Evolution of Human Figure in Sculpture Essay

Depiction of human figures have dramatically changed through time. It was in sculpture that human physical dimensions were visibly illustrated. There have been many variations of the human body shown from the prehistoric to the modern period. In this research, three sculpture namely: statute of Gilgamesh, the Moschophoros and the statue of Augustus of Prima Porta will be used to trace the progression of the human body.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Gilgamesh was   the main character in the Epic of Gilgamesh wherein he was portrayed as half god and half human. His personality was the representation of all the virtues of humans. In the statue, Gilgamesh was shown holding a lion in a headlock position wherein his arm was protected by the â€Å"chain-mail robe† (Gilmore â€Å"Ancient Sumeria). Meanwhile, the other hand was gripping a snake.   These portrayals symbolized Gilgamesh’s warrior and royal status. The body was irregularly depicted because of the   disproportion of the upper and lower body.   The torso seemed intentionally elongated making the waist line looked low. However, since the statue is an example of a Gargantuan statue, they type of perspective would make a difference in the alteration of the figure’s proportions (Gilmore â€Å"Ancient Sumeria).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The Calf-bearer or the Moschoporos is the interpretation of a Greek specifically a rich Attican who was about to sacrifice a calf as an offering to the goddess Athena. The figure was clothed with a thin cloak that outlined the structure of the body resulting to a partially nude sculpture. The animal was put around the figure’s shoulders with his hands clutched on the hooves. More so, muscular details were evident in the abdomen area. Many details were present on the face of the human figure. The curls of his hair took the shape of pearls or corals that framed his forehead while a closed small mouth with a curved beard and â€Å"deep-set eyes† accented the whole face (Atlantis International â€Å"The Acropolis Museum†).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The statue of Augustus of Prima Porta signified Augustus’ military supremacy. Historically, the statue was believed to be created as a sign of the commemoration of the triumph of the Romans against the Parthians. Unlike other Roman leaders, Augustus was   depicted as a mere man and not the traditional deified god (Ramage â€Å"Historical Reflection on the Statue †). The head of the statue contained details that were very recognizable such as the broad head with a Primaporta styled hair, full close mouth, keen ridged eyebrows, smooth round chin and   pointed nose highlighted. The breastplate with intricate graphical details and the hand in an upright position signified his authority. Meanwhile, the presence of the robe suggested the godliness of Augustus and the cupid riding a dolphin emphasized the divinity of the â€Å"founder of Venus and Italy namely the Julian family to Aeneas† (Ramage â€Å"Description of the Statue†).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Among the three sculpture, the Roman portrait of Augustus was the most defined in terms of human form. It exactly depicted the human characteristics from top to bottom. The statue of Gilgamesh and the Calf-bearer have some distortions in the body image making it look disfigured. In the statue of Augustus, it had a sense of movement while the statue of Gilgamesh and the Calf-bearer appeared stiff. Also, the Gilgamesh lacked the three-dimensionality because of the awkward position of the legs and arms while the Calf-bearer compared to the former achieved more proportion because of the smooth construction of the muscles in the body. It is evident that from the Archaic period to the time of the Romans, human figure developed from a god-like depiction like the Gilgamesh to a more real person represented by Augustus. However, the concept of the sanctity of gods and goddesses were prevalent in the three sculptures. Overall, the sculptures showed the progress in depicting the human body from being disproportionate to a perfect formation of the shape and movement of the whole body. Works Cited Glimore, Tom. â€Å"Ancient Sumeria.†1999. T Byron G Publishing. 27 March 2008   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   . Ramage. â€Å"Description of the Statue.† (October 2005). The Statue of Augustus of   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Prima Porta   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   . Ramage. â€Å"Historical Reflection on the Statue.† (October 2005). The Statue of Augustus of   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Prima Porta . â€Å"The Acropolis Museum.† (2006). Atlantis International.   27 March 2008     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   .

Use of Computer in Pharmacy

Communication: Computers are used within pharmacies to facilitate communication. From email to other Internet-based messaging systems, online communication allows pharmacists and other pharmacy staff to keep in contact both within their own organization and within the professional community. Some pharmacy companies have their own Intranet systems for internal communications over the Internet. Prescription Processing: Prescription processing is invariably one of the main activities going on within a pharmacy on a day-to-day basis, and computers are used to make this process more reliable and efficient.Both the customer service side of pharmacy operation and the dispensing aspect are today carried out through the use of computing systems. Pharmacy computers also handle customer service activities such as sales and cash handling within the retail operation. Information: Having access to the Web via pharmacy computers is something that has enhanced the ability of pharmacists to carry out their duties to a higher standard.As well as giving the pharmacy staff access to the vast store of information that is available on the Internet, including those on specialist pharmacy resources, the Internet connects pharmacists to their peers on a global scale. Professional communities for pharmacists operate on-line, creating an atmosphere that is conducive to professional development. Databases: Computer databases for information about medicines, and medical treatment in general, are used within pharmacies.These database systems allow pharmacy staff to find out information about any potential conflicts or health-care problems in a prescribed treatment, as well as information about the details of any particular medicine the pharmacist needs to know more about. This information may include ingredients and potential effects as well as research and scientific data. Error Prevention: Pharmacy computer systems can help to prevent errors in medication, potentially saving lives and gen erally preserving the health of patients.As well as checking medicines and combinations of medicines, these systems can in some cases check on patient information. The availability of such systems varies across the different geographical areas, but in some cases pharmacy computers are able to check on prescribed medicines with specific reference to a patient and their overall health-care picture. Conclusion: We can say that computer is very useful for us. In clinical Pharmacy, Community Pharmacy and hospital Pharmacy crying need to use computer.

Learning and Talent Development Essay Example | Topics and Well Written Essays - 2750 words

Learning and Talent Development - Essay Example An organization’s ability to cope with the changing economic environment is determined by its people and thus an organization needs to invest in the learning and talent development of its workforce in order to succeed. Learning is necessary as it brings real business results and organizational talent. Learning and talent development empowers employees as it provides them with knowledge, resources and tools needed to perform at their best.An organization’s ability to cope with the changing economic environment is determined by its people and thus an organization needs to invest in the learning and talent development of its workforce in order to succeed. Learning is necessary as it brings real business results and organizational talent. Learning and talent development empowers employees as it provides them with knowledge, resources and tools needed to perform at their best. Learning in an organization is the process through which the organization attempts to improve its p erformance, identifies and rectifies errors and adapts to the changing environment through knowledge and learning (Kandt, 2014). Â  Learning is important for an organization as it enables the organization to perceive and identify changes both internal and external thereby helping it to adapt to the changing environment. Â   Talent is often considered to be an exemplary skill possessed by few people only (Pruis, 2011). Talent in an organization is commonly thought to be that which is capable of achieving high levels of performance.

Ownership and firm performance in Gulf countries Dissertation

Ownership and firm performance in Gulf countries - Dissertation Example 1.1 Background In 1932, Berle and Means published The Modern Corporation and Private Property which argued that the modern American business of the 1930s was better off if there was a separation of ownership and control. This created the grouping of the representation of shareholders and managers into distinct classes to promote efficiency and effectiveness. The idea was rooted in the fact that there were many large and expanding corporations growing in America who had unaccountable managers. Hence, the popular calls of sociologists (particularly political scientists who believed in the separation of powers) and lawyers (who saw the dangers of rights without obligations to account for the use of rights) culminated in Berle and Means' article which argued for the separation of powers between shareholders and managers in order to create a system of accountability. Indeed, the concept of separating the role of owners from the activities of managers thrived for the decades after the 1930 s. Jensen and Meckling (1976) defined the agency theory as was based on the presumption that there is a conflict of interest in the different aspects of a given company or corporate entity. Shareholders, corporate managers and creditors of the business had different processes interests and visions that they sought to attain by their association with a given corporate entity. In their views, Jensen and Meckling argued that where the interest of managers and other stakeholders can be achieved without attaining the interest of the shareholders or the business. Hence, there is the need for some kind of checks and balances to ensure that the goal of managers are merged with the best interest of the company or the business. Hence, there was the need for some degree of checks and control. However, â€Å"the â€Å"shareholder value† movement of the past generation has succeeded in turning managers into faithful servants of share price maximisation, even when this comes at the expens e of other considerations† (Davis, 2011). In other words, after the 1990s, the main barometer that was used to gauge the efficiency of a manger was his ability to maximise share value returns. This led to the use of negative attitudes and negative approaches to management. These managers sought to use ways and means to maximise share value through the disregard of standards, corrupt practices and other illegitimate methods to ensure that they presented good financial statements that did not necessarily show the real activities in the period in question. The culture of shareholder value maximisation at the expense of important considerations led to major corporate scandals like the Enron scandal which led to the surprising collapse of a company that was known to have healthy annual reports. This led to the popular implementation of corporate governance standards in corporate entities around the world. This has come up as a method of controlling and running entities throughout t he world. After corporate governance became the norm and conventional approach after the major financial crises, most countries and most communities adopted corporate governance systems and structures. The Gulf Corporation Council (GCC) nations naturally applied elements and aspects of corporate governance due to the pressures of globalisation and internationalisation which hit the world in the 1990s and the early part of the

Controversial Artwork Essay Example | Topics and Well Written Essays - 250 words

Controversial Artwork - Essay Example Chris Ofili’s Holy Virgin Mary caught national attention in 1999 when it was exhibited at the Brooklyn Museum of Art because it portrayed a queer image of a woman incorporating sexually explicit cutouts covered with elephant dung (http://www.your3dsource.com). The title and the artwork itself, enraged the roman Catholic church and political figures who have high regard of the virgin Mary so that the exhibit was put to a halt and petitions were made between the officials and museum, with the latter winning its rights for its opening as well as its funding. With the images included in the picture of a woman who cannot be acceptable as the Virgin Mary, it is considered defamation in the eyes of the religious people. The word ‘holy’ refers to one who is pure and clean, yet the painting mockingly portrayed its subject who was claimed as holy in its title, by surrounding it with things that symbolized filth like the elephant dung and images of buttocks. Art is indeed an expression of one’s self and expressing one’s self is a right to respect however, those who claim this right should also consider the rights of those whom they hurt because of their

