from one of them? She has then paid $2,495 to get a worthless job offer. The Signature program reminds me of a â€Å"deal† offered by Match.com in my internet dating days. Match, as I remember, offered 6 additional free months if I did not meet someone I liked within 6 months. The catch? I had to contact 6 people each month for 6 months to remain eligible for the offer. Eek. There just weren’t that many guys who appealed to me enough to make the effort. I contacted an average of 2 guys a month for 6 months, didn’t make a love connection, and cancelled my service. And cancelling services is what a lot of people might start doing around The Ladders. Snarky career blogger Nick Corcodilos refers to The Ladders as a â€Å"beleaguered organization† in his article, TheLadders: A lipstick pig’s death rattle? He suggests that if TheLadders CEO’s Marc Cenedella’s claims are correct, and he has 4.5 million subscribers at $35/month, then those 4.5 million are not getting the results promised by their subscription. Why else would TheLadders need to dangle a pricey â€Å"guaranteed† job offer carrot in front of these subscribers? Another suspicious promise of Signature is their claim that the program will reduce the amount of time necessary to spend on a job search from 30 to 4 hours per week. Silly me! Here I was thinking that job searching was a full-time job. It takes time to make connections and work networks, and a Manpower study recently found that 41% of successful jobhunters got their jobs through networking. Does TheLadders claim that significant networking is now unnecessary in the job search process?! I am wary of any program that encourages job searchers to stop engaging in this essential and necessarily time-consuming aspect of their search. What do you think of this grand offer by TheLadders? Would you front the dough if you were chosen as a qualified candidate? Or would you prefer to get a great resume and cover letters and find your job the old fashioned way?

Alfred Hitchcocks Psycho Essay Example

Alfred Hitchcocks Psycho Essay Example Alfred Hitchcocks Psycho Paper Alfred Hitchcocks Psycho Paper Essay Topic: Film Alfred Hitchcocks Psycho is one of the most notorious films and still is after all these years. The story is about a woman called Marion Crane who picks the wrong place to spend a night. The Bates Motel which is run by a young man called Norman Bates and his old mother. Hitchcocks murder set-pieces are so effective, that they can frighten a viewer whos seen them before. The film was first screened in New York on 16th June and was a success from the start. The film only cost $800,000 to make yet has earned more than $40,000,000. By the end of its first year, Psycho had earned $15 million-over fifteen times as much as it cost to make. Hitchcock also had ideas to save money as he used the crew from his TV series to film Psycho. Hitchcock got his inspiration of the film from the real story about Eddie Gein who was a serial killer and killed people at his farmhouse. He did things such as, used a human skull as a bowl, made lampshades and wastebasket out of skin and an armchair also made out of skin. The Law refused to pass the film because they claimed that the film contained nude in the shower scene. Hitchcock didnt edit that part out but he simply just sent it back assuming that they either wouldnt bother to watch it, or miss it the second time. Hitchcock insisted that audiences should only be allowed to see the film from the start so they can understand the film and they get to see the shock and suspense in the film. This was something viewers did in them days as people were used to just coming in and out at any point during a movie. In the shower scene the first three shots of Marion are Medium shot, Close Up and Extreme Close Up. This is because it shows the character in their immediate environment, concentration on the viewers attention and it makes the characters feeling intimate to the viewer. What we see in that frame is Marions initial scream. The effect of this is that it draws the audience in, to fell her shock and terror. The last three shots of Marion is when we see her hands, legs and herself struggling to stay alive after she had been stabbed several times. The effect this has is it builds up the tension in the film. Also in the Shower Scene there were censorship reasons which made the quick-fire editing of the shower scene necessary, but Hitchcocks principal concern was to disturb the audience and to suggest terrible violence and bloodshed without actually showing very much. In that scene there were 78 separate camera set-ups needed for the shower scene and it took seven days to film. The music in the film has a high pitched sound because every time something happens or is about to the sound gets louder they use this effect as it creates tension and suspense.

Characteristics of Giant Silkworm Moths and Royal Moths

Characteristics of Giant Silkworm Moths and Royal Moths Even people with no particular love of insects find the giant moths (and caterpillars) of the family Saturniidae fascinating. The name is thought to refer to the large eyespots found on the wings of some species. The eyespots contain concentric rings, reminiscent of the planet Saturns rings. These showy moths are easy to rear in captivity if you can find enough foliage to keep their very hungry caterpillars fed. Physical Characteristics Among the Saturniids, we find the largest moth species in North America: the luna moth, the cecropia moth, the polyphemus moth, the imperial moth, the io moth, the Promethea moth, and the royal walnut moth. The cecropia moth is a giant among giants, with the longest wingspan- a remarkable 5-7 inches- of all. Some Saturniids may seem dwarf-like compared to their gigantic cousins, but even the smallest of the wild silkworm moths measures a respectable 2.5 cm in wide. Giant silkworm moths and royal moths are often brightly colored, which may mislead first-time observers to refer to them as butterflies. Like most moths, however, Saturniids hold their wings flat against their bodies when at rest, and usually have stout, hairy bodies. They also bear feathery antennae (often bi-pectinate in form, but sometimes quadri-pectinate), which are quite conspicuous in males. Saturniid caterpillars are hefty, and often covered with spines or protuberances. These tubercles give the caterpillar a threatening look, but in most cases, theyre quite harmless. Do beware of the io moth caterpillar, though. Its branched spines pack a painful dose of venom and will inflict a long-lasting sting. Classification Kingdom: AnimaliaPhylum: ArthropodaClass: InsectaOrder: LepidopteraFamily: Saturniidae Diet Adult silkworm and royal moths dont feed at all, and most have only vestigial mouthparts. Their larvae, however, are a different story. The largest caterpillars in this group can exceed 5 inches in length in their final instar, so you can imagine how much they eat. Many feed on common trees and shrubs, including hickories, walnuts, sweetgum, and sumac; some can cause significant defoliation. Life Cycle All giant silkworm moths and royal moths undergo complete metamorphosis with four life stages: egg, larva, pupa, and adult. In the Saturniids, an adult female may lay several hundred eggs during her brief lifetime, but perhaps only 1% will survive to their own adulthood. This family overwinters in the pupal stage, often in silken cocoons joined to twigs or nestled in a protective envelope of leaves. Special Adaptations and Behaviors Female Saturniid moths invite males to mate by releasing a sex pheromone from a special gland at the end of their abdomens. The male moths are renowned for their determination and unwavering focus on the task of locating the receptive female. They have a keen sense of smell, thanks to their feathery antennae brimming with sensilla. Once a male giant silkworm moth catches a whiff of a females scent, he will not be deterred by foul weather, nor does he let physical obstacles impede his progress. A Promethea moth male holds the long-distance record for following a females pheromones. He flew an incredible 23 miles to find his mate! Home Range References vary greatly in their accounting of how many Saturniid species live worldwide, but most authors seem to accept a number in the range of 1200-1500 species. About 70 species inhabit North America. Sources Family Saturniidae - Giant Silkworm and Royal Moths, Bugguide.net. Accessed January 10, 2013.Saturniidae, Butterflies and Moths of North America. Accessed January 10, 2013.Saturniid Moths, University of Kentucky Entomology. Accessed January 10, 2013.The Wild Silk Moths of North America: A Natural History of the Saturniidae of the United States and Canada, by Paul M. Tuskes, James P. Tuttle, and Michael M. Collins.

