Essay --

Learning objectives To provide exercise professionals with an overview of resistance training benefits, safety issues, and programming guidelines for patients who have been diagnosed with osteoporosis or at risk of getting it. Key words Osteoporosis, Bone Mineral Density, Resistance Exercise, Quality of life, Postmenopausal Women, Strength Training, Osteoporosis is a major public health problem that will likely escalate as the population ages. Osteoporosis is a skeletal disease characterized by a significant decrease in bone mass, which can lead to an increase in bone fragility and susceptibility to fracture. Women are three times more likely than men to be diagnosed with osteoporosis during their lifespan. 2,6,9,17,21,24,33,50 Bone is a dynamic tissue that continually adapts to its functional demands to produce a structure that is strong enough to prevent fractures during typical activities. 3,14,23,29,32,33, Studies have clearly shown the importance of regular physical activity for optimal skeletal growth during development and maintenance of mineral mass and density in adulthood. Because this disease is characterized by a progressive decline in bone density, resistance training is often recommended as a complementary treatment. This article will review both the current body of knowledge with respect to the effects of resista nce training on osteoporosis symptoms as well as the current recommendations for a resistance-training program. Disease Background Osteoporosis is a manifestation of bone atrophy that leads to great susceptibility to fractures, which occur even as a result of small trauma. The most common fractures occur in the spine, wrist and hip and are not uncommon in the ribs, humerus and pelvis.3, 18,20,26,3... ...ng is preferable to lower intensities and is generally safe because the load is relative to individual capacity. In middle-aged and older persons, especially postmenopausal women and patients treated with medications that may cause bone loss should be given an exercise prescription. Resistance exercise targeting major muscle groups is recommended 2 to 3 days per week at ~70% to 80% of 1 RM, 2 to 3 sets, and 6 to 8 repetitions per set. They should begin with lighter loads, adding weight in small increments until desired loads are achieved. Proper posture and lifting technique are crucial concerns, so that they do not injure themselves during exercises. Exercise programs for elderly women and men should include not only weight-bearing endurance and resistance activities aimed at preserving bone mass, but also activities designed to improve balance and prevent falls.

Hawthorne The Myth of the Docile Worker Essay

Review This journal begins with an introduction to the infamous Hawthorne experiments led by Elton Mayo and Fritiz J. Roethlisberger. These experiments were based on Mayo’s belief in the need to shift the focus of management from a scientific approach to one that valued human relations. The Hawthorne experiments surfaced as the pioneer studies of it’s time in human management psychology. The results developed a theory known as the â€Å"Hawthorne effect† in which many have incorporated to form the fundamentals of modern day human relations in commerce. Roethlisberger described the â€Å"Hawthorne effect† as an awareness from the working class when special attention is given by their managements thus bringing about a positive change in productivity. Today, the â€Å"Hawthorne effect† is even equated as simply treating employees well. Bramel is critical when pin-pointing the flaws of the theory. Being unconcerned over the methodology and accuracy of the experiments, he gives Mayo the benefit of the doubt and instead questions in particular two aspects of the theory. The first of which is the assumption that workers are easily manipulated by their higher managements to become constructive and cohesive with their fellow workers thus increasing productivity regardless of the working environment or economy. The second assumption being, conflict between management and it’s workers are due to external factors and downplays the fact that conflicts of interests between the two parties is inevitable. The truth remains that the firm is exploitive in it’s capitalist nature, managers will constantly seek to increase productivity whereas workers will always look out for their own economic interest. Bramel’s interpretation of the Hawthorne effect puts into play the fact that the capitalist recognizes that human relations is important. However, he puts it sharply that Mayo’s interpretation of the management- worker relationship is that of a myth, and is not relevant to all managements and cannot be used as a textbook answer towards dealing with workers. Bramel is not the only one who is critical when it comes to the Hawthorne effect theory. Richard Gillespie, 1991, presents us with the most balanced view he strongly disapproves with the Hawthorne effect theory that satisfied employees are productive employees. Instead, he believes the Hawthorne effect is subject to the interpretations by the various experts who manage the situations and apply the theory on their workers to achieve the results they require. I believe the question now lies, how can managements change their worker’s attitudes to achieve a trusting and productive worker? A review of : Bramel, D. (August 1981). Hawthorne, the Myth of the Docile Worker, and Class Bias in Psychology. American Psychologist, Volume 36(8) pp. 867-878. Oreg and Berson note that careful selection process when selecting personnel eliminates negativity in workers and helps bring together like minded people who are passionate about their jobs and look for work satisfaction. (Oreg and Berson, 2011) In this way, class biases and the conflict of interests between managers and workers is reduced. Managers can expect to achieve their desired results and produce a motivated workforce. Managers can expect to maximise the capacity and performance of their human resources by orientating their workers to familiarise them with the company’s goals, objectives and vision, help