A Checklist on Effective Team Working The WritePass Journal

A Checklist on Effective Team Working Abstract A Checklist on Effective Team Working ). Possession of this skill enables one to effectively present their ideas to other group members or express their displeasure in certain ideas without being threatening. Communication also involves listening, which is vital for internalizing the ideas presented by other team members. The present–day technological advancements like the internet and mobile phones have further eased the communication process, which is also advantageous for team work and has led to the ‘virtual team’ phenomenon (Duarte Snyder, 2011). Lack of communication skills often lead to conflicts within the team or groupthink, where some team members agree with ideas without any constructive debate. Commitment to Attainment of the Team Objective The level of team members’ commitment to collaborate and accomplish the team’s goals is a critical contributing factor towards the success of the team (Dunin-Keplicz Verbrugge, 2011). All teamwork projects involve the contribution of individual members towards the attainment of an overall objective. Therefore, commitment starts by their acknowledgement of the fact that what they are working to achieve cannot be solely done by one individual (Mohammed Harrison, 2013). Committed team members have a high regard for the roles that they have been allocated and work as hard as possible to ensure that they are well accomplished within the allocated time. Commitment however depends on how organizations motivate the team members (Sheng et al., 2010). Competence Allocation of roles and responsibilities in team work is done according to the specialty of each team member (Lencioni, 2012). For instance, it is expected that a marketing role will be delegated to an individual who has a rich background in marketing and not engineering. By exercising competence in the roles they are allocated, team members create a sense of confidence in team leaders and other members that they will deliver the required level of quality (Galbraith Webb, 2013). It is also necessary for team members to only accept roles in which they are sure of delivering paramount quality (Dunin-Keplicz Verbrugge, 2011). The lack of the required levels of competence results in poor delivery of individual roles, which adversely affects the overall results of the team. Creativity Creativity is defined as the ability to come up with ingenious solution for certain issues or problems (Mumford, 2012). In teamwork, it is a very important tool, especially when the problem at hand has no pre-defined approach of addressing it. When a team has creative members, one of the main advantages is that the project at hand will not be hindered by common challenges that may arise in the course of its progress. Whereas creativity can be considered as an individual quality, Foss et al. (2013) also argued that creativity can be nurtured within the team because team members provide different suggestions of approaches that can be used in solving problems. Effective Management and Organization In the course of a team project, there are short-term objectives to be met that contribute to the attainment of the larger goal (Mohammed Harrison, 2013). It is therefore vital for team members to effectively manage and organize time and resources that they have been allocated to accomplish their roles. The lack of management and organization skills is likely to result in delays or failure of some team members in accomplishing their roles within the allocated time schedule and resources (Galbraith Webb, 2013). Management and organization also determines the punctuality of team members in attending meetings or reporting the progress of their allocated duties. Respect and Support for other Team Members One of the pillars of teamwork is the acknowledgement of the roles played by each member of the group (Duarte Snyder, 2011). This eliminates the subscription to the ideology by other team members that their roles are more important than others. According to Sheng et al. (2010), support of other team members who may be experiencing difficulties exemplifies a sense of loyalty towards one another. Expressing respect and support rather than playing the blame game builds confidence in team members and contributes towards a constructive working relationship (Galbraith Webb, 2013). It also increases the possibility of successful collaboration in future projects. Accountability and Responsibility Accountability and responsibility play a major role in instilling self discipline among members when handling projects they have been assigned to (Graham Englund, 2013). Whilst not all team members can be allocated a leadership position in the team, they have to be responsible for the small roles they have been assigned and ensure that they deliver them on time (Sheng et al., 2010). Accountability in team work ensures that every action taken in contribution to the team project is justifiable. It is however argued that accountability limits creativity because of the fear of mistakes that can arise when trying out creative problem solving procedures (Mumford, 2012). Conclusion Teamwork is an inevitable phenomenon in any organization. It is therefore necessary for individuals to hone skills that enable them to be better team players. This paper has outlined some f the qualities that are considered as being vital for anyone who wants to be successful team player. Whereas I possess all of the discussed skills, I also intend to improve my level of perfection in them in order to be a better team player in future. References Duarte, D.L. Snyder, N.T., 2011. Mastering Virtual Teams: Strategies, Tools, and Techniques That Succeed. San Fransisco: Josey-Bass. Dunin-Keplicz, B. Verbrugge, ‎J., 2011. Teamwork in Multi-Agent Systems: A Formal Approach. New Jersey: John Wiley Sons. Foss, L., Woll, K. Moilanen, M., 2013. Creativity and implementations of new ideas: Do organisational structure, work environment and gender matter? International Journal of Gender and Entrepreneurship, 5(3), pp.298-322. Galbraith, D.D. Webb, F.L., 2013. Teams That Work: Preparing Student. American Journal Of Business Education Teams For The Workplace, 6(2), pp.223-33. Graham, R.J. Englund, R.L., 2013. Creating an environment for successful projects. New Jersey: John Wiley Sons. Hill, F. Parsons, L‎., 2014. Teamwork in the Management of Emotional and Behavioural Difficulties. New Jersey: Routledge. Lencioni, P., 2012. The Five Dysfunctions of a Team: Intact Teams Participant Workbook. San Francisco: Pfeiffer. Mohammed, S. Harrison, D.A., 2013. The clocks that time us are not the same: A theory of temporal diversity, task characteristics, and performance in teams. Organizational Behavior and Human Decision Processes, 122(2), pp.244-56. Mumford, M.D., 2012. Handbook of Organizational Creativity. London: Elsevier. Sheng, C.W., Tian, Y.F. Chen, M.C., 2010. Relationships among teamwork behavior, trust, perceived team support, and team commitment. Social Behavior and Personality: An International Journal, 38(10), pp.1297-305.

