Development from Conception to 16 Years

Development from conception to 16 years New-born babies are born with many different reflexes. ‘The presence of some of the new-borns primitive reflexes is essential to survival’, Child Development An Illustrated Guide, Page 12. Some of the automatic reflexes include ‘swallowing and sucking, when anything is put in the mouth, babies at once suck and swallow’, Child Development An Illustrated Guide, Page 12.At birth in their gross motor development babies will lie on their back ‘lie supine (on their backs), with the head to one side’, Child Development An Illustrated Guide, Page 8. In their fine motor development babies will hold their hands closed, ‘Usually hold their hands tightly closed, but the hands may open spontaneously during feeding or when the back of the hand is stroked’ and tuck their thumbs under their fingers, ‘often hold their thumbs tucked in under their fingers’, Child Development An Illustrated Guide, P age 8.Babies’ communication and language development, they need to share language experiences and talk to others, ‘need to share language experiences and co-operate with others’, also make eye contact and cry when they need help, ‘make eye contact and cry to indicate need’, babies also move their limbs when they hear high pitched tones, ‘respond to high-pitched tones by moving their limbs’, babies may also move their eyes towards the sound, ‘may move their eyes towards the direction of sound’, Child Development An Illustrated Guide, Page 15.At three months babies gross motor development, may be able to keep their head in a central position when lying on their back, ‘keep their head in a central position when lying supine’ and have almost no head lag when moving into the sitting position, ‘have almost no head lag in moving into the sitting position’, Child Development An illustrated Guide, Page 28.In their fine motor development, three month old babies may be able to watch their hands and play with their fingers, ‘Move their hands and play with their fingers’. Also may be able to hold onto a rattle for a short amount of time, ‘can hold a rattle for a brief time before dropping it’, Child Development An Illustrated Guide, Page 29. With three month old babies, communication and language development, they may take a lot more interest in their surroundings, ‘take an increasing interest in their surroundings’.Also show more interest in playthings, ‘Show an increasing interest in playthings’. At six months, babies in their gross motor development, may be able to use their shoulders to pull themselves into the sitting position ‘can use their shoulders to pull themselves into a sitting position’, also they may be able to bear their own weight, ‘can bear almost all their own weight’, Child Development An Illus trated Guide, Page 36.With six month olds fine motor development they may be able to reach out and grab a small toy when its offered, ‘reach and grab when a small toy is offered’, also explore objects by putting them in their mouth, ‘explore objects by putting them in their mouth’, Child Development An Illustrated Guide, Page 37. With communication and language development at six months, they may be able to babble spontaneously, ‘babble spontaneously, first using monosyllables, such as ‘ga-ga’, and then double syllables, such as goo-ga’, and later combining more syllables’.Also talk to themselves in a tuneful song voice, ‘talk to themselves in a tuneful, sing-song voice’ Child Development An illustrated Guide, Page 39. At nine months, babies in their gross motor development, may be able to maintain a sitting position independently for up to 15 minutes ‘can maintain a sitting position with a straight backâ €™ and ‘can sit unsupported for up to 15 minutes’, they may also be able to find ways of moving around the floor ‘may find ways of moving about the floor – for example, by rolling, wriggling, or crawling on their stomach’, Child Development An illustrated Guide, Page 44.With six month old fine motor development they may be able to grasp objects between fingers and thumb in a pincer grasp ‘can grasp objects between finger and thumb in a pincer grasp’ also can pass toys from one hand to the other ‘manipulate toys by passing them from one hand to the other’ Child Development An Illustrated Guide, Page 45.With their communication and language they may be able to imitate adult sounds ‘imitate adult sounds, like a cough or a ‘brr’ noise’ also can understand the word ‘no’ ‘understand and obey the command ‘no’ Child Development An Illustrated Guide, Page 46. At twelve mon ths, babies in their gross motor development may be able to rise in a sitting position from lying down ‘can rise in a sitting position from lying down’ also they may be able to cruise along using furniture as a support ‘can cruise along using furniture as a support’ Child Development An Illustrated Guide, Page 50.Where twelve month old babies fine motor development is concerned they may be able to hold a crayon in a palmer grasp and turn several pages of a book ‘can hold a crayon in a palmer grasp and turn several pages of a book at once’ also can build a few bricks and arrange toys on the floor ‘build with a few bricks and arrange the toys on the floor’ Child Development An Illustrated Guide, Page 51.With their communication and language 12 month olds may be able to speak two to six or more recognisable words ‘speak to or more recognisable words and show that they understand many more – babbling has developed into muc h more speech – like form, with increased intonation’ also may be able to hand objects to adults when asked and use them in an appropriate way ‘hand objects to adults when asked and begin to treat objects in an appropriate way, for example, cuddle a teddy but use a hairbrush’ Child Development An Illustrated Guide, Page 52.At eighteen months children with their gross motor development may be able to walk steadily and stop safely ‘can walk steadily and stop safely, without sitting down suddenly’ also they may be able to climb onto an adult chair and sit down ‘can climb forward into an adult chair and then turn around and sit’ Child Development An Illustrated Guide, Page 58.With their fine motor development eighteen month olds may be able to point to known objects ‘can point to known objects’ also they may hold a pencil in their whole hand or between the thumb and first to fingers, called the primitive tripod grasp â₠¬Ëœcan hold a pencil in their whole hand or between the thumb and first two fingers (this is called the primitive tripod grasp) Child Development An Illustrated Guide, Page 59.Where their communication and language is they may use gestures alongside words ‘use gestures alongside words’ also obey simple instructions and answer questions ‘obey simple instructions such as ‘shut the door’ and respond to simple questions such as ‘where’s the pussy-cat? ’ Child Development An Illustrated Guide, Page 60.At two years children with their gross motor development may be able to run safely avoiding obstacles ‘Can run safely, avoiding obstacles and are very mobile’, also walk up and down stairs usually putting both feet on each step ‘walk up and down stairs, usually putting both feet on each step’ Child Development An Illustrated Guide, Page 66.With their fine motor development two year olds may draw circles, lines and dots using preferred hand ‘draw circles, lines and dots using their preferred hand’ also may drink from a cup and manage to scoop with a spoon at mealtimes ‘can drink from a cup with fewer spills, and manage scooping with a spoon at mealtimes’ Child Development An Illustrated Guide, Page 67.With their communication and language they may talk to themselves often ‘talk to themselves often, but may not always be understood by others’ and may use phrases as telegraphic speech for example ‘daddy-car’, might mean a number of different things, ‘use phrases as telegraphic speech (or telegraphese) – for example, ‘daddy-car’ might mean a number of different things, including ‘daddy in his car’, ‘I want to go in daddy’s car’ or ‘daddy’s car is outside’, Child Development An Illustrated Guide, Page 68.At two and a half years children with their gross motor developm ent can stand on tiptoe when shown ‘stand on tiptoe when shown’, also jump with both feet together from a low step ‘jump with both feet together from a low step’, Child Development An Illustrated Guide, Page 66. With their fine motor development they may be able to eat skilfully with a spoon and maybe a fork ‘eat skilfully with a spoon and may use a fork’, also may build a tower of seven or more cubes using preferred hand, ‘can build a tower of seven or more cubes, using their preferred hand’, Child Development An Illustrated Guide, Page 67.Where two and a half year olds communication and language is concerned they may be able to know their full name ‘know their full name’, also continually ask questions ‘continually ask questions beginning ‘what†¦? ’ or ‘who†¦.? ’, Child Development An Illustrated Guide, Page 69. When children are three years, with their gross motor developmen t they may be able to walk backwards and sideways ‘can walk backwards and sideways’ also may ride a tricycle using pedals ‘can ride a tricycle using pedals’, Child Development An Illustrated Guide, Page 76.With their fine motor development they may be able to control a pencil using their thumb and the first two fingers (dynamic tripod grasp) ‘can control a pencil using their thumb and the first two fingers (the dynamic tripod grasp), also may copy a building pattern ‘can copy a building pattern of three or more cubes, including a bridge’, Child Development An Illustrated Guide, Page 77.Communication and language, they may be able to learn to speak more than one language ‘learn to speak more than one language if they hear more than one language spoken around them as they grow’, also carry on simple conversations ‘carry on simple conversations, often missing link words such as ‘the’ and ‘is’, Chi ld Development An Illustrated Guide, Page 79.At four years of age children in their gross motor development may be able to walk along a line with good balance ‘have developed a good sense of balance and may be able to walk along a line’ also they may be able to run up and down stairs, one foot per step ‘run up and down stairs, one foot per step’, Child Development An Illustrated Guide, Page 86.With their fine motor development four year olds may be able to thread small beads on a lace ‘are able to thread small beads on a lace’, also may draw a figure that resembles a person ‘can draw on request a figure that resembles a person, showing head, legs and body’, Child Development An Illustrated Guide, Page 87. With their communication and language they may be able to repeat rhymes and songs with few mistakes ‘can repeat nursery rhymes and songs, with very few errors’.Also may state their full name and address ‘can sta te their full name and address almost correctly’, Child Development An Illustrated Guide, Page 89. At five years children in their gross motor development may be able to use a variety of play equipment ‘use a variety of play equipment, including slides, swings and climbing frames’ also may have good coordination playing ball games and dancing ‘show good co-ordination, playing ball games and dancing rhythmically to music’, Child Development An Illustrated Guide, Page 94.In their fine motor they may be able to use a knife and fork competently ‘can use a knife and fork competently, but may still need to have meat cut up for them’ Child Development An Illustrated Guide, Page 94. With