their workers understand the constant changes and demands of their job requirements and minimises misunderstanding and conflicts in the workplace. In other words, by setting performance expectations that correspond with the worker’s value systems help managers shape their employee’s attitudes. (Oreg and Berson, 2011) Armed with such valuable information, managers who relay their expectations and keep an open channel of communication between themselves and their workers, allow workers to achieve their targets using their best possible means in the the ways most comfortable to them. Integrating workers into the firm is crucial. By providing a flexible and comfortable work environment, managers are able to fully achieve productivity by allowing each worker to be individualistic and reach their full potential. (David Fairhurst, 2010) David woods agrees that complex management hierarchies should be removed and employees are looking for the freedom of speech and their opinions to be valued by managements. He illustrates that in order to retain the best talents, modern managements are to be less oppressive in their management styles and provide more engaging benefits. Employees appreciate the transparency help in management and no longer feel that the firm is looking to exploit them, rather to reward performance based or meritocracy. (David woods, 2010) Wayne Gwilym the HR director of insulation firm Rockwool is one such manager. â€Å"I am a change manager†, Gwilym states. A decade ago, the workers were negative and demotivated when Gwilym took over HR operations of the family based business. Today, Gwilym boasts of the transformation that the Rockwool workforce has gone through and has become a valuable asset to the company. The answer for Rockwool’s workforce transformation presented to us by Gwilym was simple. It was to get the HR team, managers and their workers to work together to develop employment policies as a collaborative effort and expedite it’s implementation. Today, Rockwell strongly believes that a motivated workforce who trusts and looks forward to the business’s future success is one of the forces driving the business forward. Gwilym is a change manager who sees the importance of giving his worker’s stretching targets and establishing a cost cutting project (Harrington, Sià ¢n, 2010) A survey based research conducted by Anne Delarue, Geert Van Hootegem, Stephen Procter and Mark Burridge on teamwork and organizational performance go hand in hand with the concepts as explained to us by Gyilym. The authors suggest that an A review of : Bramel, D. (August 1981). Hawthorne, the Myth of the Docile Worker, and Class Bias in Psychology. American Psychologist, Volume 36(8) pp. 867-878. inclusive human resource system which emphasizes on teamwork, will have a positive effect on employee’s job satisfaction, commitment and motivation. These factors in turn lead to an improvement in employee attitudes and organizational performance. The journal points out that it is important for managers to discover how and why employees behave and perform the way they do. (Anne Delarue, Geert Van Hootegem, Stephen Procter and Mark Burridge, 2008) Bramel’s speculations in the Hawthorne effect theory involving the myth of the docile workers and that class biases do exist is one that I believe holds substance even in our day and age. Further research into the factors as pointed out by Bramel drive the same point home, class biases will continue to exits due to the capitalist nature of the industries and that workers are also humans whose mental state cannot be controlled and is difficult to predict. In today’s context, management sees the importance of a changing and flexible management that places importance in the welfare of it’s workers in order to obtain maximum productivity. Our society’s demanding and constantly changing expectations requires mangers to step up to the challenge to become a change manager who can adapt and find a balance between the expectations of the employers and it’s employees. Management styles will continue to vary and change, however, one fact remains, it is the managers’ duty to employ management techniques to reduce and eliminate threats to the firm. By narrowing down the factors that causes negativity in the workplace, managers can prevent workers’ counteractive mentalities and detrimental company cultures from taking seed. As quoted from Leo Burnett, â€Å"When you reach for the stars you may not quite get one†¦ But you won’t come up with a handful of mud either†. And I believe this is the mindset managers should have when working with their workers bearing in mind that the workforce are the ones who make or break a firm. As quoted from Will Hutton, â€Å"Human resources play a crucial role in the transformation of an industry – but only if it embraces the challenges.† (Will Hutton, 2010) A review of : Bramel, D. (August 1981). Hawthorne, the Myth of the Docile Worker, and Class Bias in Psychology. American Psychologist, Volume 36(8) pp. 867-878. Resources: Richard Gillespie, (1991). Manufacturing Knowledge: A history of the Hawthorne experiments†. Cambridge University Press. Shaul Oreg & Yair Berson, (Autumn 2011 ). Leadership and employees’ reactions to change: The role of Leaders’ personal attributes and transformational leadership style. Personnel Psychology, Vol. 64 issue 3, pp. 627-659. Fairhurst, David, (Nov 2010). We’re in danger of losing sight of the fact employees are human beings rather than, well, human resources. Human Resources. Human Resources. pp. 15-15. David Woods, (Nov 2010). HR Lessons†¦ From history. Human Resources. pp. 62-62. Harrington, Sià ¢n, (Nov 2010). Order out of Chaos. Human Resources. pp. 29-31. Anne Delarue, Geert Van Hootegem, Stepjem Protec & Mark Burridge, (2008). Teamwork and organizational performance: A review of survey-based research. International Journal of management reviews, volume 10 issue 2, pp. 127-148 Will Hutton, (Nov 2010). We cannot wish back into existence factories and steel mills that have been closed over the past 40 years. Human Resources. Pp 22-22.