( early 1800's )How did Latin American labor systems change after its Essay - 1

( early 1800's )How did Latin American labor systems change after its transition from colony to nation and in the century that followed What were the historical forces that led to these changes - Essay Example The Indians and mestizos also were converted into religious, political and economic life of the Spanish and their freedom was limited. Latin America was made up of population of three castes. A group of whites had the power and owned property, another caste of whites controlled political offices and worked as small entrepreneurs while the third caste comprised of free persons of color who were African slaves and European planters (Meade, 63). Forced and migrant labor was evident. Labor in Latin America during colonization was in form of slavery or forced labor. The slaves were used in cultivating the vast sugar and cotton plantations owned by the Europeans and mining. According to Meade (62), the crown who ruled the colony prevented the merchants’ access to political office. Taxes and fines were also imposed on them as well as petty restrictions thereby limiting the markets for their produce. This forced them to work in European farms so as to earn a means of living. The colonial agents who were placed over them were corrupt and inefficient. The slaves were acquired from Africa and traded to work in European colonies which comprised of Latin America. The slaves worked under inhumane conditions which were life threatening and were not paid any wages. Indians provided labor in haciendas. After the slave revolt in San-Domingue, other states joined in revolts to demand independence. Peasants demanded rights to land and abolition of taxes. Haiti received independence in 1803, Peru and Mexico in 1821 and Brazil in 1822. After independence, slavery was abolished in Latin America except Brazil which relied heavily on slavery. During struggle for independence and World War 1, men left their homes to participate in the battle hence women resumed men duties. Women also performed some chores like sewing, nursing, soldiers and some became spies and managers of household farms (Meade, 74). They were thus absorbed in labor systems as opposed

EC320 CHILD DEVELOPMENT ASSIGNMENT 2 Essay Example | Topics and Well Written Essays - 250 words

EC320 CHILD DEVELOPMENT ASSIGNMENT 2 - Essay Example This is because everyone wants to meet the baby. As the first few days pass the newborn child’s day becomes less hectic and it begins to settle into normal routines with feeds and sleeping patterns. Throughout its early life it will get comfortable with the people that it interacts with on a regular basis. This is usually the mother, father and siblings. By feeling comfortable the child may cry less and be more settled. The mother is the person who goes through the actual birth; therefore it is understandable if she is slightly shocked and overwhelmed at the occasion. The mother is usually the first person who holds the child. As a result there is that automatic bond between mother and child. The female gains a lot of responsibility from the birth of a child due to the fact that a mother is responsible for the breastfeeding of the child at different intervals during the day. The mother in particular will be very over protective of her child and will not want to let the newborn child out of her sight. If the newborn child is the mother’s first child then the female has a massive shock to her life. She will have to feed the child, be kept up by the child during the night and change the child’s nappy when it needs to be. Simple procedures like changing a nappy can be demanding for new parents. Father’s reactions are very similar to that of the mothers. However it seems that the father views things from a distance compared to the mother. The mother spends more time with the child, as she is in hospital with the child. If this is the first child then the male gains a huge amount of responsibility. One example is financially as children do not come cheap. The father has to financially analyse how the family are going to support the extra person while trying to spend as much time with his new child as possible. Also parents to a newborn child are really protective. For example if the newborn child has a rash, they

A science column Essay Example | Topics and Well Written Essays - 1000 words

A science column - Essay Example We have to charge our cell phones whenever they are exhausted of energy/power. This we have to do by using electricity and we wonder how electricity and the cell phones are related such that we are able to communicate with people far away from us once the two have been fused together. Sometimes, we have magnets which attract certain things such s iron materials and other types of magnetic materials. We wonder where such force of attraction is originating from inside the magnet, just a piece of steel or iron. All these fascinations are the results of certain discoveries made some time back in the history of science and have been integrated over time to operate in some ways which actually make life easier and convenient. The relationship between electricity and magnetism can be traced back to the times of the greatest scientists who contributed so much to the development of electricity ad electric discoveries such as Michael Faraday and Ampere. This paper will look at the integration b etween the two laws developed by Michael Faraday and Ampere to explain the relationship between electricity and magnetism. Michael Faraday developed a law which tried to explain this relationship by drawing a connecting line between electric transfers and magnetism. The laws can be defined in terms of electromotive force (emf), the force believed to be the driving force of an electric current, as Faraday notes. The law states that: â€Å"A time- changing magnetic flux though a closed circuit induces an emf in the circuit.† (Sadiku) Faraday’s electromagnetic induction can be divided into two laws which are however related to each other and tries to explain the flow and the induction of magnetism in a substance. The first law states that: â€Å"whenever a conductor is placed in a varying magnetic field, an emf is induced which is called the induced emf, if the circuit is closed, current is also induced which is called the induced current.† (Sadiku) The second law states that â€Å"the induced emf is equal to the rate of change of flux linkages whereby the flux linkage is the product of the number of turns of the coils n and the flux associate with it.† (Sadiku). According to this law, the number of turns in the coil will then determine the amount of current flowing through the wire and vice versa as shown in the diagram. This emf only last as long as the magnetic current within the circuit continues to change. In this way Faraday developed a law which describes the electromagnetic induction whereby, an electric field is usually induced or created by a changing magnetic field. When current flows in a solenoid wounded around a magnetic material, the material becomes magnetized and this creates the potential difference. It is this difference which keeps the current flowing from one point to another. The emf developed is the force that works against the electric potential commonly referred to as the voltage. The common voltage in dry cell s is 1.5 and has the electric potential moving from the positive electrode t

Sex Differences and Their Responses to Erotica Research Paper

Sex Differences and Their Responses to Erotica - Research Paper Example Also true. However, the media has reported less on whether the converse is true, in that men are adversely affected by idealized images of male bodies and penis sizes. The conventional wisdom there is that men probably are not affected by these images. This is partially true – men widely believe that their penis size is average or large, so media images of penis sizes do not affect how men view their genitalia. However, at least one study has shown that men do feel worse about their bodies after viewing other men with idealized bodies, so, perhaps, there is less of a gender inequity in this regard then was previously thought. This paper will explore all these topics in greater detail. How Media Environment Has Changed in the Past 50 or 60 Years The past 50 or 60 years has been marked by a changing standard of ideal beauty in society. According to Calabrese et al., the ideal has changed towards a thinner female body type, one that is unattainable by most women. This is seen in Playboy Magazine centerfold models, Miss America pageant winners and fashion models. As stated above, these ideals are impossible for many women to attain, which makes the average woman have dissatisfaction with their body and overall appearance, and poses risks to the female’s mental and physical health. Moreover, there has been a changing ideal of genital appearance, as viewed through pornography websites and the like. Females are increasingly exposed to these images through these websites. However, the pictures of the female genitalia have been increasingly digitally enhanced, rather than naturally occurring, which causes women further despair that their physicality does not match that which is ideal (Calabrese, et al., 2011). Calabrese et al., examined the impact on the evolution of both ideal body types and the depiction of female genitalia on how women think about themselves. They examined Playboy models from 1953 to 2007 to look at these changing ideals. 647 Playboy centerfold models were the subjects of this research. They found that a Barbie-like thinness has become the norm with the Playboy models and that, in fact, the female genitalia in these magazine spreads have been enhanced and perfected. Larger breasts, as displayed on both Barbie and the Playboy models, is another attribute of this new feminine ideal. Because of this changing ideal, Calabrese et al. states that the image of perfection and definition of physical beauty have changed, and what heterosexual men seek in their partners have also changed. Young girls are also affected, in that they gain a warped perception of the ideal female body type with they receive their first Barbie, and this perception of reinforced by these Playboy images (Calabrese et al.., 2011). Advertising The basis of advertising is simply drawing one's attention to something, or, on the other end, notifying or informing somebody of something (Dyer, 1989, p. 2). This is the basics of advertising. The way that this is accomplished is that the advertiser "magically induces" the consumer to buy the advertised product by selling a fantasy. This is because "we have a cultural pattern in which the objects are not enough but must be validated in fantasy by association with social and personal meanings which in a different cultural

