Excel and word Assignment Example | Topics and Well Written Essays - 1000 words

Exceed expectations and word - Assignment Example 4: Frequency dissemination for work hours Bin Frequency 0-1000 0 1001-1100 5 1101-1200 1 1201-1300 2 1301-1400 4 1401-1500 3 1501-1600 6 1601-1700 2 1701-1800 1 1801-1900 0 More 0 Graph 1: Histogram for work hours The recurrence circulation table and the histogram affirms scattering of watched esteems on the factors and the slight skewedness. Area B Graphical portrayal of factors is one of the procedures for distinguishing their connection. The accompanying chart shows consistency in changes among all the factors over the thought about months. Diagram 2: Comparative chart of the factors over the considered months The watched consistency in the variables’ pattern recommends conceivable relationship among them. An all the more clear causal impact relationship can be seen from correletion coefficientthat is appeared in the accompanying table. Table 5: Correletion coefficients  Overhead costs Direct work hours Machine hours No. Of set ups Overhead costs 1 Direct work hours 0.70 3705 1 Machine hours 0.74701 0.680397 1 No. Of set ups 0.555748 0.321948 0.333965 1 The table distinguishes the most grounded relationship between overhead expenses and direct work hours and machine hours due to the most noteworthy coefficient, 0.74701, when contrasted with coefficients for the other overhead cost drivers. Examination of fluctuation anyway offers the most precise causal impacts relationship and the tables howl shows the relapse investigation results. Table 6: ANOVA table for various relapse investigation ANOVA  df SS MS F Significance F Regression 3 5284.197 1761.399 16.63454 1.17E-05 Residual 20 2117.761 105.8881 Total 23 7401.958  The low importance esteem, 1.17E-05 that is lower than 0.05, implies that the invalid theory is dismissed such that the cost drivers have huge... Focal points and hindrances of utilizing a spreadsheet bundle to arrange measurable estimations Working spreadsheets in counts has the two points of interest and impediments with which clients communicate. One of the related points of interest is the simplicity with which an individual can find out about spreadsheet includes and apply the highlights in investigation. Promptly accessible capacities for estimations encourages these as clients can without much of a stretch distinguish the functions’ areas and use them at the snap of a tab. Spreadsheet capacities are additionally sorted out into classes with particular highlights and this permits clients to foresee, effortlessly, area of a capacity for use. The general presentation of information esteems additionally offer references to encourage learning of spreadsheet tasks. Another distinguished preferred position with spreadsheets is the capacity to create them inside a brief period and without hardly lifting a finger. Users’ capacity to plan and create spreadsheet additionally implies that the information examina tion apparatuses are modest. Spreadsheets are additionally adaptable to deal with both basic and complex information examination and this makes them pertinent to expanded clients and callings. Modified highlights of spreadsheets with â€Å"built-in capacities, capacities, and tools† likewise offer a favorable position of spreadsheet and enable clients in information examination (Lau and Gugden 2011, p. 247). Most spreadsheets are additionally promptly accessible with activity frameworks and from sellers and the availability advance preparing on the spreadsheet applications and nature with various spreadsheet highlights (Tennent and Friend 2011, n.p.). Spreadsheets likewise takes into consideration various portrayal of information through â€Å"numerical, graphical, and arithmetical representations† (Stacey, Chick and Kendal 2004, p. 107).

What is a Good ACT Aspire Score For a Freshman

What is a Good ACT Aspire Score For a Freshman SAT/ACT Prep Online Guides and Tips It’s enticing to contrast the ACT Aspire test with the PSAT, yet in all actuality they are very unique in their objectives and reason. The PSAT is intended to be practice for the genuine SAT, and excelling on it can qualify you for theNational Merit Scholarship. Then again, the ACT Aspire is a test for third to tenth gradersthat is implied todetermine whether understudies are estimating up toCommon Core guidelines. Much the same as the genuine ACT, the ACT Aspire covers English, Math, Reading, Science, and Writing. Be that as it may, the organization of this test, the structure of the inquiries, and the manner in which the test is scored are altogether totally different from the ACT. So how would you realize what ACT Aspire score you should focus on in your first year of secondary school? Or then again on the off chance that you previously got your outcomes, how might you advise where you stand contrasted with your friends? In this article, I’ll talk about how the ACT Aspire is scored, give you some various approaches to consider what a decent ACT Aspire score is for a ninth grader, and exhibit a few devices to utilize when pondering your particular score. How is the ACT Aspire Test Scored? Scoring is marginally unique for the various evaluations that step through this exam, so I will talk explicitly about how ACT Aspire is scored when you take in secondary school. Right now,scores can extend somewhere in the range of 400 and 460 for each subject, contingent upon your evaluation level. This implies while the most reduced conceivable score is 400 regardless of what evaluation you're in, the greatest conceivable score goes up with every year that you step through the exam. In tenth grade, the most recent year the ACT Aspire is given, the greatest score is 460. In grades 8â€10, your outcomes will incorporate a composite score, which is only the normal of the scores you jumped on the English, Math, Reading, and Science segments of the test. Then, the Writing segment is scored independently. Your outcomes will likewise accompany a couple of different estimations: one for language expressions, one for STEM, and one that assessments your understanding appreciation. To get a feeling of what the entirety of this will resemble, you can look at an example score report. What’s a Good Freshman Score on ACT Aspire? What you consider a decent score relies particularly upon what your objective for that score is. I will experience a few prospects of what the ACT Aspire score can show you, and talk about what establishes a decent score in every one of those cases. Contrasting Yourself with Yourself Since ACT Aspire is given to everybody from third graders to tenth graders, following a couple of years, you will have the option to perceive how well you’re doing on this test contrasted with the various occasions you’ve taken it. The thought is that in each branch of knowledge, your scores should increment from year to year. So part of making sense of a decent green bean score is keeping tabs on your development to ensure that you are improving starting with one year then onto the next. Simultaneously, your scores ought to likewise be hitting the benchmarks set out by ACT. The benchmarks are fundamentally the base scores that you have to get the chance to show that you are performing at grade level. The purpose of these base scores is to show you, your educators, and your folks whether you are on target for school status, and whether there are explicit subjects where you could profit by scholastic help. Here is a table of the ACT Aspire benchmarks for each subject: So for instance, this table shows that on the math part of the ACT Aspire, you can go anyplace somewhere in the range of 400 and 460. In the event that you get at any rate 428 as a first year recruit, you’re viewed as learningat grade level. Contrasting Yourself with YourPeers Something else that across the nation tests like the ACT Aspire should do is give you a feeling of where how your level ofacademic arrangement looks at to your companions. ACT Aspire distributes information about how understudies stepping through the examination scored, so we can experience the information to perceive how you can tell where you stand when thought about toother ninth graders who stepped through the examination simultaneously as you. Some have it simpler than others when contrasting themselves with their companions. Utilizing Composite Scores for Comparison One approach to perceive how you stack up is through your composite score †the normal of yourindividual subject scores (short Writing). This number is a fast method to see your relative positioning generally, without thinking about whether you are better or more regrettable that a few subjects than others. Here isthe scope of composite scores for eighth, ninth, and tenth graders from the most recent year the ACT Aspire was controlled: Evaluation Min 25% Rank half Rank 75% Rank 90% Rank 95% Rank Max 8 406 414 418 423 428 432 435 9 408 414 418 423 430 435 438 10 409 415 419 426 433 438 440 This table gives us a breakdown ofhow understudies scoredon the test.The Min and Max sections show the most reduced and most noteworthy scores earned on this test. The % Rank segments show the score you'd have to reachthe given percentile, for example the score at which you'd be scoringhigher than that percent of different understudies. Along these lines, for instance, ninth graders earned composite scores anyplace somewhere in the range of 408 and 438 (that’s the base and most extreme score segments). On the off chance that you got in any event 414, you showed improvement over 25% of the ninth graders stepping through the examination, which would place you in the 25th percentile of scorers. In the mean time, on the off chance that you got a 435, you fall into the top 5%, since you scored superior to 95% of understudies. What would we be able to gain from this table? For ninth graders, 418 was the medianscore - 49% of understudies improved, and half did more awful. What's a decent green bean composite score for ACT Aspire? Let’s expect that a decent score is generally at or over the 75th percentile †which means, scoring higher than 75% of your companions. This implies a decent composite score for the ACT Aspire for green beans is 423 or higher. The combine everything approach: incredible for paella, less valuable for test scores. Utilizing Individual Test Sections forComparison The composite score is a decent instrument for extremely fast investigation. Be that as it may, another, most likely increasingly helpful, method of contrasting yourself with your friends is to jump into each area of the test exclusively. In addition to the fact that this is an increasingly exact positioning framework, yet it likewise causes you make sense of which subjects are your qualities, and which you have to deal with additional, or possibly get some outside assistance. Presently, how about we research the test segments individually. We can take a gander at precisely what percentile you fall into relying upon yourscore. ACT Aspire ninth Grade English Percentiles Score % Rank Score % Rank Score % Rank Score % Rank 400 1 415 13 430 57 445 96 401 1 416 15 431 61 446 97 402 1 417 16 432 65 447 98 403 1 418 19 433 68 448 99 404 1 419 22 434 71 449 99 405 1 420 25 435 74 450 99 406 1 421 28 436 77 451 99 407 2 422 30 437 80 452 99 408 2 423 33 438 82 453 99 409 3 424 37 439 84 454 99 410 4 425 40 440 87 455 99 411 5 426 43 441 89 456 100 412 7 427 47 442 91 413 8 428 50 443 93 414 10 429 54 444 94 One thing to take a gander at immediately is that you don’t need to get all the inquiries directly so as to fall into the top 1% of understudies. Despite the fact that the specific number will change marginally from year to year, on this adaptation of the ACT Aspire any individual who got over 448 on the English area showed improvement over 99% of test takers. The benchmark English segment score of 426 would put you at the 43rd percentile, which means you scored superior to 43% of your friends. Keeping our suspicion that a decent score on this test is on or over the 75th percentile, we can see that getting 435 or higher places you in any event the 74th percentile, making this a decent score. ACT Aspire ninth Grade ReadingPercentiles Score % Rank Score % Rank Score % Rank Score % Rank 400 1 411 11 422 57 433 95 401 1 412 15 423 61 434 97 402 1 413 16 424 62 435 99 403 1 414 21 425 66 436 99 404 1 415 26 426 71 437 99 405 1 416 30 427 75 438 99 406 1 417 34 428 80 439 99 407 2 418 39 429 84 440 99 408 4 419 43 430 89 441 99 409 4 420 47 431 89 442 100 410 8 421 52 432 92 You can see a comparable thing about the Reading segment results †many of the top scores would place you in the top 1% of individuals stepping through the exam. Additionally, notice how large a distinction in the percentile rankings only one point makes. On the off chance that you earned 428, you are in the top 20%, yet on the off chance that you earned 429, you are in the top 16%. The Reading benchmark that ACT, Inc. decided is 425, or superior to 66% of test takers. A decent score on the Reading area †a score around the 75th percentile †is 427. ACT Aspire ninth Grade MathPercentiles Score % Rank Score % Rank Score % Rank Score %Rank 400 1 416 18 432 82 448 99 401 1 417 23 433 84 449 99 402 1 418 28 434 88 450 99 403 1 419 32 435 90 451 99 404 1 420 37 436 92 452 99 405 1 421 39 437 93 453 99 406 1 422 44 438 95 454 99 407 1 423 49 439 96 455 99 408 1 424 53 440 97 456 99 409 2 425 58 441 98 457 99 410 2 426 61 442 98 458 99 411 4 427 65 443 99 459 99 412 6 428 69 444 99 460 100 413 8 429 72 445 99 414 11 430 75 446 99 415 14 431 79 447 99 The math area yielded an actually quite large spr