Notes on Art History

Note: This statue of an Ancient Egyptian woman clearly shows the way of dressing in Ancient Egypt. This statue belongs to the New Kingdome period. Body: The woman is wearing a kalasiris, a typical ancient Egyptian dress. The length of the dress tells us that this woman probably belonged to the upper class, as working woman mostly wore a kalasiris in a shorter variant. The dress is made of linen, which was perfect for Egypt’s hot climate. The dress is undecorated, but does have a lot of pleats going in various directions, which must have been very labour intensive.Head: The woman is wearing a wig, made of human hair or date palm fibres. The hair is curled and was kept together by wax. The wigs were only worn by wealthy people. Accessories: Jewellery was very popular in Ancient Egypt, no matter what you social status was. They were known for wearing lots of jewellery in turquoise metals like gold and silver and small beads. This woman is wearing a gorgerine, which was a typical Egyptian necklace, existing of metal discs, worn on the chest. Minoan Snake Goddess figurine, 1600 BC, Herraklion Archaeological MuseumNote: This is one of a series of figurines, showing a woman holding a snake in each hand. It was found during excavation of Minoan archaeological sites in Crete. It represents a goddess. Little is known about their identity, but it tells us a lot of the way the Minoan women dressed themselves. Body: The goddess is wearing a tight bodice, which leaves the breasts bare. She also wears a long skirt which is comprised of seven overlapping flounces, which are strips of cloth, gathered and sewed on by its upper edge only. The flounces appear to be thick and were probably made of wool, a popular fabric used by the Minoan.Over the hips, she wears a double-apron, which is bordered with stripes and patterned with a simple diagonal grid of lines The skirt and apron are secured by a belt , which emphasizes the figure’s wasp-waist and accentuates the curve of the hips. Head: The headpiece , the goddess is wearing shows a series of three dark-painted, raised medallions. Accessories: The goddess is wearing a tiny bracelet on her right wrist. The Minoan were famous for their beautiful jewellery production. Note: This female Minoan figure is dressed in traditional Minoan clothing.The Minoans were known to have a more advance and complexed culture, which is shown in the artistically designed and skilfully made clothing they wore. The figure of the Minoan woman, with large breasts and hips and a tiny waist, as very similar to that of the late 1800 woman, who wore tight corsets to make their waist small and hoops under their skirts to increase the size of their bottom. Body: The woman is wearing a colourful blouse and skirt that shape the body well. The skirt is tight at the waist and flares out towards the bottom in a bell shape. The skirt consists of several strips of fabric, sewn together.The layers of fabric have a pointed shape in the centre, facing towards the floor. The blouse is close fitted to the body and has a low cut in the front to expose the breasts. Head: The woman has long dark hair, which hangs loose on her shoulders. Accessories: She wears ring shaped earrings and a belt, which was very common in the Minoan culture. Because a tiny waist was prized, some historians believe that Minoans would wear a heavy metal belt since their early childhood, forcing the waist to stop growing. Scene of Sacrifice, c. 540 B. C. Pitsa, National Archaeological Museum, Athens, Greese, painting, wood.Note: This painting shows an animal sacrifice in Corinth. It is one of the 4 painted wood slabs of Pitsa that were found in 1934 near Sicyon in a cave above the village of Pitsa in Corinth. Body: The woman are wearing a blue peplos that is decorated with a pattern. It is a rectangular woollen fabric that is folded at the top, so that the top part falls over the body. The peplos is fastened at the shoulders with pins. Over the peplos, the woman are wearing a red cape, a chlaina. It is made up of a rectangular piece of fabric which is draped around the body.The young men in the painting are wearing a blue, short chiton which reaches their knees and is fastened at their left shouder with pins. Head: The woman have their long hair tied back in a ponytail, while the men have short cut hair. Accesoires: The figures are all wearing a wreath, a headpiece made of goldon leaves. Briseis and Phoenix Painting on a cup, Brygos, ca 490 B. C. , Vulci, Louvre Museum, Paris, France Note: This attic red-figure cup shows Phoenix and Briseis. It is an ancient Greek art work from the Classical period. Body: The woman is wearing a long chiton with many folds and pleats.The chiton is made of linen, a light fabric, suitable to the cimate and which makes it easier to form pleats with. The tunic is wrapped around her body and pinned along at the shoulders and arms, forming two loose fitted sleeves. The man is wearing a chiton as well, which reaches his feet. On top of the chiton he wears a himation, large piece of fabric, draped arount the body and used as a mantel. Both chitons are decorated with a playfull motif at the bottom. Head: The woman has her hair tight back into a bun, with some strings of hair falling loosy besides her face.The man has a long beard and his hair cut short. You can clearly see that he is old, due to his undyed white hair colour. Accesoires: Both man and woman wear a hairband. Statue of august, national museum of rome, 100 AC Note: This Ancient Roman statue shows Augustus. A