Muslims Consider Prophet Muhammad a Religious and Political Role Model Essay

Muslims Consider Prophet Muhammad a Religious and Political Role Model - Essay Example n-Arab, nor does a non-Arab have any superiority over an Arab; also a white has no superiority over a black, nor does a black have any superiority over a white except by piety and good action.† The Prophet of Allah was able to establish laws that protected animals, trees and environment. On the other hand, he encouraged trade and ethical investments and secured the workers’ rights. This is why we take Muhammad as our religious role model. With regard to politics, Prophet Muhammad is regarded as a role model because of various reasons. One of the reasons is that he married numerous wives on the basis of humanitarian reasons. Prophet Muhammad is well known for the Jihad which translates to struggle in the way of Allah. The Prophet of Allah believes that we as Muslims should struggle in the ways of Allah both within ourselves and externally. The prophet of God is against anyone who stands against Islam and therefore those opposing the struggle for Allah and oppressing Islam should be persecuted. As Muslims we regard this as holy war. This is also another reason why we take Muhammad as our political role model. He convinced people to leave alcohol, prostitution, crime, drugs and He promoted healthy living (Patricia Crone Pg

Gender Disparities Essay Example | Topics and Well Written Essays - 750 words

Gender Disparities - Essay Example Their preference for the son superseded their preference for their son’s happiness. One can only imagine what a woman feels when she realizes that because she is a daughter, she is less than a son. The love of her parents will always be inferior. Then when she grows, she becomes aware that this problem goes beyond her house. It affects the entire society, or rather, it infects the whole civilization. Being a daughter is her first state of defeat; it is the defeat of being a daughter, which will eternally turn her into a second-class citizen.Gender discrimination produces unfair gender norms and expectations that delimit women’s capacity for self-development. Mrs. Pritchett wants to feel loved, but she feels it is too late for she married a self-centered man who is unaware of her needs as a woman. She has not developed her personhood because of her restrictions as a woman. These experiences are unique to women because of their womanhood. Their patriarchal society produce s unfair perceptions of women. Gender prejudice drives discrimination that turns women into slaves of men, and as wives, they are slaves of their husbands. Those who are poor are worse off. Mangalam experiences sexual harassment, though this gives her power over a life of poverty. Nevertheless, her experience shows that because she is poor and a woman, she cannot attain the kind of life she wants to have. Sexual harassment is common in patriarchal countries, especially among the working-class women, since they are often powerless.... One can only imagine what a woman feels when she realizes that because she is a daughter, she is less than a son. The love of her parents will always be inferior. Then when she grows, she becomes aware that this problem goes beyond her house. It affects the entire society, or rather, it infects the whole civilization. Being a daughter is her first state of defeat; it is the defeat of being a daughter, which will eternally turn her into a second-class citizen. Gender discrimination produces unfair gender norms and expectations that delimit women’s capacity for self-development. Mrs. Pritchett wants to feel loved, but she feels it is too late for she married a self-centered man who is unaware of her needs as a woman. She has not developed her personhood because of her restrictions as a woman. These experiences are unique to women because of their womanhood. Their patriarchal society produces unfair perceptions of women. Gender prejudice drives discrimination that turns women int o slaves of men, and as wives, they are slaves of their husbands. Those who are poor are worse off. Mangalam experiences sexual harassment, though this gives her power over a life of poverty. Nevertheless, her experience shows that because she is poor and a woman, she cannot attain the kind of life she wants to have. Sexual harassment is common in patriarchal countries, especially among the working-class women, since they are often powerless against these male sexual predators (Gupta 95). Being a woman and being poor are the worst human conditions because they prepare women for a life of servitude, and with servitude, disappointment looms. Middle-class women are trapped in middle-class norms. They are afraid of what their society will think of them if

Muslims Consider Prophet Muhammad a Religious and Political Role Model Essay

Muslims Consider Prophet Muhammad a Religious and Political Role Model - Essay Example n-Arab, nor does a non-Arab have any superiority over an Arab; also a white has no superiority over a black, nor does a black have any superiority over a white except by piety and good action.† The Prophet of Allah was able to establish laws that protected animals, trees and environment. On the other hand, he encouraged trade and ethical investments and secured the workers’ rights. This is why we take Muhammad as our religious role model. With regard to politics, Prophet Muhammad is regarded as a role model because of various reasons. One of the reasons is that he married numerous wives on the basis of humanitarian reasons. Prophet Muhammad is well known for the Jihad which translates to struggle in the way of Allah. The Prophet of Allah believes that we as Muslims should struggle in the ways of Allah both within ourselves and externally. The prophet of God is against anyone who stands against Islam and therefore those opposing the struggle for Allah and oppressing Islam should be persecuted. As Muslims we regard this as holy war. This is also another reason why we take Muhammad as our political role model. He convinced people to leave alcohol, prostitution, crime, drugs and He promoted healthy living (Patricia Crone Pg