Mixed American Essay examples

Mixed American Essay examples Mixed American Essay examples Mixed-American â€Å"There is a drill that nearly all Asians in America have experienced more times than they can count. Total strangers will interrupt with the absurdly existential question â€Å"What are you?† Or the equally common inquiry â€Å"Where are you from?†...†(1) Living in Southern California as a â€Å"Hispanic American†, I have definitely received those same exact questions countless times. Although I know they are of good intention, I usually like to throw out the answer they weren't looking for and watch them get frustrated with my not so serious answer. I'm sure Mission Hills, California doesn't seem as â€Å"exotic† as Sinaloa, Mexico might sound (which is where my father is from), but I would still much rather be here than over there. Even though we are only a few hours away from Tijuana, Mexico; I still haven't even been to any part of Mexico. However, my eventual answer is that my heritage, or â€Å"ethnicity† is Mexican-American. Helen Zia needed someone to question the origin of her name, actually guessing if it was Pakistani, to help her awaken her own personal American revolution. Up until then, Zia was, â€Å"someone living in the shadows of American society...†(1). Later on, while discussing civil rights with her friend Rose, Rose badgered her saying, â€Å"Helen, you've got to decide if you're black or white.†(1). Problem was, she still wasn't really sure what she saw herself as, since the term â€Å"Asian American† hasn't been coined yet. The problem with racially identifying yourself, is that it is a complicated mixture of information that you absorb sub-consciously, â€Å"Everybody learns some combination, some version, of the rules of racial classification, and of their own racial identity, often without obvious teaching or conscious inculcation. Race becomes "common sense"- a way of comprehending, explaining and acting in the world.†.(5) The main problem is, when you ask an Asian-American to racially define themselves, they may have trouble defining themselves, similar to Helen Zia, not being sure exactly what she is. Zia felt that other â€Å"Americans† viewed her as the enemy, so she would be discriminated even though she wasn't the person we were fighting at the time, let alone the correct â€Å"race†. Victor Wong went through similar situations, referring to his face as, â€Å"the face of the enemy.†(3). While we may have only been at war with one country from Asia at a time, whether it be with China, Japan, Vietnam, Korea, etc., The average American who wasn't out to war with a gun, was at war with all Asians in their own communities using their hard head as their weapon instead, and boy was it effective. This mindset that people have against Asian groups, turns them into â€Å"perpetual foreigners†(4), who no matter how long they live in the United States, they will always be labeled as foreigners from another country. It is not fair that we treat the ancestors of those who came here in the 1800's, working hard in the mines, and plantations, helping build the nation to what it is today, with disrespect. Even if it is not a direct ancestor, we should not be prejudiced towards any Asian group, because we all did our part in developing this nation, so we all deserve a piece of the proverbial American pie. Choosing your race seems like something that is not up to you, it seems like something that other people make up to help define you so they can single you out and put you into some group. However, â€Å"The effort must be made to understand race as an unstable and "decentered" complex of social meanings constantly being transformed by political struggle.†(5). Victor Wong said he had to â€Å"make my own manual to live in this country.† because being Asian-American was not simple. Race is not set in stone, since it is a mixture of many forces that come together to define the race, it constantly change from time

Culture of Soccer in Uruguay, and how Uruguay Gained Independence Research Paper

Culture of Soccer in Uruguay, and how Uruguay Gained Independence - Research Paper Example The struggle for independence of Uruguay began in February 1811, when Buenos Aires was about to face an offensive by Elio. Buenos Aires, which was the interior of Banda Oriental, was headed by the captain of Blandengues Corps, Josà © Gervasio Artigas. Artigas was annoyed by this move and announced his offering of services to Buenos Aires (Burford 15). Artigas had been profoundly influenced by federalism; he always had had an issue with Elio regarding its discriminatory commercial policies against Montevideo. Artigas led an army that scored the most important victory against the Spaniards who played a decisive role in the independence of Uruguay on May 18, 1811through what is known as the â€Å"Battle of Las Piedras†. He then moved on to besiege Montevideo from May 1811 to October 1811. Elio was able to save Montevideo by inviting forces from Brazil, which was under Portuguese occupation, which entered the Uruguay and governed most of the country by July of 1811. In the Octobe r of that month Elio, signed a peace treaty with Buenos Aires which state that all the forces including that of Artigas, Portuguese and Brazilian will evacuate Uruguay and provide an airlift to the cordon of Montevideo. 13,000 civilian evacuated Salto and on the Rio Uruguay and moved to Argentinean town of Ayui, where they lived as refugees for quite some time. The series of steps marked the beginning of Uruguayan independence even though the Spanish and Portuguese troops did not withdraw until 1812. In 1813, after the return of Artigas to Banda Oriental, where he was hailed as immortal campaigner for the cause of federalism and unitary centralism of Buenos Aires; a constituent assembly was called upon in Buenos Aires by the new government. Delegates from Banda Oriental’s started to elect assembly representatives congregated and under orders issued by Artigas, propositioned a series of political directives, which were later to be called as "Instructions of the Year Thirteen; these directives included of the colonies' independence and the formation of a confederation of the provinces (the United Provinces of the Rio de a Plata) from the former Viceroyalty of the Rio de la Plata (dissolved in 1810 when independence was declared). This political formula was based upon the constitution of ‘United States of America that would have led to political and economic freedom of for every area including Buenos Aires. Nevertheless, the assembly refused to let this happen, Buenos Aires pursue a form of government who ruled on the basis of Unitary Centralism which resulted in Artigas breaking with Buenos Aires for a second time besieged Montevideo. In 1814, Artigas lifted his siege but a civil war type situation rose in which resulted in massive casualties among the Uruguayans, Spaniards, and Argentines, until he capitulated to the troops of Buenos Aires, while his army was controlling the countryside after which he remerged and took the city again in 1815. The B anda Oriental appointed its first autonomous government after the troops left the city. Artigas then moved on establish an executive center in the northwest of the realm, where he managed a federal league under his authority. The new country consisted of six states including Rio Parana, Rio Uruguay, and Rio de la Plata with Montevideo as its overseas port. In the same year, Artigas attempted to put into practice agrarian reform in the Banda Oriental by allocating sequestered from his enemies of the revolution that included Mestizos (people of mixed Indian and Europe descent) and Indians. In 1816, Portuguese troops again took control of Banda Oriental from Brazil and took Montevideo the next year (Andrien 282). Artigas was defeated after 4 years of struggle and went into exile in to Paraguay and died there in 1850. Portuguese Brazil then appropriated the Banda Oriental as its Southern most Cisplatine province. After Brazil gained independence from Portugal in 1822, Brazil was faced b y the strife in the Banda