Story of Tim Tebow

Story of Tim Tebow Hey all On the night admissions came out (two nights ago), my good friend Steve 11 (freshman ex-roommate) was reminded of the story of Tim Tebow after the decisions were released. I knew about Tebow from talking with Steve many nights (or rather, him talking to me) about football, and I thought it was really a good story, and maybe some of you would enjoy it. But yeah, thats it. Think of this as some light diversionary reading if you will. Remember Tims promise. Best of luck in the weeks ahead! :) -Chris Youre probably feeling down right now. You know youll get over it but you feel like you never will.[1] So if I can offer any advice its just to emote. Let your psychological immune system kick in. Get off the blogs and let out a few tears. Then watch some awesome YouTube videos Or eat a Vermonster with your friends. (editors note: so for the people that dont know, a vermonster is essentially a gigantic tub of ice cream that you can get at Ben and Jerrys, an ice cream chain thats pretty prevalent in the US fun fact: it contains 14,000 calories :D but makes for a good bonding ritual followed by heartburn :P) Ill give you two sentences to stop reading. The rest of this post will be here waiting for you tonight. Kthxbai. There are two things I want to say. But first, listen to this important message from Dan Gilbert, a professor of Psychology at the other Cambridge school. A lot of events in life-both good and bad-are the products of factors that you cannot control. As Dans story shows, some things that seem bad turn out to be a blessing in disguise. More importantly, you dont have to go to MIT to be a success. You can go to a community college and still end up at the top of your field. Now, I hope you dont obsessively dwell on this blog in the future. Its time to move on, so I will bid you adieu with an inspirational true story. Tim Tebow was the best college football player to ever played the game. That is a fact, not an opinion. He was the first sophomore to win the Heisman Trophy, a two-time national champion, and the most statistically dominant player in history. Yet last December he was sitting on the sidelines watching Alabama crush his dream of winning a third national title in four years. He started sobbing because he just couldnt choke back the tears (see video). He invested so much in his team, his last season, in the championship run the media said destiny, that he couldnt hold it together. They say you shouldnt cry over spilt milk. I guess you shouldnt cry over college admissions either, its not that important in the long run. But even Tebow admits that many things, including academics, are more important than football. That didnt stop Tebow crying from becoming the number one Google trend of the day. Of course, this wasnt the first time Tebow let his team down. A little more than a year earlier he failed to gain crucial first down and it cost his team the game. But thats not the important thing. What happened next is part of college football lore: the promise he made (see video) is etched in stone at the University of Florida. Tim Tebow could easily be known as the wunderkind who choked when it was 4th and 1 or the baby who drowned the Georgia Dome in tears. But hes not. Hes remembered for picking himself up and making a promise to do better. As you probably can guess, Florida won 22 consecutive games and the BCS title after Tebow made The Promise. A few weeks after losing to Alabama, Tebow played the best game of his life in the Sugar Bowl. Today he is remembered as the greatest not just of our time, but of all time. Dont let setbacks set you back. Thanks for reading. [1] Most people say something stupid like Ill never eat again after eating too much on Thanksgiving. They know theyll be hungry the next day-they are every year-but to a remarkable extent people are simply stuck in the present.

Sexual Objectification And Its Effects On Women - 2428 Words

For centuries females have been often viewed as objects rather than human beings. Primarily, we see it in the media, video games and advertisements. â€Å"Sexual objectification occurs when a woman’s body or body parts are singled out and separated from her as a person and she is viewed primarily as a physical object of male sexual desire† (Barkley). Although some men and women may view sexual objectification as disapproving, according to actress Cameron Diaz, â€Å"Every woman wants to be objectified because they feel more attractive.† Exposure to objectifying images can form an unrealistic standard in a woman’s head and can result in feelings of body dissatisfaction, eating disorders, sexual dysfunction and low-self esteem. â€Å"Overtime, too much exposure to objectifying images can conduct to self-objectification, which involves taking an observer’s perspective on one’s own body and chronically monitoring ones physical appearance† (Breines). Unfortunately, because many females have conformed to society’s ideal of beautiful they partake in these negative habits. We ought to consider the environments in which we live, in which our children grow up and approach the possible reasons behind sexual objectification. The government can’t do anything about objection therefore every individual is responsible for themselves. With the media flashing this ideal of women at every corner it is nearly impossible to completely avoid it. To diminish the negative effects ofShow MoreRelatedSexual Objectification and the Effects on Women Essay1265 Words   |  6 PagesSexual Objectification of Women and the Effect on Women Everywhere you turn, there are magazine covers, movies, reality TV shows that portray woman in a sexual light. When was the last time that we as a society sat down and realized the effect that this is having on young girls, teens and even grown women. The portrayal of women as sexual objects in these and many other types of media have greatly affected the mindset of society. What affects has this had you ask? There are there main effects thatRead MoreThe Creativity That Lies Behind Such Successful Marketing Strategies951 Words   |  4 Pagescompanies in so many ways objectify women on a daily basis. What’s more disturbing is that this practice is so common we fail to realize it its occurrence. C. In today’s day and age, it is important for me to know who I am in today’s society - a young woman who knows her self worth; something that every woman no matter what their age should know. D. The practice of objectifying women in advertisement is so common that society is no longer cognizant of the effects it has on the woman of today. E.Read MoreThe Sexual Double Standard : Gender Roles1526 Words   |  7 Pages2014 Ho Lot Of Stigma: The Sexual Double Standard Gender roles are social constructs that defines what sort of behaviors are acceptable for men or women. These rigid expectations teach people through socialization that we should think, speak, dress, and be a certain way depending on which gender we are. When we are young we learn the behaviors that are socially appropriate for males and females; these behaviors are often based on gender stereotypes. For example, women are expected to love shoppingRead MoreSexual Objectification Of Music Videos And How Adolescents Are Affected Essay1068 Words   |  5 Pages Sexual Objectification in Music Videos and How Adolescents Are Affected Lauren Faron, Aynsley Fishel, Nisha Patel, Menelik Solomon The Ohio State University Music videos are easily accessible to everyone, especially adolescents. From its earliest origins on TV to recent upgrades to technology on the internet, such as YouTube, anyone can watch music videos at any time of the day. Online music video sites draw an average of 150 million people each month who viewRead MoreObjectification Is A Word That Has Many Negative Connotations1029 Words   |  5 PagesObjectification is a word that has many negative connotations. Nussbaum identifies objectification â€Å"as a pejorative term, connoting a way of speaking, thinking, and acting that the speaker finds morally or socially objectionable, usually, though not always, in the sexual realm.† Nussbaum’s definition is vague, like many of her other works, and places the connotation of the word itself into the â€Å"speaker’s† own hands. While it is good to allow wiggle room for concepts, an act which allows them to beRead MoreAmerican Women s Experiences With Street Ha rassment1204 Words   |  5 Pagesaround the world. Individuals experience street harassment daily. Street harassment is any form of unwanted verbal or physical harassment sexual in nature. This paper will discuss American women s experiences with street harassment. We’ll begin with looking at: Who street harasses? Why they street harass? And lastly, the desired effects compared to actual effects of street harassment? These questions will set up a foundation to view what street harassment says about larger society and the perceptionRead MoreThe Effects Of Media On Women s Self Esteem1327 Words   |  6 Pageswill argue that the media portrays one image of beauty and this has a damaging effect on women’s mental health, resulting in low self esteem and further deepening gender inequality within our society. I will argue this by discussing the effect media has on women’s self esteem, how the media promotes a patriarchal society and the stereotypes it presents to the public. Finally, I will discuss the sexual objectification of women presented in the media and later examine how individuals have taken this matterRead MoreHow I Met Your Mother Essay1307 Words   |  6 Pagesand preventing him from his â€Å"sexual conquests† by warning other women about him. In the course of this episode, the writers have created a setting in which many women of Barney’s past are shown to be insignificant through the stereotypes about women, the treatment of women as sexual objects, and the the inappropriate language used to describe these female characters. In creating a setting in which these sexist remarks are shown to be humorous, these attitudes towards women seem insignificant and trivialRead MoreAnalysis Of The Article Objectification Of Women s Media 996 Words   |  4 Pages21, 2016 Women= Objects in Ads What does a naked woman have to do in a men’s cologne advertisement? Well the adver-tisement companies think that sex sells. When women is objectified, they are being degraded of their character as a human. These days young women especially, they are being objectified to sell goods and services using their looks and not their knowledge. In the article â€Å"Objectification of Women in Entertainment Media† by Jon Barber, explains how the objectification of women in societyRead MoreCambodia: A Place of Countless Struggles1545 Words   |  6 Pagesstruggles. Poverty, lack of education, abuse, and sexual trafficking consume most of Cambodia, and the government continues to let these issues flourish. One of the most prominent problems Cambodia battles with is the sex industry, with prostitution and trafficking rates skyrocketing. According to recent human trafficking statistics, an immense amount of victims are sexually trafficked and exploited in Cambodia each year, but 8 0% of victims are young women and girls (Bertone). While sex trafficking affects

The Role Of Roles Of The Formation And Development Of...