Roman emperor who ruled the Roman Empire from 27 BC until his death in 14 AD. In that era, all men wore the same type of cloth, but the fabric and way it was worn, marked important social differences. Agustus, being an emperor is therefore a clear example of how people of higher social status would wear their clothes.Body: Augustus is wearing a tunica, an essential garment in the warderobe of the ancient Roman man. It consists of two pieces of rectangular fabric, one set on top of the other. It was sewn together at the sides and the top wit holes left for the head and arms. This tunica has long and wide sleeves. On top of the tunica, Augustus wears a toga. A long cloak which is draped around the body. Head: Augustus has short cut hair and his toga is draped around his head to form a hood. Court of Emperor Justinian with Macimian and court officialsand Praetorian Guards, Basilica of San Vitale in Ravenna, Italy, 547 AC, MosaikNote: A clear example of clothing from the Byzantium era. Body: Justinian, in the centre, is wearing an imperial chlamys with a large lozenge shaped goldon panel (tablion) and an opulent brooch. Underneath that he wears a white silk tunic with tight sleeves (Divistion), which is decorated with god stripes and circular roundles and gold embroidered rd shoes. The Dignitaries wear a white chlamys with a purple tablion an an embroidered tunic. The archbishop Maximianus we ars a goldon chasuble and a white dalmatic with very wide sleeves and purple stripes.Head: The figures have slightly long hair at the back. Maximianus is somewhat bold and has a little beard and mustache, just like some other men portrayed. Accesoires: Justinian wears a two-tired gemstone encrusted crown on his head and an opulent brooch that is fastened at his rght shoulder. Maximianus wears a pallium around his neck, a white wool strip which is decorated with a cross. The bikini girls, mosaic, 4th century AD, Roman Villa of Casale, Italy. Note: This piece of art, dating from the Diocletian period (186-305 AD) is evidence that the Romans were one of the first to wear a bikini.Although the woman depicted are wearing a bikini as sportswear and not as swimwear. Body: The female atheltes are wearing a two-piece swimsuit that resembles the bikini as we know it today. The top part covers the breasts and has no elastic bands tied around the arms, but is probably kept in place at the back. The bottom part, looks like it is a piece of fabric that is folded around the womans lower body. Head: The woman have different hairstyles. Most of them have their hair tied back, which is more comfortable when playing sports.Others have long hair that falls on their shoulders. Accessories: One of the woman in the centre is wearing a headpiece made of flowers, she is probably wearing it because she won the competition. The consular diptych of Manlius Boetius, who was consul in 487 AD, Santa Giulia Museum, Brescia, Italy. Note: This artwork resembles the type of clothing worn by the Barberians and Nomads. Their clothing style was more practical than that of the Romans and consisted of loose and simple garments. Body: Boetius wears an embroidered woollen toga which reaches the ankles.The toga has long sleeves, is draped around the body and wrapped around the right hip. Head/ Accesoires. : It looks like Boetius is wearing a diadem of goldon leaves on his head. This is a picture of Cha rlemagne is an example of how the fine linen and silk togas of the Romans disappeared and were replaced by the clothing of the less civilized people, the Romans had called Barbarians and Goths. Charlemagne always wore the traditional costume of the Frankish people. Body: He is wearing a blue silk cloak which is trimmed with bands of decoration. His legs are covered by a hose and he wears shoes at his feet.On top of his cloak he wears a red/brownish mantel that is loosly draped around his shoulders and fastened with a brooche at his right shoulder. The mantel is deorated at the neckline. Head/ Accesoires: On his head he wears a golden crown, embellished ith jewels. This template from the Middle-Ages shows what the knights would wear. The knits are wering under clthes that consists of a linen under-shirt and linen under pants. These would prevent the armor from chafing the Knights skin. They woul also wear a padded garment, known as a Doublet, that consisted of a quilted coat which wa s either sewn or stuffed with linen .It served as padding for additional armour worn over the top. Woollen stockings cover their legs and over their armour they wear a robe which is fastenedaround the waist, known as a Surcoat. The surcoat is emblazoned with the cote of arms or device of the Knight in order to identify the knight in the battle. On their head they were a helmetwhich is slightly pointed at the back. Nicephorus III and Officers, c. 1074-1081, Bibliotheque nationale de France Manuscript Coislin. This painting of the Byzantine Emperor Nicephorus iII, is a good example of Byzantine Imperial costume. The emperor is magnificently attired in Byzantine silk.Over his blue and goldon tunic he wears a darker bue cloak, fastened by a gold-and-ruby brooch and decorated with a large tablion, woven of gold thread. On his head he wears a bejewelled crown and around his neck a superhumeral, which is a imperial decorative collar. The Arnolfini Portrait, Jan van Eyck, 1434, Oil on oak, National Gallery, London. This painting is believed to be a portrait of the Italian merchant Giovanni di Nicolao Arnofili and his wife. It is a very realistic painting and