How Can a Child with ADHD Be Supported And Included In School Essay

How Can a Child with ADHD Be Supported And Included In School Education - Essay Example Potential teacher factors which might be important to consider in such compatibility equations are discussed, along with the implications of these variables for school-based assessment and intervention processes and future research. A substantial literature on children with attention deficit/hyperactivity disorder (ADHD) has accumulated over the past 2 decades. An impressive portion of this literature has addressed the difficulties students with ADHD experience in school classrooms and the efficacy of interventions to minimize these difficulties. Medication and behaviour management procedures remain the two most commonly employed school-based interventions for children with ADHD (Rapport, 1992, 155-163). Due to well-documented limitations associated with both strategies, some combination of the two is generally accepted as the optimal approach to treatment. Nevertheless, an increasingly common finding in studies which examine the efficacy of such a combined approach to treatment is the considerable variability in treatment response among individual students (Pelham, 1993). As such, a case-by-case assessment of treatment ingredients and potencies is necessary (Abramowitz, 1994; Hoza, 1992). Hence, successful sch ool outcomes for students with ADHD depend upon the degree to which treatment components and potencies match the needs of particular children. This "match" between treatment and student may best be conceptualized as a "compatibility equation" (in this case, student-treatment compatibility) in which characteristics of both child and treatment are taken into consideration in planning treatment and evaluating outcome. Studies examining student response to treatment can be criticized for an almost singular focus on treatment ingredients, as well as a relative neglect of student characteristics that may mediate treatment outcome. Yet perhaps the most striking limitation of school-based treatment outcome research has been the lack of consideration of teacher characteristics that may have a significant bearing on outcome. Two additional compatibility equations --teacher-treatment compatibility (the match between different teachers and different treatment ingredients and potencies) and student-teacher compatibility (the match between a particular teacher and a particular student with ADHD with regard to a variety of factors) -- have been virtually ignored. This article suggests that a more adequate and predictive model from which to conceptualize classroom outcome for students with ADHD will be one in which "teacher factors" are given greater consideration. Goodness-of-Fit and System Theory The terms compatibility and match can be traced most directly to the goodness-of-fit literature (Thomas, 1998). Goodness-of-fit is a concept that has been applied productively to child-care-giver interactions (Bell & Harper, 2003; Thomas & Chess, 2001); several authors have noted that the concept may be relevant to child-teacher

Research Commision on Theatre Tradtion Nautanki Essay - 1

Research Commision on Theatre Tradtion Nautanki - Essay Example It is a roving theatre form, today considered to be a little uncouth by educated Indians; but could also be called as folk dance, village drama etc. It is a rural version of the word, natak, meaning drama in Sanskrit and according to a legend, the word nautanki might have come because it was the name of a princess and the initial dramas were about her love story which eventually signified a theatre genre. â€Å"Nautanki is staged in courtyards and maidans. The music is not exactly classical or even folk but has a pattern of its own, which does not vary much from drama to drama. The poetry is written in various metrical patterns and sung according to a special convention. The prominent musical instrument is the nagada (a single-faced kettle drum) which, in fact heralds a Nautanki performance. The sarangi and harmonium are also used. The dholak (drum) provides the rhythm† http://www.indiaprofile.com/religion-culture/nautanki.htm Nautanki is based only in North India, especially in the states of Bihar, Uttar Pradesh and Punjab. To give a brief history of this operatic drama, it is important to know that they started as musicals, evolved out of ballads and recitals, with emotional drama and elaborate gesticulation, stories focussing on heroes and anti-heroes of the society, usually performed on a make-shift platform, starting with the invocation of God. It is not only the stage, but the surrounding trees, building, windows, doors or any other decorative items that simply happened to exist adjacently could be used as part of the play to make it more authentic. The rural folk enjoyed the high drama in it and it applied to all the religions and cultures. Even today it is considered to be a highly secular dance form, where stories from all the religious mythologies are performed and appreciated. It starts with Ranga’s (Director or the main person) singing, supported by harmonium accompanied by scintillating different