Although environment does play an important role in the formation and development of gender roles, it is not the only influence of gender roles. Biology also plays an important part in the determination of gender roles. In 1978, Braggio et al gathered data on the topic of cross specie observational study on the comparisons of the behavior of children, juvenile chimpanzees, and juvenile orangutans (Jarvis 269). The results showed a consistency of males performing a higher RT (physically vigorous sets of behavior such as chase, jump and play fight (Jarvis 268)) frequency across all three species. The researchers argue that this is caused by hormonal determinism in the two genders. Whatson and Stirling (1992) concluded that those male infants across three species commonly possess a source of testosterone, which exerts an organizing effect upon behavior (Jarvis 269). Jarvis promotes an evolutionary argument for this phenomenon; since ancient times, male creatures had to compete against other conspecifics for survival resources. Thus those who managed to do so are more likely to survive and pass on their genetics with such traits (Jarvis 269). Rough and Tumble play exist almost entirely in males. Since the only similarity all the subjects from cross-cultural and cross-specie is gender, it is safe to assume that there is a linkage between biology and RT. Another supporting argument for the hormonal determination of gender specific behaviors is the Congenital AdrenalShow MoreRelatedThe Dynamics Of Gender Formation1034 Words   |  5 Pages The Dynamics of Gender Formation Although some people believe that the sex role theory or the socialization model of gender as a process, in which we absorb instructions prescribed by the social institutions to act in the acceptable way to our biological sex, is a trivial issue, it is in fact crucial in terms of today’s concern over the gender formation. This significance is accurately noticed by Raewyn Connell, a renown sociologist who proclaimed her views in the essay â€Å"Gender in Personal Life†Read MoreMasculinity And Masculinity : A Patriarchal Society1516 Words   |  7 Pageshypothetically equal. The gender-role identity is the extent of masculine or feminine self-appreciation of an individual (McNeill Petersen, 1985, cited in Fromme Eccles, 1996). Masculinity and femininity described by Deaux (1984) as personal characteristics, activities, behaviours, dispositions, appearances which are acceptable for males or females and established by sociocultural factors, while sex refers only to the p hysiological dissimilarities. Per biological supposition, gender is fully defined byRead MoreSocialisation, Personal Identity, Gender Identity And Gender Roles1313 Words   |  6 PagesSocialisation, Personal identity, Gender Identity and Gender Roles: Boundless.com defines ‘Socialisation’ as â€Å"a term used to refer to the lifelong process of inheriting and disseminating norms, customs and ideologies providing the individual with the skills and habits necessary for precipitating within one’s society, thus the means by which social and cultural continuity are attained† (Boundless.com, 2015). The process of socialisation involves an individual such as an adolescent to have interactionsRead MoreTheories Of Gender Performativity1197 Words   |  5 PagesGender performativity was defined in lecture by Dr. Thomas O’Neill as the act of being either male or female each day (September 21st, 2017). In this essay, I will first be discussing what is meant by gender performativity, followed by an illustration on how it differs from gender socialization and interpretive reproduction - two other theories of gender identity formation. Patricia Adler (1992) as cited by O’Neill in lecture, explains that gender socialization theory emphasizes how children, throughRead MoreEssay on Film Analysis of the Italian Job639 Words   |  3 PagesOur analysis is on the film The Italian Job. While we view the movie and determine the various norms, behaviors, roles and interaction between group members, as well as individuals the examination within the realm of film can present many of the same components. Thus, our group selected this movie to analyze based on its formation of a cohesive problem-solving group full of unforgettable characters. The Italian Job portray many different theories and aspects of small group communication. ThisRead MoreGender Development in Children Essay998 Words   |  4 Pagesin support of the development of gender identity and gender roles. One major theory was the one put forward by Bandura and his social learning theory. Banduras social learning theory states that gender is learnt through direct and indirect reinforcement. The direct reinforcement is influenced by parents and according to the social learning theory gender identity is also reinforced through the beliefs and attitudes that the parents implement within their children through gender stereotypical behaviourRead MoreDifference Between Sex and Gender1127 Words   |  5 PagesAmongst the many popular misconceptions in today’s society, the in depth differences between sex and gender has grown to be one that is discussed extensively by psychologists and sociologists too. Sex in itself is a more scientific term that explains the innate physical attributes of an individual. On the other hand gender carries a more social tone. Meaning, that it refers to the different clothing, activities, career choices, and positions people hold in society. This essay aims to highlight someRead MoreDifference Between Sex and Gender1134 Words   |  5 P agesAmongst the many popular misconceptions in today’s society, the in depth differences between sex and gender has grown to be one that is discussed extensively by psychologists and sociologists too. Sex in itself is a more scientific term that explains the innate physical attributes of an individual. On the other hand gender carries a more social tone. Meaning, that it refers to the different clothing, activities, career choices, and positions people hold in society. This essay aims to highlight someRead MoreThe Importance of Biological Factors in the Development of Gender Identity766 Words   |  4 PagesThe Importance of Biological Factors in the Development of Gender Identity The biosocial theory suggests that gender identity develops as a result of the obvious biological differences between boys and girls and the hormonal differences between the sexes which can be observed in the foetus from about six weeks (Durkin, 1995). Supporting evidence has been found through animal studies, such as that by Young, Goy and Phoenix (1964) who gave testosterone to pregnant monkeysRead MoreVygotsky Theory, Social Learning Theory And Attachment Theory1486 Words   |  6 Pagesfosters the optimal development for their child that considers their cognitive and social development as well as their emotional well being. Vygotsky’s theory, social learning theory, and attachment theory can best explain these different aspects of development. When developing a daycare design, a consultant needs to keep these elements in mind to foster the optimal development in young children. Vygotsky’s theory can be applied in a daycare setting to foster cognitive development. When guiding children