four year olds, communication and language they may be able to talk about the past, present and future ‘talk about the past, present and future, with good sense of time’. Also enjoy jokes and riddles ‘enjoy jokes and riddles’, Child Dev elopment An Illustrated Guide, Page 96.At six years of age, in their gross motor development, children are gaining both strength and agility, they may be able to jump off apparatus with confidence ‘are gaining in both strength and agility; they can jump off apparatus at school with confidence’ also may be able to ride a two-wheeled bike, maybe without stabilisers ‘can ride a two-wheeled bike, possibly without stabilisers’, Child Development An Illustrated Guide, Page 102.With their fine motor development they may be able to write their first and last name ‘can write their last name as well as their first name’, also may write simple stories ‘may begin to write simple stories’, Child Development An Illustrated Guide, Page 103. Six year olds, in their communication and language, may be able to talk fluently with confidence ‘talk fluently and with confidence’, also are developing literacy skills ‘are steadily develo ping literacy skills (reading and writing), although the ability to read independently with confidence usually begins between 7 and 9 years of age’, Child Development An Illustrated Guide, Page 105.At seven years, in their gross motor development, children may be able to control their speed when running and avoid obstacles ‘are able to control their speed when running and can swerve to avoid collision’, also are skilful in catching and throwing a ball, using one hand only ‘are skilful in catching and throwing a ball, using one hand only’, Child Development An Illustrated Guide, Page 110.With their fine motor development they may be able to use a large needle to sew and thread ‘can use a large needle to sew and thread’, may also use colour in a naturalistic way ‘begin to use colour in a naturalistic way, for example using a band of green colour at the bottom of the page to represent grass and a band of blue across the top to represe nt sky’, Child Development An Illustrated Guide, Page 111.They may be able to, in the communication and language, understand book language ‘begin to understand book language and that stories have characters and a plot (the narrative)’, and may express and communicate their thoughts ‘like to express and communicate their thoughts – about a book they have read or a TV programme they have seen’, Child Development An Illustrated Guide, Page 112. Two theoretical perspectives relevant to physical development and language and communication development are Noam Chomsky, he was American professor of linguistics, and he developed a theory, based on the idea of language development as an innate process.He believed that humans are born with the knowledge already for language; he suggested that babies have a language acquisition device (LAD). He considered that this LAD enables children to absorb the language they hear and break it up, then work out what i t is and develop an understanding of its rules and grammatical structure. To support Chomskys theory it has been shown that children of all cultures develop language at more a less the same time. Another is Arnold Gessel (1880- 1961), he was an American paediatrician; he identified three principles of physical development.The first he stated was that ‘Development follows a definite sequence’, this means that when children are growing and progressing there is a pattern in that they need to do certain movements e. g. walk, in order to do other more challenging ones e. g. skipping. The second was that ‘Development begins with the control of head movements and proceeds downwards’, this is because babies need to be able to move their head around in order to search for food, they gain control of their head and top of the spine before other parts of their body, this is thought to be a survival mechanism.The third principle is ‘Development begins with uncontr olled gross motor movements before becoming precise and refined’, this simply means that when babies are first born they have no control over their legs and arms but control is quickly gained, first of the arms and then of the wrists. I have attached three observations as appendices; these are on a child aged 3 years 1 month. I have observed my target child’s physical development, whilst looking at her gross motor skills, I used a checklist observation. For her fine motor skills I used, written narrative and for her balance and coordination I used a photographic observation.A checklist observation is when you draw a table with the columns, ‘developmental milestones’, this is where you write the milestones from the EYFS or a book and look for their age group and write what they should be able to achieve. You may have milestones for different ages for example six months before and six months after the child’s actual age. In the next column tick Ã¢â‚¬Ë œyes’, if they did completed the milestone, if not tick ‘no’ in the column after. Then the last column says ‘comments’ which is where you put additional information about how or where the child completed or didn’t complete the milestones and if she needed assistance.The photographic observation is when you look through the EYFS at your TCs age group for the chosen subject, for e. g. ‘physical development’ and see what they should be doing, then when you see your TC doing these things while observing, take a series pictures of them in a sequence so it tells a story, then write next to the picture a little caption about what the child is doing and how/ where she is doing it. A written narrative is an observation where you write down exactly what you see, including what hand the child is using, the expressions on their face etc. it’s a running commentary of what is happening.The observer sits away from the child and does not g et involved during the observation and makes notes. The observer should write the observation up ASAP whilst they still remember the information. First of all we must ask permission from the parent before we do any type of observation, if we did not do this then the practioner and the parents trust is jeopardised immediately. This is part of the settings policies and procedures which provides consistent practise, trust and high standards and if they are not followed it could lead to different standards bad reputation and inconsistent practise.It is against the law to give out children’s details to anyone, if the child is not in danger; this is stated in the legislation, The Data Protection Act 1998, ‘To protect individuals rights from breaching of information’ all of the nursery settings are aware and follow this, if they didn’t follow this then children will be put in harm and may be taken advantage of, it will not only put the child in harm but also the child’s family as well.We can maintain confidentiality throughout the observation by using TC meaning target child in all the observations rather than their name, this will help keep the child safe as it will not give any personal information away, we can also use TA meaning target adult and OC meaning other children, this will help keep the staff and other children from risk.Also we can make sure we do not give away the settings name and just write, for example, ‘day nursery’ and all the observations are objective, meaning that you are not assuming anything e. g. how the child is feeling, this is needed so you are not labelling children, jumping to conclusions or being bias. Different observation techniques are used as it improves accuracy, e. g. you wouldn’t use a photographic to look at the language development.In photographic observations you must make sure that you take the images on the settings camera not your own and print them off in the setting n ot take them on a memory stick, if you print off more photographs than needed you must destroy them using a shredder, also when taking the images make sure you do not get any other children in the background as they may not have the permission from the parents to do so, if we did not do this then the parent would then not feel comfortable in leaving their child in that setting, also the images may get into the wrong hands and be used inappropriately meaning the child could be at risk.The only type of information that should be shared is safety: medical issues, allergies, Support learning: likes, dislikes, what stage they're up to, and Background info: if anything is happening at home that could affect child: e. g. separation or family death, information is only shared on a need to know basis. All the information should be kept in a locked filing cabinet. Also make sure that the observations are only shared with the parents of the hild and other professionals. With my three observati ons on my target child I looked at three different developmental areas, such as, gross motor, fine motor and balance and co-ordination. In the gross motor observation using quotes from the ‘EYFS’ and ‘Child Development An Illustrated Guide’, my TC is currently achieving the majority of these milestones and some of the things stated she couldn’t of accomplished in the garden, e. g. ‘using a pencil’.My TC seems to be very confident in peddling, jumping, balancing etc and kicking a ball with great control; however, she needed assistance with walking on tiptoes, this is due to possibly not having the opportunity to try it. My TC also seems very sociable as she was playing a lot with her friends whether it was by pushing them round in the car or throwing a ball to them, this is perhaps because she is with adult company a lot of the time, this checklist information therefore shows me that there are no areas to be concerned about and my TC prac tises these skills every day.When observing her balance and co-ordination, I have realised that she is very confident and in control of her balance and co-ordination, also that she is developing at the right stage for her age and is capable balancing by herself without assistance, showing that she is becoming more independent. My TC persisted with the activities even when challenges occurred which shows she is persistent and also she was finding new ways to do things which shows she is very inquisitive, this is stated in the ‘EYFS, Characteristics of effective learning’, showing she is on track and at the right place.With the fine motor observation, my TC is meeting and exceeding the developmental milestones that she should be applying with the EYFS, this observation shows me that she engages in an activity and doesn’t give up until she has accomplished it, this shows great determination. My TC is turning out to be very independent, clever and determined, all of these things show that she is developing at the right pace for her age and is currently meeting and exceeding the developmental milestones.This is possibly due to spending a lot of one to one time with mum and dad and being at nursery all day for three days; she always joins in with games and includes her friends improving vital skills such a socialising and physical development. My TC is always using her initiative when things go wrong and quickly amends them, e. g. when ‘she dropped all the beads, she quickly picked them up and rebuilt it’. My TCs needs are that she needs the equipment, space and time to develop these skills, improving her developmental areas.She needs extra help with balancing; walking on tiptoes etc. so in the short term setting out obstacle courses or beams to walk along would benefit her massively as it would require her to use