Gravitational force: An overview

Gravitational force: An overview 1.0 Introduction 1.1 What is gravitational force? Gravitational force is defined as a force of attraction which exerts between two objects with mass. It pulls two objects that have mass. (Gravitation and Gravity n.d.). 1.2 Background Information 1.2.1 The discovery of gravitational force One day, Newton was sitting on his garden and observing the falling of an apple from a tree. A sudden inspiration appeared in his mind. There must be a force exerted on the apple since the apple accelerated while falling down from the tree with zero initial velocity. The force is then called â€Å"gravity† and the acceleration due to the force is called â€Å"acceleration due to gravity† (Sir Isaac Newton: The Universal Law of Gravitation n.d.). 1.2.2 Effects of gravitation on planets If the force of gravity exerts at the top of the trees and mountains, then it must exerts all the way to the orbit of the moon. It is expected that the orbit of the moon around the earth results from the gravitational force as the acceleration due to the gravity can change the velocity of the moon in such a way it followed an orbit around the earth (Sir Isaac Newton: The Universal Law of Gravitation n.d.). 2.0 The Universal Law of Gravitation 2.1 Keplers law of gravitation Keplers Third Law states that the ratio of the cubes of their mean distances from the Sun is same as the squares of the periods of any two planets orbit about the Sun. P represents the time taken for one revolution about the Sun and R represents the distance between the planet and the Sun. The equation indicates that the period for the planet to orbit the Sun is proportional to the radius of its orbit. (Johannes Kepler: The Law of Planetary Motion n.d.). However, the accurate measurements on the orbits of the planets showed that they do not precisely follow Keplers laws. The validity of the Keplers law is corrected by Newton. The mass of the Sun is extremely greater than any other planet. Thus, the force of attraction between planets will be small compared to the force due to the Sun (Sir Isaac Newton: The Universal Law of gravitation n.d.). 2.2 The law of universal gravitation Law of universal gravitation states that every particle in the universe attracts each another with a force that is proportional to the product of their masses and inversely proportional to the distance apart squared. This force exerts along the line of centers joining the two particles. The magnitude of the gravitational force can be calculated using the formula: Fg = GMm Fg is the magnitude of the gravitational force r ² G is universal gravitational constant M and m are the masses of the two particles. r is the distance between the two particles. The universal gravitational force is also named universal constant as it is expected to be constant at any times and places. Therefore, it is universally characterized the intrinsic strength of gravitational force (Sir Isaac Newton: The Universal Law of gravitation n.d.). The gravitational constant is very small since we are unaware of the existence of the force of attraction between objects. The accepted value is G = 6.67 x 10-11 Nm ²/kg2. Based on the equation, the greater the distance between two masses, the smaller the gravitational force (Universal gravitation and weight n.d). 3.0 Gravitational fields Gravitational field is defined as the gravitational force felt by a discrete particle in a particular area (Fowler 2006). 3.1 Field strength Gravitational field strength is defined as force, N per unit mass, kg. The definition of gravitational field strength is derived from the Newtons second law, ÃŽ £F=ma. By making acceleration, a, as a subject and then substitute acceleration, a with gravitational field strength, g, and we would obtain a formula, g = F/m. F represents the gravitational force, N whereby m represents the mass of an object, kg. Gravitational field strength close to the earths surface is the same as the gravitational acceleration, 9.8Nkg-1. When the force is not given, gravitational field strength can be calculated by using the formula, g = GM/r ². This formula can be obtained by the substitution of the two equation, F = mg and F = GMm/r ². Hence, resulted in the formation of the equation, g = GM/r ². The greater the value of g, the greater the gravitational field strength (Universal Gravitation and Weight n.d.). 3.2 Principle of superposition In terms of gravitation, principle of superposition refers to the total force of an object. Total force is the addition of all the vectors due to the gravitational fields of force acting on the object (Fowler, 2006). Superposition refers to the masses which interact with each other. To find the total force, we have to find the gravitational force for each mass by using the formula, Fg = GMm/r ². Finally, add up all the forces by using vector addition method (Forces and Fields n.d.). 4.0 Future of Gravitation Einstein theorized that gravity can be explained by the curvature of space time.  Space time is warped by the mass and energy inside of it but not flat. Objects travel in straight line do not hold by mysterious force but follow the curves in space time. The objects move in straight lines along four-dimensional space time but move in elliptical circles in three-dimensional space. Light appears to travel in straight lines although it is actually bent, curved and changed by the fabric of space time. Although it looks like straight out in front of us, it is actually around the corner of the sun because the space time warp morphs the light. We see only the result of the light that is being bent around the sun. This can not be tested since the sun is shining us right in the eyes and we cannot see the stars.  However, it is possible to test out this theory during a total solar eclipse. We are constantly orbiting the sun so we are able to observe the changes of the movement of the star i n orbit (Space Time: The Fabric of the Universe n.d.). 5.0 Conclusion In conclusion, based on the acceptable Newtons gravitational law of gravitation, gravitation is a mutual force. Every particle in the universe attracts every other particle with a force that is directly proportional to the product of their masses and inversely proportional to the square of the distance between them. Therefore, gravitational force is depends on the masses of the bodies and the distance between the two bodies. Reference List Forces and Fields n.d., viewed 29 July 2009, http://electron9.phys.utk.edu/phys136d/modules/m4/efield.htm Fowler, M 2006, Gravitational Field, viewed 29 July 2009, http://galileo.phys.virginia.edu/classes/152.mf1i.spring02/GravField.htm Gravitation and Gravity n.d., viewed 29 July 2009, http://alex.edfac.usyd.edu.au/Methods/Science/studentwork/MassoftheEarth/gravitationandgravity.htm Johannes Kepler: The Laws of Planetary Motion n.d., viewed 29 July 2009, http://csep10.phys.utk.edu/astr161/lect/history/kepler.html Newtons Law of Gravitation n.d., viewed 29 July 2009, http://theory.uwinnipeg.ca/physics/circ/node7.html Sir Isaac Newton: The Universal Law of Gravitation n.d., viewed 6 June 2009, http://csep10.phys.utk.edu/astr161/lect/history/newtongrav.html Space Time: The Fabric of the Universe n.d., viewed 29 July 2009, http://www.astronomy.pomona.edu/Projects/moderncosmo/alexs%20page%201.html Universal Gravitation and Weight n.d., viewed 29 July 2009, http://dev.physicslab.org/Document.aspx?doctype=3filename=UniversalGravitation_UniversalGravitationWeight.xml Intellectual Disability: Causes and Conditions Intellectual Disability: Causes and Conditions Assessment Demonstrate knowledge of causes and associated conditions related to intellectual disability Outcome 1: Define Intellectual Disability Task 1 1.1 Give 2 definitions of intellectual disability in accordance with a recognised source. Follow prescribed APA format when citing sources. Definition 1: Intellectual disability is a disability characterized by significant limitations in both intellectual functioning and in adaptive behaviour which covers many everyday social and practical skills. This disability originates before the age of 18. Source: World Health Organization. Definition 2: Intellectual disability means a significantly reduced ability to understand new or complex information and to learn and apply new skills (impaired intelligence). Source: World Health Organization. 