Annalyzing Alice Walker The Color Purple Essay Example | Topics and Well Written Essays - 750 words - 1

Annalyzing Alice Walker The Color Purple - Essay Example She tells Him that she is only 14 and is already burdened with responsibilities of her siblings and the household, sexually abused by her father and pregnant twice. Innocent Celie is confused as to why these things are happening to her and asks God the reason, saying that she has â€Å"always been a good girl†. (Walker, 1) The letters written by Celie to God and later to Nettie, her sister, symbolizes her voice. Her initial letters to God were symbolic to her emotions that were very private, and therefore not for everyone’s eyes. It also shows her isolation as she has no one else to talk to. The only love she has in her life is that of her sister Nettie. They both share an unusual bond of very deep love. The story takes a turn for worse when Celie is married off to a much older man, who is a widower with children and has no respect for Celie. He treats her like a slave and uses her like a sex object, while continuing his affair with Shug Avery. Shug was first introduced to Celie through a photograph which is symbolic to her belonging to a very different world, a place where beauty exists and not like Celie’s world which is devoid of beauty. Celie, after marriage has a life much the same as before marriage. Nettie, on the other hand, in order to escape her father leaves home and comes to stay with Celie but later she escapes this place as well in order to escape the advances of Mr.__ (Celie’s husband). The separation of the two sisters further adds to the misery of Celie. Carrie and Kate, sisters of Mr.__ had good relations with Celie. Kate was the one who had made Celie believe that she deserved â€Å"more than this†. (Walker, 21) The climax of this book is the growing affection between the protagonist and her husband’s love interest, Shug Avery. Their mutual affection and closeness (even sexual relationships) helps these two women to overcome their personal problems. Shug is the one who brings Celie to the joys of sexual communion and it is from

Short Writing Essay Example | Topics and Well Written Essays - 500 words

Short Writing - Essay Example ook tells us about a soldier of the Vietnam War, trying to communicate with the common people to tell them about the hardships and sufferings he went through during the war. This communication convinces the reader about one thing: that true war story is much more different from war stories shown in Hollywood movies and in fictional and non-fictional novels. What media shows on the television is much more different from true war stories. Glamorized stories of soldiers and what they went through as shown in films and dramas does not show us what actually they had to face, what made them laugh, what made them cry, how they felt when they kept hungry for days, and how they missed their loved ones. Even true stories other than war are different as they do not lead us to true emotions as experienced by a soldier who sleeps on heated sand and stays hungry for days. This makes true war stories very much different from other true stories shown in media. For Tim O’Brien, true war stories are exceptional also because he thinks that war stories tell such experiences that is hard for the reader or the listener to separate from what seems to have happened in real; that is, what happened in real seems to be happening right there, right in front of you. One can feel the bombs exploding and people dying. A true war story is unusual than the normal experiences of common people. Also, war stories are exceptional because there are some elements that are too unbearable for the reader or listener to believe, and some elements are too normal for them to believe too. It all depends on the reader or listener how much space he gives to the war story in his belief system. War stories cannot be told in abstract, nor can they be generalized. Every story is different and is hard to tell. These elements are what make true war stories different and exceptional for the narrator of ‘The Things They Carried.’ In short, Tim O’Brien thinks that war is not less than a hell described in words,

Essay on the definition or description of discipleship

On the definition or description of discipleship - Essay Example In valid sagacity it is not like that, Jesus is trying to notify that we have to give up all our relations for he is higher above all our family relations and even our life. In verse 27 Luke14 when it says that, "he cannot be my disciple. Whoever does not carry his own cross and come after me cannot be my disciple."(Luke) From this Jesus means that one should be prepared to die with him and should not hide from sacrificing. Similarly in Luke14: 28-30 it says "For which one of you, when he wants to build a tower, does not first sit down and calculate the cost to see if he has enough to complete it Or else, when he has laid a basis and is not able to finish, all who watch it begin to mock him, saying, this man initiated to construct and was not able to finish." (Luke) It means that a person who is willing to be amongst the disciples of Jesus Christ must know first about the charge and the dilemma he is going to face. It is a type of check on the spirituality of a person that how sincerely he is keen to be a disciple.

Choose one film to analyze in depth as a product of New Hollywood Essay - 1

Choose one film to analyze in depth as a product of New Hollywood - Essay Example Some of this action was spurred by the drastic social changes that were taking place at the time in the form of Civil Rights and Womens Liberation, not to mention the conflict in Vietnam and the conflict that caused back in the States. In an attempt to compete, studios found it necessary to merge with larger corporations that could provide additional revenue streams and stabilize the bottom line. Vertically integrated studios became a thing of the past and movie production fell in the early 1960s opening the way for foreign films to step in. These films and the fact that European, particularly British, locations offered lower budgets, enabled many of the artistic experimental styles being explored in Europe at that time to find their way into Hollywood productions. As the older directors began to phase out of the Hollywood limelight, younger directors such as Martin Scorsese, Francis Ford Coppola, Robert Altman or Mark Nichols willing to take chances and able to keep low budgets bega n to emerge. In these films, such as The Graduate by Nichols (1967), the directors employed experimental techniques to keep budgets low and focus on greater social issues of their times. In this example film, a young man returns from achieving his college education only to have his high ideals destroyed by the plastic society he is expected to join. In The Graduate, Mike Nichols captures much of the essence of New Hollywood from a variety of perspectives. An important aspect to consider in the development of New Hollywood is the number of massive socio-cultural movements that were taking place at the time. The Civil Rights Movement started in the mid-1950s with a much publicized Montgomery bus boycott. The power of the people to affect change was clear by 1964 when the Civil Rights Act banned Jim Crow segregation laws in the South. Black people now had the legal right to social equality if not the physical expression. The Civil Rights Act also

Week 4 discussion TQM Personal Statement Example | Topics and Well Written Essays - 250 words

Week 4 discussion TQM - Personal Statement Example Indeed, teams avail the capacity for a speedy response to changes within customer demands, which may not be satisfied by employees working in limited specialty. A virtual team represents a group of individuals working across time, organizational boundaries, and space with connections reinforced by webs of communication technology. There are three core aspects related to a virtual team, namely: people, purpose, and links. Virtual teams lack hierarchy or any related structures given that they may not be from the same organization. Virtual teams differ from the face-to-face team based on the fact that they may be geographically dispersed while face-to-face teams are localized. This arises from the fact that, in order to attain the same level of effectiveness, as is the case of face-to-face teams, virtual teams’ leadership demands a lot of effort (Oakland, 2012). Virtual teams differ from face-to-face teams based on four pitfalls, namely: absence of concise goals, prioritize, or direction; absence of concise roles among team members; absence of cooperation and trust; and, lack of engagement. Employee involvement represents the creation of an environment where people posses have an impact on the decisions and actions that influence their jobs. Consequently, employees cannot be seen as a cog in a machine, but rather should be viewed as unique and critical to the attainment of the organization goals (Oakland, 2012). Organizations should keep employee involvement alive by: keeping employees updated, giving them autonomy, allowing flexibility, and rewarding success. Some of the general forms of employee involvement include suggestion schemes, team briefings, job design, attitude surveys, and autonomous working groups. Indirect forms of participation entail quality circles, work councils, board representation, task forces, and involvement