therefore a good example of Late Medieval costume. The two figures are richly dressed.The man’s tabard, a short sleeveless cape, and woman’s dress are both lined with fur, judging from this we can say that they are both wearing their outerwear. The woman’s dress has elaborate dagging (cloth folded and sewn together, then cut and frayed decoratively) on the sleeves and a long train. Underneath her green dress, she wears a blue underdress which is trimmed with white fur and has long tight sleeves. The man’s tabard is made from purple silk and has long full sleeves which are tight at the wrists. Head: The man wears a hat of plaited straw, dyed black, as often worn in the summer all the time.The woman wears a white cotton wimple on her head. Accesoires: The woman wears a brown leather belt around her waist. The only other jewelry visible are the woman’s plain gold necklace and rings. Rogier van der Weyden, Portrait of a Lady, c. 1460, National Gallery of Art, Washington, D. C. Van der Weyden portrayed this woman in high fashionable clothing. The woman wears an elegant low-cut black dress with dark bands of fur at the neck and wrists. This type of clothing resembles the then-fashionable Burgundian style, which emphasises on the tall and thin aesthetic of the Gothic ideal.The dress is buckled with a bright red sash below her breasts. The buckle is gold. Head: On her head she wears a buff-coloured hennin headdress that is draped with a large transparent veil, which spills over her shoulders, reaching her upper arms. The veil forms a diamond shape and matches the transparent vest worn under her dress. Her hair is pulled backwards in a tight knot. Accessories: The woman wears a gold necklace and 2 rings around her fingers. Sant’Orsola e le compagne, miniatura , 1380 , Parigi, Biblioteca Nazionale Body: The women are wearing dresses with a low round neckline.The top of the dresses fit closely to the body while the skirt hangs loose and has several pleats. The sleeves are long and wide at the cuffs. The underdress is of a different colour and visible at the wrists and its sleeves fit tightly around the arms. Some dresses have a simple print. Head: The woman wear a hat that consists of a frame of wirework, covered with embroidery or other trimmings. Titian, Portrait of Philip II of Spain (1527-1598), 16th century, oil on canvas. Body: Philip II is wearing a silk doublet in a gold/brown colour with a decorative print.The pants, breeches, he is wearing, falls just above the knees and is of the same fabric as the doublet. Under the breeches he wears a white hose. Philip also wears a mandilion on top of his outfit, a loose hip-length coat that is decorated with a pattern. Head: Phillip has his hair cut very short and a tiny beard and pointed mo ustache. Accessories: Accessories were very important in the 16th century as they represented wealth. Phillip wears several bracelets and rings and a necklace. Shoes: Philip wears simple white silk flat shoes. Marcus Gheerraerts the Younger, Portrait of Elisabeth I, c. 592, National Portrait Gallery, London. Body: Elisabeth I wears a crimson gown that is barley visible on either side of her waist. The gown has a white satin lining that matches the petticoat, bodice and hanging sleeves. Her petticoat is pinned to a cartwheel farthingale. The bodice has a broad, low, square neckline and ends in a V-shape at the front of the waist. The shoulders are very wide and puffed. Head/ Accessories: Elisabeth I wears gloves and a van in her hands. Her jewellery consists of several necklaces of pearls reaching the waist, a flower shaped necklace and some beads in her hair.She also has a high standing ruff around her neck of a transparent fabric and a crown on the back of her head. Giovanni Battis ta Moroni, An Italian Tailor, c. 1570, National Gallery London. Body: The Italian Tailor wears a light pink, tight fitted doublet over a heavily padded red hose. The doublet is fastened by a row of pearl buttons at the centre front. His white blouse, worn underneath the doublet, has some small ruffles at the cuffs and the neckline. Head: His hair is cut short and he has a small beard and moustache. Accessories: The man only wears a brown leather belt around his waist.Manteau, ca. 1685-90, Contemporary fashion plate by Bonnard Body: The woman wears a mantua. Instead of a bodice and skirt cut separately, the mantua hung from the shoulders to the floor. This mantua is looped and draped over a contrasting petticoat. The dress has a low squared neckline and short puffed sleeves that reach just below the elbows. The petticoat is fastened at the centre front with decorative buckles. Both petticoat and mantua are embellished with a print. Head: The woman’s curly hair is worn swept up into a high pile. She also wears a scarf in her hair.Accessories: She has some bracelets around her left wrist and wears a cross formed necklace. Portrait, c. 1660, France Body: The man wears a large simple dark coat that is embroidered on the left shoulder. Underneath this he wears a long-sleeved ruffled white shirt, which can only be seen at the wrists. A small falling collar with round edges, made of lace, hangs around his neck. Head: The man doesn’t wear a wig and shoes his natural long dark fuzzy hair. He has little facial hair around his lips. Fashion plate, Jean de St Jean, 1688, France Body:

Separation