Perinatal Challenges Essay Example for Free

Perinatal Challenges Essay Perinatal challenges during pregnancy and birth are associated with different varieties of diseases and complications, such as gestational diabetes and shoulder dystocia during birth. According to Gullotta, Adams and Ramos (2006), perinatal period commences during the 22nd week of gestation or after 154 gestational days (p. 392). During this stage, perinatal environment is exposed to different bodily changes associated to the bodily responses of the mother towards pregnancy. According to Ben-Haroush, Yogev and Hod (2003), gestational diabetes often progresses during perinatal periods wherein metabolic absorption of carbohydrates becomes impaired possibly due to insufficiency in insulin production, metabolic impairments associated to receptor malformations, and release of anti-insulin hormones (e. g. human placental lactogen, etc. ). As supported by Callahan and Caughey (2006), progressive occurrence of gestational diabetes may result to different complications during child birth, such as macrosomia, shoulder dystocia and neonatal hypoglycemia (p. 1). Specifically, shoulder dystocia is one of the most common complications associated with gestational diabetes. This is usually identified in cases wherein the mother encounters difficulty of childbirth due to problematic passing of the infant’s anterior shoulder (Gullotta, Adams and Ramos, 2006 p. 392). Shoulder dystocia and gestational diabetes are linked problems during pregnancy. As supported by Queenan, Spong and Lockwood (2007), perinatal occurrence of diabetes usually ends up in problematic infant’s size proportion, which eventually displaces the infant’s body parts in inappropriate positions during childbirth resulting to the difficulty of delivery (p. 179). Gestational diabetes is regarded as a prominent mortality contributor especially during perinatal periods wherein the development of the child is greatly compromised due to the metabolic impairments of the mother. According to Zazworksky, Bolin and Gaubeca (2006), â€Å"perinatal mortality, consisting of both fetal and neonatal deaths, is probably directly related to metabolic derangement in diabetic pregnancies† (p. 192). Perinatal stage of pregnancy, as with other periods of pregnancy, largely depends on the occurring environment inside of the mother. If the maternal metabolic glucose absorption and insulin levels are compromised, the infant’s development is therefore at risked of developing different complications associated to such condition. According to Hod, Javanovic and Di Renzo et al. 2003), gestational diabetes occurring during perinatal period results to four-fold higher mortality rates compared to those non-diabetic pregnancies (p. 431). Pregnancy complications resulting from progressive perinatal diabetes are the most difficult scenarios to deal with. Macrosomic or those proportionately enlarged infants are main problem caused by gestational diabetes. As supported by Goroll, Mulley and Mulley, Jr. (2006), gestational diabetes and the incidence of macrosomic delivery trigger increased risk for serious traumatic childbirth and the need for extensive cesarean section (p. 81). Traumatic complication of macrosomia induced by gestational diabetes is shoulder dystocia, which greatly increases the likelihood of cesarean section and birth trauma for normal section (Hod, Javanovic and Di Renzo et al. , 2003 p. 431). In this study, the emphasis mainly involve (a) the perinatal challenges brought by gestational diabetes and (b) the complications of child birth resulted by shoulder dystocia as a complication of gestational diabetes. Discussion Formally, the perinatal period commences after 22 completed gestation weeks and ends a fter seven days of post-delivery. Perinatal challenges in pregnancy involve different bodily conditions that can be life-threatening to both mother and the infant. World Health Organization defines perinatal period as the â€Å"period of prenatal existence after viability of the fetus is reached, the duration of labor, and the early part of extra-uterine life† (cited in Siegel, Swanson and Shyrock, 2004 p. 354). According to DeCherney and Goodwin (2007), life threatening complications of pregnancy are usually greatest during the perinatal period than any other stages of pregnancy due to variety of mortality causes (p. 188-189). As supported by Herbert (2003), the last three months of fetal life in the womb are considered the most vital stage of pregnancy due to the heightened sensitivity of the baby to the environmental health inside the mother (p. 44). One of the most common challenges faced during this period of conception is the metabolic disorder exclusive during pregnancy – gestational diabetes. The metabolic disorder during pregnancy, gestational diabetes, is an exclusive condition associated to impaired glucose absorption brought by the insufficiency of systemic insulin levels of the body (Callahan and Caughey, 2006 p. 105). Physical challenges and threats brought by gestational diabetes during perinatal period undeniably life-threatening and vital to the survival of both mother and child. According to Queenan, Spong and Lockwood (2007), gestational diabetes is considered a warning sign of gestation-induced insulin resistance (p. 179). Gestational diabetes is usually detectable on the early or latter weeks of perinatal period, which is approximately 24 weeks of gestation (Dudek, 2006 p. 290). The incidence and prevalence of gestational diabetes during the perinatal periods are statistically more pronounced compared to other periods of conception. According to Porth (2005), gestational diabetes occurs up to 14% of all pregnancies depending on the population and diagnostic procedures utilized (p. 998). As claimed by the Australian Institute of Health and Welfare (2007), gestational diabetes occurs among the approximately 3% to 8% of females not previously diagnosed with diabetes. Added by the public organization Diabetes Australia (2004), incidences of gestational diabetes occurs more predominantly among (higher than 20%) aboriginal women compared to other ethnic diversities. Etiologies attributed to the increasing incidence of gestational diabetes are still unknown due to the unproven etiological propositions of gestational diabetes. However, different studies (Buchanan and Xiang, 2005; Langer, Yogev, and Most et al. , 2005; Rosenberg, Garbers and Chavkin et al. , 2003) have proposed their hypothetical explanation to the etiological nature of gestational diabetes itself. The first theory proposed by Buchanan and Xiang (2005) is associated with the genetic nature of the mother predisposing to her to gestational diabetes. As supported by Porth (2005), gestation diabetes is more prominent among mothers who have history of glucose intolerance or metabolic problems related to glucose absorption (p. 988). In the study of Buchanan and Xiang (2005), gestational diabetes is claimed to be the end-product of monogenic dysfunction of B-cells. Mutations in the mitochondrial DNA of beta cells trigger the autosomal mutations eventually causing beta cell dysfunction. Meanwhile, according to the study of Rosenberg, Garbers and Chavkin et al. (2003), gestational diabetes is triggered by lifestyle practices prior and during pregnancy. In the study, a total of 63. % of the total women in the heaviest group (weight: 300 lbs or 136 kg) have had incidence of gestational diabetes and other complications during pregnancy compared to the women whose weight range between 200 to 299 pounds (49. 