Henry Jekylls Full Statement of the Case Essay Example for Free

Henry Jekylls Full Statement of the Case Essay The Strange Case of Dr. Jekyll and Mr. Hyde was written in 1886 by Robert Louis Stevenson. The story derived from one of Stevensons many adult nightmares and raised questions about Society and Religion that was debated by many people. The story was about the duality of man and how Dr. Jekyll tried splitting the good and evil. A result of this was Mr. Hyde and his pure evil personality. In the novel, the last chapter Henry Jekylls Full Statement of the Case answered many questions brought up earlier in the story. Dr. Jekyll is portrayed as a respected and distinguished, well brought up man at the beginning of chapter 10. This is clear in the words, [he was] fond of the respect of the wise and good among my fellow-men, and with every guarantee of an honourable and distinguished future. These statements show us he has all the traits of a gentleman because it says good among my fellow men and fond of the respect of the wise which meant he liked other high honourable men respecting him; however he feels as though he already leads a double life. We see this in the words, I concealed my pleasures and I stood already committed to a found duplicity of life. This tells us that although he likes having he privileges of a gentleman he also enjoys doing something he cant, which would tarnish his reputation. Before he started the experiment Jekyll lead a respected and high life style of being respected by others and being well off and had a theory on good and evil. Jekyll believed that man was made up of 2 personalities, one good and evil. This is clear in the text when Jekyll explains, That man is not truly one, but truly two. He had a large interest in the duality of nature. He believed he could split everyones two personalities into two different people. Jekyll was excited by the idea of separating the two identities. This is apparent when he says I had learned to dwell with the pleasure, as a beloved daydream, on the thought of the separation of these elements he thought that by separating the two identities they would stop irritating each other and he was excited by separating the two personalities because he says hed learned to dwell with the pleasureof the separation of these two elements. Therefore, this was Jekylls ultimate desire and he worked towards this ground-breaking expe riment. Jekyll undertook the experiment to try and split his two personalities and to prove that it was possible. He believed he could brew a potion that would make his good and evil side split into two. It is clear because Jekyll explains that he managed to compound a drug by which these powers should be dethroned from their supremacy. He tells us that mixing the elements would combine their power and he thinks this will split his two personalities into two different people. After he compounded the drug Jekyll hesitated to take it because he knew it was a powerful drug and he risked death. This is proven in the statement I hesitated long before I put this theory to the test of practice. I knew well that I risked death Jekyll knew that he risked his life but was sure that he could do it and had faith in his theory of the dual personalities and duality of man. Once Jekyll finally takes the drug he describes the transformation as the most racking pangs succeeded: a grinding in the bones, deadly nausea, and a horror of the spirit that cannot be exceeded at the hour of birth or death. The way he described the feelings was excruciating pain and that he imagined that you could only feel such pain at the hour of birth or death. This would of made the reader feel repel the reader but also excite them because they would want to know what happens. A Victorian reader probably would find this very controversial and might be slightly offended by the words that are used. When Jekyll first became Hyde he knew from the moment he changed that he was more evil already, this is obvious in the words I knew myself, at the first breath of this new life, to be more wicked, tenfold more wicked. Although Jekyll knew that he was even more wicked as Hyde he seemed to have positive feelings towards him. He felt as though when he was Hyde he was free and had no cares in the world. This is reflected in the words I looked upon that ugly idol in the glass, I was conscious of no repugnance, rather of a leap of welcome. Before the experiment Jekyll felt as though he already lead a double life and had to conceal his pleasures, but as Hyde he had someone in which he could unleash all his forbidden cravings and not have a conscience after doing so. Hed found a perfect solution. Jekyll could become Hyde by taking a potion and Hyde could become Jekyll by reversing the potion. Jekyll believed that his experiment was all under control. However, as Hyde grew stronger it was proven that he learned to control Jekyll. This is shown in the quote Yes, I had gone to bed Henry Jekyll, I had awakened Edward Hyde. How was this to be explained? I asked myself; and then, with another bound of terror how was it to be remedied? Hyde was becoming stronger then Jekyll and was beginning to control him, Hyde could pick and choose when he wanted to come out, and Jekyll had no control now. This also showed Jekylls panic and increasing lack of control because hed began to ask himself how he could keep control of Hyde. Due to Hydes strength becoming more powerful Jekyll decided to stop taking the potion hoping that it would stop Hyde forever. Jekyll was scared that Hyde would take over forever. This is shown in the words the balance of my nature might be permanently overthrown, the power of voluntary change be forfeited, and the character of Edward Hyde become irrevocably mine and he had a difficult decision as he states To cast it in with Hyde was to die a thousand interests and aspirations, and to become, at a blow forever, despised and friendless. In these words it tells us if he was to stay as Hyde he would be giving up thousands of his dreams and goals in live and become friendless because no one liked Hyde. Due to the fact Jekyll was scared that Hyde would take over he had to make a decision whether he would stay as Jekyll or Hyde. His decision was thwarted by Hyde but his resolution to be rid of Hyde helps the reader empathise with Jekyll. Jekyll stopped taking the drug hoping he would stay as Jekyll forever, however because Jekyll was taking the drug for so long he had become an addict and felt as though he could feel Hyde struggling for freedom and he took the drug once again after 3 months. This is clear in the words I began to be tortured with throes and longings, as of Hyde struggling after freedom; and at last, in an hour of moral weakness, I once again compounded and swallowed the transforming draught. These words prove that Hyde was struggling to break free from Jekyll when Jekyll had stopped taking the potion and Jekyll was finding it hard to not take the drug, I know this because it says I began to be tortured. The words struggle, tortured and longings all suggest conflict between the two identities. By the end of the novel Jekylls feelings towards Hyde had turned completely opposite from what they were at the beginning. Hyde and Jekyll had a pure hatred for each other and it was as if they were both trying to make each others lives worse. This is clear from the words The powers of Hyde seemed to have grown with the sickliness of Jekyll. And certainly the hate that now divided them was equal on each side. This statement shows us how strong the hatred between both sides but also the power struggle because Hyde was becoming stronger the more he hated Jekyll. Again, it is shown in the words, The powers of Hyde seemed to have grown with the sickliness of Jekyll. Thus representing the imbalance of power between the two. Although Jekylls hatred for Hyde was strong he carried on taking it because he felt like he was addicted to it. At one point in the novel it describes Jekyll taking the drug to someone with an addiction like to alcohol. He says, I do not suppose that when a drunkard reasons with himself upon his vice, he is once out of five hundred times affected by the dangers that he runs through his brutish physical insensibility. Here Jekyll refers to himself as a drunk and says he cannot reason with himself because he feels as though the drug has already affected him. Therefore, because Jekyll is addicted to the drug, this is why he carries on taking it and he has no power or self respect anymore. When Jekyll says I fell into slavery he means that Hyde has become stronger than him and has began to control him, making him take the drug and become Hyde more then he actually wants. Also at other times the drug has begun to control him because he is like an addict he has the feeling to want to take the drug all the time like and alcoholic would want to drink alcohol. In a way we begin to feel sorry for him here but however, we know it is his fault for carrying on taking the potions just because he enjoys not having any cares and getting away with things. In the novel Hyde is a very powerful and dominant character. He has multiple characteristics throughout the story. He is described as so much smaller, slighter, and younger then Henry Jekyll. The physical description of him is very different from Henry Jekylls. However it also says that evil was written broadly and plainly on the face of the other. This tell us that Hyde may have been smaller and younger the Jekyll however he is much more evil. Hydes character is the complete opposite of Jekylls and is described as more wicked, a tenfold more wicked. This tells us that Hyde is ten times more wicked than Jekyll by using the word tenfold. This makes the reader concerned for what Hyde might do to Jekyll. As well Hyde is described as a man of stone this simile tells us that he has no emotions or feelings for others. In parts of the final chapter Hyde is referred to as unnatural. This is shown in the phrase something not only hellish but inorganic. Jekyll believes that is something that is not real, which is true because he is not a real person, just something created from a potion. As well as being described as unnatural during the final chapter he is also referred to as an animal. This is proven in the statement a creature eaten up and emptied by fever. This phrase tells us that Hyde has traits of and animal by the way he acts and what he does, he acts as a savage animal in the wild when he kills innocent people. Hydes actions are disgraceful and evil throughout the novel. Some of these actions are when he trampled a little girl in the street. Jekyll reflects by saying, An act of cruelty to a child aroused against me the anger of a passer-by. This act makes Jekyll angry at Hyde for being cruel to a child and this is clear because he describes it as an act of cruelty and he is also angry because he makes a passer by angry and it could tarnish Jekylls reputation if people found out they were connected in a way. Another one of Hydes actions was the murder of Sir Danvers Carew. This criminal act is proven in the statement Some two months before the murder of Sir Danvers. These actions show that Hyde is pure evil and has no emotion and will do anything. His actions result in him having to go into hiding because people know that he killed Sir Danvers. The way he killed Sir Danvers Carew was described as, mauling the unresisting body this would of shocked and scared the reader because it would of created a disturbing imagery. Jekylls character is different from Hyde. Firstly, Jekyll is old and elderly; this is proven when he describes himself as elderly in the novel. However, Hyde is the opposite and is young and carefree. I know this because it says younger, lighter, happier. This shows that they are both opposites and this is what is meant when the author describes them as polar twins. Another way Jekyll is different from Hyde is that Jekyll has a conscience whereas Hyde doesnt. This is clear when Jekyll says, I was conscious even when I took the draught and in comparison Hyde says gloating on my crime. These statements prove that even though Hyde has done worse things than Jekyll, Jekyll seems to have more of a conscience. Although as well as having his own conscience, Jekyll seems to feel guilty for what he does when he is Hyde too. But, Hyde gloats at his crimes, therefore proving that he is immoral and not sorry for what hes done, this would of shocked and scared the Victorian reader. Also another difference between Jekyll and Hyde is that Jekyll becomes as Hyde becomes strong. I know this because of the statements sickliness in Jekyll and the powers of Hyde seemed to have grown. This proves that as Jekyll continued to take the drug he made Hyde stronger and it began to be a struggle between them both. Jekyll controlled the growth in Hyde because he carried on taking the potion because he had become an addict; he carried on taking the drug which began to make Hyde come out more often, making him a lot stronger. I know that Jekyll became an addict to the drug because it says I fell into slavery by using the word slavery it tells us that Hyde was beginning to control Jekyll because the more he took the transforming draught the more he became a slave to Hyde. The result of not controlling the growth of Hyde was Hyde getting stronger and stronger and eventually Hyde begins to control Jekyll because he could come out whenever he wanted and this shows how Hyde gains power over Jekyll and through the novel it shows the constant power struggle. At the end of the novel Jekyll knows that his experiments have failed and has to face the consequences. I believe that Jekyll made sure he died by his choice before letting Hyde take over for good. By killing himself Jekyll made sure that he was technically killing Hyde and that he wasnt left free to do evil things once he finally took over Jekylls body and it was a matter of pride and doing what was right for others. Jekyll was very wise to do such a thing for others and at the end of the novel I believe that Jekyll didnt regret his experiments at all. Jekyll was foolish to meddle with the darker side of science and philosophy. However, he didnt deserve to die because he only wanted to try something new and succeed. If Jekyll hadnt done this experiment then some one else would have. After reading the whole novel, I believe that the final chapter is very important to the story. It answers to most questions that are raised earlier in the topic. For example, when Utterson saw Jekyll at the window and Jekyll ignored him we now know that he ignored him and went away because he must have been changing into Hyde. Another example of a question being answered was why Lanyon was so shocked when he say Jekyll and never wanted to see him again, and this was due to him changing into Hyde in front of him. By seeing things from Jekylls perspective it gives us a clearer understanding of the power struggle between Hyde and himself and how Hyde eventually takes over. I would have liked to have seen at one point in the novel or final chapter some of Hydes viewpoint, but there wasnt and perhaps Victorian readers would of liked this too because then maybe it would of given explanations for why Hyde did some of the things he did. Hyde is seen from other peoples perspectives all the time and maybe if we were to have read something from his perspective, we might have seen reasons why he did some of the things he did. However I do believe that the final chapter was key to the novel and made everything much clearer to the reader.