The Twilight Saga 3 Eclipse Chapter 15. WAGER Free Essays

I STARED AT HIM FOR A LONG MINUTE, SPEECHLESS. I could not think of one thing to say to him. As he watched my dumbfounded expression, the seriousness left his face. We will write a custom essay sample on The Twilight Saga 3: Eclipse Chapter 15. WAGER or any similar topic only for you Order Now â€Å"Okay,† he said, grinning. â€Å"That’s all.† â€Å"Jake -† It felt like there was something big sticking in my throat. I tried to clear the obstruction. â€Å"I can’t – I mean I don’t . . . I have to go.† I turned, but he grabbed my shoulders and spun me around. â€Å"No, wait. I know that, Bella. But, look, answer me this, all right? Do you want me to go away and never see you again? Be honest.† It was hard to concentrate on his question, so it took a minute to answer. â€Å"No, I don’t want that,† I finally admitted. Jacob grinned again. â€Å"See.† â€Å"But I don’t want you around for the same reason that you want me around,† I objected. â€Å"Tell me exactly why you want me around, then.† I thought carefully. â€Å"I miss you when you’re not there. When you’re happy,† I qualified carefully, â€Å"it makes me happy. But I could say the same thing about Charlie, Jacob. You’re family. I love you, but I’m not in love with you.† He nodded, unruffled. â€Å"But you do want me around.† â€Å"Yes.† I sighed. He was impossible to discourage. â€Å"Then I’ll stick around.† â€Å"You’re a glutton for punishment,† I grumbled. â€Å"Yep.† He stroked the tips of his fingers across my right cheek. I slapped his hand away. â€Å"Do you think you could behave yourself a little better, at least?† I asked, irritated. â€Å"No, I don’t. You decide, Bella. You can have me the way I am – bad behavior included – or not at all.† I stared at him, frustrated. â€Å"That’s mean.† â€Å"So are you.† That pulled me up short, and I took an involuntary step back. He was right. If I wasn’t mean – and greedy, too – I would tell him I didn’t want to be friends and walk away. It was wrong to try to keep my friend when that would hurt him. I didn’t know what I was doing here, but I was suddenly sure that it wasn’t good. â€Å"You’re right,† I whispered. He laughed. â€Å"I forgive you. Just try not to get too mad at me. Because I recently decided that I’m not giving up. There really is something irresistible about a lost cause.† â€Å"Jacob.† I stared into his dark eyes, trying to make him take me seriously. â€Å"I love him, Jacob. He’s my whole life.† â€Å"You love me, too,† he reminded me. He held up his hand when I started to protest. â€Å"Not the same way, I know. But he’s not your whole life, either. Not anymore. Maybe he was once, but he left. And now he’s just going to have to deal with the consequence of that choice – me.† I shook my head. â€Å"You’re impossible.† Suddenly, he was serious. He took my chin in his hand, holding it firmly so that I couldn’t look away from his intent gaze. â€Å"Until your heart stops beating, Bella,† he said. â€Å"I’ll be here – fighting. Don’t forget that you have options.† â€Å"I don’t want options,† I disagreed, trying to yank my chin free unsuccessfully. â€Å"And my heartbeats are numbered, Jacob. The time is almost gone.† His eyes narrowed. â€Å"All the more reason to fight – fight harder now, while I can,† he whispered. He still had my chin – his fingers holding too tight, till it hurt – and I saw the resolve form abruptly in his eyes. â€Å"N -† I started to object, but it was too late. His lips crushed mine, stopping my protest. He kissed me angrily, roughly, his other hand gripping tight around the back of my neck, making escape impossible. I shoved against his chest with all my strength, but he didn’t even seem to notice. His mouth was soft, despite the anger, his lips molding to mine in a warm, unfamiliar way. I grabbed at his face, trying to push it away, failing again. He seemed to notice this time, though, and it aggravated him. His lips forced mine open, and I could feel his hot breath in my mouth. Acting on instinct, I let my hands drop to my side, and shut down. I opened my eyes and didn’t fight, didn’t feel . . . just waited for him to stop. It worked. The anger seemed to evaporate, and he pulled back to look at me. He pressed his lips softly to mine again, once, twice . . . a third time. I pretended I was a statue and waited. Finally, he let go of my face and leaned away. â€Å"Are you done now?† I asked in an expressionless voice. â€Å"Yes,† he sighed. He started to smile, closing his eyes. I pulled my arm back and then let it snap forward, punching him in the mouth with as much power as I could force out of my body. There was a crunching sound. â€Å"Ow! OW!† I screamed, frantically hopping up and down in agony while I clutched my hand to my chest. It was broken, I could feel it. Jacob stared at me in shock. â€Å"Are you all right?† â€Å"No, dammit! You broke my hand!† â€Å"Bella, you broke your hand. Now stop dancing around and let me look at it.† â€Å"Don’t touch me! I’m going home right now!† â€Å"I’ll get my car,† he said calmly. He wasn’t even rubbing his jaw like they did in the movies. How pathetic. â€Å"No, thanks,† I hissed. â€Å"I’d rather walk.† I turned toward the road. It was only a few miles to the border. As soon as I got away from him, Alice would see me. She’d send somebody to pick me up. â€Å"Just let me drive you home,† Jacob insisted. Unbelievably, he had the nerve to wrap his arm around my waist. I jerked away from him. â€Å"Fine!† I growled. â€Å"Do! I can’t wait to see what Edward does to you! I hope he snaps your neck, you pushy, obnoxious, moronic DOG!† Jacob rolled his eyes. He walked me to the passenger side of his car and helped me in. When he got in the driver’s side, he was whistling. â€Å"Didn’t I hurt you at all?† I asked, furious and annoyed. â€Å"Are you kidding? If you hadn’t started screaming, I might not have figured out that you were trying to punch me. I may not be made out of stone, but I’m not that soft.† â€Å"I hate you, Jacob Black.† â€Å"That’s good. Hate is a passionate emotion.† â€Å"I’ll give you passionate,† I muttered under my breath. â€Å"Murder, the ultimate crime of passion.† â€Å"Oh, c’mon,† he said, all cheery and looking like he was about to start whistling again. â€Å"That had to be better than kissing a rock.† â€Å"Not even remotely close,† I told him coldly. He pursed his lips. â€Å"You could just be saying that.† â€Å"But I’m not.† That seemed to bother him for a second, but then he perked up. â€Å"You’re just mad. I don’t have any experience with this kind of thing, but I thought it was pretty incredible myself.† â€Å"Ugh,† I groaned. â€Å"You’re going to think about it tonight. When he thinks you’re asleep, you’ll be thinking about your options.† â€Å"If I think about you tonight, it will be because I’m having a nightmare.† He slowed the car to a crawl, turning to stare at me with his dark eyes wide and earnest. â€Å"Just think about how it could be, Bella,† he urged in a soft, eager voice. â€Å"You wouldn’t have to change anything for me. You know Charlie would be happy if you picked me. I could protect you just as well as your vampire can – maybe better. And I would make you happy, Bella. There’s so much I could give you that he can’t. I’ll bet he couldn’t even kiss you like that – because he would hurt you. I would never, never hurt you, Bella.† I held up my injured hand. He sighed. â€Å"That wasn’t my fault. You should have known better.† â€Å"Jacob, I can’t be happy without him.† â€Å"You’ve never tried,† he disagreed. â€Å"When he left, you spent all your energy holding on to him. You could be happy if you let go. You could be happy with me.† â€Å"I don’t want to be happy with anyone but him,† I insisted. â€Å"You’ll never be able to be as sure of him as you are of me. He left you once, he could do it again.† â€Å"No, he will not,† I said through my teeth. The pain of the memory bit into me like the lash of a whip. It made me want to hurt him back. â€Å"You left me once,† I reminded him in a cold voice, thinking of the weeks he’d hidden from me, the words he’d said to me in the woods beside his home. . . . â€Å"I never did,† he argued hotly. â€Å"They told me I couldn’t tell you – that it wasn’t safe for you if we were together. But I never left, never! I used to run around your house at night – like I do now. Just making sure you were okay.† I wasn’t about to let him make me feel bad for him now. â€Å"Take me home. My hand hurts.† He sighed, and started driving at a normal speed, watching the road. â€Å"Just think about it, Bella.† â€Å"No,† I said stubbornly. â€Å"You will. Tonight. And I’ll be thinking about you while you’re thinking about me.† â€Å"Like I said, a nightmare.† He grinned over at me. â€Å"You kissed me back.† I gasped, unthinkingly balling my hands up into fists again, hissing when my broken hand reacted. â€Å"Are you okay?† he asked. â€Å"I did not.† â€Å"I think I can tell the difference.† â€Å"Obviously you can’t – that was not kissing back, that was trying to get you the hell off of me, you idiot.† He laughed a low, throaty laugh. â€Å"Touchy. Almost overly defensive, I would say.† I took a deep breath. There was no point in arguing with him; he would twist anything I said. I concentrated on my hand, trying to stretch out my fingers, to ascertain where the broken parts were. Sharp pains stabbed along my knuckles. I groaned. â€Å"I’m really sorry about your hand,† Jacob said, sounding almost sincere. â€Å"Next time you want to hit me, use a baseball bat or a crowbar, okay?† â€Å"Don’t think I’ll forget that,† I muttered. I didn’t realize where we were going until we were on my road. â€Å"Why are you taking me here?† I demanded. He looked at me blankly. â€Å"I thought you said you were going home?† â€Å"Ugh. I guess you can’t take me to Edward’s house, can you?† I ground my teeth in frustration. Pain twisted across his face, and I could see that this affected him more than anything else I’d said. â€Å"This is your home, Bella,† he said quietly. â€Å"Yes, but do any doctors live here?† I asked, holding up my hand again. â€Å"Oh.† He thought about that for a minute. â€Å"I’ll take you to the hospital. Or Charlie can.† â€Å"I don’t want to go to the hospital. It’s embarrassing and unnecessary.† He let the Rabbit idle in front of the house, deliberating with an unsure expression. Charlie’s cruiser was in the driveway. I sighed. â€Å"Go home, Jacob.† I climbed out of the car awkwardly, heading for the house. The engine cut off behind me, and I was less surprised than annoyed to find Jacob beside me again. â€Å"What are you going to do?† he asked. â€Å"I am going to get some ice on my hand, and then I am going to call Edward and tell him to come and get me and take me to Carlisle so that he can fix my hand. Then, if you’re still here, I am going to go hunt up a crowbar.† He didn’t answer. He opened the front door and held it for me. We walked silently past the front room where Charlie was lying on the sofa. â€Å"Hey, kids,† he said, sitting forward. â€Å"Nice to see you here, Jake.† â€Å"Hey, Charlie,† Jacob answered casually, pausing. I stalked on to the kitchen. â€Å"What’s wrong with her?† Charlie wondered. â€Å"She thinks she broke her hand,† I heard Jacob tell him. I went to the freezer and pulled out a tray of ice cubes. â€Å"How did she do that?† As my father, I thought Charlie ought to sound a bit less amused and a bit more concerned. Jacob laughed. â€Å"She hit me.† Charlie laughed, too, and I scowled while I beat the tray against the edge of the sink. The ice scattered inside the basin, and I grabbed a handful with my good hand and wrapped the cubes in the dishcloth on the counter. â€Å"Why did she hit you?