8%). According to Callahan and Caughey (2006), another hypothetical explanation to the etiology of this condition is the release of placental hormone, specifically known as the human placental lactogen (a. k. a human chorionic somatomammotropin), which acts as an anti-insulin substances increasing the insulin resistance and generalized carbohydrate intolerance of the mother systemically (p. 05). Added by LeRoith, Taylor and Olefsky (2003), beta cells secretion of insulin is incapable of fully compensating the increasing bodily requisites of both infant and mother; hence, glucose intolerance results (p. 1295). If this glucose malabsorption continues, the mother’s body encounter severe rise of sugar levels inducing gestational diabetes, while the infant is considered at risk of experiencing hypoglycemia due to insufficient levels of insulin used for glucose absorption (Callahan and Caughey, 2006 p. 105). As supported by Porth (2006), gestational diabetes is more prominent during 24th up to 28th week of gestation, which is actually the perinatal period (p. 988). Compared to the normal pregnancy, mothers with gestational diabetes manifest decreased secretory activity, compromised insulin response per unit of glycemic stimulation and absence of insulin progressiveness (LeRoith, Taylor and Olefsky, 2003 p. 1295). Potential risks involved in gestational diabetes are the complications that may arise during perinatal periods. Continuous occurrence of gestational diabetes also predisposes potential problems during child delivery or the last seven days of perinatal period. According to Brown, Isaacs and Krinke et al. (2005), potential outcomes of gestational diabetes during perinatal period leads to the surge of insulin levels within the uterine environment, which eventually increases glucose reuptake of fetal cells converting them to triglycerides (p. 127). In such conditions, the infant develops dramatic fat deposits with increased body frame size and weight compared to the normal infant (4500 grams). As supported by Wehren and Marks (2004), the rise of blood glucose in the mother’s internal environment also increases the blood glucose levels circulating within the infant, which consequently places the child under the circumstance of neonatal hyperglycemia (p. 209). Aside from neonatal hyperglycemia, biochemical risks brought by gestational diabetes also include hypocalcemia, hyperbilirubinemia and polycythemia (Callahan and Caughey, 2006 p. 05). LeRoith, Taylor and Olefsky (2003) claim the frequency of acquiring gestational diabetes increases with progressive age and BMI conditions (p. 1295). Meanwhile, complications that may occur on the infant involve stillbirth risk, spontaneous abortion, macrosomia, neonatal hypo- and hyperglycemia, increased risk of developing insulin resistance and most commonly shoulder dystocia (Brown, Isaacs and Krinke et al. , 2005 p. 127). Treatment and diagnostic to the effects of gestational diabetes are crucial to the prevention and care of the pregnancy. Diagnostic procedures for gestational diabetes should be done at the end of the second trimester between 24 and 28 weeks of gestation (Callahan and Caughey, 2006 p. 105). Patients developing at least two associated risk factors should have their diagnostic screening at their first prenatal visit and during each subsequent trimester. Added by Joslin, Kahn and Weir et al. ), universal diagnostic procedure for gestational diabetes is also dependent on the series of identifiable factors, such as age of first pregnancy, body weight, history of abnormal glucose metabolism and racial or ethnic background, that place the mother in a series of more intensive tests (p. 1043). One example of these diagnostics involves a screening test consisting of 50g of glucose administration followed by glucose-plasma measurement one hour after the administration. If the results reveal 1-hour glucose level higher than 140 mg/dL, the implication is positive and the procedure called glucose tolerance testing is indeed necessary for the purpose of validation (Callahan and Caughey, 2006 p. 105). If the mother’s glucose level reveals positive result during the 1-hour glucose test, the individual is referred for 3-hour oral glucose tolerance test (GTT) in order to assess their carbohydrate metabolism levels (Hod, Jovanovic and Di Renzo et al. , 2003 p. 331). In this procedure, oral glucose of exactly 100 mg is given to the mother after the 8-hour fasting period preceded by a 3-day intensive carbohydrate diet. After the commencement of GTT, glucose is then measured three times every after an hour after the intake of dose. According to Hod, Jovanovic and Di Renzo et al. (2003), patients with plasma glucose of 126 mg/dl should have their blood glucose monitored for the next 24 to 38 weeks of pregnancy (p. 330). Added by Callahan and Caughey (2006), â€Å"if the fasting glucose or two or more of the postprandial values are elevated, a diagnosis of gestational diabetes is made† (p. 05). After the diagnosis, the mother is immediately placed under strict diabetic diet with 2200 calorie consumption a day including 200 to 220 g of carbohydrate serving per day (Zazworsky, Bolin and Gaubeca, 2006 p. 195). Diabetic diet is usually accompanied by recommended exercise in order to stimulate blood circulation. According to Callahan and Caughey ( 2006), if blood sugar values are already 25 to 30% elevated, insulin medications or oral hypoglycemic agents are usually administered (p. 106). With the continuous progression of gestational diabetes during the perinatal stage of pregnancy, another common perinatal challenge during childbirth is being predisposed shoulder dystocia. Maternal complications during continuous progression of gestational diabetes may also include increased risk of preeclampsia, pregnancy-induced hypertension, maternal obesity, and the increased risk of developing Type II diabetes mellitus and gestational diabetes for subsequent pregnancy (Brown, Isaacs and Krinke et al. 2005 p. 127). In fact, in the study of Langer, Yogev, and Most et al. (2005), pregnant mothers diagnosed with gestational diabetes (n=555) have experienced pregnancy and childbirth complications, specifically macrosomia and shoulder dystocia. The rates of complication are found higher (59%) among those untreated mothers, while a smaller number of complicated cases (18%) occurred among those treated pregnancies. Shoulder dystocia is considered as an obstetric emergency with a very unpredictable nature. Such complication can be identified once the fetal head has already been delivered. The midwife or attending physician might encounter difficulties in delivering the shoulders most commonly due to the impaction of the anterior shoulder behind the pubic symphysis (Callahan, Caughey and Heffner, 2004 p. 69). Despite of its unpredictable nature, shoulder dystocia has been associated to different pregnancy complications that are considered as its potential predisposing factors, such as macrosomia, gestational diabetes and maternal obesity. According to Simpson and Creehan (2007), gestational diabetes is the nearest related risk factor of shoulder dystocia due to the larger body frames and marked anthropometric differences in infants of diabetic mothers (p. 329). Despite the emergent and life-threatening character of shoulder dystocia, Reichman and Simon (2003), considers this as a rare obstetric complication with a varying incidence rate of 1% to 4% of cephalic spontaneous vaginal deliveries (p. 1043). As supported by Simpson and Creehan (2007), shoulder dystocia occurs more prominently among macrosomic infants with weights of 5,000 g with an incidence rate of 70% to 60%. In the retrospective study of Ouzounian and Gherman (2005), among the 267,228 vaginal births during the study period from January 1991 to June 2001, reported cases of shoulder dystocia are only 1,686 (n=0. 6% of the total 267,228 sample). Meanwhile, in the earlier studies conducted by Nasar, Usta and Khalil (2003), among the 189 recorded deliveries, there are only 13 cases complicated by shoulder dystocia. According to Reichman and Simon (2003), cases with complication of shoulder dystocia are usually diagnosed during the actual birth itself unless radiographic imagery reveal inappropriate fetal positioning while still inside the uterine environment (p. 1043). Despite the many efforts of predicting the incidence or occurrence of shoulder dystocia, modern obstetrics are only able to determine the potential risk factors associated to this birth complication. According to Callahan and Caughey (2006), majority of the identified risk factors of shoulder dystocia are related to gestational diabetes itself and the accompanied symptoms (e. g. maternal obesity, macrosomia, etc. ) of the metabolic impairment (p. 79). Other associated risk factors of shoulder dystocia are the number of previous pregnancy, history of shoulder dystocia, overweight status of the mother and during assisted vaginal deliveries (Grady, Howell and Grady et al. 2007 p. 221). Meanwhile, intrapartum labor induction and prolonged second-stage labor are also being proposed as potential risk factors of shoulder dystocia (Simpson and Creehan, 2007 p. 328). Nevertheless, these risk factors are also inaccurate basis for predicting shoulder dystocia; although, many reported cases of shoulder dystocia have manifested at least one of these reported risk components (Reichman and Simon, 2003 p. 1043).