Human Disease Insight (HDI) Database Development

Human Disease Insight (HDI) Database Development Motivation: The scope of the Human Disease Insight (HDI) will not be limited to researchers or doctors but also provide basic information to common people and creating awareness among them and thereby reducing the chances of suffering due to ignorance. The integrated bioinformatics tools within the database will enable researchers to perform comparison among the disease specific genes, and perform protein analysis, search for biomarkers and identification of potential vaccine candidates. Eventually the tools would be of great help to analyze facts about the diseases. Results: The HDI is a knowledge based resource for human disease information to both scientists as well as general public. Here, our mission is to provide a comprehensive human disease database containing most of the useful information with extensive cross-referencing. HDI is a knowledge management system that acts as a central hub to access information about human diseases, drugs and genes involved in various diseases. In addition, the HDI contains well classified bioinformatics tool with description. HDI provides two types of search capabilities, and has provision for downloading, uploading and searching disease/gene/drug related information. Logistics designed for HDI allow regular updation of the database. Availability and implementation: The HDI is freely accessible at http://humandiseaseinsight.com, with user-friendly web interface, and is highly useful to the physicians, researchers, patient and general public. Keywords: Database, Knowledge Management System, Relational Database Management System, Three-Tier Architecture, Web-Server, Mysql, Disease, Gene, Drug 1. Introduction Scientists have documented diseases pertaining to a specific category in various online databases. Due to advancement in science and technology, especially genomics and information technology, we have entered in an exciting era of modern biology. The major challenge, that medical science community presently facing, is the integration of vast and rapidly growing volumes of information on various diseases into a holistic understanding. Recent progress of disease genetics and genome-related medicine has been considerable, with extensive data being generated. The remarkable approach of the Human Genome Project in identification of most of the human genome, transcriptome and proteome, and making them publicly available through online databases, assisted in in-depth inspection of disease genetics. At present databases containing information about human diseases are focused predominantly on a particular category: all known Mandelian disorders (Hamosh, et al., 2005), infectious disease database, rare children diseases (http://www.madisonsfoundation.org/index.php), hereditary ocular disease (https://disorders.eyes.arizona.edu), dermatological diseases (http://www.aocd.org/) and gastrointestinal diseases (http://www.gastro.net.au/). Such attempts enormously uplift the efforts related to prevention, diagnosis and treatment of diseases, developing new approaches to alleviate the consequences of life threatening diseases. However, till date no disease database is populated with guidance towards bioinformatics tools and information available for common individual. Integration of all human diseases from different categories at a common place has become an important issue in the Bioinformatics. Over a period of time, amendments in diagnostic evaluation and treatment emerges. In order to facilitate the community with the latest knowledge of human diseases and discovery of gene involved in diseases, we have created a Knowledge Management System (KMS), that includes information of various categories of human diseases, drugs used to cure the diseases, genes involved in causing the diseases and bioinformatics tools to analyze the involved gene. HDI is thus a comprehensive database of human diseases classified in various categories and cross linked to other databases to retrieve a detailed knowledge of genes, drugs and tools. HDI has broader utility in that it renders clinical information for physicians, genetic information and tools classification for researchers and general description of disease for general public. 2. OVERVIEW OF THE DATABASE Human Disease Insight (HDI) introduces an integrated knowledgebase of diseases, genes, drugs and bioinformatics tools list, with a user friendly interface. It is designed to assemble, store, organize and display information about human diseases, genes associated with human diseases and drugs used to cure diseases in conjunction with classified list of bioinformatics tools for sequence analysis and structure modeling of genes/protein. HDI currently includes information about 625 human diseases, 320 drugs, 1440 gene and classified list of bioinformatics tools (Table 1). Diseases have been classified into 12 categories, each category has been populated with disease information that includes synonym/s, pathogen, general description of disease, gene, clinical features, pathways, investigations, prevention, treatment, risk factor, prevalence and references (Kanehisa and Goto, 2000), (http://www.nlm.nih.gov/medlineplus/), (http://www.medscape.com/). Drugs have been classified into 26 broad categories. Assignment of the genes to human diseases are enlisted with links to NCBI (Maglott, et al., 2007) and UniProt (Wu, et al., 2006) for detailed information. Bioinformatics tools are broadly classified into 3 main categories, each category is then categorized into further sub categories. Information collected for disease, drugs and genes are interconnected in such a way that through disease option, multiple genes and/or multiple drugs involved in a particular disease can be retrieved, through drugs option number of diseases where a particular drug can be used is retrieved and through gene option number of disease/s where a particular gene is involved can be displayed. These information can be accessed freely. The information is curated and updated regularly. 3. Database Structure HDI, is a knowledge based data ware house, that provides an integrated and curated repository of human diseases, drugs and reported genes involved in the pathogenesis of the disease along with the links to bioinformatics tools. Classification of bioinformatics tools with description and links to their respective web pages assists in performing research analysis of gene/protein sequence/s. HDI endows user friendly web interface to allow user to retrieve, download and upload information through interactive web forms. The schematic representation of the logistics used in HDI is shown in Figure1. 3.1. Software design and implementation The data ware house HDI is developed and implemented on a three-tier architecture-user/client, web-interface and relational database management system (RDBMS) backend. User/client can be a physician, researcher, student and/or general public. The web interface is comprised of web pages and web forms, designed in HTML5, CSS, PHP, javascript, ajax, jquery and MySql queries, to provide common gateway interface. At the backend we have created data marts of various information pertaining to human diseases. This developed database is dynamically constructed, web pages and web forms are interlinked with the data ware house created at the backend, for querying the database as instructed by the end user through button clicks and drop down menus. The data ware house created at the backend is a relational database, managed with MySql developed on Windows operating system. For web services, Apache HTTP web server was used. Data mining was performed to retrieve information for human diseases, gen es, drug and tools through various web resources and text books, obtained data was then subjected to curation and uploaded to the database. Framework for HDI primarily consists of tables for disease, drugs and genes information including bioinformatics tools. Diseases are classified broadly into 12 categories. Each category is populated with number of diseases. Each entry in HDI provides a comprehensive information about human disease characterized by synonyms, general description, pathogen, gene involved, clinical features, pathways, investigations, prevention, treatment, drug, prevalence, risk factors and references. The drugs are classified into 26 broad categories, each category is populated with number of drugs with their description and links to Drug databank for detailed information. Genes involved in human diseases are collected and their links to NCBI and UniProt are provided in drop down menu to retrieve elaborate knowledge. For convenience of users, major bioinformatics tools with description and links are classified in an effort to guide them for performing specified analysis of the gene/protein. HDI can be p ublicly accessed from any web browser at http://humandiseaseinsight.com. 3.2. Data curation The HDI is being enhanced through continued efforts to improve diseases knowledge and interlinking of disease, drug and gene tables to obtain optimum information. The information made available for the user is achieved after extensive data mining process. Knowledge thus obtained is managed in a relational database through cross linking to fetch the data stored in the data ware house of HDI and through cross linking of the web resources (NCBI, UniProt and DrugBank) Genes which are related to human diseases are included in the database, and are interlinked with the disease tables so as to get the name/s of disease/s governed by a specific gene. 3.3. Knowledgebase access HDI data can be retrieved efficiently through drop down menus and search functions provided on each page of the web site. User can access alphabetically ordered diseases, drugs, genes and tools through drop down menu. Diseases from different categories can be selected through drop down menu. Clicking on the disease displays the stored information about the disease. Similarly, drugs can be selected from different categories in the drop down menu, clicking on any drug will give its description, disease/s that can be cured and linked with the drug bank for detail. For convenience of users, two different search boxes are provided. One search box present at the home page can search the complete data mart for diseases in the data ware house of the HDI. To enhance the usability of this search box, codes were written to provide auto-complete search suggestion to the user that would save searching time and do spelling correction. Another search present on each page is Google search box, which searches for the term entered, in the database as well as on the web. Our web site has provision for downloading and uploading published articles, e-books and articles related to disease, drug and genes for registered users. All uploads by the user will be timely updated in the database. For registration, signup option is provided, registered user can login for downloading and uploading related information. Medicinal and research oriented news will be emailed to the email address provided by the user. Feedback option is given to receive feedback from the user, to improve the database. Advertisement option is provided for the advertisement companies to display their advertisement on the provided space of the web site after filling the form. Further the database is connected to social networking sites for gaining popularity. 4. Database availability The database can be accessed without any charges to retrieve disease, drug, gene and tool related information. Free registration is required for downloading and uploading the related content. 5. Salient features of the HDI HDI is a robust knowledge management system, that manages data mined knowledge, through cross-linking of the data marts and web resources. This user-friendly, data-intensive repository provide the user a platform to retrieve comprehensive disease related information and perform gene/protein sequence based analysis using direct links of the classified bioinformatics tools. HDI allow users to upload content to improve the data base. 6. Future directions HDI provide optimum information required for diagnosis and treatment of various human diseases. Currently, there are 625 diseases, 1440 genes, 320 drugs and 39 tools. The content of information in specified fields is rapidly expanding, our aim is to collect a complete dataset of human diseases, genes, drugs and tools and to generate a tool that can identify gene causing human disease. We also aim to integrate various bioinformatics tools to annotate human disease specific genes. In future, main challenge is to keep the dataset up to date with growing number diseases, genes, drugs and bioinformatics tools. 7. Conclusions HDI offers a premier platform that deals with all aspects of diseases including history, symptom, cause, epidemiology, treatment, precaution, etc. Moreover, all diseases have been linked with the pharmacology, genomics, proteomics and many other relevant databases. HDI will not only help in greater understanding of the diseases and provide primary data for research but also enable to find the interactions between various diseases by comparing them by various biotools provided here in our database. The information provided shall lay the foundation for further advances in disease diagnosis and also help in design of novel approaches for diagnosing and treating diseases. We consider that, with enrichment of the database, user will get information about all of the human diseases.