† â€Å"Because I kissed her,† Jacob said, unashamed. â€Å"Good for you, kid,† Charlie congratulated him. I ground my teeth and went for the phone. I dialed Edward’s cell. â€Å"Bella?† he answered on the first ring. He sounded more than relieved – he was delighted. I could hear the Volvo’s engine in the background; he was already in the car – that was good. â€Å"You left the phone . . . I’m sorry, did Jacob drive you home?† â€Å"Yes,† I grumbled. â€Å"Will you come and get me, please?† â€Å"I’m on my way,† he said at once. â€Å"What’s wrong?† â€Å"I want Carlisle to look at my hand. I think it’s broken.† It had gone quiet in the front room, and I wondered when Jacob would bolt. I smiled a grim smile, imagining his discomfort. â€Å"What happened?† Edward demanded, his voice going flat. â€Å"I punched Jacob,† I admitted. â€Å"Good,† Edward said bleakly. â€Å"Though I’m sorry you’re hurt.† I laughed once, because he sounded as pleased as Charlie had. â€Å"I wish I’d hurt him.† I sighed in frustration. â€Å"I didn’t do any damage at all.† â€Å"I can fix that,† he offered. â€Å"I was hoping you would say that.† There was a slight pause. â€Å"That doesn’t sound like you,† he said, wary now. â€Å"What did he do?† â€Å"He kissed me,† I growled. All I heard on the other end of the line was the sound of an engine accelerating. In the other room, Charlie spoke again. â€Å"Maybe you ought to take off, Jake,† he suggested. â€Å"I think I’ll hang out here, if you don’t mind.† â€Å"Your funeral,† Charlie muttered. â€Å"Is the dog still there?† Edward finally spoke again. â€Å"Yes.† â€Å"I’m around the corner,† he said darkly, and the line disconnected. As I hung up the phone, smiling, I heard the sound of his car racing down the street. The brakes protested loudly as he slammed to a stop out front. I went to get the door. â€Å"How’s your hand?† Charlie asked as I walked by. Charlie looked uncomfortable. Jacob lolled next to him on the sofa, perfectly at ease. I lifted the ice pack to show it off. â€Å"It’s swelling.† â€Å"Maybe you should pick on people your own size,† Charlie suggested. â€Å"Maybe,† I agreed. I walked on to open the door. Edward was waiting. â€Å"Let me see,† he murmured. He examined my hand gently, so carefully that it caused me no pain at all. His hands were almost as cold as the ice, and they felt good against my skin. â€Å"I think you’re right about the break,† he said. â€Å"I’m proud of you. You must have put some force behind this.† â€Å"As much as I have.† I sighed. â€Å"Not enough, apparently.† He kissed my hand softly. â€Å"I’ll take care of it,† he promised. And then he called, â€Å"Jacob,† his voice still quiet and even. â€Å"Now, now,† Charlie cautioned. I heard Charlie heave himself off of the sofa. Jacob got to the hall first, and much more quietly, but Charlie was not far behind him. Jacob’s expression was alert and eager. â€Å"I don’t want any fighting, do you understand?† Charlie looked only at Edward when he spoke. â€Å"I can go put my badge on if that makes my request more official.† â€Å"That won’t be necessary,† Edward said in a restrained tone. â€Å"Why don’t you arrest me, Dad?† I suggested. â€Å"I’m the one throwing punches.† Charlie raised an eyebrow. â€Å"Do you want to press charges, Jake?† â€Å"No.† Jacob grinned, incorrigible. â€Å"I’ll take the trade any day.† Edward grimaced. â€Å"Dad, don’t you have a baseball bat somewhere in your room? I want to borrow it for a minute.† Charlie looked at me evenly. â€Å"Enough, Bella.† â€Å"Let’s go have Carlisle look at your hand before you wind up in a jail cell,† Edward said. He put his arm around me and pulled me toward the door. â€Å"Fine,† I said, leaning against him. I wasn’t so angry anymore, now that Edward was with me. I felt comforted, and my hand didn’t bother me as much. We were walking down the sidewalk when I heard Charlie whispering anxiously behind me. â€Å"What are you doing? Are you crazy?† â€Å"Give me a minute, Charlie,† Jacob answered. â€Å"Don’t worry, I’ll be right back.† I looked back and Jacob was following us, stopping to close the door in Charlie’s surprised and uneasy face. Edward ignored him at first, leading me to the car. He helped me inside, shut the door, and then turned to face Jacob on the sidewalk. I leaned anxiously through the open window. Charlie was visible in the house, peeking through the drapes in the front room. Jacob’s stance was casual, his arms folded across his chest, but the muscles in his jaw were tight. Edward spoke in a voice so peaceful and gentle that it made the words strangely more threatening. â€Å"I’m not going to kill you now, because it would upset Bella.† â€Å"Hmph,† I grumbled. Edward turned slightly to throw me a quick smile. His face was still calm. â€Å"It would bother you in the morning,† he said, brushing his fingers across my cheek. Then he turned back to Jacob. â€Å"But if you ever bring her back damaged again – and I don’t care whose fault it is; I don’t care if she merely trips, or if a meteor falls out of the sky and hits her in the head – if you return her to me in less than the perfect condition that I left her in, you will be running with three legs. Do you understand that, mongrel?† Jacob rolled his eyes. â€Å"Who’s going back?† I muttered. Edward continued as if he hadn’t heard me. â€Å"And if you ever kiss her again, I will break your jaw for her,† he promised, his voice still gentle and velvet and deadly. â€Å"What if she wants me to?† Jacob drawled, arrogant. â€Å"Hah!† I snorted. â€Å"If that’s what she wants, then I won’t object.† Edward shrugged, untroubled. â€Å"You might want to wait for her to say it, rather than trust your interpretation of body language – but it’s your face.† Jacob grinned. â€Å"You wish,† I grumbled. â€Å"Yes, he does,† Edward murmured. â€Å"Well, if you’re done rummaging through my head,† Jacob said with a thick edge of annoyance, â€Å"why don’t you go take care of her hand?† â€Å"One more thing,† Edward said slowly. â€Å"I’ll be fighting for her, too. You should know that. I’m not taking anything for granted, and I’ll be fighting twice as hard as you will.† â€Å"Good,† Jacob growled. â€Å"It’s no fun beating someone who forfeits.† â€Å"She is mine.† Edward’s low voice was suddenly dark, not as composed as before. â€Å"I didn’t say I would fightfair.† â€Å"Neither did I.† â€Å"Best of luck.† Jacob nodded. â€Å"Yes, may the best man win.† â€Å"That sounds about right . . . pup.† Jacob grimaced briefly, then he composed his face and leaned around Edward to smile at me. I glowered back. â€Å"I hope your hand feels better soon. I’m really sorry you’re hurt.† Childishly, I turned my face away from him. I didn’t look up again as Edward walked around the car and climbed into the driver’s side, so I didn’t know if Jacob went back into the house or continued to stand there, watching me. â€Å"How do you feel?† Edward asked as we drove away. â€Å"Irritated.† He chuckled. â€Å"I meant your hand.† I shrugged. â€Å"I’ve had worse.† â€Å"True,† he agreed, and frowned. Edward drove around the house to the garage. Emmett and Rosalie were there, Rosalie’s perfect legs, recognizable even sheathed in jeans, were sticking out from under the bottom of Emmett’s huge Jeep. Emmett was sitting beside her, one hand reached under the Jeep toward her. It took me a moment to realize that he was acting as the jack. Emmett watched curiously as Edward helped me carefully out of the car. His eyes zeroed in on the hand I cradled against my chest. Emmett grinned. â€Å"Fall down again, Bella?† I glared at him fiercely. â€Å"No, Emmett. I punched a werewolf in the face.† Emmett blinked, and then burst into a roar of laughter. As Edward led me past them, Rosalie spoke from under the car. â€Å"Jasper’s going to win the bet,† she said smugly. Emmett’s laughter stopped at once, and he studied me with appraising eyes. â€Å"What bet?† I demanded, pausing. â€Å"Let’s get you to Carlisle,† Edward urged. He was staring at Emmett. His head shook infinitesimally. â€Å"What bet?† I insisted as I turned on him. â€Å"Thanks, Rosalie,† he muttered as he tightened his arm around my waist and pulled me toward the house. â€Å"Edward . . . ,† I grumbled. â€Å"It’s infantile,† he shrugged. â€Å"Emmett and Jasper like to gamble.† â€Å"Emmett will tell me.† I tried to turn, but his arm was like iron around me. He sighed. â€Å"They’re betting on how many times you . . . slip up in the first year.† â€Å"Oh.† I grimaced, trying to hide my sudden horror as I realized what he meant. â€Å"They have a bet about how many people I’ll kill?† â€Å"Yes,† he admitted unwillingly. â€Å"Rosalie thinks your temper will turn the odds in Jasper’s favor.† I felt a little high. â€Å"Jasper’s betting high.† â€Å"It will make him feel better if you have a hard time adjusting. He’s tired of being the weakest link.† â€Å"Sure. Of course it will. I guess I could throw in a few extra homicides, if it makes Jasper happy. Why not?† I was babbling, my voice a blank monotone. In my head, I was seeing newspaper headlines, lists of names. . . . He squeezed me. â€Å"You don’t need to worry about it now. In fact, you don’t have to worry about it ever, if you don’t want to.† I groaned, and Edward, thinking it was the pain in my hand that bothered me, pulled me faster toward the house. My hand was broken, but there wasn’t any serious damage, just a tiny fissure in one knuckle. I didn’t want a cast, and Carlisle said I’d be fine in a brace if I promised to keep it on. I promised. Edward could tell I was out of it as Carlisle worked to fit a brace carefully to my hand. He worried aloud a few times that I was in pain, but I assured him that that wasn’t it. As if I needed – or even had room for – one more thing to worry about. All of Jasper’s stories about newly created vampires had been percolating in my head since he’d explained his past. Now those stories jumped into sharp focus with the news of his and Emmett’s wager. I wondered randomly what they were betting. What was a motivating prize when you had everything? I’d always known that I would be different. I hoped that I would be as strong as Edward said I would be. Strong and fast and, most of all, beautiful. Someone who could stand next to Edward and feel like she belonged there. I’d been trying not to think too much about the other things that I would be. Wild. Bloodthirsty. Maybe I would not be able to stop myself from killing people. Strangers, people who had never harmed me. People like the growing number of victims in Seattle, who’d had families and friends and futures. People who’d had lives. And I could be the monster who took that away from them. But, in truth, I could handle that part – because I trusted Edward, trusted him absolutely, to keep me from doing anything I would regret. I knew he’d take me to Antarctica and hunt penguins if I asked him to. And I would do whatever it took to be a good person. A good vampire. That thought would have made me giggle, if not for this new worry. Because, if I really were somehow like that – like the nightmarish images of newborns that Jasper had painted in my head – could I possibly be me? And if all I wanted was to kill people, what would happen to the things I wanted now? Edward was so obsessed with me not missing anything while I was human. Usually, it seemed kind of silly. There weren’t many human experiences that I worried about missing. As long as I got to be with Edward, what else could I ask for? I stared at his face while he watched Carlisle fix my hand. There was nothing in this world that I wanted more than him. Would that, could that, change? Was there a human experience that I was not willing to give up? How to cite The Twilight Saga 3: Eclipse Chapter 15. WAGER, Essay examples