her balance and concentration. ‘Blocks and block play is very important for childrens learning and development. Bec ause there is no right or wrong way to play with them, they are the perfect open-ended resource and they are so versatile that they support learning across all areas of the curriculam’.Through my observations and discussions with my mentor, I am aware that my TC really enjoys playing outside and with her friends, and she feels lost without them; this is mainly because she spends a lot of time outside with her parents, one to one, this is massively beneficial also for her health. To support her future planning I would provide more activities that includes being outside and being active and try giving her the one on one attention, when possible.The implications of observations are that observations need to be valid and reliable otherwise there will be biasness and different interpretations of how the child is feeling and the observations won’t be accurate. We can do this by objective observations, which are by looking at the child with fresh eyes, meaning we don’t jump to conclusions and make judgements and we so not have stereotypical views of the child. We can also make it reliable by writing it up ASAP so the observation is still in your head and you don’t forget or make-up key information.We must use different techniques to observe the child this is because there are many aspects to look at and you can’t look at them all from one type, e. g. looking at a child’s language, you couldn’t do this using a photographic observation, if you didn’t do this then you would miss out information that might be necessary to detect any issues. Observations are needed to reflect on for future planning, if you didn’t the child will lose interest and not progress in development.Observations are also good to give to the parent as they can see how their child is getting on and gives them reassurance as to how their child is progressing, it will hopefully highlight if there are any problems as well, which they can pas s onto other professionals. If you did not do all of these things it will let your reputation down and show you cannot be reliable to look after children in a professional manner. John Bowlby (1907-1990), stated that a Child’s emotional bond to their familiar caregiver i. e. a family member or riend is a biological response that ensured survival, he called this the ‘theory of attachment’, and he said that the quality of attachment is to blame for the child’s capacity to form trusting relationships. His theory stated that children show a preference for closeness to a small number of adults and these attachments are a normal part of human development. When babies are born they are adapted to seek out attachments not just for the aim of being fed and protected but for the feelings of safety the attachment brings.Also he said that when an infant feels safe and secure they won’t be as attached to you as when they feel scared or anxious, this is known as ‘attachment behaviour’. Also as infants mature into adulthood, the need for attachment lessens, however when we feel stress or anxiety we may find ourselves seeking comfort from loved ones. The main positive outcomes of good attachment experiences in the early years seemed to be social ones, things such as self-confidence, efficiency, self-esteem and the capacity to care for others and to be cared for.Many practioners worry about the children becoming too attached to them and fear that it may undermine relationships at home. They don’t want to give children the feeling of loss when they have to leave them and move on to school or the next stage. However, children can cope with several close attachments, so now at most nurseries children are given a key person, but practioners must maintain professional boundaries too, favouritism is not an outcome of closeness to a child so practioners must work alongside the parent. Burrhus Skinner (1904-1990), was probably one of the best known behaviourist theorists.Skinner applied ideas taken from his work with rodents to children, this approach is called operant conditioning, and he wrote most of his books about people. To him both animals and people are organisms – differing only to the degree of learning. Behaviourism is sometimes known as the learning theory, learning and development are often seen in terms of nature verses nurture. Behaviourism is at the extreme nurture end, Behaviourists generally believe that all behaviour is learned and can be shaped. The most common view is that behaviour is shaped by punishment and rewards, and that humans act to avoid punishment and to gain reward.Skinner emphasised reward. He believed that punishment was counter-productive, having the opposite of the desired effect. He broke tasks down into small steps, and with each step reinforced and rewarded as it was learned. Although skinners experiments were generally carried out on animals, his work became wid ely applied to child development and to work with parents. Skinner proposed that a child’s language is shaped by the responses given to them by carers or parents. Skinners theory would indicate that children have to go through a trial and error aspect; however children can pick up things that are not learnt through regular reinforcement.His work was put into practise by teaching methods which focus on the repletion of words and completion of rows of sums. Behaviourism is most often seen in the teaching of special needs children and behavioural management. Breaking down tasks into small steps, such as star charts, stamps, stickers, rewarding children for keeping to instructions and rules, and taking away of their luxury’s when they don’t keep to rules, praise and encouragement. This was introduced in the 1950s known as ‘programmed instruction’. Development from Conception to 16 Years Development from conception to 16 years New-born babies are born with many different reflexes. ‘The presence of some of the new-borns primitive reflexes is essential to survival’, Child Development An Illustrated Guide, Page 12. Some of the automatic reflexes include ‘swallowing and sucking, when anything is put in the mouth, babies at once suck and swallow’, Child Development An Illustrated Guide, Page 12.At birth in their gross motor development babies will lie on their back ‘lie supine (on their backs), with the head to one side’, Child Development An Illustrated Guide, Page 8. In their fine motor development babies will hold their hands closed, ‘Usually hold their hands tightly closed, but the hands may open spontaneously during feeding or when the back of the hand is stroked’ and tuck their thumbs under their fingers, ‘often hold their thumbs tucked in under their fingers’, Child Development An Illustrated Guide, P age 8.Babies’ communication and language development, they need to share language experiences and talk to others, ‘need to share language experiences and co-operate with others’, also make eye contact and cry when they need help, ‘make eye contact and cry to indicate need’, babies also move their limbs when they hear high pitched tones, ‘respond to high-pitched tones by moving their limbs’, babies may also move their eyes towards the sound, ‘may move their eyes towards the direction of sound’, Child Development An Illustrated Guide, Page 15.At three months babies gross motor development, may be able to keep their head in a central position when lying on their back, ‘keep their head in a central position when lying supine’ and have almost no head lag when moving into the sitting position, ‘have almost no head lag in moving into the sitting position’, Child Development An illustrated Guide, Page 28.In their fine motor development, three month old babies may be able to watch their hands and play with their fingers, ‘Move their hands and play with their fingers’. Also may be able to hold onto a rattle for a short amount of time, ‘can hold a rattle for a brief time before dropping it’, Child Development An Illustrated Guide, Page 29. With three month old babies, communication and language development, they may take a lot more interest in their surroundings, ‘take an increasing interest in their surroundings’.Also show more interest in playthings, ‘Show an increasing interest in playthings’. At six months, babies in their gross motor development, may be able to use their shoulders to pull themselves into the sitting position ‘can use their shoulders to pull themselves into a sitting position’, also they may be able to bear their own weight, ‘can bear almost all their own weight’, Child Development An Illus trated Guide, Page 36.With six month olds fine motor development they may be able to reach out and grab a small toy when its offered, ‘reach and grab when a small toy is offered’, also explore objects by putting them in their mouth, ‘explore objects by putting them in their mouth’, Child Development An Illustrated Guide, Page 37. With communication and language development at six months, they may be able to babble spontaneously, ‘babble spontaneously, first using monosyllables, such as ‘ga-ga’, and then double syllables, such as goo-ga’, and later combining more syllables’.Also talk to themselves in a tuneful song voice, ‘talk to themselves in a tuneful, sing-song voice’ Child Development An illustrated Guide, Page 39. At nine months, babies in their gross motor development, may be able to maintain a sitting position independently for up to 15 minutes ‘can maintain a sitting position with a straight backâ €™ and ‘can sit unsupported for up to 15 minutes’, they may also be able to find ways of moving around the floor ‘may find ways of moving about the floor – for example, by rolling, wriggling, or crawling on their stomach’, Child Development An illustrated Guide, Page 44.With six month old fine motor development they may be able to grasp objects between fingers and thumb in a pincer grasp ‘can grasp objects between finger and thumb in a pincer grasp’ also can pass toys from one hand to the other ‘manipulate toys by passing them from one hand to the other’ Child Development An Illustrated Guide, Page 45.With their communication and language they may be able to imitate adult sounds ‘imitate adult sounds, like a cough or a ‘brr’ noise’ also can understand the word ‘no’ ‘understand and obey the command ‘no’ Child Development An Illustrated Guide, Page 46. At twelve mon ths, babies in their gross motor development may be able to rise in a sitting position from lying down ‘can rise in a sitting position from lying down’ also they may be able to cruise along using furniture as a support ‘can cruise along using furniture as a support’ Child Development An Illustrated Guide, Page 50.Where twelve month old babies fine motor development is concerned they may be able to hold a crayon in a palmer grasp and turn several pages of a book ‘can hold a crayon in a palmer grasp and turn several pages of a book at once’ also can build a few bricks and arrange toys on the floor ‘build with a few bricks and arrange the toys on the floor’ Child Development An Illustrated Guide, Page 51.With their communication and language 12 month olds may be able to speak two to six or more recognisable words ‘speak to or more recognisable words and show that they understand many more – babbling has developed into muc h more speech – like form, with increased intonation’ also may be able to hand objects to adults when asked and use them in an appropriate way ‘hand objects to adults when asked and begin to treat objects in an appropriate way, for example, cuddle a teddy but use a hairbrush’ Child Development An