Middle Childhood: Evaluation of Development and Milestones

Middle Childhood: Evaluation of Development and Milestones These dimensions are not separate, they overlap consistently, for instance, can strongly influence another. Writing words, for an example, requires physical development (sub-category: fine motor skills) but it also requires language which falls under a part of the cognitive development. This essay discusses the developmental period of middle childhood (usually defined as ages 6 to about 12), addresses the milestones faced for this age group. It considers the theorists that have contributed frameworks and a deeper understanding in regards to human development and aging. Furthermore, an analysis of the environmental influences that foster typical middle childhood development shall be provided using the Bronfenbrenners model and then examines how conditions such as Auditory Processing Difficulties, might impact the development for an individual. Humans experience numerous periods of development throughout their lifecycle. Due to this, developmental stages are commonly defined as milestones. These are acknowledged as skills gained or age-specific tasks that are achieved within a stage identified usually by an age range, although these age specifications are generally used as guidelines to assist in identification of potential developmental delays as well. In modern western cultures, these identified stages in life are typically categorised into eight periods consisting of the following titles: Prenatal period, infancy, preschool period, middle childhood, adolescence, early adulthood, middle adulthood and late adulthood. Middle childhood, however, is around the identified age where children obtain an access to new settings, they witness pressures that present them with distinctive developmental encounters. Having achieved prior life milestones, the child is now moving into expanding roles and environments. Milestones typically associated with this stage is the development of foundational skills for building social relations and the preparation for adolescence beginning with entry into a school system and is denotes growing intellectual skills as well as the physical ability (Berk, 2014). For example, in the physical domain (domain interest lays in body size/systems, physical health, and brain development) the developmental growth continues at a firm rate but characteristics for this age group consist of youths mastering physical skills and exhibiting better command of large muscles (gross motor than fine motor) in addition to exhibiting better balance and coordination. Psychosocial development (pers onal and interpersonal aspects) would be an increased interaction with that of same-sex peers (Burton, 2015). Developmental Theorists and their Outlined Milestones Throughout history, theories have developed a model for understanding a persons thoughts, emotions, and general behavior. However, four major theoretical viewpoints are considered when developing an understanding of human development: The psychoanalytical viewpoint (established by Sigmund Freud and reviewed by Erik Erikson), the learning perspective (developed by Pavlov, Watson, Skinner and Bandura), the cognitive viewpoint (advanced by Piaget, Vygotsky) and the systems theory approach (exemplified by Bronfenbrenner and Gottlieb). Each theory produced emphases on a particular facet within development. When Sigmund Freud devised a psycho-sexual theory of development the domain of interest was in regards to how the mind works and what causes particular behaviors in individuals.This model proposed a sequence of psychosexual points, highlighting the possibility of problematic experiences leading to fixations or regressions (Burton et al., 2015). The characterization for middle childhood was known as the latency stage, it places importance on privacy and understanding their body.This stage is considered the time where sexual energy is at rest (quiet libido) between the early childhood and adolescence; the youths psychic energy began to narrow its focus primarily on social and cognitive growth (Sigelman Rider, 2009). This aspect of Freuds design is also captured by Eriksons emphasis on the development of a childs sense of industry. Erik Erikson established a social-developmental theory emphasising the social and emotional facets of human development (Sigelman Rider, 2009). For each of the eight stages developed, there was an identified milestone that exists for healthy personality development to occur. Industry versus inferiority stage (6 to 12 years) was considered the point where a child obtained a sense of self-worth from involvement.Children must master significant social and academic skills while matching their peers efforts otherwise, risk feeling inferior (Burton et al., 2015). It was the point where either the child established a sense of industry (providing a sense of purpose and confidence in their ability to be successful) or a sense of inferiority (cannot accomplish what is expected). Burton, Westen, and Kowalski (2015) outlines Ivan Pavlovs published work; his learning research regarding the salivation response in dogs began known as classical conditioning. Although bothJ.Watson and B.F.Skinner followed on from the work of Pavlov they rejected the psycho-analytical theory expressed by Freuds and explained his theory through the usage of learning principles establishing a learning perspective (behaviourism). This emphasised that behaviour is influenced by environmental stimuli and highlights a childs experiences. Furthermore, it suggests a mind is originally a blank slate gradually being moulded, while development is considered a response to positive and negative reinforcement. While Watson placed focused on the role of classical conditioning (the understanding of emotional responses) in his work, Skinner highlighted operant conditioning involving reinforcement and punishment (Sigelman Rider, 2009). The behavioural child development theory differs to the other th ree major viewpoints as it does not consider internal thoughts or feelings. Jean Piagets developmental theory focused on predictable cognitive (thinking) stages, particularly in regards to children. He described how they think and learn about the world they are currently observing; their mental operations. This was done through the usage of terms to describe processes (schemata, adaptation, assimilation, and accommodation) (Sigelman Rider, 2009). These processes occur during each stage of development and characteristics of thought among children were used to form various stages to identify milestones. The school-age (6-12 years) were identified as the concrete operational stage: the child is capable of mature thought when allowed to manipulate and see objects (Burton et al., 2015). The capability to solve practical, real-world problems is present. In addition, school-age children tend to be able to classify objects per several features, ordering in an arrangement of a single dimension (e.g. size) though egocentric thought tends to decline during this stage (Shaffer Kepp, 2009). Thus, when considering Piagets view, the significant psychological accomplishments in regards to middle childhood underlines in the intellectual competence field. The role of social interaction in learning was emphasised in a sociocultural theory of cognitive development, developed by Lev Vygotsky. His model proposes children collaborate and strive together on tasks to enhance their levels of understanding and development (Sigelman Rider, 2009; Shaffer Kepp, 2009). Humans are described as social creatures and being social beings childrens minds are developed through guided participation. Thus, Vygotskys zone of proximal development is a framework that stretches from sole performance to collaborative cooperation (Burton et al., 2015). Environmental factors directly impact development in ones lifespan. Unhygienic living situations (home environment) can harm health and developmental growth for children, while isolation can hinder social development.When little mental or sensory stimulation is provided within a childs environment, cognitive development can delay. The contribution between the innateness of genes based behaviours and the environmental factors areoften discussed in developmental psychology and referred to as the nature vs. nurture debate (Burton et al., 2015). Urie Bronfenbrenners model, The Ecological Systems Theory, suggests that there are different environments encountered across ones lifespan that may influence behaviour.This theory focuses on the interactions and influences of the outside environment on human development (Ben Price, 2011). It differs from the previous theories discussed prior in this essay due to the emphasis on outer world (community, school, and political systems) influence. Bronfenbrenner (1979) suggests that all surroundings need to be measured when identifying a childs development defining environment as a set of nested structures each inside the next like a set of Russian dolls. Therefore, the developing person is said to be at the centre of (embedded) in a system of five socially organised subsystems, all contained within the next. This theory outlines impacts on a childs cognitive, social and emotional development. The microsystem (first layer) represents the most influence on a childs