Effects of Maternal Neuroticism and Parent Stress

Effects of Maternal Neuroticism and Parent Stress The Influence of Maternal Neuroticism, Parenting Stress and Parental Practices on Children Anxiety and Emotional Dysregulation Introduction Child behavior problems in early childhood have significant research attention especially in development psychology in recent years. However, it is not found meaningful research explaining how behavior problems are affected by parental personality, parental stress and also child rearing practices. Creech (2009) argued that parenting only mediates the relationship between negative live events and child behavior problems. Belsky’s (1984) model is explained the determinants of parenting include parent and child characteristics, as well as parental stress and social support. According to his model; parental personality affects parents’s social relationship, work experiences and marital relations. These three factors is also important to explain parenting practices. However, personality is most important factor to affect parenting and also child rearing practices. It changes other social-contextual factors and forces that influence parenting. It is also stated parental stress and social support affect parenting and child behaviors. Moreover, he declared parental stress negatively affects parenting and child behaviors. The study will examine how maternal neuroticism personality and parental stress are related to children’s behaviors. Parenting practices will be contributor to explain how parental factors influence children social anxiety, emotional dysregulation and internalizing problems. The current study has several purposes. First, the study will examine how life event stress and parental personality affect children’s behavior problems. Secondly, childrearing practice will be investigated as a mediator to explain the effects on children’s behavior problems in the light of emotional dysregulation. Role of Maternal Neuroticism Personality and Maternal Stress Personality has been defined by a number of broad levels. H.J. Eysenck (1967) and Eysenck (1985) have proposed three factors of personality, included as extraversion, neuroticism and psychoticism. Maternal personality is important role to maintain children’s negative or positive reactivity to novelty. One of them personality aspect is neuroticism can influence children behavioral inhibition. Eysenck is defined neuroticism as Bornstein, Hahn and Haynes (2011) emphasized that neuroticism reflects a proneness to psychological distress, unrealistic ideas, excessive cravings or urges, maladaptive coping responses, insecure, and vulnerable orientation to life. Morever; Costa and McCrae (1989) identify the â€Å"Big Five† traits which utilizes maternal personality and children’s behavior problems in most of research. Neuroticism is one of these five traits. It refers to how a person deals with stress and negative emotions. Ellenbogen Hodgins (2004) stated maternal neuroticism correlates to especially social withdrawal and internalizing behavior problems. Kurdek (2003) found that maternal neuroticism is related to child behavior problems. Moreover, It has been suggested that maternal neuroticism is associated with child inhibition (Belsky Barends, 2002). Metsà ¤pelto Pulkkinen (2003) are declared that parental personality is conduced to the development of parenting styles. Crnic Low (2002) are stated that maternal stress points out poorer outcomes in both the child and maternal parent fields. Researches indicate that parenting stress has seen as a risk factor for higher levels of child disruptive behavior problems (Barry, Dunlap, Cotten, Lockman, Wells, 2005; Podolski Nigg, 2001; Qi Kaiser, 2003) and maladaptive parenting practices (Calkins, Hungerford, Dedmon, 2004; Kazdin Whitley, 2003). Morgan, Robinson Aldrigde (2002) are stated that children externalizing problems and parenting stress is association with each other. Creech (2009) examined maternal characteristics, parenting behaviors, and child behavior problems in 27 mothers and their 2-year-old children. It is not found the relationships between maternal parental stress and child behavior problems, parenting behavior or childrearing attitudes. Additionally, mother’s neuroticism is not significantly related to any of the behavior problems. On the other hand, it was found that maternal neuroticism is related to traditional childrearing attitudes. It is know that increased parenting stress has been influenced on children disruptive behaviors problems (Barry, Dunlap, Cotten, Lockman, Wells, 2005; Podolski Nigg, 2001; Qi Kaiser, 2003) as well as maladaptive parenting practices (Calkins, Hungerford, Dedmon, 2004; see Kazdin Whitley, 2003). Williford, Calkins, and Keane (2007) are emphasized that stability of parenting stress was subjected to child externalizing problems and emotion regulation. Koshanska, Clark Goldman (1997) found that the construct of maternal â€Å"negative emotionally† was related to more child behavior problems and defiance. Creecha (2006) was found that higher maternal neuroticism was related more traditional childrearing attitudes. Crnic Low (2002) stated that children externalizing problems is seen as the result of parenting stress, but the directionality relationship is unclear. Fewer studies give little information about what shapes parenting stress and children outcomes. This current study will investigate how maternal neuroticism personality and continues stress are related to children’s behavior problems. Parenting rearing practices will be examined as a mediator of these behaviors. Although researches identifying parenting stress and personality affect child rearing practices, how these factors affects children outcomes is still unclear. Fewer studies have focused on understanding which factors influence on children emotional dysregulation, social withdrawal and also externalizing problems in terms of parenting stress and personality. Especially, in this domain, we chose to focus on neuroticism personality trait conceptually linked with the child behavior. Guided by the extant literature, we also focus maternal continues stress factor on neuroticism and also negative childrearing practices to explain how these maternal factors affect child behaviors with childrearing practices. We speculated that mothers who are more anxious may be more unlikely to exhibit warm and response parenting, like as rejected their children. Moreover, these children who rejected by their parents and they can show behavior problems in their development. Childrearing Practices It is know that personality is a part of parenting to play important role. It also reflects personality characteristics (Belsky, 1984; Kochanska, Clark, Goldman, 1997). Belsky’s model (1984) is defined three principal social-contextual social-contextual determinants of parenting. These are the parent’s personality and other personal psychological resources, the child’s individual characteristics, and contextual stresses and supports. Bornstein, Hahn and Haynes (2011) stated that personality is the most important between in these three factors because it affects parenting directly, alters other causal factors and also influence parenting. Indeed, Belsky (1984) asserted that parenting practices are largely a statement of a parent’s personality in childrearing. Guided by the extant literature, it is known that maternal personality, especially neuroticism is correlated with intrusiveness, irritability, criticism, negative discipline, hostility, and power assertion (Clark et al., 2000; Kashdan et al., 2004; Kochanska, Aksan, Nichols, 2003; Kochanska et al., 1997; Metsa ¨pelto Pulkkinen, 2003; Woodruff-Borden, Morrow, Bourland, Cambron, 2002). Bornstein, Hahn and Haynes (2011) are stated that personality has both theoretical and practical significance for understanding, predicting, and changing parenting cognitions and practices. Rothbart Bates (1998) explain that parent- child relationships and stressful live events influence children’s social and and psychological development We expected neurotic mothers to feel less authorized and less contented with their child rearing practices during maternity. Moreover, even though it is known that there is relationship between parental practices with child outcomes (Bugental Grusec, 2006), we have little information how it can be explained maternal personality and childrearing practice with stress factor. In the current study, we examined whether maternal personality and maternal continues stress factors moderated the relations between childrearing practices and children’s outcomes in childhood. Moreover, we expected parental personality to influence childrearing practices and childrearing practices are also affected by maternal stress factor. Finally, the role of child behavior problems in associations between maternal personality and parenting with stress factor was explained this current research. Child’s Emotional Dsyregulation and Behavior Problems Thompson (1994) defined as emotion regulation ‘‘the extrinsic and intrinsic processes responsible for monitoring, evaluating, and modifying emotional reactions, especially their intensive and temporal features, to accomplish one’s goals’’ (pp. 27-28) Lack of emotional regulation abilities or emotional dysregulation has a key role to affect internalizing and externalizing problems in child development (Cicchetti et al. 1995; Southam-Gerow and Kendall 2002; Suveg and Zeman 2004). It is known that children’s emotional dysregulation is mostly shaped by their social environments, especially family context (Thompson and Meyer 2007). Maccoby (1992), Reiss Price (1996), (Rothbart Bates, 1998) were stated that parenting and child characteristic explain the development of adjustment problems. Several studies have shown that child behaviors and characteristics predict parenting, especially negative parenting behaviors (Ge et al., 1996; Lytton, 1990; Caspi Moffit, 1995; Dumas Wekerle, 1995;). Moreover, it is known that temperament characteristics predict parenting behaviors. Guided by the extant literature, researches stated that infant and toddler period in child development negative affect or difficulty predicts maternal behaviors, such as conflict interactions, responsiveness and control (Bates, Pettit, Dodge, 1995; Braungart-Rieker, Garwood, Stifter, 1997; Campbell, 1979; Crockenberg Acredolo, 1983; Linn Horowitz, 1983; Maccoby, Snow, Jacklin, 1984; Malatesta, Grigoryev, Lamb, Albin, Culver, 1986; Van den Boom, 1989;). Kochanska et al. (2004) reported that child temperament predicted maternal behavior; however, in their study maternal personality factors predicted parenting after controlling for child temperament. Thus, if child effects are important to understanding maternal behavior, maternal personality predicts maternal parenting separately. To begin with, we hypothesized that maternal neuroticism personality would be associated with multiple indices of child behavior problems. Drawing upon previous research in this area, firstly we expected maternal neuroticism to be associated with maternal continues stress, and then relation with childrearing practices and also child temperament traits correlation with child behavior problems (e.g., internalizing and externalizing behavior and aggression behavior). Methods Participant Procedures and Measures Maternal Personality. Mothers filled in the Eysenck Personality Questionnaire (EPQ, Eysenck and Eysenck, 1975). at child age 4. Inventory consists of 100 questions measuring extents of personality. The EPQ has three dimensions which are Psychoticism (P), Extraversion (E), Neuroticism (N) and Lie (L). Because of current research aim; only Neuroticism (N) subscale was examined. Parenting Practices. Each mother completed the Child-Rearing Practices Report Q-Sort (CRPR; Block, 1981) at child age 4. The CRPR includes 91 items which are describing childrearing attitudes, values, beliefs, and behaviors, written on individual cards. Child-Rearing Practices Report Q-Sort (CRPR; Block, 1981) has seven subscales which are indexes of acceptance, rejection, encouragement of achievement, encouragement of independence, punishment orientation, protection and concern were formed based both on previously published research (e.g., Block, 1981; Lin Fu, 1990). For this study it was analyzed on rejected subscales under our hypothesis. Maternal Stress. Recent Life Changes Questionnaire (RLCQ) (Miller Rahe, 1997) was completed by mothers when their children age 2 and 4. It is a 72 item measure of life-changes knowledge during a particular period of time. It has five subscales which was describing health, work, home and family, personal and social and financial. RLCQ was adapted from the Social Readjustment Scale which is created by created by Holmes and Rahe (1967) known as Life Change Units (LCU). It was applied to each item are related to the number of days usually needed to adjust to the new situation. All scores are totaled and computed as a stress factor in the recent life. Child Temperament. Child temperament was assessed with the Colorado Child Temperament Inventory (CCTI, Buss Plomin, 1984). Of particular interest were CCTI subscales of shyness (7 items, a = .87, e.g., ‘‘My child hovers near where other children are playing, without joining in†) and previously established procedures (e.g., Rubin et al., 1995), the emotionality and soothability (reversed) scales were combined to create an aggregate measure of child emotional dysregulation which were analyzed in this study. Children Outcomes. A parent report of child behaviors problems were obtained using the Child Behavior Checklist (CBCL; Achenbach 1991). Mothers completed and rated each item on a 3-point scale (0 = not true, 1 = somewhat true or sometimes true, 2 = very true or often true). The CBCL is a 109-item measure composed of several subscales including withdrawal, somatic complaints, anxiety/depression, social problems, thought problems, attention problems, delinquent behavior, aggressive behavior, internalizing, externalizing, and other problems. In this research, it was used aggressive behavior, internalizing and externalizing problems and withdrawal subscales for analyzing children outcomes. Results 3.1. Preliminary analyses 3.2. Intercorrelations among study variables Correlations between all study variables are presented in Table 2. Table 2 Correlations among study variables * p