Illustrated Guide, Page 52.At eighteen months children with their gross motor development may be able to walk steadily and stop safely ‘can walk steadily and stop safely, without sitting down suddenly’ also they may be able to climb onto an adult chair and sit down ‘can climb forward into an adult chair and then turn around and sit’ Child Development An Illustrated Guide, Page 58.With their fine motor development eighteen month olds may be able to point to known objects ‘can point to known objects’ also they may hold a pencil in their whole hand or between the thumb and first to fingers, called the primitive tripod grasp â₠¬Ëœcan hold a pencil in their whole hand or between the thumb and first two fingers (this is called the primitive tripod grasp) Child Development An Illustrated Guide, Page 59.Where their communication and language is they may use gestures alongside words ‘use gestures alongside words’ also obey simple instructions and answer questions ‘obey simple instructions such as ‘shut the door’ and respond to simple questions such as ‘where’s the pussy-cat? ’ Child Development An Illustrated Guide, Page 60.At two years children with their gross motor development may be able to run safely avoiding obstacles ‘Can run safely, avoiding obstacles and are very mobile’, also walk up and down stairs usually putting both feet on each step ‘walk up and down stairs, usually putting both feet on each step’ Child Development An Illustrated Guide, Page 66.With their fine motor development two year olds may draw circles, lines and dots using preferred hand ‘draw circles, lines and dots using their preferred hand’ also may drink from a cup and manage to scoop with a spoon at mealtimes ‘can drink from a cup with fewer spills, and manage scooping with a spoon at mealtimes’ Child Development An Illustrated Guide, Page 67.With their communication and language they may talk to themselves often ‘talk to themselves often, but may not always be understood by others’ and may use phrases as telegraphic speech for example ‘daddy-car’, might mean a number of different things, ‘use phrases as telegraphic speech (or telegraphese) – for example, ‘daddy-car’ might mean a number of different things, including ‘daddy in his car’, ‘I want to go in daddy’s car’ or ‘daddy’s car is outside’, Child Development An Illustrated Guide, Page 68.At two and a half years children with their gross motor developm ent can stand on tiptoe when shown ‘stand on tiptoe when shown’, also jump with both feet together from a low step ‘jump with both feet together from a low step’, Child Development An Illustrated Guide, Page 66. With their fine motor development they may be able to eat skilfully with a spoon and maybe a fork ‘eat skilfully with a spoon and may use a fork’, also may build a tower of seven or more cubes using preferred hand, ‘can build a tower of seven or more cubes, using their preferred hand’, Child Development An Illustrated Guide, Page 67.Where two and a half year olds communication and language is concerned they may be able to know their full name ‘know their full name’, also continually ask questions ‘continually ask questions beginning ‘what†¦? ’ or ‘who†¦.? ’, Child Development An Illustrated Guide, Page 69. When children are three years, with their gross motor developmen t they may be able to walk backwards and sideways ‘can walk backwards and sideways’ also may ride a tricycle using pedals ‘can ride a tricycle using pedals’, Child Development An Illustrated Guide, Page 76.With their fine motor development they may be able to control a pencil using their thumb and the first two fingers (dynamic tripod grasp) ‘can control a pencil using their thumb and the first two fingers (the dynamic tripod grasp), also may copy a building pattern ‘can copy a building pattern of three or more cubes, including a bridge’, Child Development An Illustrated Guide, Page 77.Communication and language, they may be able to learn to speak more than one language ‘learn to speak more than one language if they hear more than one language spoken around them as they grow’, also carry on simple conversations ‘carry on simple conversations, often missing link words such as ‘the’ and ‘is’, Chi ld Development An Illustrated Guide, Page 79.At four years of age children in their gross motor development may be able to walk along a line with good balance ‘have developed a good sense of balance and may be able to walk along a line’ also they may be able to run up and down stairs, one foot per step ‘run up and down stairs, one foot per step’, Child Development An Illustrated Guide, Page 86.With their fine motor development four year olds may be able to thread small beads on a lace ‘are able to thread small beads on a lace’, also may draw a figure that resembles a person ‘can draw on request a figure that resembles a person, showing head, legs and body’, Child Development An Illustrated Guide, Page 87. With their communication and language they may be able to repeat rhymes and songs with few mistakes ‘can repeat nursery rhymes and songs, with very few errors’.Also may state their full name and address ‘can sta te their full name and address almost correctly’, Child Development An Illustrated Guide, Page 89. At five years children in their gross motor development may be able to use a variety of play equipment ‘use a variety of play equipment, including slides, swings and climbing frames’ also may have good coordination playing ball games and dancing ‘show good co-ordination, playing ball games and dancing rhythmically to music’, Child Development An Illustrated Guide, Page 94.In their fine motor they may be able to use a knife and fork competently ‘can use a knife and fork competently, but may still need to have meat cut up for them’ Child Development An Illustrated Guide, Page 94. With four year olds, communication and language they may be able to talk about the past, present and future ‘talk about the past, present and future, with good sense of time’. Also enjoy jokes and riddles ‘enjoy jokes and riddles’, Child Dev elopment An Illustrated Guide, Page 96.At six years of age, in their gross motor development, children are gaining both strength and agility, they may be able to jump off apparatus with confidence ‘are gaining in both strength and agility; they can jump off apparatus at school with confidence’ also may be able to ride a two-wheeled bike, maybe without stabilisers ‘can ride a two-wheeled bike, possibly without stabilisers’, Child Development An Illustrated Guide, Page 102.With their fine motor development they may be able to write their first and last name ‘can write their last name as well as their first name’, also may write simple stories ‘may begin to write simple stories’, Child Development An Illustrated Guide, Page 103. Six year olds, in their communication and language, may be able to talk fluently with confidence ‘talk fluently and with confidence’, also are developing literacy skills ‘are steadily develo ping literacy skills (reading and writing), although the ability to read independently with confidence usually begins between 7 and 9 years of age’, Child Development An Illustrated Guide, Page 105.At seven years, in their gross motor development, children may be able to control their speed when running and avoid obstacles ‘are able to control their speed when running and can swerve to avoid collision’, also are skilful in catching and throwing a ball, using one hand only ‘are skilful in catching and throwing a ball, using one hand only’, Child Development An Illustrated Guide, Page 110.With their fine motor development they may be able to use a large needle to sew and thread ‘can use a large needle to sew and thread’, may also use colour in a naturalistic way ‘begin to use colour in a naturalistic way, for example using a band of green colour at the bottom of the page to represent grass and a band of blue across the top to represe nt sky’, Child Development An Illustrated Guide, Page 111.They may be able to, in the communication and language, understand book language ‘begin to understand book language and that stories have characters and a plot (the narrative)’, and may express and communicate their thoughts ‘like to express and communicate their thoughts – about a book they have read or a TV programme they have seen’, Child Development An Illustrated Guide, Page 112. Two theoretical perspectives relevant to physical development and language and communication development are Noam Chomsky, he was American professor of linguistics, and he developed a theory, based on the idea of language development as an innate process.He believed that humans are born with the knowledge already for language; he suggested that babies have a language acquisition device (LAD). He considered that this LAD enables children to absorb the language they hear and break it up, then work out what i t is and develop an understanding of its rules and grammatical structure. To support Chomskys theory it has been shown that children of all cultures develop language at more a less the same time. Another is Arnold Gessel (1880- 1961), he was an American paediatrician; he identified three principles of physical development.The first he stated was that ‘Development follows a definite sequence’, this means that when children are growing and progressing there is a pattern in that they need to do certain movements e. g. walk, in order to do other more challenging ones e. g. skipping. The second was that ‘Development begins with the control of head movements and proceeds downwards’, this is because babies need to be able to move their head around in order to search for food, they gain control of their head and top of the spine before other parts of their body, this is thought to be a survival mechanism.The third principle is ‘Development begins with uncontr olled gross motor movements before becoming precise and refined’, this simply means that when babies are first born they have no control over their legs and arms but control is quickly gained, first of the arms and then of the wrists. I have attached three observations as appendices; these are on a child aged 3 years 1 month. I have observed my target child’s physical development, whilst looking at her gross motor skills, I used a checklist observation. For her fine motor skills I used, written narrative and for her balance and coordination I used a photographic observation.A checklist observation is when you draw a table with the columns, ‘developmental milestones’, this is where you write the milestones from the EYFS or a book and look for their age group and write what they should be able to achieve. You may have milestones for different ages for example six months before and six months after the child’s actual age. In the next column tick Ã¢â‚¬Ë œyes’, if they did completed the milestone, if not tick ‘no’ in the column after. Then the last column says ‘comments’ which is where you put additional information about how or where the child completed or didn’t complete the milestones and if she needed assistance.The photographic observation is when you look through the EYFS at your TCs age group for the chosen subject, for e. g. ‘physical development’ and see what they should be doing, then when you see your TC doing these things while observing, take a series pictures of them in a sequence so it tells a story, then write next to the picture a little caption about what the child is doing and how/ where she is doing it. A written narrative is an observation where you write down exactly what you see, including what hand the child is using, the expressions on their face