development. Consisting of all experiences and impacts directly affecting the immediate environment of a child including family, school, peers (Berk, 2007). The interactions at this level are considered bidirectional relationships (an impact in two directions).For example, while children are being impacted by the people in their microsystems, their biologically and socially influenced traits (habits, capabilities, temperaments) effect behaviour of the company (Bronfenbrenner, 1979). Of the entire ecological systems theory, this is the most influential layer in regards to directly impacting a childs life development. The mesosystem (second layer) consists of the exchanges between different parts of a childs microsystem, it depicts the interrelations among such microsystems as peer groups or schools (Berk, 2015).Bronfenbrenner (1979) argues that when a childs environment contains supportive links between microsystems that development is optimized. For example, a childs ability to learn with an educational institution would depend on the quality of instruction that the teachers provide.Therefore, this is the layer where a childs independent microsystems do not necessarily function independently, but instead, asserting an impact upon another one. If there is trouble with interactions in one microsystem this will potentially affect others (butterfly effect). Although the prior layers are the most direct and influential in regards to a developing child, the following still impact development; the exosystem refers to settings in which the person is affected but not an active contributor. It indirectly influences experiences and is the third level of Bronfenbrenners ecological systems theory. In addition, the level, macrosystem, focuses on cultural values, laws, health ways that are affected by interactions with another. The final layer (chronosystem) reflects the dimension of time regarding the childs environment and can be external or internal factors as it consists of the experiences that have been undertaken during ones lifetime (Berk, 2007). This theory emphases influences (social, political and economic contexts) in which development occurs and been considered culturally sensitive. It acknowledges the presence of mutual interactions between, for example, a child and its various settings (Berk, 2007).To summarise and illustrate this theory, a child is placed in a centre of concentric circles representing a variety of different factors which all influence. Each of these layers of circles inexorably interacts with and influences each other including, every aspect of the individuals life.How each aspect interacts with the child will influence growth; the more nurturing these relationships founded, the better the child will be able to grow (Bronfenbrenner, 1979).However, a childs biology (genetic and influenced personality traits), plays part in affecting how others treat them; when a change/conflict occurs in one of the systems, it can produce changes in the other systems too. Auditory Processing Disorder (APD) is identified as a neurological defect that impacts how the brain processes spoken language. It is an inability to process sound meanings from surrounding environments (Lucker, n.d.).The central nervous system (CNS) is a vast system, known to be responsible for various functions (memory, attention, language etc.) APD in the broadest sense refers to how the CNS uses auditory information although APD individuals typically have regular hearing, it is the struggle to process and make meaning of sounds/verbal information, particularly when in presence of background noises (Bidwell, 2016). Poor expressive and receptive communication can arise due to this and generally leads to the deterioration of behaviour. Other behavioural indicators found to occur with APD children include mishearing/discrimination of sound difficulties, problematic direction following (predominantly multi-step), slow responsiveness to questions/instructions and short-term memory issues (Lucker, n.d.). In addition, an insensitivity to subtle properties of sound (pitch, volume, rhythm and stress) are all considered symptoms of APD. Formal diagnoses of auditory processing difficulties cannot be made by an audiologist until the age of 7 years when the system has maturated (Auditory Processing Disorder, 2015). Although, by 5 years speech-language pathologists, audiologists and/or psychologists are able to administer a sound based screening test in addition to auditory based language tests to determine if a child is at risk or showing signs of APD. A 3-5% estimation was apparent for children to be affected, worldwide (Mountjoy, 2002). Misdiagnosis/Testing: APD is often confused with other disorders such as attention deficit hyperactivity disorder (ADHD), learning disabilities, social delays, impairments in language or cognitive deficits etc. Multidisciplinary approaches are considered an accurate means for diagnosing this disorder due to the similarity in symptoms of other disorders (Bellis, 1997). This approach generally involves a child being assessed by an audiologist in addition to an educational psychologist and a Speech and Language Pathologist. Commonly misidentified most as an attention deficit due to similar types of behavioural problems consists with disorders such as ADHD or attention deficit disorder (ADD). Although coping mechanisms used for a child with attention deficit will not be effective for a child suffering from auditory processing difficulties (Musiek, Frank E., et al., 2010). Most APD children have a difficult time staying focused due to the inability to understand what is being communicated to them or they are bothered by the environmental background that most can block out. Possible Impacts and Long-Term Consequences: As discussed previously the concept of individuality is developing during middle childhood. Children can develop skills that enable them to work around challenges presented with APD, if left undiagnosed or unmanaged, however, lifelong difficulties become apparent. Effects of this disorder are individualised and the severity varies, as there are several categorises in regards to auditory processing issues: Auditory discrimination, auditory figure-ground discrimination, auditory memory and auditory sequencing; precise auditory skills may be needing to be developed for a child to progress (Bellis, 1997). Although, APD does impact all aspects of someones lifespan development: physical, cognitive and socioemotional. Language and communication are vital for a childs development and for life in general, competence in these areas enable bridges to be formed for engaging in social relationships, behaviour and emotion regulation.Language development is interrelated with social development when a child experiences difficulties with language (whether due to APD or otherwise) it can cause problematic relationships (with peers or parents for example) (Musiek, Frank E., et al., 2010).Adequate communicate is a necessity for children as expression of their feelings, thoughts and needs are vital in establishing, forming deep connections and preserving friendships, especially at this stage of development. Other areas of impact include academics, often children with APD experience complications developing reading and writing (language) skills. Developing phonemic awareness and vowel knowledge is a milestone often encountered with children associated with this disorder. Syllables that are not emphasised or contain similar sounds (e.g. free instead of three) may continue to cause complications long after other classmates have learned to correct themselves (Lucker, n.d. Auditory Processing Australia, 2016). This can invoke lowering self-esteem and a sense of inferiority among peers. Support for APD Children Direct intervention for APD (e.g. auditory training) combined with improved environmental settings and enhanced communication techniques in order to support and assist children can compensate for the difficulties experienced. Compensatory strategies, for example, would enable a child to recognise circumstances where their listening will be challenged and counter-tactics that could be used in such circumstances (Bidwell, 2016 Bellis, 1997). Bidwell (2016) proposes changes in ones environment can provide support to individuals with APD enabling more effective listening and learning. For example, eliminating environmental disruptions, say in an educational atmosphere (classroom) provides support because anything that captures the childs focus would minimised/decreased. Other probable distractions with classroom situations include background noise and visual clutter. In addition, there are general strategies that can be supportive for a child experiencing auditory processing difficulties: educating speakers on effective methods for communicating with the child (e.g. minimal language complexity and clear talking), or direct therapy for a type of impaired auditory functions are two. Recommendations, however, should be customised for each child, taking into consideration their personal and environmental factors (Bellis, 1997). In conclusion, the lifespan is across the age range, topics of importance vary among the periods of development (e.g. middle childhood) and the milestones faced are dependent on these stages. Major developmental theorists and theories were developed to establish an understanding of how we as humans change over time. In addition, this essay outlined the environmental influences that foster for typical development within the stage of middle childhood and examined how the condition of auditory processing difficulties might impact development for an individual.      