1.2 Using a definition of intellectual disability give 2 explanations of how this impacts on the persons adaptive skills: The person finds it hard to understand and follow social rules and customs and obeying laws. The person finds it difficult to perform the daily activities which include feeding, bathing, dressing, occupational skills, and navigational skills. Using a definition of intellectual disability give 2 explanations of how this impacts on the persons cognitive ability. A person is not able to think, reason, and solve problems or make decision like what to say while answering the telephone or talking to another person. A person is not able to concentrate, learn new things and does not have the ability to talk or write, resulting in the inability to live independently. Reference: FAQ on Intellectual Disability, American Association on Intellectual and Developmental Disabilities. Outcome 2: Describe the outcomes of intellectual Disability Task 2 2.1 Give 2 examples of causes of intellectual disability that occur before birth and describe two [2] main characteristics of the effects. Example1: Fragile x Syndrome. Source: Bray, Anne, Definitions of intellectual disability, [Donald Beasley Institute, 2003] Main characteristics: If the mother does not follow a low phenylalanine diet before birth then the infants will have a low birth weight and grow more slowly than other children. The child will have heart defects or other heart problems, like abnormal small head size and behavioural problems. Example 2: Downs Syndrome Source: Bray, Anne, Definitions of intellectual disability, [Donald Beasley Institute, 2003] Main characteristics: It is caused by a random error in cell division and results in abnormality in physical characteristics like small chin, round face and almond eyes. The baby will have shorter limbs, protruding or oversized tongue and also have obesity problems. 2.2 Give 2 examples of causes of intellectual disability that occur during or immediately following birth and describe 2 main characteristics of the effects. Example 1: Premature Birth. Source: World Health Organisation, International Classification of Disability, and Health. Main characteristics: It happens when mothers smoke cigarettes, drink alcohol or use illicit drugs which results in unresponsive reflexes and problem in breathing. If the mother suffers from stressful life events, such as death of a loved one or domestic violence which results in slow heart rate or difficult feeding. 2.3 Give 2 examples of causes of intellectual disability that occur during childhood years and describe the impact on the day to day support needs of the person. Example 1: Malnutrition Source: Diagnostic and Statistical Manual of Mental Disorders. Impact: The person will have problems in doing his daily activities like going to school or understand what is happening around him or eating his food at the time and taking his medication. He won’t be able to concentrate in class and will often feel depressed. He will need words of encouragement from his teachers and parents. His daily activities should be monitored and ensure to keep health appointments with the physio, social worker and therapists. Example 2: Brain injuries. Source: Diagnostic and Statistical Manual of Mental Disorders. Impact: The person will have difficulty with memory tasks like math facts or spelling words. He may not be confident in school will be easily frustrated. He may seem to remember information one day and forget it the next. He will need support in bathing, grooming, and needs reminding of personal hygiene like washing his hands after using the toilet and brushing his teeth. Help from support groups and agencies are also necessary. Outcome 3: Describe conditions frequently associated with intellectual disability. Task 3 Condition 1: Foetal Alcohol syndrome Causes: Mothers drinking during pregnancy leads to foetal alcohol syndrome. Miscarriage, stillbirth premature birth and small birth weight are all associated with it. When a pregnant women drinks alcohol, it easily passes across the placenta to the fetus which can harm the baby’s development. Main Characteristic 1: Children with FAS have distinct facial features including small and narrow eyes, a small head, a smooth area between the nose and the lips and a thin upper lip. Main characteristic 2: They also have hearing and ear problems. Their immune system are also weak due to FAS and they have issues with their height and weight. Description of the Support Needs of the person with the condition: Physical Support: The person needs to be reminded when to take his medicines or needs assistance in taking his medication. They will need assistance in crossing the road and also with daily activities like bathing, grooming and brushing their teeth or putting on their shoes. They will also need speech therapist so that they can interact with their peers. Social Support: The person will need communication and social skills training for interaction with friends, teachers and others. They will need supportive activities like group work to gain confidence and independence. Regular interaction with other children will boost their self-confidence. Cognitive Support: The person will need special education teacher to teach how to talk and what words he should use while talking to someone. He will need a speech therapist to learn how to pronounce a word or say a word clearly. Condition 2: Autism Causes: It is not certain what causes ASD, but it’s likely both genetics and environment play a role. Some studies suggest that people with ASD have abnormal levels of serotonin or other neurotransmitters in the brain. Main Characteristic: 1 People with Autism will have repetitive, obsessive, and unusual behaviour. They will have difficulty in communicating with others does not speak with anyone. They will have excessive lining up of toys or objects and they also have no response to name or social responsiveness. Main Characteristic: 2 They won’t have eye contact while talking to another person and avoid bright lights, noises or physical contact. They won’t be able to understand facial expressions or understand humour or pain, unable to establish friendships and may become isolated. Description of the Support Needs of the person with the condition: Physical Support: They will need an environment which is free from noise and avoid bright lights. They will need constant supervision while doing any work or playing outside. They will need relaxation and stress management like body massage or occupational therapy. Social Support: They will need assistance in learning society rules or social behaviour using logic. They will need advice like how to interact with people and make friends. They will need opportunities for relaxation like chilling out with family and friends. Opportunities for friendships are also important for these people. Cognitive support: The person will need one on one session between him and the therapist. He will need assistance in things like reading a book or solving a math problem. If there is a changes which is made then he should be informed in a manner that makes sense to the person. Reference: FAQ on Intellectual Disability, American Association on Intellectual and Developmental Disabilities. Condition 3: Epilepsy Causes: Epilepsy can be due to severe head injury, strokes, birth trauma, brain tumours, toxins, brain infection, brain diseases, genetic condition or drug abuse.In many cases the cause is unknown. Main Characteristic 1: The person affected will have recurring and spontaneous seizures .The person may be unconscious or completely unaware of what is happening. Main characteristic 2: Some people with epilepsy simply stare blankly for a few seconds during a seizure, while others repeatedly twist their arms or legs. Seizures may be partial affecting small part of the brain or generalised, affecting whole brain. Description of the Support Needs of the person with condition: Physical Support: Making sure that the environment is safe while walking around so that they won’t get injured when seizure occurs. The environment should be hazard free. He should be monitored weather he is taking his medication at the right time or is he getting any side effects which needs to be reported to the right people. Social Support: He should be encouraged to attend school and work and needs to be reminded constantly that he should not be ashamed of his condition. He should be encouraged to maintain contact and communication with friends and co-workers. He should not be treated differently from other co-workers only because of his condition and he should be treated with respect. His dignity should be maintained during seizure episodes. Cognitive Support: He could be missing learning opportunities during seizure and might need extra teaching support. Keeping an appointment dairy will ensure that he is keeping up to date with his activities. Reference: Bray, Anne, Definitions of intellectual disability. [Donald Beasley Institute,  2003]