Pesticides Essay -- essays research papers

Pesticides: What are they?   Ã‚  Ã‚  Ã‚  Ã‚   Pesticides are chemicals that are used to destroy pests. In the agricultural industry, pesticides are classified into two categories, carcinogenic and non-carcinogenic. A carcinogenic pesticide is a substance or agent producing or inciting cancer. Conversely, a non-carcinogenic pesticide is substance that does not produce or incite cancer. Most agricultural pesticides were registered in the 1950’s, with no standard regulations. The most considerable standard prior to the amendments of the Federal Food, Drug, and Cosmetic Act (FFDCA) was, if a revocation of a pesticide occurred, would it have an impact on the prices or availability of food to the consumer? Today, the 208 pesticides used in the United States are regulated by the FFDCA. Bills such as, The Delaney Clause and The Food Quality Protection Act have modified and enforced pesticide regulations. Consumer concerns with the usage of pesticides in the agricultural industry, in regards to health factors, have overwhelmed the U.S. Environmental Protection Agency (EPA) and demand they enforce pesticide regulations. With the assistance from other organizations such as the Senate Agriculture Committee (SAC), National Academy of Science (NAS), National Resources Defense Council (NRDC), and Consumers Union (CU), the EPA has made a notable progress. Throughout the years, consumers have pushed for research of the chemicals and substances that produce agricultural pesticides and what these pesticides do to our internal system. Congressman, James J. Delaney was also convinced that too many pesticide chemicals were found in foods. So in 1958, the House Select Committee investigated the use of chemicals in food products and amended section 409 of the FFDCA, in result creating The Delaney Clause.   Ã‚  Ã‚  Ã‚  Ã‚   The bill The Delaney Clause was implemented to avoid carcinogenic pesticides in the United States food supply. According to Congressional Reports, the intent of the bill was to reduce public exposure to a wide range of health effects, including nerve damage, reproductive failure, birth defects, and cancer due to hazardous pesticides. Although these health effects have not been proven in human life form, it has been proven that some pesticides are carcinogenic in lab animals. However, the bill overlooked many aspects of the agricultural i... ... from state to state. In return the states provided estimates on cropland and not on non-cropland, such as non-commercial pesticide usage. The 1992 Census of Agriculture Report noted, â€Å"for some states there were no published surveys or expert opinions from field specialists†¦pesticide use profiles were assumed to be the same as an adjacent state†. The report further concluded the data was sufficient â€Å"in spite of the limitations†¦the data would provide a useful overview of the regional patterns of pesticide use based on distributions of crops and the associated intensity of use by compound†. With the Food Quality Protection Act, projects now have a standard for researching, testing, or approving agricultural pesticides. Many organizations have dedicated efforts in regulating the use of pesticides. This paper has defined the term pesticide, and identified possible health effects which carcinogenic pesticides induce in the human body. This paper has differentiated the many organizations and laws that regulate pesticides. Last but not least, this paper has also introduced the many ways the EPA, and other assisting organizations efforts to preserve a strict regulation of pesticide usage.

Giving Language Back:An Argument Against Isolated Grammar Instruction :: Argumentative

Giving Language Back:An Argument Against Isolated Grammar Instruction Who knew that kids liked to read? I certainly didn’t. Let me qualify that. I have known a few kids that liked reading. My daughter likes to read, but I assumed she would, being the daughter of an obsessive reader and all. I have known other child-readers through the years, but since they were nerds like me, I never guessed that â€Å"normal,† MTV-watching, note-writing, gum-popping, 20/20-visioned kids would like to read as well. Fortunately, during my student teaching experience, my classes of seventh-graders proved me wrong. Before delving further into my experience at Freedom Middle School, it is important to understand the significance of my students’ reactions to good literature and to an isolated, grammar-based unit. In this paper, I will not only relate my personal experiences with the two types of curriculum, but what educators and researchers have said about them. Throughout this exploration of time-tested opinion and heavily researched facts, however, the underlying concern will always be our goal in teaching children. Should we try to force them to be who we think we should be – whether our intentions are based on an allegiance to the superiority of traditional methods or on an assumption of the inferiority of our students? Or should we try our hardest to help the students become their own individuals, only better? The first few weeks of students teaching went very well. I had few discipline problems, and the students were very engaged during class time. In fact, they seemed eager to come to class! While I could have credited my wondrous teaching style for their interest, I knew that that was not the reason. In reality, their usual Language Arts angst disappeared because they thoroughly enjoyed the novel we were reading in class, The Watsons Go To Birmingham – 1963. While I had to wake a few dozers and intercept a few notes here and there, all of the students followed along as I read aloud or we listened to a recording of Lavar Burton reading the novel. I saw at least twelve students that were actually reading ahead of their classmates. And while they probably would have preferred discussing music videos or cars, they eagerly summarized chapters when asked and often told me what they would have done if they had a brother like Byron or visited Birmingham in the 1960s.

Biofuel and Aquaculture Essay -- Biodiesel, Natural Resources, Environ

Biofuel and aquaculture are two of many industries that extract resources from ecological systems. For either corn-based biodiesel or finfish farming, the production process acquires feedstock from energy-fixing ecological systems such as farm fields and oceans. In cases such as intensified salmon farming, large amount of supplement is applied including fish meal and fish oil obtained from other ecological systems such as wild ocean (Naylor et al, 2000). For residue-derived biofuel and shellfish agriculture, energy input from external ecosystems, although relatively small, is still necessary to meet the energy needs. These intricately linked ties of interaction determine that impacts of resource utilization shall diffuse to related systems at different scales. Some people trumpet the expansion of either industry. They claim that both industries are socially benign in such way that biofuel lessens dependence on fossil fuels and aquaculture contributes to alleviate world hunger problem. On environmental grounds, residue-based biofuel can allegedly reduce carbon emission and shellfish can improve water quality by removing nitrogen that is more than needed. However, notwithstanding those seemingly strong arguments on larger scale, it is also to be noted that local communities are paying high prices for the development of either industry when additional energy materials are included. Problems such as reduced land productivity and eutrophication are becoming more evident. Biofuel-initiated land conversion from natural forest to monoculture of corn entails huge ecological impacts and introduced exotic species in aquaculture threatens the genetic integrity of native wild species (GESAMP, 2008). When people are trying to resolve thes... ... is by no means stable. Once broader economic situation suffers turmoil as it happened around 2008 and the demand for biofuel plunges, benefit can hardly be kept uncompromised. On the other hand, research up to date still cannot address the ecological interactions specifically on every local scale (McKindsey, 2006). In bivalve aquaculture, the ability of shellfish to filter out particles and purify water is subject to phytoplankton population growth and seasonal variation (Dumbauld, 2009), obscuring the evaluation accuracy of this ecological benefit or cost. These realities add to the uncertainties in assessment and form risks in making decisions about particular resource extraction activities. To minimize those uncertainties, more researches are needed as to establish the solid scientific grounds upon which to conduct case-by-case local benefit and cost analysis.