Separation Margaret Mayer’s work bases on observation of how children and their mothers behave (as cited in Goldstein, 1995, p.117). According to Mahler, psychological birth of human beings relates to the development of object relations. She asserts that the process of Separation-Individuation comprises of separation and individuation.Advertising We will write a custom essay sample on Separation-Individuation Development specifically for you for only $16.05 $11/page Learn More During separation, the baby acquires love, and during the individuation stage, the baby shows and develops his uniqueness. The mother supports the process of separation and individuation through encouragement. Mahler (as cited in Goldstein, 1995, p.117) describes the process of Separation-Individuation as comprising of six stages that aid separation-individuation. I agree with Mahler’s argument that the child’s preoccupations during the autistic stage are physiological needs and that the child is not aware of what happens in the surrounding (as cited in Goldstein, 1995, p.118). However, I disagree that the child does not respond to stimuli. Children start responding to stimuli as early as when they are a day old. Mahler should have argued that the ability to respond to stimuli is relatively less at this stage as compared to later stages. The Symbiotic stage is the second stage in the process of Separation-Individuation. I think what Mahler proposes in this phase is true (as cited in Goldstein, 1995, p.118). I agree that, at this stage, the child’s image of self and the object is one. This is a period between one and four months, and so, the child cannot differentiate between self and object. It is also true that the child desires all good things and expels all bad ones. My observation also agrees with Mahler on the assertion that the child smiles at everyone during the early stages of this period but later, only smiles to the mother (as cited in Goldstein, 1995, p.118). It is also true that, during this stage, the infant depends on the mother’s ego. The mother links the baby to the world, and what the child perceives from her makes up what the child thinks about self. This is because the child is still too young to have an own view of the world. Mahler proposes the differentiation sub-phase as the next stage in the Separation-Individuation process. According to her (as cited in Goldstein, 1995, p.118), this phase occurs at approximately five months. She argues that the child is more alert and has direction in everything. I do not agree with her assertion that the child has direction in everything. My observation shows that, at the age of five months, the child reacts to things depending on how they occur.Advertising Looking for essay on psychology? Let's see if we can help you! Get your first paper with 15% OFF Learn More I, however, agree that, at six months the infant explores and experiment s with everything, and can distinguish personal view of things from that of the mother (Goldstein, 1995, p.120). The child substitutes the mother with other objects depending on the relationship between the child and those objects. I have observed that children tend to concentrate on toys and other things and not the mother. As proposed by Mahler, the practicing Sub phase continues with the process of separating self from other objects (as cited in Goldstein, 1995, p.121). The infant attempts to be free from the mother. This is the stage when the child tests individual abilities and freedom. Later in this stage, the child manages to move independently and admires the surrounding. The child enjoys the environment and forgets the difficulties encountered in trying to act independently (Goldstein, 1995, p.122). Mahler’s propositions are believable because children between 8 and 15 months are normally learning to walk, and pay less attention to the mother. They touch everything i n their environment and spend most of their time with their toys. They dismantle and disorganize things in their environment in the process of experimenting. They do not give up trying to walk even when they fall and hurt themselves in the process. Mahler proposes the Rapprochement Sub-phase as a stage in individuation and development of cognitive and motor functions. In this phase, the child fears separation from the mother and wants the mother to be always available (as cited in Goldstein, 1995, p.123). The infant develops attachment to other people after realizing that the mother is not always available (Goldstein, 1995, p.124). The child learns verbal communication and stops depending on preverbal empathy. This is when the child realizes that the mother has her own life. At this point, the child notices that the mother can also hate apart from loving (Goldstein, 1995, p.124). I agree with Mahler that children aged 1 to 2 years want the mother to be always near them, but cannot h ave them. They then develop an attachment to other caregivers because the mother is not available all the time. It is also true that, at this age, children understand their mothers well because they are old enough, and the mother can punish them when they go wrong. The last stage that Mahler proposes is the Object Constancy Stage (between 2 and 3 years) (as cited in Goldstein, 1995, p.125). These propositions are correct because children are old enough to know how an object looks like even when it is absent. These children are also old enough to know their gender identities and individualities.Advertising We will write a custom essay sample on Separation-Individuation Development specifically for you for only $16.05 $11/page Learn More Reference Goldstein, E (1995). Ego Psychology and social work practice (2nd ed). New York: The Free Press.