Culture and Cross-Cultural Linkages in American Music Essay -- Music C

Culture and Cross-Cultural Linkages in American Music I have recently been listening to a lot of Motown music and even jazz. I have never before explored music in the extent that I have done this semester. I always thought of myself as â€Å"cultured† but this semester, I’ve begun to realize there are more areas of music that I have not explored than those which I have. And as I explore culture and cross-cultural linkages in our music, I realize how much one generation’s music ‘speaks’ to the next. Currently, the song I am intrigued by is â€Å"Strange Fruit† by Billie Holiday. This song is very moving. When Billie Holiday sings, you MUST listen. However, this song, unlike most of her other music, is not about love. It is not about solitary living. It is not about heartbreaking, selfish lovers. This song is a social outcry against injustices done in the South. During the time she sang this song, lynching was common among Southerners adhering to the Jim Crow laws. Black men were beaten, hung, and caught on fire. Oftentimes, rape is the ‘crime,’ even when no rape ...

Manchild in the Promised Land Essay

The majority of Negroes during the time of Douglass and Washington spent their lives in the fields, gutters, and ghettoes of America. They continue to do so today. Two recently published autobiographies clearly indicate that Negro degradation and deprivation are confined neither to the South nor to earlier times. Claude Brown provides dramatic accounts of life in urban Negro slums. Both are highly readable, although Williamson’s seems less complete and less authentic. Brown tells the story of â€Å"Sonny,† a Harlem â€Å"corner boy† who went to college. His childhood and adolescence included chronic truancy, prolonged friction with his parents, gang fighting and assorted delinquencies. Sonny was intimate with personal danger and suffered severe bodily harm. He was well known to the courts and the youth correctional houses. Although Sonny’s childhood and adolescence appear to have been those of many Harlem youth, he was spared the fate of many of his friends: violent death, permanent body injury, demoralization, and fanaticism. Claude Brown’s account of his experiences growing up in Harlem in the 1950’s indicates it may be equally prevalent in a metropolitan setting. One of Brown’s friends 1965: 425) asserts: The time I did in Woodburn, the times I did on the Rock, that was college man . . . Every time I went there, I learned a little more. When I go to jail now, Sonny, I live, man. I’m right at home. That’s the good part about it . . . Now when I go back to the joint, anywhere I go, I know some people. If I go to any of the jails in New York, or if I do a slam in Jersey even, I still run into a lot of cats I know. It’s almost like a family. (425) For Brown and many of the revolutionaries, the slogan of black power seemed to have this content: †¢ Negroes, by themselves, must assert their political and economic power through such methods as the creation of all-Negro political parties such as the Black Panther Party. Coalition with whites is either impossible or undesirable, for it would undermine Negro dignity. Integration with whites should not be a paramount goal. Rather, Negroes should strengthen their own separate culture and society: â€Å"black is beautiful. † At some future date, if a Negro so chooses, he might integrate with whites. Negroes must affirm their unique identity, learn of their African heritage, and identify with the â€Å"colored† peoples throughout the world. White society is both oppressive and decadent. Negroes should not fight â€Å"the white man’s war† in places such as Vietnam. Violence, at least in self-defense, can and should be used by Negroes to achieve their goals. While Negroes are a minority in America, they can count on the support of Asian and African peoples. American man is now an urban man and he was recently a rural man. It would be strange if the psychological shock of trying to find streets as natural as fields or woods did not provoke savage explosions in the cities. Claude Brown’s brilliant examination of Harlem, Manchild in the Promised Land, showed just how much of the black ghetto’s barbarism came from the sudden transplantation of sharecroppers from shacks to tenements. Robert Kennedy was using more than a politician’s rhetoric when he stated before his murder: ‘We confront an urban wilderness more formidable and resistant and in some ways more frightening than the wilderness faced by the Pilgrims or the pioneers. ‘ Being labeled a troublemaker is a danger of growing up in suburbia as well as in the slums, but the suburbs are more likely to provide parental intervention and psychiatrists, pastors, family counselors to help the youth abandon his undesirable identity. It is much harder for the inner-city youth to find alternatives to a rebel role. Thus it is in the slums that youth gangs are most likely to drift