Diagnosis and Treatment of Stroke Patients

Question: Describe about the Diagnosis and Treatment of Stroke Patients? Answer: Introduction Stroke is the third largest death causing disease in the United States. It is seen that one death out of fifteen is due to stroke. According to the Frizzell, 2005, every year about 0.7 million peoples are diagnosed with stroke and 2 million go through second stroke. Stroke is the abrupt interruption of the blood supply in the brain. The NICE, 2008 states that the stroke is of two types, one is ischemic stroke in which an artery supplying blood to the brain suddenly blocked, thus decreased blood supply leads to brain infarction. According to the internet stroke centre, other one is haemorrhage stroke which occurred due to leakage of blood into the brain tissue when a blood vessel burst. About 80% of cases are diagnosed with ischemic stroke and the main causative agent is clot and sometimes stenosis (narrowing of the blood vessels due to deposition of the plaque. Whereas NICE, 2008 states that 20 % cases of stroke are diagnosed with haemorrhage stroke. According to the NICE, 2008 Frizzell, 2005, the main cause of aneurysm is, weak point in an artery wall, which enlarges with time under high arterial pressure. Thus the artery wall rupture and leak out the blood around brain tissues. Sign and symptoms The symptoms of stroke are sudden. One must be tentative and should take action rapidly by watching symptoms of stroke. One can recognise symptoms of stroke as person feel abrupt numbness and weakness in the face, arm or leg. He or she may feel confused, inability to talk or trouble in understanding. According to the National institute of neurological disorders stroke, patient seems trouble in seeing with eyes, unable to walk or stand straight, loss of coordination and can feel headache without any reason. Diagnosis for the stroke: The stroke can be diagnosed on the basis of sign symptoms, medical history, physical examination and test results. Medical history and physical examination: According to the National institues of heart and NHS choice, 2015, the doctor will look out for the family history of stroke and other unhealthy factors such as smoking, hypertension or heart diseases. During physical examination, doctor will look for signs like carotid artery disease and even check the persons coordination, stability and alertness. Diagnostic tests: Stroke can be diagnosed by performing following of the tests: Brain CT scan: It is also called as brain computed tomography, which is the painless test and use x-rays to look inside the brain. It is usually done after the stroke suspected. The pictures of the CT scan shows damaged brain cells or internal clotting in the brain. MRI: Magnetic resonance imaging uses magnet and radio waves to picture the organ and brain structures. This test helps in detecting the changes in the brain tissues and blood vessels in the brain. CT arteriogram (CTA) and magnetic resonance arteriogram (MRA): The Computed tomography arteriogram and magnetic resonance arteriogram shows clear pictures of damage inside the large blood vessels or clot in the brain. It also shows blood flow in the brain. Carotid ultrasound: It uses sound waves to look inside the carotid arteries. This test can also include Doppler ultrasound, which tells the speed and direction of blood moving in the brain blood vessels. Carotid angiography: This test uses a dye along with special x-rays to look inside the carotid vessels of the brain. The dye is injected through the catheter from the upper thigh. Blood tests: Blood glucose test is used to check the amount of blood glucose in body, if it is low then, it may be a reason of the stroke. The Blood platelet count is done to count the platelets in the body. If the platelet count is low then, the person has bleeding disorder and if the platelet count is high then, one has thrombotic disorder, the either of the cases can be a cause of stroke. Treatments for the stroke: According to the Nurses labs, n.d., the drug therapy is the first choice of treatment in the stroke. There are two class of drugs, antithrombotic which includes antiplatelet agents and anticoagulants and other one is thrombotic drugs. For ischemic stroke: Antithrombotic drugs: According to the National institute of neurological disorders stroke, these drugs used to prevent the clotting in the blood vessels, as these clots block the brain arteries and vessels thus causes ischemic stroke. Antiplatelet which belongs to this category also helps in preventing the blood clot. The drug belongs to this category are clopidogrel, ticlopidine. Anticoagulants helps in decreasing the risk of clotting property of the blood. The drugs are warfarin, heparin, and enoxaparin. Statins: According to the NHS choice, 2015, if cholesterol levels are high in the body, they are controlled by statins which blocks the cholesterol converting enzyme in the liver. Antihypertensive agents: According to the NHS choice, 2015, these are used to control the high blood pressure in the body. These are of type ACE inhibitors, ca++ channel blocker, and alpha and beta blocker. Thrombolytic drugs: This work by dissolving the blood clot that causes the blockage of an artery. These drugs are used to work on an ongoing stroke. Thus dissolves the clot and regulates the blood flow to the brain. According to the American stroke association and the internet stroke centre, a genetically engineered product called as recombinant tissue plasminogen activator which is a form of t-PA is an example of this type of agent. Carotid endarterectomy: According to the National institute of neurological disorders stroke, the removal of the plaque from the carotid artery which supplies blood to the brain. For haemorrhagic stroke: According to the National institute of neurological disorders stroke American stroke association, there are several surgical procedures which helps in regulating the blood flow in the brain e.g. Extra cranial/intracranial bypass. The block artery rerouted by the healthy artery in the affected area of the brain, this is done in the extra cranial/intracranial bypass procedure. This surgical procedure is done in haemorrhagic stroke. Summary: The stroke is a neurologic event which occurs due to an abrupt supply of blood in the brain. The risk associated with this disease is diabetes mellitus, high blood pressure, and the family history of stroke. Many treatment are available, which helps in controlling the stroke such as statin, thrombolytic, antithrombotic agents. Research is going on to evolve the novel effective treatment of stroke. The government initiated many intervention programs in the hospitals, to provide good care to the stroke patients. References American stroke association. (n.d.). Retrieved August 2015, from https://www.strokeassociation.org: https://www.strokeassociation.org/STROKEORG/AboutStroke/Treatment/Stroke-Treatments_UCM_310892_Article.jsp Frizzell, J. P. (2005). Acute Stroke Pathophysiology, Diagnosis, and Treatment. AACN Clinical Issues, 16(4), 421-440. Retrieved August 2015 National institues of heart. (n.d.). Retrieved August 2015, from https://www.nhlbi.nih.gov: https://www.nhlbi.nih.gov/health/health-topics/topics/stroke/diagnosis National institute of neurological disorders stroke. (n.d.). Retrieved August 2015, from https://www.ninds.nih.gov: https://www.ninds.nih.gov/disorders/stroke/detail_stroke.htm NHS choice. (2015, August). Retrieved from https://www.nhs.uk: https://www.nhs.uk/Conditions/Stroke/Pages/treatment.aspx NICE. (2008, july). Stroke Diagnosis and initial management of acute stroke and transient ischaemic attack (TIA). Retrieved August 16, 2015, from www.nice.org.uk/accreditation: guidance.nice.org.uk/cg68 Nurses labs. (n.d.). Retrieved August 16, 2015, from https://nurseslabs.com: https://nurseslabs.com/8-cerebrovascular-accident-stroke-nursing-care-plans/ The internet stroke centre. (n.d.). Retrieved August 16, 2015, from https://www.strokecenter.org: https://www.strokecenter.org/patients/about-stroke/what-is-a-stroke/

The Alchemist Review Essay Example

The Alchemist Review Paper Essay on The Alchemist I probably will be there first, who will try to peer-reviewed book, not oo author. Im sure there are people who have not yet had a chance to read The Alchemist, so my review will be primarily addressed to them. The Alchemist I belong to the category of easy reading books with deep meaning. Its plot is simple, but quite interesting. I had the impression as if I read one of the Arabian Nights in the style of A Thousand and One Nights. The main character of the book shepherd Santiago from Andalusia. But the shepherd he was not always, until he was 16, he studied at the seminary, his parents dreamed that he became a priest. However, since childhood Santiago longed to know the world, and therefore the courage and told his parents that he wanted to be a traveler, it becomes a flock of sheep and goes to meet new discoveries. One day he meets a wise old man, the king of Salem, who convinces Santiago to sell their sheep, and embark on a treasure hunt. From that moment on Santiago waiting for the real adventure, in which he acquires new knowledge, find new friends, your love, and most importantly, that lead him to the alchemist We will write a custom essay sample on The Alchemist Review specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on The Alchemist Review specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on The Alchemist Review specifically for you FOR ONLY $16.38 $13.9/page Hire Writer The basic idea of ​​the book is to find oneself and the ability to follow its fate, without turning stick ordained the road of life, no matter how dangerous and difficult it may be. After all, only he knows the goodness of life and experience true happiness, who, in spite of the obstacles of life, not get away from this path. This book is not so much entertaining as instructive. Philosophical interpretations to the eternal themes is more than enough. With something youll agree that something disprove. However, convinced that everyone will find something in this book for yourself Personally, for myself, as a major, I noted the following sentence -. When youre something you wish very strongly, the whole universe helps you achieve this Happy reading!