etc. it’s a running commentary of what is happening.The observer sits away from the child and does not g et involved during the observation and makes notes. The observer should write the observation up ASAP whilst they still remember the information. First of all we must ask permission from the parent before we do any type of observation, if we did not do this then the practioner and the parents trust is jeopardised immediately. This is part of the settings policies and procedures which provides consistent practise, trust and high standards and if they are not followed it could lead to different standards bad reputation and inconsistent practise.It is against the law to give out children’s details to anyone, if the child is not in danger; this is stated in the legislation, The Data Protection Act 1998, ‘To protect individuals rights from breaching of information’ all of the nursery settings are aware and follow this, if they didn’t follow this then children will be put in harm and may be taken advantage of, it will not only put the child in harm but also the child’s family as well.We can maintain confidentiality throughout the observation by using TC meaning target child in all the observations rather than their name, this will help keep the child safe as it will not give any personal information away, we can also use TA meaning target adult and OC meaning other children, this will help keep the staff and other children from risk.Also we can make sure we do not give away the settings name and just write, for example, ‘day nursery’ and all the observations are objective, meaning that you are not assuming anything e. g. how the child is feeling, this is needed so you are not labelling children, jumping to conclusions or being bias. Different observation techniques are used as it improves accuracy, e. g. you wouldn’t use a photographic to look at the language development.In photographic observations you must make sure that you take the images on the settings camera not your own and print them off in the setting n ot take them on a memory stick, if you print off more photographs than needed you must destroy them using a shredder, also when taking the images make sure you do not get any other children in the background as they may not have the permission from the parents to do so, if we did not do this then the parent would then not feel comfortable in leaving their child in that setting, also the images may get into the wrong hands and be used inappropriately meaning the child could be at risk.The only type of information that should be shared is safety: medical issues, allergies, Support learning: likes, dislikes, what stage they're up to, and Background info: if anything is happening at home that could affect child: e. g. separation or family death, information is only shared on a need to know basis. All the information should be kept in a locked filing cabinet. Also make sure that the observations are only shared with the parents of the hild and other professionals. With my three observati ons on my target child I looked at three different developmental areas, such as, gross motor, fine motor and balance and co-ordination. In the gross motor observation using quotes from the ‘EYFS’ and ‘Child Development An Illustrated Guide’, my TC is currently achieving the majority of these milestones and some of the things stated she couldn’t of accomplished in the garden, e. g. ‘using a pencil’.My TC seems to be very confident in peddling, jumping, balancing etc and kicking a ball with great control; however, she needed assistance with walking on tiptoes, this is due to possibly not having the opportunity to try it. My TC also seems very sociable as she was playing a lot with her friends whether it was by pushing them round in the car or throwing a ball to them, this is perhaps because she is with adult company a lot of the time, this checklist information therefore shows me that there are no areas to be concerned about and my TC prac tises these skills every day.When observing her balance and co-ordination, I have realised that she is very confident and in control of her balance and co-ordination, also that she is developing at the right stage for her age and is capable balancing by herself without assistance, showing that she is becoming more independent. My TC persisted with the activities even when challenges occurred which shows she is persistent and also she was finding new ways to do things which shows she is very inquisitive, this is stated in the ‘EYFS, Characteristics of effective learning’, showing she is on track and at the right place.With the fine motor observation, my TC is meeting and exceeding the developmental milestones that she should be applying with the EYFS, this observation shows me that she engages in an activity and doesn’t give up until she has accomplished it, this shows great determination. My TC is turning out to be very independent, clever and determined, all of these things show that she is developing at the right pace for her age and is currently meeting and exceeding the developmental milestones.This is possibly due to spending a lot of one to one time with mum and dad and being at nursery all day for three days; she always joins in with games and includes her friends improving vital skills such a socialising and physical development. My TC is always using her initiative when things go wrong and quickly amends them, e. g. when ‘she dropped all the beads, she quickly picked them up and rebuilt it’. My TCs needs are that she needs the equipment, space and time to develop these skills, improving her developmental areas.She needs extra help with balancing; walking on tiptoes etc. so in the short term setting out obstacle courses or beams to walk along would benefit her massively as it would require her to use her balance and concentration. ‘Blocks and block play is very important for childrens learning and development. Bec ause there is no right or wrong way to play with them, they are the perfect open-ended resource and they are so versatile that they support learning across all areas of the curriculam’.Through my observations and discussions with my mentor, I am aware that my TC really enjoys playing outside and with her friends, and she feels lost without them; this is mainly because she spends a lot of time outside with her parents, one to one, this is massively beneficial also for her health. To support her future planning I would provide more activities that includes being outside and being active and try giving her the one on one attention, when possible.The implications of observations are that observations need to be valid and reliable otherwise there will be biasness and different interpretations of how the child is feeling and the observations won’t be accurate. We can do this by objective observations, which are by looking at the child with fresh eyes, meaning we don’t jump to conclusions and make judgements and we so not have stereotypical views of the child. We can also make it reliable by writing it up ASAP so the observation is still in your head and you don’t forget or make-up key information.We must use different techniques to observe the child this is because there are many aspects to look at and you can’t look at them all from one type, e. g. looking at a child’s language, you couldn’t do this using a photographic observation, if you didn’t do this then you would miss out information that might be necessary to detect any issues. Observations are needed to reflect on for future planning, if you didn’t the child will lose interest and not progress in development.Observations are also good to give to the parent as they can see how their child is getting on and gives them reassurance as to how their child is progressing, it will hopefully highlight if there are any problems as well, which they can pas s onto other professionals. If you did not do all of these things it will let your reputation down and show you cannot be reliable to look after children in a professional manner. John Bowlby (1907-1990), stated that a Child’s emotional bond to their familiar caregiver i. e. a family member or riend is a biological response that ensured survival, he called this the ‘theory of attachment’, and he said that the quality of attachment is to blame for the child’s capacity to form trusting relationships. His theory stated that children show a preference for closeness to a small number of adults and these attachments are a normal part of human development. When babies are born they are adapted to seek out attachments not just for the aim of being fed and protected but for the feelings of safety the attachment brings.Also he said that when an infant feels safe and secure they won’t be as attached to you as when they feel scared or anxious, this is known as ‘attachment behaviour’. Also as infants mature into adulthood, the need for attachment lessens, however when we feel stress or anxiety we may find ourselves seeking comfort from loved ones. The main positive outcomes of good attachment experiences in the early years seemed to be social ones, things such as self-confidence, efficiency, self-esteem and the capacity to care for others and to be cared for.Many practioners worry about the children becoming too attached to them and fear that it may undermine relationships at home. They don’t want to give children the feeling of loss when they have to leave them and move on to school or the next stage. However, children can cope with several close attachments, so now at most nurseries children are given a key person, but practioners must maintain professional boundaries too, favouritism is not an outcome of closeness to a child so practioners must work alongside the parent. Burrhus Skinner (1904-1990), was probably one of the best known behaviourist theorists.Skinner applied ideas taken from his work with rodents to children, this approach is called operant conditioning, and he wrote most of his books about people. To him both animals and people are organisms – differing only to the degree of learning. Behaviourism is sometimes known as the learning theory, learning and development are often seen in terms of nature verses nurture. Behaviourism is at the extreme nurture end, Behaviourists generally believe that all behaviour is learned and can be shaped. The most common view is that behaviour is shaped by punishment and rewards, and that humans act to avoid punishment and to gain reward.Skinner emphasised reward. He believed that punishment was counter-productive, having the opposite of the desired effect. He broke tasks down into small steps, and with each step reinforced and rewarded as it was learned. Although skinners experiments were generally carried out on animals, his work became wid ely applied to child development and to work with parents. Skinner proposed that a child’s language is shaped by the responses given to them by carers or parents. Skinners theory would indicate that children have to go through a trial and error aspect; however children can pick up things that are not learnt through regular reinforcement.His work was put into practise by teaching methods which focus on the repletion of words and completion of rows of sums. Behaviourism is most often seen in the teaching of special needs children and behavioural management. Breaking down tasks into small steps, such as star charts, stamps, stickers, rewarding children for keeping to instructions and rules, and taking away of their luxury’s when they don’t keep to rules, praise and encouragement. This was introduced in the 1950s known as ‘programmed instruction’.