Inclusive Education Essay

In this assignment I will be critiquing a peer reviewed research article which explores an aspect of interprofessional practice. I will reflect on my practice and identify how the research discussed with in the article impacts and challenges my thinking and approach. By critiquing the journal – Early Years: An International Research Journal, I will show knowledge and understanding of other professional roles in early years under pinned by theory I have researched. My own understanding of inclusive practice in early years is that – â€Å"All children, irrespective of ethnicity, culture or religion, home language, family background, learning difficulties or disabilities, gender or ability should have the opportunity to experience a challenging and enjoyable programme of learning and development.† (Early Years Statutory Framework, 2014, 1.15) The journal focuses on 52 early years practitioners from England, their experience of interprofessional working, woven together and their level of confidence and competence also different settings such as children’s centres, preschool settings and private settings as well as community preschool as it has been the fore front of government policy in UK since the inquiry into Victoria Climbie I have focused on three prime aspects from the journal: training, communication with multiagencies and support which I think is key regarding my own reflection of my practice as well as the impact on my thinking approach. The writers of the journal are Jane Payler and Jan Georgeson (2009) but nowhere in the journal are their qualifications and backgrounds cited. It is unclear that the writers are professional s or have had any practical experience in early years. It does not tell you where the settings are located and which back ground the children and families are from. I believe if all this information was given it may have been clear to the readers why we believe that research done in the deprived area has a  huge impact on their achieving when it comes to budget training and skills. If it was a deprived area they might be struggling with the funds, resources and support. On page b385 it states that they sent the questionnaires out but I believe all the methods used had weaknesses as it does not say anywhere what language they were using and what sort of questions were asked. Throughout the journal the writers praise the efforts that are made from the children’s centre in terms of working with inter professionals. As a reader I felt they were biased towards the children centre as throughout their article they have mentioned several times about how well children centres are doing, in comparison to preschool and private nurseries. Even the tables indicate that the children’s centres are performing at the top and preschool and private settings are nowhere near their achievement and successes. On page 387 of the journal it states that during her research it clearly showed that the children’s centres showed a secure understanding of procedure as well as confidence in approaching other agencies. The first aspect explored was training needs. The Journal article states that â€Å"the survey done was completed by 52 early years practitioners who were either undergoing, or had recently completed training for early years professional status.† Due to the level of education, it is clear to me why most of them were confident when working with outer agencies and writing reports according to the NutBrown review of early education and childcare qualifications interim report (March 2012) – â€Å"Getting qualifications right will help to ensure that women and men enter the profession with the skills and experiences they need to do the best work with young children and their families. Well taught courses and learning routes that lead to reliable qualifications can help early year’s practitioners to improve their skills, knowledge and understanding, constantly developing in their roles.â€Å" This has made me reflect on my own training in regards to what I need to attend in terms of inclusive education and its importance as it is clearly shows in the journal on pg381 that the staff members with high qualifications and training were more confident in approaching and writing IEPS (Individual Educational Plan). As I was reading the journal one thing which really drew my attention was that it talked about the staff training being inconsistent. In some places staff seemed confident and in some places they were not. My  self being an early year’s practitioner and working in a private sector I can relate to the problems as staff are expected to go on training in their own time. Working within the Borough of Hounslow I have experienced first-hand cuts that have definitely been made in regards to training. According to the Guardian published in 2011 heading â€Å"The government is putting training out of reach of those who need it most in early years’’. (Th e Guardian, 2011) It goes on further to state thatâ€Å" From August colleges and training providers, in the main, will receive only half the cost of courses’’. This results in training being harder to gain. In order to go onto training you now have to firstly go onto a waiting list. Not only has that had an impact on your practice but also a staff member’s confidence with dealing with any situation which that training may have addressed. Another issue is that we now, as a setting, have to pay for the training. If a setting is low on funds the training cannot take place and so the staff members, as well as, children, parents and the setting, miss out. Covering the staff on training and courses exacerbates the situation.† It is also shown on page 390 of the journal that due to the cuts the speech and language therapist who will come to the setting one day fortnightly was reduced to once a week which impacts on the children having to refer somewhere else and not having an inc lusive service. I have been affected by this last year as I was told that there was no money left in Hounslow borough to give out for inclusion support staff which resulted on my having to use the staff I had already to support the child’s need . Despite the above and reflecting on my own practice, I believe early years practitioners do the best when it comes to identifying a child with a need, as they are the primary carers after the parents. In my belief, other agencies might have the qualifications but we as practitioners are the ones who identify the problem and so refer them on. As stated in the new EYFS (2014 3.20) â€Å"providers must support staff to undertake appropriate training and professional development opportunities to ensure they offer equality, learning and development that continually improves.† The second aspect which came to my attention was the different level of support throughout the children’s centre, preschool and private nursery. It was astonishing to see that the children’s centres were given the most support and due to this it is not a surprise that they were the most confident in approaching the  outside agencies and writing reports. This is clear due to their inter links with the outside agencies. According to the article they state that in every child’s centre in London they have family support, speech and language therapists as well as health visitors who are designated to each children’s centre. Due to that reason, I believe that they have far more support including regular meetings, interactions and support; however, private nurseries and preschools do not get that support and rely on communication based on letters as well as emails and phone calls, which is not always reliable and as effective as meetings. From my own experience I have noticed that once you identify a concern with a child’s speech and language, the referral takes over six months to completely get a response from a speech and language therapist. In Hounslow alone there is a long waiting list of children waiting to be seen by a speech and language therapist. Due to this, it is no doubt in my mind that having an in-house speech and language therapist or to even have a type of training in order to help and support children with their need as now out of? â€Å"Children coming to school are in need of some sort of speech and language support’’. (I CAN Talk Series – Issue 6) This has challenged my thinking and approach I would definitely like in my setting, as a manager, ascend a staff member to see how the speech and therapist works so they can come back and continue with the therapist approach. It was described by one of the practitioners that sitting with a child whilst seen by the therapist helped her to support the child page 389. I would love to be able to do so in my setting. I can support children with some support while the child is waiting to be seen by the speech and language therapist. Once the child has been seen by the speech and language therapist I make sure I have the copy of the recommendations and advice made by the therapist, so I can use the same strategies used by the therapist. According to I CAN, an organisation that helps children to communicate, ‘‘In some parts of the UK, particularly in areas of poverty over half of children start school with speech, language and communication needs.’’ â€Å"That means 2 to 3 students in every classroom have significant communication difficulties.’’ (I CAN Talk Series – Issue 6) One of the other aspects which came to my attention was that throughout the article it is c lear to me that there has been effective communication within the children‘s centre as there have been professional  staff on site; therefore all communication is face to face especially with speech and language therapists. Whereas private and other settings do not have this capacity and funds so all the communication involving outside agencies is on paper. It is clearly shown in figure 1 page387 that the children’s centres were 100 % on target when it comes to face to face contact with outside agencies. Other settings like independent preschools where I am employed are only doing 75% of face to face contact when it comes to communication and although it’s only 75% contact it is effective within that percentage. I agree with this as my own private setting has to rely on emails, phone calls and paper. This is also clearly stated in the journal on page 387. On page 395 it tells you about the need of the effective inter professionals practice in early years and their belief that it will be possible once the two year old check for disadvantaged children is extended. Since the 2 year check has been introduced I have experienced more regular contact with the health visitor. I have experienced di fferent types of response when it comes to effective communication. As in the document one part needs to be done by the practitioner one by the parents and one need to be done by the health visitor regarding any concern with the child. Some health visitors will be very particular in writing about the child’s health and on other hand some health visitors will write little information concerning the child and leave it as ‘no concerns’. Conclusion: The article helped me to reflect on my practice and identify key issues that impact and challenge my thinking and approach. For me, inclusion is not simply the toleration of all pupils, but the active provision of opportunities for all to feel good about themselves and to have the chance to flourish, whatever their individual needs and potential barriers to learn might be. Whatever difficulties may arise in dealing with the outside agencies ,distance between the professionals and resources and funds available as a particular I believe we have a legal duty to make sure we do the best when it comes to equality and diversity (inclusive and inclusion). In my setting and practice I have made sure that I provide and implement a clear policy and procedure to promote equality and support to every child in need as up held by the legal frame work in EYFS 3.66. It was also clearly stated in the journal on page 389 that settings doing their best when it comes to competence in developing their knowledge and network for inter-professionals over a period  of time were based on their knowledge and greater experience of integrated provision. Effective working practice with outside agencies should occur whatever the contact is, face to face or remote. As a practitioner it is our responsibility to make sure the child is covered within the inclusion policy. The second part of my assignment will be focusing on communication and the importance of communication in settings between other agencies, staff and parents/guardians. The word â€Å"communication† comes from the Latin word â€Å"communis,† meaning â€Å"to share.† (Communication studies). I believe sharing is a very important element when working within your practice, with parents and outside agencies. Personally I believe communication â€Å"is the act of conveying information for the purpose of creating a shared understanding. And includes verbal, non-verbal and electronic means† (Communication studies) According to Pietroni (1992) – â€Å"We should not underestimate the many factors that challenge working relationships between professionals. Most fundamental is communication.† â€Å"To achieve better integration of services and organisation, The Children’s Act 2004 required local authorities to enter into partnership arrangements with parents who, in turn, carried reciprocal duties to cooperate.† -Aubrey Carol. â€Å"As suggested by the Laming Report, the Common Assessment Framework(CAF) was introduced as a standardised approach to assessing children’s additional needs. CAF supports the identification of a child’s additional needs which are not currently being met at the earliest possible stage.