Columbus City Schools

Columbus City Schools Free Online Research Papers Columbus City Schools is formerly known as Columbus Public Schools. It is the official school district for the city of Columbus, Ohio and is one of the most progressive urban districts in the nation. Columbus City Schools is the second largest school district in Ohio. CCS has approximately 56,000 students enrolled, which equates to most of the citys families. (2008) The district has been recognized with many honors. Columbus City Schools employs approximately 4,800 teachers and 330 administrators. (2008) The district offers a very competitive salary and benefit package. In addition to the benefits, CCS enables certified employees to proceed with their education at no cost due to fee waiver programs at the citys area colleges and universities. (2008) Columbus City Schools recently implemented the Kronos Workforce Management System which has had a strong affect on the organization. The Kronos, which is a workforce management software better known as a time clock. (2003-2008)Kronos has been implemented within the district to help improve student outcomes through efficient workforce management. The district has a vision that if employees are better managed than they will deliver superior student education. The districts top management believes many elements contribute to excellent student outcomes. Among these elements are: (1) High performing teachers and staff; (2) Minimal administrative costs; (3) Sufficient funds for classrooms; (4) Efficient district operations. In order for these elements to produce the positive student outcomes, an effective workforce management is what is required. (2003-2008) The Kronos systems is suppose to provide our district with a comprehensive workforce management solution that enables the saving of labor dollars and maximizing education resources. (2003-2008) The systems should also do the following; (1) increase funds available for education students; (2) pay teachers and staff accurately and on time; (3) manage district operations effectively and efficiently; (4) enhance compliance with labor laws and collective bargaining units; (5) Improve teacher consistency and school support services; (6) maximize use of grant dollars. The downfall of this implemented change is that the Kronos system will not be utilized by all employees of the district but only the hourly employees, which is causes reason for resistance. (2003-2008) The Kronos system was just recently implemented so up until two years ago, employees werent concerned with the tight management of their work hours which is another reason to resist this drastic and prompt change. Employees have demonstrated passive resistance toward this change. Symptoms displayed by employees include procrastinating or dragging their feet on fully implementing the Kronos, feigning ignorance as far as remembering to utilize the time clock, and allowing change to fail by again not using the time clock properly. Columbus City Schools could have prevented the resistance to this change by educating and communicating this change to its employees before drastically springing this change onto them in the mist of the ball rolling. The district could have also welcomed feedback from the employees or at least middle management. The number one prevention would have been to equally implement this change across the whole district to affect every employee and not just a select g roup. I would enhance the organizations ability to overcome resistance to change by implementing a situational approach such as Kotter and Schlesinger s Methods for Managing Resistance to Change. (2006) This approach include six methods for preventing or managing resistance: (1) Education and communication; (2) Participation and involvement; (3) Facilitation and support; (4) Negotiation and agreement; (5) Manipulation and cooptation; (6) Explicit and implicit coercion. (Kotter, J 1996) I choose this approach because I think the implementation of change should proceed through each of these six methods. I think the employees should be educated on the change and provided with the necessary information regarding the change and its effects. To ensure that the employees arent resisting, they should be involved in the change process. For those employees still resistant due to uncertainty, there should be resources provided. For actual and/or potential resistors, there should incentives offered. As last resorts, manipulation and coercion should be used. Offering the selective use of information and roles in the change process should be used before actually threatening with undesirable consequences. (2006) I would implement each of Kotters eight step change model by using the following steps (Kotter, J 1996): (1) Increasing urgency –There would need to be a sense of urgency created around the need for change in hopes that it will spark the initial motivation to get things moving. In order to do this, I will need to create an open an honest and convincing dialogue about whats happening within the organization, offer dynamic and convincing reasons to get people talking and thinking. Potential threats should be identified and scenarios developed showing what could happen in the future. I would also request support from top management, board members, and the community to strengthen my argument. Kotters model suggest that â€Å"for change to be successful, 75% of a companys management needs to buy into the change.†(Kotter, J 1996) In other words, I would really need to work hard on step one by spending significant time and energy building urgency. before moving onto the nex t steps. I dont want to act to fast because I could be risk experiencing short-term losses. (2) Building the guiding team – In order to form a powerful coalition, I would need to convince people that change is necessary. A powerful coalition usually includes strong leadership and visible support from key people within the organization. My coalition would be comprised of influential people whose power comes from a variety of sources, including job title, status, expertise, and political importance. After the team is formed, we will then work as a team, continuing to build urgency and momentum around the need for change. (Kotter, J 1996) (3) Get the vision right – A clear vision can help everyone understand why youre asking them to do something. When people see for themselves what youre trying to achieve, then the directives theyre given tend to make more sense. What I could do to get the vision right, is determine the values that are central to the change. I would also need to create a written vision that captures what I see as the future of the organization. (Rose, 2002) More importantly, a strategy on how to execute the vision would need to be created. (Kotter, J 1996) (4) Communicate for buy-in – My vision will more than likely have strong competition from other day-to-day communications within the company, so I will need to communicate the vision frequently and powerfully, and embed it within everything that you do. When I keep the vision fresh on everyones minds, theyll remember it and respond to it. A good practice to have is to demonstrate the kind of behavior that I want from others. (Kotter, J 1996) (5) Remove Obstacles – Removing obstacles will empower the people I need to execute the organizations vision and help the change move forward. I will also identify change leaders whose main roles are to deliver the change. I will evaluate the organizational structure, job descriptions, and performance and compensation systems to ensure theyre in line with your vision. (Rose, 2002) Recognize and reward people for making change happen. I need to put in place a structure for change, and continually check for barriers to it. Identify people who are resisting the change, and help them see whats needed. (Kotter, J 1996) (6) Create short-term wins – I should offer my company early victories because nothing motivates more than success. Within a short time frame (such as a 6 months or a year), I should have results that my staff can see progress. Without this, critics and negative thinkers might hurt my progress. I will need to create short-term targets that are achievable. (Rose, 2002) There will need to be a thorough analysis the potential pros and cons of the short-term targets because if we dont succeed with an early goal, it could hurt the entire change initiative. Finally, I should reward the people who help meet the short-term targets. (Kotter, J 1996) (7) Consolidate gains Kotter states â€Å"that many change projects fail because victory is declared too early†. (Kotter, J 1996)Real change runs deep and quick wins are only the beginning of what needs to be done to achieve long-term change. Each success provides an opportunity to build on what went right and identify what you can improve. I will set goals to continue building on the momentum the organization has achieved thus far. I will keep ideas fresh by bringing in new change agents and leaders for my change coalition. (Kotter, J 1996) (8) Make change stick To make any change stick, the change should become part of the core of my organization. I will need to make continuous efforts to ensure that the change is seen in every aspect of my organization. This effort will help give the change a solid place in my organizations culture. Its also important that my companys leaders continue to support the change. If I lose the support of these people, I might end up back where I started. The leaders should talk about progress every chance they get by telling success stories about the change process, and repeat other stories that theyve heard. When hiring and training new staff, I should include the change ideals and values. I should publicly recognize key members of my original change coalition and make sure their contributions are remembered. It is important to create plans to replace key leaders of change as they move on to ensure that their legacy is not lost or forgotten. (Kotter, J 1996) In conclusion, you have to work hard to change an organization successfully. When you plan carefully and build the proper foundation, implementing change can be much easier, and youll improve the chances of success. Based on my knowledge acquired from MBA 770, if you create a sense of urgency, recruit powerful change leaders, build a vision and effectively communicate it, remove obstacles, create quick wins, and build on your momentum, you can help make the change part of your organizational culture. Research Papers on Columbus City SchoolsStandardized TestingResearch Process Part OnePETSTEL analysis of IndiaThe Project Managment Office SystemNever Been Kicked Out of a Place This NiceTwilight of the UAWAnalysis of Ebay Expanding into AsiaOpen Architechture a white paperThe Effects of Illegal ImmigrationHip-Hop is Art

CASE 11.2 Study Example | Topics and Well Written Essays - 500 words

11.2 - Case Study Example It is therefore evident that any acne patient who comes across proactiv and gets to see the results is more than thankful for the product. Using infomercials was the best decision for the marketing of proactiv for various reasons as Dr. Rodan and Dr. Kathy came to understand. First, Acne was an embarrassing issue therefore selling the product openly would not produce positive results, as patient turnout would be very low. Second, people need to be educated on how to treat their acne something that could not just work in a 30-60 second advert. Thirdly, infomercial audience was a good target as it consisted of women between their 20s to their 40s who would do anything to get rid of the acne problem therefore providing a good market segment. Through infomercials, the product has the opportunity to air testimonials from people who have experienced positive results. It is clear that Rodan and Kathy were ready to throw in the towel after unsuccessfully seeking for investment capital with no success. The deal with Guthy-Renker was their key to success and if it had not happened then proactive would have had very low chances of existing in the market today. Infomercials were a better choice for Proactiv than print and media advertising because it was necessary to educate people on the product rather than just advertise (Agree and Martin). Infomercials offered more time to make this possible as compared to advertising through media and print where not many people would pay attention and most probably would assume it not to work as the ones already in the market. Proactiv’s positioning strategy has made it to be a success in the market as these strategies were able to distinguish it from the other products that were already in the market. Categorizing their product under skin care product rather than acne products enabled them to tap into a more attractive and larger market share. Coming up with the name Proactiv also played a major role for the product

Would the decriminalization of marijuana have a net positive or Research Paper

Would the decriminalization of marijuana have a net positive or negative impact on Canadian society - Research Paper Example Nevertheless, its use in the medical community is being supported because apparently its benefits to patients would far outweigh its risks. Its use in Canada is considered a crime and harsh penalties are imposed among violators. Suggestions for its decriminalization are currently being discussed. This paper shall now discuss whether or not the decriminalization of marijuana would have a net positive or negative impact on Canadian society. It shall also discuss who would benefit and who would lose from its decriminalization. This paper is being undertaken in order to establish a clear and comprehensive understanding of marijuana, its implications for use, and its overall impact on society. Discussion Under the 1923 Opium and Drug Act, marijuana was classified as an illegal drug and those violating the provisions of the act were liable to face criminal penalties (Khoo). In 1997, marijuana was covered by the Controlled Drugs and Substances Act, and this law is the main legislation which some interest groups are seeking to amend. They cite how the Ontario Court of Appeal was able to decide in favor of the possession of 30 grams of marijuana – mostly for medicinal purposes (Khoo). The court argued that banning marijuana would be tantamount to violating the Canadian Charter of Rights and Freedoms. Canada is considered the first nation to apply the regulated medicinal use of marijuana; however, the Marijuana Medical Access Regulations did not adequately consider the issue of recreational use (Khoo). In 2003, a new ruling by the Ontario court decided that the possession of small amounts of marijuana was not anymore valid; the courts noted how hundreds of thousands of young Canadians were engaged in recreational marijuana use and that no firm legal provisions on the use of the drug have been set forth by the legislators (Khoo). The Ontario Court of Appeals then passed new rulings in order to make it easier for patients to avail of the drug for medicinal purposes. To this day, this issue has yet to be settled in Canada (Khoo). And this issue involves relevant players including the patients who need marijuana for medicinal purposes, the recreational drug users, the doctors who prescribe the substance for their patients, the legislators who have the burden of deciding on passing (or not passing) the law to decriminalize marijuana, police officers and law enforcement authorities who are enforcing the law, and the international community. These individuals and social groups are all stakeholders in the resolution of the issue on the decriminalization of marijuana. For those who use the drug for medicinal purposes, they believe that decriminalizing marijuana use would largely be beneficial to them because they would be able to benefit from the medical benefits of the substance – effects which they would not be able to experience from any drug or any other intervention. Decriminalizing marijuana use can be beneficial for the following purpos es: to stimulate appetite of HIV/AIDS patients and to relieve cachexia of cancer patients; to relieve and reduce nausea and vomiting induced by chemotherapy among cancer patients; to reduce the intraocular pressure for glaucoma patients; to provide analgesic effect for cancer patients; and to relieve the spasticity and nocturnal spasms caused by neurologic and movement disorders (Yambura, pp. 2-4). For these reasons, patients positively impacted by marijuana use would stand to gain from the decriminalization of marijuana. The main issue being taken with the decriminaliza