Physics C 2d

Physics C – Homework Two Dimensional Motion 1. A particle moves along the parabola with equation Y = ? x2 shown below. a. Suppose the particle moves so that the x-component of its velocity has the constant value vx = C; that is, x = Ct i. On the diagram above, indicate the directions of the particle's velocity vector v and acceleration vector a at point R, and label each vector. ii. Determine the y-component of the particle's velocity as a function of x. iii. Determine the y-component of the particle's acceleration. . Suppose, instead, that the particle moves along the same parabola with a velocity whose x-component is given by vx = C/(1+x? )? i. Show that the particle's speed is constant in this case. ii. On the diagram below, indicate the directions of the particle's velocity vector v and acceleration vector a at point S, and label each vector. State the reasons for your choices. 2. A ball of mass m is released from rest at a distance h above a frictionless plane inclined at an angle of 45Â ° to the horizontal as shown above.The ball bounces elastically off the plane at point P1 and strikes the plane again at point P2. In terms of g and h determine each of the following quantities: a. The velocity (a vector) of the ball just after it first bounces off the plane at P1. b. The time the ball is in flight between points P1 and P2. c. The distance L along the plane from P1 to P2. d. The speed of the ball just before it strikes the plane at P2. 3. One end of a spring is attached to a solid wall while the other end just reaches to the edge of a horizontal, frictionless tabletop, which is a distance h above the floor.A block of mass M is placed against the end of the spring and pushed toward the wall until the spring has been compressed a distance X, as shown above. The block is released, follows the trajectory shown, and strikes the floor a horizontal distance D from the edge of the table. Air resistance is negligible. Determine expressions for the following quantities in terms of M, X, D, h, and g. Note that these symbols do not include the spring constant. a. The time elapsed from the instant the block leaves the table to the instant it strikes the floor . The horizontal component of the velocity of the block just before it hits the floor c. The work done on the block by the spring d. The spring constant 4. A ball of mass 0. 5 kilogram, initially at rest, is kicked directly toward a fence from a point 32 meters away, as shown above. The velocity of the ball as it leaves the kicker's foot is 20 meters per second at an angle of 37Â ° above the horizontal. The top of the fence is 2. 5 meters high. The kicker's foot is in contact with the ball for 0. 05 second.The ball hits nothing while in flight and air resistance is negligible. a. Determine the magnitude of the average net force exerted on the ball during the kick. b. Determine the time it takes for the ball to reach the plane of the fence. c. Will the ball hit the fence? If so, how far below the top of the fence will it hit? If not, how far above the top of the fence will it pass? d. On the axes below, sketch the horizontal and vertical components of the velocity of the ball as functions of time until the ball reaches the plane of the fence. [pic]