Ã‚   References Auditory Processing Australia. (2016). Auditory Processing In the classroom. Retrieved January 2, 2017, from Auditory Processing, http://www.auditoryprocessing.com.au/computer-tablet-based-interventions-2/ Auditory Processing Disorder. (2015). CAPD central Auditory processing disorder. Retrieved January 2, 2017, from APD -Auditory Processing Disorder, http://auditoryprocessingdisorder.com.au/capd/ Ben Price (2011, October 27). Bronfenbrenners ecological systems. Retrieved from https://www.youtube.com/watch?v=sjhDYR1NbZYfeature=youtu.be Bellis, T. (1997). Understanding Auditory Processing Disorders in Children. Retrieved December 29, 2016, from American Speech-Language-Hearing Association, http://www.asha.org/public/hearing/disorders/understand-apd-child.htm Berk, L.E. (2014). Development through the lifespan, (6th ed), Pearson, Boston, MA. Berk, L. E. (2007). Infants, children, and adolescents (6th ed.). Boston: Allyn and Bacon. Bidwell, V. (2016). The parents guide to specific learning difficulties: Information, advice and practical tips. United Kingdom: Jessica Kingsley Publishers. Burton, LJ, Westen, D, Kowalski, R 2015, Psychology: 4th Australian and New Zealand edition, John Wiley Sons, Brisbane, Australia Bronfenbrenner, U. (1979). The ecology of human development: Experiments by nature and design (3rd ed.). Cambridge, MA: Harvard University Press. Lucker, J. What is APD? Retrieved December 27, 2016, from National Coalition of Auditory Processing Disorders, http://www.ncapd.org/What_is_APD_.html Mountjoy, A. (2002). What is APD? Retrieved January 3, 2017, from APD support UK, http://apdsupportuk.yolasite.com/ Musiek, Frank E., et al. American Academy of Audiology Clinical Practice Guidelines: Diagnosis, Treatment, and Management of Children and Adults with Central Auditory Processing Disorder. 2010. Web. http://audiology-web.s3.amazonaws.com/migrated/CAPD%20Guidelines%208-2010.pdf_539952af956c79.73897613.pdf Shaffer, D. R., Kipp, K. (2009). Developmental psychology: Childhood and adolescence (9th ed.). Boston, MA, United States: Wadsworth Cengage Learning. Sigelman, C.K., Rider, E.A. (2009). Lifespan human development (6th ed.). Wadsworth: Belmont, CA. EDC1100 Written Assignment Marking Criteria and Feedback Sheet Student Name: _Teianee-Kai Breznikar________________________________Marker Name: __________________________________________________ CRITERIA HD Outstanding A Advanced B Well developed C Satisfactory F Poor to Very Poor 1. Description of typical physical, cognitive, and psycho-social developmental milestones for identified developmental period. Demonstrates a sophisticated understanding of the physical, cognitive, and psycho-social of the identified developmental period. There are no gaps or misunderstandings. Demonstrates a very good understanding of the physical, cognitive, and psycho-social of the identified developmental period. There are a few minor gaps only. Demonstrates a well-developed understanding of the physical, cognitive, and psycho-social of the identified developmental period. There are some gaps and/or minor misunderstandings. Demonstrates developing understanding of the physical, cognitive, and psycho-social of the identified developmental period. There are many gaps and/or minor misunderstandings. Demonstrates limited to no understanding of the physical, cognitive, and psycho-social of the identified developmental period. There are many gaps and/or minor misunderstandings. Lacks satisfactory breadth and/or many fundamental misunderstandings. The work does not meet the standard for a pass. No work submitted/ no response/ irrelevant response. 10-9 8 7 6-5 4-1 0 2. Analysis of the environmental interactions that shape physical, cognitive, and psycho-social development for the identified developmental period. Presents a balanced and exhaustive analysis of the environmental systems that shape physical, cognitive, and psycho-social development for the identified developmental period. Presents a mostly balanced and thorough analysis of most of the environmental systems that shape physical, cognitive, and psycho-social development for the identified developmental period. There are a few minor gaps in the analysis. Discusses many of the environmental systems that shape physical, cognitive, and psycho-social development for the identified developmental period. There is some balance to the analysis, but further analysis of some environmental systems was required. Discusses some of the environmental systems that shape physical, cognitive, and psycho-social development for the identified developmental period. There are many gaps in the analysis. The analysis lacks satisfactory breadth in terms of the environmental systems that shape physical, cognitive, and psycho-social development for the identified developmental period. The work does not meet the standard for a pass. No work submitted/ no response/ irrelevant response. 10-9 8 7 6-5 4-1 3. Analysis of an atypical developmental condition, and its influence on the physical, cognitive and psycho-social development for the identified developmental period. Presents an exhaustive analysis of how the atypical condition affects physical, cognitive, and psycho-social development. Provides a comprehensive set of recommendations to support an individual with the condition for the specified developmental period. Provides a thorough analysis of how the atypical condition affects physical, cognitive, and psycho-social development. Provides a practical set of recommendations to support an individual with the condition for the specified developmental period. There are a few minor gaps in the analysis and/or recommendations. Provides a good analysis of how the atypical condition affects physical, cognitive, and psycho-social development. Provides some recommendations to support an individual with the condition for the specified developmental period. There are several gaps and/or misunderstandings. Provides some analysis of how the atypical condition affects physical, cognitive, and psycho-social development. Provides few recommendations to support an individual with the condition for the specified developmental period. There are many gaps and/or misunderstandings. The analysis lacks satisfactory breadth in terms of how the atypical condition affects physical, cognitive, and psycho-social development. Recommendations to support an individual with the condition are limited or irrelevant. No work submitted/ no response/ irrelevant response. 10-9 8 7 6-5 4-1 0 4. Use of credible and relevant literature (all sections) Exhaustively supports all of the main points/arguments with relevant and credible literature/evidence. All main points/arguments are supported with relevant and credible literature/evidence. Supports most of the main points/arguments with relevant and credible literature/evidence but lacking in some places. Supports some of the main points/arguments with relevant and credible literature/evidence but lacking in many places. Provides little, if any, relevant or credible support for points/ arguments. The work does not meet the standard for a pass. No work submitted/ no response/ irrelevant response. 5 4 3 2.5 2-1 0 5. Literacy and written communication skills (all sections) Superb writing. Purposeful, well integrated and succinct academic writing which clearly conveys key points. No errors in vocabulary, grammar, punctuation, word choice, spelling, or organization. Very good writing. Purposeful, well integrated and succinct academic writing which clearly conveys key points. Very minor errors in vocabulary, grammar, punctuation, word choice, spelling, and/or organization which do not affect comprehension and readability. Good writing. Writing is generally academic in tone but may occasionally lack some focus, integration and/or succinctness and may be minor errors or instances of ineffective use of vocabulary, grammar, punctuation, word choice, spelling, and/or organization. Overall comprehension and readability is good. Adequate writing. May be several errors and instances of ineffective use of vocabulary, grammar, punctuation, word choice, spelling, academic tone, and/or organization which obscure meaning some of the time. Poor to very poor writing. The degree of errors in vocabulary, grammar, punctuation, word choice, academic tone, spelling, and/or organization is such that it is difficult to know what the writer is trying to express. The work does not meet the standard for a pass. No work submitted/ no response/ irrelevant response. 10-9 8 7 6-5 4-1 0 6. Application of referencing presentation style protocols (all sections) Referencing (in text and reference list) and presentation conforms to APA style and is error free. Referencing (in text and reference list) and presentation conforms to APA style but may be occasional minor formatting errors. Referencing (in text and reference list) and presentation mostly conforms to APA style but may be some errors or inconsistencies. Referencing (in text and reference list) and presentation is recognizable as APA sty