3 Types of Unnecessary Hyphenation

3 Types of Unnecessary Hyphenation 3 Types of Unnecessary Hyphenation 3 Types of Unnecessary Hyphenation By Mark Nichol An extraneous instance of hyphenation occurs in each of the following sentences. Discussion after each example explains the error, and revisions illustrate correct treatment. 1. Those organizations that adapt will be able to excel in the long-term. Some pairs of words closely associated because they commonly appear together as phrasal adjectives are often unnecessarily hyphenated when they do not serve that grammatical function. Though long and term frequently serve together as a phrasal adjective, as in â€Å"long-term goals,† in this sentence, they are an adjective and a noun, respectively, and hyphenating them is an error: â€Å"Those organizations that adapt will be able to excel in the long term.† 2. NASA officials recommend viewing the eclipse through specially-made glasses to prevent eye damage. What is perhaps the most common type of error of intrusive hyphenation is as a result of confusion between phrasal adjectives and phrasal adverbs. When two or more words team up to modify a noun, the modifying terms are usually hyphenated to signal their teamwork, as in â€Å"four-legged animals.† (Otherwise, the implication is that the phrase refers to a quartet of animals with legs.) But when the first word is an adverb ending in -ly, that ending sends an obvious signal that the first word modifies not the noun but the accompanying modifying word, as in â€Å"NASA officials recommend viewing the eclipse through specially made glasses to prevent eye damage,† where specially modifies glasses (and, in turn, the two words provide additional information about the glasses.) However, for the sake of clarity, flat adverbs- those lacking the -ly ending- are hyphenated, as in â€Å"high-pitched voice.† 3. After two weeks, it turns out letting strangers in has been the least-troubling part of the experience. . . . There are certainly less-invasive ways to keep packages safe, like lockboxes or shipping to the office. Similarly, do not hyphenate modifying phrases that start with least or less (or most or more): â€Å"After two weeks, it turns out letting strangers in has been the least troubling part of the experience. . . . There are certainly less invasive ways to keep packages safe, like lockboxes or shipping to the office.† However, a phrase beginning with â€Å"less than† or â€Å"more than† is hyphenated when the string of words provides more information about a noun that follows the phrase: â€Å"Less-than-optimal terms can result in future costs that reduce the benefit of a lower purchase price.† But note that stand-alone phrases beginning with less and the like are sometimes mistakenly hyphenated, as in â€Å"Some people were less-than-thrilled to see the giraffe in the indoor pen.†Ã‚  Here, â€Å"less than thrilled† is merely describing a reaction, not modifying a noun, so omit the hyphens: â€Å"Some people were less than thrilled to see the giraffe in the indoor pen.† Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Punctuation category, check our popular posts, or choose a related post below:30 Synonyms for â€Å"Meeting†Homogeneous vs. Heterogeneous"Wracking" or "Racking" Your Brain?