from minor and haphazard into serious, repeated, purposeful delinquency. It is in the slums, too, that young people are most likely to be exposed to the example of the successful career criminal as a person of prestige in the community. To a population denied access to traditional positions of status and achievement, a successful criminal may be a highly visible model of power and affluence and a center of training and recruitment for criminal enterprise. As Ward (1998) describes it: Among the social institutions which delineated black urban associational life, the one most closely related to the vocal group was the street gang. Sometimes the groups and the gangs even shared the same membership. In Baltimore, Johnny Page of the Marylanders doubled as a member of the Dungaree Boys gang, while Julius Williams had dual affiliations as a battling member of the Shakers and as a balladeer with the Royal Jokers in Detroit. â€Å"Julius Williams was the terror of the school†, recalled his classmate Woodie King. â€Å"He was sixteen. He enjoyed fighting teachers and singing in class†. When Claude Brown returned from a juvenile detention centre in upstate New York in the early 1950s, he noticed that many of the old gangs from his Harlem neighbourhood had turned to doowopping in the wake of the Orioles’ inspirational rise from a Baltimore street corner, via an appearance on Arthur Godfrey’s CBS radio show Talent Scouts, to national celebrity (Ward 59) One of the most consistent patterns of emotional concern expressed by the disadvantaged child is for potency or power. His heroes are the strong, invincible men, such as Hercules or Superman. We could speculate that the interest in Greek mythology expressed by disadvantaged pupils is also related to this concern. As a result, we would like to see the schools investigate, with the children, the power concept. This is a possible study topic for even the earliest grades. Can people be strong in ways other than physical strength? The teacher might begin by asking the youngsters who their neighborhood heroes are–who are the â€Å"top cats† on their block–and then asking why they are so. We would guess that the responses will probably be in terms of physical strength. The objective then, would be to help the class begin to explore other routes of power. Staging points for such discussions might be derived from reading excerpts from the powerful autobiography of Claude Brown, Manchild in the Promised Land, the author’s experiences growing up in Harlem. 6 The most direct method, however, to help children feel greater potency is to let them experience it. A way that combines such experience with the improvement of writing skills was demonstrated by one of our teaching interns. In a seventh-grade English class, required by the curriculum guide to study paragraph skills, the teaching intern asked the class, â€Å"How many of you can remember any of the things you had to read in school when you were in the third grade? † Some hands went up, and names of books were reported. â€Å"How did you like them? † Claude Brown’s memories of post-war Harlem churches similarly stressed their extra-religious appeal. He attended one simply because he lusted after the preacher’s daughter and fondly recalled Father Divine’s 155th Street Mission, not for its spiritual nourishment, but because he could get all the food he could eat there for 15 cents. Brown also appreciated that the black churches of Harlem were commercial, as well as religious, enterprises. At Mrs Rogers’ storefront church, he recalled, â€Å"people jumped up and down until they got knocked down by the spirit, and Mrs Rogers put bowls of money on a kitchen table and kept pointing to it and asking for more†. (27-8) Works Cited Brown, Claude. Manchild in the Promised Land. New York: Macmillan, 1965. A youthful autobiographical account of modern life in a black ghetto of New York Bukowczyk, John J. â€Å"†Who Is the Nation? â€Å"-Or, â€Å"Did Cleopatra Have Red Hair? â€Å": A Patriotic Discourse on Diversity, Nationality, and Race. † MELUS 23. 4 (1998) Corbould, Clare. â€Å"Streets, Sounds and Identity in Interwar Harlem. † Journal of Social History 40. 4 (2007) Koelling, Holly. Classic Connections: Turning Teens on to Great Literature. Westport, CT: Libraries Unlimited, 2004 Nelson, Emmanuel S. African American Authors, 1745-1945 A Bio-Bibliographical Critical Sourcebook. Westport, CT: Greenwood Press, 2000. Nelson, Emmanuel S. , ed. African American Autobiographers: A Sourcebook. Westport, CT: Greenwood Press, 2002. Sampson, Benjamin W. â€Å"Season Preview 2004-05: A Comprehensive Listing of Productions, Dates and Directors at TCG Theatres Nationwide. † American Theatre Oct. 2004 Shafton, Anthony. Dream-Singers: The African American Way with Dreams. New York: Wiley, 2002. Sixty Years of Great Books by African-Americans. † Ebony Nov. 2005 Ward, Brian. Just My Soul Responding: Rhythm and Blues, Black Consciousness, and Race Relations. London: UCL Press, 1998.