Financial Position of Gap Inc.

The gross margins have also Increased for fiscal 2009 here It was 40. 32 percent as compared to 2008 of 37. 5 percent and 2007 of 36. 1 1 percent. The operating margins also continue to grow for fiscal 2009 Gap had an operating margin on 12. 8 percent as compared to 10. 7 percent from 2008 and 8. 3 percent In 2007. Gap has also been able to grow Its cash not only each year but also 29. 4 percent of Its total assets as compared to 2008 where cash was only at 1. 7 billion and 22. 6 percent of total assets.Gap also has worked to reduce their debt down to ere by 2010 and they have done so, currently they have no long-term debt and 2. 3 billion in cash. The 2009 current ratio for Gap is 2. 19 as compared to 1. 88 in 2008, and 1. 67 in 2007. Gap is increasing their liquidity from year to year while net sales are still decreasing. Gaps merchandise inventory has also seen a decrease not only in value but also as a percentage of total assets 2007 Gap had merchandise inventory valued TTL . 57 billion and that represented 20. Percent. Inventory was 1. 50 billion and represented 19. Percent of total assets in 2008. In 2009 the merchandise inventory was 1. 47 billion and represented 18. 5 percent of total assets. The operating expenses for Gap have maintained constant from 2005-2009 when looking at them as a percentage of sales. The difference in percentage from year to year changed only by a few tenths of percentage. Income from operations however has increased since 2006 where it had fallen 29 percent from 2005.Operating expenses include the following: I payroll and related benefits (for our store operations, field management, striation centers, and corporate functions); I marketing I general and administrative expenses; costs to design and develop our products; I merchandise handling and receiving In dilutions centers and stores; I distribution center general and administrative expenses; I rent, occupancy, depreciation, and amortization for corporate facilities: and othe r expense (income). I gross margins previously stated. Gap had cost of goods sold at 59. 68 percent of sales in 2009 compared to 62. Percent in 2008 and 63. 89 percent in 2007. Gap has been working to drive their costs down and thus far have been successful. Cost of goods sold and occupancy expenses include the following: I the cost of merchandise; I I inventory shortage and valuation adjustments; I I freight charges; I I costs associated with our sourcing operations, including payroll and related benefits;

La Vie Boheme Essay Example | Topics and Well Written Essays - 750 words

La Vie Boheme - Essay Example Popular consumption of music has long been influenced by the stage – but perhaps not more so than in the modern era of super-popular Broadway musicals. It is in some ways easy to dismiss such musicals as somewhat venal entertainment, more akin to Hollywood than Mozart, but their immense popularity demands that they receive some attention. Perhaps no musical has been as widely popular as Jonathan Larson’s magnum opus, Rent, and perhaps no song is more indicative of both that musical and the feelings that it inspires in its viewer than â€Å"La Vie Bohà ¨me,† an homage to Giacomo Puccini's opera  La Bohà ¨me, on which Rent was based. Songs in popular musicals often struggle with the blending of text and music; the text is often so important that music takes a back seat, or else an emotional moment of music is required, and text is written just to have something happening during that moment. I would argue, however, that â€Å"La Vie Bohà ¨me† effortlessl y combines both musical and textual elements to create a pleasing cocophony that relates intrinsically to the philosophical underpinnings of a Bohemian lifestyle. In short, it represents the certainty of death, the chaos of life, and Bohemianism as a response to simply having too little time on earth. Life and death are the central themes to this work, both textually and musically. The song begins with a character explaining that he had had â€Å"a death in the family,† his dog, â€Å"Evita† had died. He then goes on to explain how beautifully the neighborhood would change if people would give up their bohemian lifestyle. During this period the music is light, delicate, ordered and lively, with a high, major key melody played on a piano. He closes by telling the other characters that â€Å"Bohemia is dead.† This moment represents the first change between life and death that occurs in the work. The music then launches into a funeral dirge, with the character of M ark launching into a funeral sermon regarding the death of Bohemia. While he speaks, an interesting musical and textual event happens during the background. Two basses begin singing what sounds like a traditional funerary chant in Latin, which sounds almost like a Gregorian chant. A closer analysis of this chant will come later, but for the moment it serves to especially emphasize the deathly nature of the beginning of this song. As the sermon goes on, however, its mood shifts, the organ music finishes playing a minor key dirge, and opens into a major key melody. As this transition occurs, Mark almost seamlessly stops talking about death, and begins talking about birth, the birth of Christ. This transition wholly encapsulates one of the fundmanental aspects of Bohemian behavior – the recognition of death. Bohemians live with constant awareness of death – it is an awareness that spurs them on to live as fast and hard as they possibly can, to extract every ounce possible of experience out of life before it ends. The song then launches into a chaotic manifesto in defense of Bohemianism. While the opening clearly pushes one Bohemian theme, awareness of death as a cause for living in a Bohemian way, it also pushes another theme: conscious rejection of authority. The chant, which appeared to be Latin at first glance, helps develops these themes more fully. On a close inspection, only the first line, â€Å"Dies irae! Dies illa† or â€Å"Days of wrath and doom are coming† are Latin. Traditional words of death. The pair of basses then launch into a new language, Greek, keeping the same Gregorian style, â€Å"Kyrie, eleison† or, â€Å"Lord of have mercy† before closing in a final different language, but the same Gregorian style â€Å"Yitgadal v’yitkadash,† Hebrew meaning magnificent and sanctified. Firstly, using three languages demonstrates an awareness and expression of value of diversity – a theme that is more fully developed later in the song. But more importantly, the song thus smoothly connects Latin, Greek and Hebrew liturgy into a neat package, and