† (How children learn, Pg. 59) As an early years professional it is very important that I use communication effectively regardless of the type of setting, the ability to communicate effectively is crucial for developing positive relationships with children, young people and their families, colleagues and other professionals. Not only does it pave the way for a happy working environment but it is also a core unit of study for most children and young people especially when working with inclusion. In my setting I am the manager and the SENCO. I believe we are at the stage of norming as described by Tuckman in his performing team development models. Consensus largely forms among the team, our team responds well to reinforcement by a leader. Roles and responsibilities are clearly defined and important decisions are discussed and agreed upon by the entire team. Smaller decisions may be delegated to  individuals or small teams within a group not only to empower the members of staff but to ensure each staff member understands how to handle decision making and help them to gain experience. Our team also discusses and develops our processes and working styles and are always adapting and evolving in parallel to new research and studies. There is overall respect for team leaders and leadership is shared by the team. Leader facilitates and enables (similar to the Situational Leadership ‘Participating’ mode). Working beside staff is very important to make sure we have an e ffective chain of communication which is strong and healthy. In support of this â€Å"Good communication practices need to be built into the policies and procedures of a setting† (Communication studies: what is communication) In our setting we make sure we work alongside parents as they are the â€Å"first educators† (Early Years Foundation Stage – EYFS, 2.2.) To help children achieve their full potential we make sure that practitioners investigate the experiences families and children receive when they attend our setting. Their feedback is essential to us as it helps us to further improve and meet the needs of parents more successfully. As part of gaining insight into the experiences of children and parents in our setting we send out surveys and questionnaires for parents to express their opinion through, this is especially effective if the parent does not feel comfortable expressing their opinion face to face with a member of staff. In addition to this our setting has an open door policy where every morning members of st aff are available to talk to; our staffs are multilingual and can communicate with a vast range of parents. We also have a text and email system in place for the parents who are working and don’t have time to complete surveys or get in touch with the staff. All these systems are in place to ensure effective communication. Coffee mornings are also in place and provide greater opportunities for parents to discuss their feelings in an informal atmosphere. Some settings invite parents to attend a short nursery rhyme performance and a chat about their experiences of the setting. We, at our setting take the ethos of â€Å"parents as partners†. Research tells us that the parents have the most influence over child development and so practitioners will serve children better by working in partnership with the parents. Practitioners also need to be mindful of the parents’ readiness to engage. There are many factors that should be considered when communicating or  attempting to communicate with parents such as communication barriers. Some of these barriers include time constrain ts regarding parents working hours, story time and language issues and if the parent may have special needs. Another communication barrier is if the engagement may be difficult due to family issues (such as a new baby, caring for a relative, domestic violence, health issues, and unusual working patterns.) It is only by understanding parents and valuing their input that practitioners will be able to acknowledge their readiness to engage with the setting. Strong and positive communication and relationships between staff, parents and children will help to develop an atmosphere of trust and comfort. Some children may receive additional support from agencies for their communication development. It is essential that practitioners work in partnership with these agencies to maximize the benefit for the child as it also states in EYFS â€Å"When parents and practitioners work together in early years settings, the results have a positive impact on children’s development and learning.† (EYFS, 2.2) Our setting works closely alongside outside agencies and take the multi-agency approach to make sure we provide the best care to the children. We also follow EYFS guide lines which states in i.16 – â€Å"Close working between early year’s practitioners and parents is vital for the identification of children’s learning needs and to ensure a quick response to any area of particular difficulty. Parents and families are central to a child’s wellbeing and practitioners should support this important relationship by sharing information and offering support for extending learning in the home†. – To make sure this is happening effectively we have implemented a key person system. Each child has a key person allocated before they start at the setting; it is established before the child starts the setting and on the basis of the initial meeting on induction day and the information gathered from paperwork. An example of this in practice is during introduction staff members meet all the parents and the children. If during the meeting we identify any information about the child’s specific needs such as speech/language/physical issues and the parents need e.g. parents first language is not English, the key person is chosen to suit the need of the child’s /parents so they have better communication and feel more comfortable and at ease. Parents can feel confident in communication with staff members and between their children and staff. The role of the key  person is too gather as much information as possible before the child starts the setting so that the settling in time can be arranged according to the child’s needs and interest. On the child’s first day the key person sets the activity of the child according to the child’s perceived interest and ability to ensure comfort and a sense of safety for the child. In addition to this the key person is responsible for noting and observing the activities of the child. After the initial meeting of the child and pare nts the SENCO of the setting (me) sit down and asses and evaluate any issues or concerns. An example of this is a child who attended my setting and during the induction day the mother had mentioned that the child is shy and an introvert. However upon observing the child during induction activities I learnt that the child may be more than just shy or anti-social. I came to this conclusion as I had noticed the child avoided eye contact and would only play with one toy, a toy car in which he would move it up and down in a continuous pose. The child also flapped their hands as a result of excitement. After the introduction I sat with my staff and talked about the day and mentioned the particular child. I then allocated myself as the child’s key person. I felt I had more rapport with the child and insight than any other member of staff. I then shared my thoughts and observations I had made during the day and offered some solutions and plans of action. During the first few weeks of the child attending the setting I conducted many observations and also got in touch with m y local SENCO and shared my concern over the phone. We then collectively arranged a day for her to come and observe the child. I double checked and ensured there was no further help I could provide and did all that was possible for the child e.g. the child enjoyed sticking doodles wherever he could and so I made a little post-box in each corner of the classroom and moved any hazards such as televisions as he loved sticking notes on the screens of television and computers. I also maintained daily contact with the mother and even asked her if it was possible to come earlier to pick him up as he became very upset when seeing other parents pick up their children. And made the mother aware of the assistance I was receiving from my local SENCO. I explained how it was vital to contact my area SENCO as they could provide advice which would further help me to support her child to the best of my ability. On the mothers agreement permission my area SENCO visited me and observed the child  she later introduced herself to the mother, she explained her role and what she could do for her child. We arranged a meeting to discuss the concern we have as a team and our plans to set up a IEP so that we are to help and support the child on confirming the date we made sure that all the people involved are available such as the mother, area SENCO and myself the setting SENCO. We explained everything to the mother for example what an IEP is and what we were trying to accomplish with it. My role was to arrange a support worker who would work alongside the child to support his needs. On our meeting day we all sat down together with all staff members who were going to support the child. Everyone shared their thoughts individually and expressed their opinions. In the end we set up IEP targets to help the child develop skills and improve, these targets were made in shared agreement. Each individual involved was given a copy of the IEP targets, this ensured that all staff members involved in relation to the child was aware of the child’s difficulties and aware of processes to help overcome them and that we all were all shared same vision to establish positive relation, both with each other and what’s best for the child. I personally believe â€Å"A trusting relationship between the practitioner and parents begins with the initial contact and it is crucial that from the start, parents appreciate that staff value their knowledge and understanding of their child.† (Working in partnership with parents, EYFS Principle) â€Å"a professional and honest approach by all staff will be the baseline in building the feeling of trust† as also reinforced in the government good practice guide as well as in Working Together to Safeguard Children, 2013 states – â€Å"all professionals contribute to whatever actions are needed to safeguard and pr omote a child’s welfare and take part in regularly reviewing the outcomes for the child against specific plans and outcomes;† according to the report published a HM inspector in 2007 talks about working together with professionals and has stated that it is important that we as a practitioner enable ‘’parents to play a stronger role as partners in their child’s learning and development.† The staff also share the IEP so all the other staff are also aware of what is our common goals as a team as I believe it is very important to work as an effective team and to have the common goals. For me teamwork is like an oil that makes the team work. It can enable smoother movement towards targets, can prolong forward momentum, and can help teams to overcome  obstacles. In my setting I make sure when I communicate to my staff, parents and professionals I perform as an adult as a model of Berne’s transactional analysis theory. As I believe if you talk like a child you will get a reaction like a child so it is very important that you make sure you come across as someone you want to be, as an adult or someone representing an accounting function or model. We need to be communicating like an adult. To make sure the staff is confident in doing the targets I arrange for the staff to go on training to be able to support the child as it is vital to me to make a â€Å"quality lea rning experience for children and this requires a quality workforce†¦ providers should regularly consider the training and development needs of all staff members to ensure that they offer a quality learning experience for children that continually improve† (Department of Education 2012). We also have professionals come to our setting to train the staff on the IEP targets such as bucket time. Intensive interaction and especial time in the setting – â€Å"the staff trained that share their experience and knowledge with less experienced staff, in order to ensure that continuing professional development takes place†. (EYE VOLUME 14) The professionals who train the staff come to the setting to work with the key person to see if they are using the training effectively. I have regular contact with the professional through phone, email, and through paper. We have regular interaction with the outside agency and termly meetings in which the child’s progress and next steps to take are addressed. During the meetings the child’s transition is also discussed as it is very important to make sure the child moves to the next setting with all the support and the hard work achieved by us at our setting is implemented and continued. I sat with the mum and the area SENCO to explain to mum the options she has to choose from as in the end it’s what she wants for the child that is important.as it is clearly stated in the SEN code of practice working in partnership with parents 2.2 â€Å"parents too have a vital role to play in supporting their child’s education.† They hold key information and have a critical role to play in their children’s education. It continues to state that parents have â€Å"knowledge and experience to contribute to the shared view of a child’s needs and the best ways of supporting them.† So I believe it is very important that professionals (schools, LEAs and other agencies) actively seek to work with parents and value the contribution they make. It  is my belief that â€Å"The work of professionals can be more effective when parents are involved and account is taken of their wishes, feelings and perspectives on their children’s development.â €  In the document it continues stating â€Å"When practitioners are friendly and have a genuine interest in the children, parents come to like and trust them, and mutual respect can flourish.† According to B Sandra who is the consultant and director of Early Years gives some recommendation on effective communication according to her recommendation we need to give full attention to the person who we were communication, we need to be aware of our body language, need to resist any ways to interrupt. We need to take account of individual need and be flexible in the way they communicate and be ready to ask for help when required, be honest about what we know and what we don’t know, one of the other recommendation is that we need to be sensitive to culture differences as in some cultures direct eye contact is class as been rude in other culture satin cultures certain gestures are classed as rude.so care is needed when communication. While communication with a person with English as a additional needs we need to use photos, and visual aid. Someone with hearing aid needs to be communicating visual aid as well as use of British sigh language to make sure effective communication is taking place. To conclude my assignment I believe that a happier, healthier and better-informed workforce leads to a better setting. And that engaging your workforce with the right kind of communication, delivered regularly and efficiently through appropriate channels and means can make a big difference to all involved, for example you, your staff, child, parents and outside agencies.