Factors that Affect Child Development

Factors that Affect Child Development Unit 2: Understanding and Promoting Children’s Development. All children develop at different speeds, but will usually follow an expected pattern. Gaining an understanding of the expected pattern of development can help to identify where children have significant delays in their development. It is important for practitioners working with children to have a good knowledge of child development in order to identify any development delays early. When we are looking a child development, it some areas we need to examine the areas of physical development, cognitive development, communication development, social development, moral development.When we talk about physical development in children, we usually mean two things: the development by which children grow physically, and their increasing skill at achieving a range of different motor tasks, using their large and lesser strengths. As their great weights develop, children go in stage from rolling over to riding a tricycle. As their slight muscles develop, children go since seizing a rattle to easin g beads or eventually writing. Cognitive development is concerned with the child’s intellectual development. Children often change faster than we understand, changing and developed  until they reach a  fundamental milestone. One second they are throwing board books in the toy box, the next they are exploding through the pages of  story books  and as they grow older, they start reading for their own enjoyment and choosing their own books. Piaget was a main theorist and psychologist who developed stages to understand cognitive development. He used to observation the on the child’s thinking and suggested that children progress through a series of stage in their thoughtful, each of which agrees to wide-ranging changes in the structure or logic of their intelligence. Piaget called the main stages of development the sensory motor, concrete operations, and the preoperational and Formal operational stage and emphasised that they occur in that order. Good link to Piaget’s theory. With communication development of the child, in the first five years of life, when brain development is most speedy, children are more open to learning and more receptive to educational experiences than they will ever be. If a child is communicating less than others of his age, he is unlikely to develop the responses essential to his progress. That child’s communication development may be delayed. Freud and Erikson believed that a child’s development can be affected by their personalities rather than their ability. Concrete learning needs may affect progress because a child having difficulties with reading and writing and they are not receiving the extra help they need will probably reduce their chances of progress. As a person and a human being a child is different from other beings as children grow older, they become increasingly more independent and will often find themselves in situations where they need to make their own decisions. A childs effective development al ways occurs in relation to the dynamics of education and can never be explained apart from them, but decision making can seriously stress them out and affect their health. Later incapacity to make decisions could be because of knowledge incapacity, psychological health problems, brain damage, alcohol and drug misuse, or any other of illness or disability. However, some types parental of decisions such as marriage, civil partnership, divorce, sexual relationships and adoption. Social and emotional development is about the way in which children learn to be with others. Children will find it hard to make friends if they have not learned; for example children have their earliest strongest relationships with their parent which is called attachment and appears to be essential for children’s late development. In the 1950s research showed how important they were. John Bowlby was one of the researches who believe there was a link between later abilities to form relationships and respect society’s rules and children’s early attachments. He noted that moving from home to when children enter nursery or school, they separation anxiety which can be tough for children of the all ages. It is important to identify this and find ways of helping them. Moral development is the way in which children learn the difference between right and wrong. This is a question that is difficult to answer. Some theories are presented by Lowrence Kohlberg and Piaget. Both believe people change as they are grew up including behaviour, social and their different abilities and may react very differently to real life situations that they find themselves when they are in a dilemma or strange environment. Piaget results was distinguished different stages in children’s and how they aware of the rules of play games and judging children or punish them which could be the child subjectivism which child cooperation but not understanding the rules and consequences as chosen to fit crime. However, Kohlberg agree with Piaget’s theory he believe dilemma can occur in real life. Kohlberg hypothesised that in societies still limited of some stages of moral development. There are factor that influence a child’s life denied from nature or genetics, such as: problems during pregnancy and at birth, health, disability or mental health conditions. However, children’s development is a shaped by both what they are born with and the experiences that they have. Children’s development starts from conception. Genetic information packaged together from the egg and sperm. This process at conception is not always perfect as sometimes genetic information is faulty and this can affect children’s health or development. Babies’ development can also be affecte during pregnancy by such conditions as: smoking, drugs and alcohol which can harm babies. Foetal alcohol syndrome can also affects the way a baby’s brain develops and is caused by exposure to alcohol whilst in the womb. The premature birth of a child can influence later development. If the baby may not breathe straight away or may be injured during the birth this could c ause learning difficulties. Child health is determined by a variety of factors such as their genetic make up for example: a child may be born with a blood disorder and sickle cell disease and poor health can affect a child’s development as children may find it harder to make friends because they miss the sessions or they cannot physical enjoin in. This means that professionals who work with children have to look at ways of making sure that children do not lose out. There are reasons why development may not follow expected patterns. Disabilities or health conditions are genetic that begin in the early years of children’s lives and influence their development. Also different types of disability will affect development in different ways, such as Down syndrome a genetic disability that affects a child’s cognitive ability and growth. External factors from the environment can affect a child’s development such as poverty, diet, family background, family circumstances, personal decision, education and housing. Poverty is one of the most devastating yet stoppable conditions working against the health development of children. In the UK increasing numbers of children are experiencing poverty. This can influence a child’s physical health, emotional and psychological health. Absolute poverty is a lack of basic human needs including food, shelter, warmth, sanitation, health care and education. Children’s growth, behaviour and development can be affected by their diet. A stable diet will help children to continue healthy, as well as grow. Families experiencing poverty may buy cheaper food, which are often or highly processed, containing amounts of saturated fat, salt and sugar and minimal nutritional value. These types of food can lead to obesity and malnutrition in children making them lethargic, unse ttled and hyperactive in certain health conditions. Families experiencing poverty or those on lower incomes may live in housing that is of poor conditions can lead more susceptible to illness. Children who live in crowded housing or who have limited access to large areas may not get the opportunities to exercise and develop their physical skills. This can lead to obesity and delay in physical development. Different cultures may hold different values and beliefs about how children are brought up, for example: girls in many cultures are not given the same opportunities as boys, which will limit their development because they are not able to go to school. Another example: in traveller families traditionally they see the female as the homemaker and girls from around the age 10, are removed from school in order to take care of the families. This can affect their development as they are not receiving the statutory education as recommended in the UK. Unexpected delays and disabilities can develop as the child grows up. If a practitioner is about concerned the child and is truly doubtful somethings wrong, they should speak up, although parents are often the first to notice developmental delays because they know their children best. Most developmental testing is done by health visitors but, if theysuspecta child hasnot been successful to reach a milestone at a given time, it is important to identify their support needs early in order to get the appropriate intervention in place to support overall learning and development, and to reduce the impact that the delay may have on the child. When the child has development delay this can lead to frustration, changes in behaviour and less opportunity. Early Intervention is a national programme that created in the 1975 Education of All Handicapped Children Act the early intervention programme was designed to provide cognitive stimulation and an aim is to prevent the lower intellectual functioning of the children at risk and to achieve the best thinkable outcome for the child.. For example, this would suits low income, pregnant women with low educational achievement, also providing facilities to children and toddlers with disabilities and their families or carers and helping children growing up to learn the basic skills that emphasise the development of cognitive, language, social and motor skills for the first three years of their life. This programme will help to meet the child’s individual’s needs and may include the different services to provide for them, for example, medical services, nursing, health status, physical therapy, psychological services etc. Services may also be provided to address the needs and priori ties of the child’s family. Family-centred services are supposed to help family members understand the special needs of their child and how to enhance their development. Early intervention practitioners are allocated by the Educational Individual Plan (EIP) agency according to the knowledge, assistances and expertise needed. Different developmental outcomes may be covered by early intervention practitioners. Firstly, a specialist doctors needs to diagnose the child’s development status to establish the need for early intervention. Next, the child must be assessed to identify its strengths and development needs. Thirty, support should be provide for the family to help them understand the child’s special needs and enhance its development. Health services will enable the child as benefit from other early intervention such as special needs therapy and an audiologist should identify any auditory problem. Learning activities should be planned to help the child learn new skills. The key worker should identify technical equipment to assist any child with development delays or disabilities. Early intervention is essential to achieve the best possible outcome for the child. However multi-agencies working is important too especially when all the professionals are involved with a child as they share information and co-operate with each other lives can be improved and even protected. Multi-agency working will be established following on from early intervention of a delay in a child’s development. Baby P is an example of multi-agencies not working together properly, early intervention did not occur and they did not work together to help prevent the unnecessary death. Early years practitioners can provide information for local services which may be helpful to disadvantaged or helpless families, we can work together with social workers, health authorities and even DHSS by helping to complete forms for additional benefits the family may be entitled to. The best interest of the child is always the importance, policies and guidance must also be followed when a referral is being made to a separate agency, working together for the advantage of the child. References: Department for children, schools and families (2010) Early Intervention Securing good outcomes for all children and young people http://webarchive.nationalarchives.gov.uk/20130401151715/https://www.education.gov.uk/publications/eOrderingDownload/DCSF-00349-2010.pdf In 1975 Education of All Handicapped Children Act in UK http://www.educationengland.org.uk/history/chapter07.html Freud and Erikson (1930) child’s development can be affected by their personalities rather than their ability http://psych.ku.edu/dennisk/CP333/Emotional_Mid_Child.pdf Jean Piagets (1973) Stages of Cognitive Development http://www.icels-educators-for learning.ca/index.php?option=com_contentview=articleid=46Itemid=61 Kohlberg, L. Turiel, E. (1971). Moral development and moral education. In Lawrence Kohlberg,Collected Papers on Moral Development and Moral Education (1973),pp. 410-465.