Alices Adventures in Wonderland Book Review

Alice's Adventures in Wonderland Book Review Alices Adventures in Wonderland is one of the most famous and enduring childrens classics. The novel is full of whimsical charm, and a feeling for the absurd that is unsurpassed. But, who was Lewis Carroll? Charles Dodgson Lewis Carroll (Charles Dodgson) was a mathematician and logician who lectured at Oxford University. He balanced both personas, as he used his study in the sciences to create his eminently strange books. Alices Adventures in Wonderland is a charming, light book, that reputedly pleased Queen Victoria. She asked to receive the authors next work and was swiftly sent a copy of An Elementary Treatment of Determinants. Synopsis The book begins with young Alice, bored, sitting by a river, reading a book with her sister. Then Alice catches sight of a small white figure, a rabbit dressed in a waistcoat and holding a pocket watch, murmuring to himself that he is late. She runs after the rabbit and follows it into a hole. After falling into the depths of the earth, she finds herself in a corridor full of doors. At the end of the corridor, there is a tiny door with a tiny key through which Alice can see a beautiful garden that she is desperate to enter. She then spots a bottle labeled Drink me (which she does) and begins to shrink until she is small enough to fit through the door. Unfortunately, she has left the key that fits the lock on a table, now well out of her reach. She then finds a cake labeled Eat me (which, again, she does), and is restored to her normal size. Disconcerted by this frustrating series of events, Alice begins to cry, and as she does, she shrinks and is washed away in her own tears. This strange beginning leads to a series of progressively ​curiouser and curiouser events, which see Alice babysit a pig, take part in a tea party that is held hostage by time (so never ends), and engage in a game of croquet in which flamingos are used as mallets and hedgehogs as balls. She meets some extravagant and incredible characters, from the Cheshire Cat to a caterpillar smoking a hookah and being decidedly contradictory. She also, famously, meets the Queen of Hearts who has a penchant for execution.​ The book reaches its climax in the trial of the Knave of Hearts, who is accused of stealing the Queens tarts. A good deal of nonsense evidence is given against the unfortunate man, and a letter is produced which only refers to events by pronouns (but which is supposedly damning evidence). Alice, who by now has grown to a great size, stands up for the Knave and the Queen, predictably, demands her execution. As she is fighting off the Queen’s card soldiers, Alice awakes, realizing she has been dreaming all along. Review Carrolls book is episodic and reveals more in the situations that it contrives than in any serious attempt at plot or character analysis. Like a series of nonsense poems or stories created more for their puzzling nature or illogical delightfulness, the events of Alices adventure are her encounters with incredible but immensely likable characters. Carroll was a master of toying with the eccentricities of language. One feels that Carroll is never more at home than when he is playing, punning, or otherwise messing around with the English tongue. Although the book has been interpreted in numerous ways, from an allegory of semiotics theory to a drug-fueled hallucination, perhaps it is this playfulness that has ensured its  success over the last century. The book is brilliant for children, but with enough hilarity and joy for life in it to please adults too, Alices Adventures in Wonderland is a lovely book with which to take a brief respite from our overly rational and sometimes dreary world.

Root Cause Analysis Research Paper Example | Topics and Well Written Essays - 1250 words

Root Cause Analysis - Research Paper Example Teachers who line up students by gender affirm that both boys and girls should be treated differently. Culture is defined as the totality of socially transmitted behavior patterns, institutions, products of human thought and work, arts and beliefs (Sadker, 1994). Cultural competence is a set of values, congruent behaviors, beliefs and attitudes which enable people to work effectively in cross-cultural situations, as defined by Sadker (1994). Culture has a significant effect on how girls from different ethnic backgrounds learn, and instead of being seen as having distinct cultures, its presumed girls are the same as boys but just need a little help (Sadker, 1994). Implicit cultural assumptions of the school culture have often been imposed to those of other cultures. For example the Euro-American culture of research and communication, that supports cultural etiquettes which regulate appropriate expressions, is a strategy that works for a set of students and the same is true for other c ultures. Understanding of labeling results if not sorted out, miscommunication may arise when the cultural etiquettes cross unfamiliar range. ... Learning that educational performance and ability is not as important as being popular, is how girls are socialized today (Reay, 2001). Unlike boys, girls begin to define themselves at an early age. A study of a grade three classroom tested four types of girls in the class: the tomboys, spice girls, nice girls and the girlies. Through interviews conducted, researcher Diane Reay discovered, tomboys played sports with the boys, spice girls espoused girl-power and played ‘rate the boy’ on the play ground, and girlies were a group of girls who spent their time writing letters to and flirting with boys. Her research shows each group of girls defines their own femininities in relation to boys. (2001). By tolerating different behaviors from both girls and boys, the Reay study further shows how socialization of the girls occurs. Adults negatively view assertive behavior of girls as being disruptive. In Reay’s research, contrary to traditional femininity, the fact that the spice girls asserted themselves differently, it made them subjective to being labeled by their teachers as stubborn girls (2001). This enhances the notion that, boys who misbehave have the ability to assert themselves, while girls who do, are seen to have some kind of character defect (Reay, 2001). Educators who are not aware of the culture of the African American children for instance define their manners and behaviors as defiant and deviant and thus they do not know how to respond to them. Increase in dropout rates and losses in the time spent on education, are some of the things that happen due to suspension and frequent office visits. Children of color, unlike their white