Pope Urban Ii Essays - Crusades, Christianization, Invasions

Pope Urban Ii Essays - Crusades, Christianization, Invasions Pope Urban Ii Pope Urban II had called the Christians to join him in a Holy War to reclaim the Holy Lands as an act of Christianity, but there were many activities that took place that werent characteristics of Christianity. The Crusades were a smokescreen for Popes craving for power and control. The Crusades were the idea of Pope Urban II, a wise Frenchman. On November 18, 1095 AD, Pope Urban II opened the Council of Clermont. Nine days later, the Pope made a very important speech just outside the French city of Clermont-Ferrand. In his speech, he asked the people to help the Christians effort to restore peace to the East. The Crusades had originally been to help the Churches in the East, but the now it was to reclaim the Holy Land, especially Jerusalem from the Muslims. Pope Urban II stayed in France until September 1096 in hopes of providing leadership for the First Crusaders. Urban had originally hoped for the crusading army to be composed of mostly knights and other warriors, but his speech had already began spreading throughout the west, and many people of different social classes started joining the crusading army. (Foss, Michael. pg. 23) Because of this Urban lost all control of the army, which led to the slaughter of Jews in northern France. These poor people also caused strain on the armies supplies and discipline. They were never trained and they were poor, so they couldnt bring anything and were poorly disciplined(Foss, Michael. pg. 24). The entire crusading army had planned on reaching the city of Constantinople, but because of their lack of supplies and training the vast majority of them were slaughtered before they got there. The few troops that did reach Constantinople split up into two groups. One group tried to capture Nicaea, a key city that blocked the road of their supply routes. This group was unsuccessful. The other group was attacked near the city of Civetot in October. The few survivors retreated to Constantinople and joined the second wave of Crusaders. (Phillips, Jonathan. pg. 59) Religious beliefs were a major motive of the crusaders. In Urbans speech to the people of Clermont-Ferrand, Urban guaranteed the complete forgiveness of all sins to any crusader that lost his life in the name of the Crusades. Urban also proclaimed It is necessary that you bring to your brothers in the East the help so often promised and so urgently needed. They have been attacked, as many of you know, by Turks and Arabs... Churches have been destroyed and the countryside laid waste. If you do not make a stand against the enemy now, the

Etiology of Anti-Social Behaviour essays

Etiology of Anti-Social Behaviour essays Society must accept responsibility to control anti-social behaviour among adolescents, in order to limit youth violence. Four theories of child anti-social behaviour are neoclassical, biological, psychological, and the economic/ sociological theory (Hoge s delinquency; of which the two most encompassing factors are environmental and biological. Environmental factors are a widely accepted hypothesis concerning juvenile crime and violence. Parental failure, poverty, TV, and location of upbringing are a few recognized instigators of delinquency; however, recent studies have hypothesized the significance heritability and genetics have on a childs response to his/her environment. Research provides support that biological and environmentally based anti-social behaviour may be overcome through social and educational programs aimed at high risk individuals, leaving deterrents and medical treatments as a last resort. Despite hesitation from many professionals, genetic acknowledgment will provide the missing piece of information concerning human nature and tendencies. Longitudinal studies show males born with a sluggish version of the gene for monoamine oxidase A, or MAOA, tended to have a higher level of aggression and anti-social behaviour. The MAOA gene is situated on the X chromosome, and is responsible for imbalance in neurotransmitters such as norepinephrine, serotonin, and dopamine (Bower, 2002). A longitudinal study from New Zealand followed 442 males from age three to eleven. By age eleven 36% of the boys had been mentally, physically, or sexually abused. Although the only 12 % of the abused boys possessed the low-activity MAOA gene, 85%of these boys developed anti-social behaviour. In contrast, boys who inherited a highly active MAOA gene may promote trauma resistance (Bower, 2002). Twin and adopti...

How not to talk to your kids Essay Example | Topics and Well Written Essays - 750 words

How not to talk to your kids - Essay Example The findings revealed that children who were praised according to effort exemplified improved performance; while those praised according to intelligence stagnated. The rationale for the outcome was explained by Dweck, to wit: â€Å"Emphasizing effort gives a child a variable that they can control,† she explains. â€Å"They come to see themselves as in control of their success. Emphasizing natural intelligence takes it out of the child’s control, and it provides no good recipe for responding to a failure† (Bronson 2). One is therefore significantly impressed and intrigued by the contention of Dweck and one’s diverse reactions ranged from disbelief, amazement, and finally, succumbed to agree. There were various supporting ideas that were validated through considerable research to establish credibility to the arguments that were presented in the article. One particular point that was deemed to be of considerable importance was the rationale for the outcome: by praising children based on effort, they could always exert more to achieve more. On the contrary, by praising children based on intelligence, children would be typecast into that perception and based future decisions to conform to this so that risk taking is avoided. For example, one’s personal experience was observing my nephews who showed considerable laziness in studying their lessons. When their parents showered them with praises such as: â€Å"Hey guys, you are such smart kids like you Dad. Go on and study so that you will keep up your good grades.† My nephews would reply: â€Å"We do not need to study, Mom. We already know our lessons.† And therefore, the outcome of not studying was likewise not appropriately addressed, whether they got good grades, average, or low grades. Unlike what was emphasized by Bronson in the article that cited in one of th e experiments conducted at Life Sciences where students were â€Å"predominantly minority and low achieving† (Bronson 2), the study conducted by

The rise of freeters and their relationship to the Japanese workforce Essay

The rise of freeters and their relationship to the Japanese workforce and economy - Essay Example The culture of becoming a freeter reached its apex during the economic recession that the country underwent in the 1990s. Japanese companies have always valued their senior workers and prefer them over young graduates. During the mid 1990s, recession was at its peak and as a result, the companies started to become more selective in their recruitment procedures. In the past graduates were trained and promised good employment prospects but after recession, only a few lucky ones ended up with a job while the rest had to face unemployment. The consequence of this was that even though the youth wanted to pursue long-term jobs, they did not get adequate opportunities and a large number of freeters were created. The government also relaxed the company laws allowing large companies to hire part-time employees. This created a huge gap between permanent employees, who enjoyed high pays, promotions and job security and the freeters who worked at relatively low pay scales (Nathan). Freeters have become a growing concern for the companies and the government.