Tolstoy's Concept of Power and Leadership Research Paper

Tolstoy's Concept of Power and Leadership - Research Paper Example On the other end, leadership is driving unpopular initiatives in a populace. For instance, within an organization, it would require a person to identify a numbers of approaches that would be used for the purposes of making changes. This will depend on many aspects including freedom of the subordinates and the authority that the leader possesses. For instance, an authoritarian approach entails the power of the leader to make decisions on their own and then telling those that they lead instructions on what is to be done. Here, those being led have no chance of deciding on what they should perform. Another approach to the power and leadership issue consultative approach that involves consultation. Here, those in leadership positions consult a few people on some decision and actions that they would be taking. They also inform these people on the changes that would be likely to occur. This enables them to institute the right measures that would benefit a large number of people. In additio n to the two most liked methods above, there is democratic approach where a team of people would be involved in decision making process. In this approach, the leader assists the group in forming structures and encourage those involved taking in decision making process.... At the above mentioned levels, there are various people are who include; managers, chief executive officers, directors and even supervisors. It is likely that such people may acquire their motivation from different aspects. Those aspects may be from within the organization or from outside the organization. The aspects above may be different but would serve the purpose of achieving a common goal.. This research paper looks at primary motivators for leading, correct mind set within the organization and characters of those leading. What motivates leaders? Desire to make differences At times, some of the staff members within the organization may be observant and identify areas of weaknesses. Such weakness may be impacting negatively on their efforts within the organization. This may be from within the organization, those in leadership positions or even those under leaders. It would be time spent on petty issues, meetings and taking too much time to accomplish inadequate results. Other as pects within the organization may include; confusion in carrying out tasks, poor ways of evaluating the executive, committees that achieve remarkably little, poor documentation of records and even poor appraisal and remuneration techniques. In the political arena, it may be poor governance that they would like to change. It may also be the structure of politics that they would want to change, and this will serve as a motivation factor to these people. The above situation may serve to motivate people who are determined to take a step towards leadership in organizations. This is because they feel that their efforts are being wasted by other people within the organization. This would make them initiate changes within the organization. For example, they may

Sales Force Compensation Term Paper Example | Topics and Well Written Essays - 1250 words

Sales Force Compensation - Term Paper Example As such, the use of total rewards program as a way of attracting, retaining and motivating employees involves the extension of what an employee perceives as being of value to that employee. The need for an effective Total rewards program is underscored by firms being solely dependent upon it for growth, stability and overall success. Likewise, the success of a firm that wants to have an effective sales force must use total rewards program, the size of that firm notwithstanding. 1. Six Features of an Effective Total Rewards Program In order to motivate the sales force to produce the highest number of clients, there are six features of an effective total rewards program that should be put to use. One of the features that of an effective total rewards program that will help is compensation. Compensation is the pay that is extended to an employee for the services that the employee renders. Compensation should not only include both short and long-term rewards. Fair and effective compensat ion is that which supports the organization's goals, mission and business objectives. It is against this backdrop that Nike Inc. provides its personnel with very competitive salary that totally complements employees' duties, roles and responsibilities. Another feature of an effective total rewards program that should be put to use is the definition and moderation of work-life. Work-life comprises a particular set of organizational policies, practices, programs and philosophy which actively sustain and support efforts to help employees attain success both at the workplace, and at home. Some of the examples and facets of work-life include job sharing, telecommuting, sabbaticals, flexible work hours, compressed workweek, and continued education. Nike Inc allows sabbaticals for its employees annually. Employees who have worked with Nike Inc. for five years are entitled for two-week rest while those who have worked with the firm for more than six years are entitled for a one-month's leav e. Nike Inc's sales and marketing department and employees are the best paid in the sportswear industry, according to Borgardus (2006). Failure to observe proper work-life easily paves way for dissatisfaction and de-motivation among employees. In another wavelength, Nike Inc or any other organization that is serious about its effective total rewards program must factor its benefit program into consideration. Benefits refer to programs that an employer dispenses to supplement monetary emoluments that are given to employees. Aspects of these benefits include income protection, retirement programs, health and savings. Cichelli (2010) divulges that a well-designed program may not be generic, but needs to customize the diverse workforce which makes up Nike Inc.'s retail and organization. Nike Inc.'s benefit program will help its selling and promotion undertakings since Nike Inc. provides health insurance, disability insurance, life and accident insurance, paid sabbaticals, tuition assist ance, product discounts, transportation allowance and discount.

Ethical dilemmas and the law Research Paper Example | Topics and Well Written Essays - 1750 words

Ethical dilemmas and the law - Research Paper Example Michael had full knowledge that his childhood best friends were the ones being prosecuted for a wrongdoing, but in spite of this, he had acted as prosecutor to the case as if he had actually defended the victim although he did not. In the first place, there was already a plan on Michael’s part to use the case to chase the remaining jail guards, who had molested and tortured them, while they were incarcerated at the Wilkinson Home. As a prosecutor, Michael was obliged to present evidences that will prove John and Tommy’s involvement in the crime. It was Michael’s responsibility to prove beyond a reasonable doubt that his were friends were not innocent, and that he, as a prosecutor, will not tolerate a wrongdoing even if it had been committed by someone close to him. However, this was not the case because Michael was certain of his conviction to help his friends, whatever it takes. Crucial decisions that take into account the due process of law need to depend on et hical considerations (â€Å"The importance,† 2004, p. 4). Prosecuting lawyers should have their own set of ethical standards to avoid instances, when a defendant will be convicted of a crime he or she never committed (Tucker, 2012). While these ethical considerations or standards are applicable to the job of a prosecutor, it may become different if the prosecutor uses his position in the case to let the defendant escape the punishment of law or to reverse the case in favor of the defendant’s party.

Research Article Critique Essay Example | Topics and Well Written Essays - 2000 words

Research Article Critique - Essay Example e other paper is a quantitative research entitled, â€Å"Dance and Movement Program Improves Quality-of-Life Measures in Breast Cancer Survivors.† The qualitative research discusses the perceptions of incurable cancer patients about the quality of life at the end of life. The quantitative research discusses how dance and movement improves the quality of life of breast cancer survivors. This critique breaks down the different parts of the paper according to the critique guidelines set by Burns and Grove and by other nursing research authorities. It reviews the process of research which includes the problems and purposes, hypothesis, variables, literature review, framework of the study, study design, adequacy of the samples, directness of measurement, measurement of error, level of measurement, reliability and validity, statistical tests, findings, and implications. These elements shall be reviewed in terms of their adequacy, clarity, and completeness in answering the research q uestion posed by the papers. In the qualitative research, the research problem was clearly explained and stated in the introductory paragraph. The researchers explained how the problem came about and why they saw a need for the research to be conducted (Polit & Beck, 1997; Burns & Grove, 2001). The problem chosen is significant to nursing because it provides new ideas on how to care for the incurable cancer patient. The quantitative research also clearly stated the research problem and purpose in the introductory paragraph. After discussing the background of the study, the paper stated clearly the purpose and research problem. The problem is very much significant to nursing practice because it offers interventions on how to improve the quality of life of the cancer patient (Polit & Beck, 1997; Burns & Grove, 2001). In the qualitative research, the research objectives were incorporated in the study background. There was a smooth and easily comprehensible flow of thought from the

Psy sim 5 Essay Example | Topics and Well Written Essays - 500 words - 1

Psy sim 5 - Essay Example In other words, we conform to the behaviors and opinions of others present in the environment. The ambiguity and uncertainty about the nature of the stimuli are the main reasons behind subjects conforming to other people. Ans: The experimental design and the conditions created, that is the experimental and the control groups differed on the method of reporting results. The independent variable used in the study was the social pressure individuals experienced. It was found that the errors given in by the majority of people in the study influenced the perception of the right answer and the subjects gave in to social pressure. Hence they gave wrongs answers. Ans: informational social influence happens when there is no obvious correct answer to quantify the given question or situation. Therefore we look towards others for the information on the issue and in order to be right we get influenced by what they think. This finally leads to internalization. An example can be that in a restaurant we see how people are behaving and we behave in the same way. On the other hand, normative social influence happens when we accept what others’ perceptions are because we want to be accepted or liked by the group. This influence might also stem from a thought process designed to prevent embarrassment or a possible ridicule from the normative population they belong to. This finally leads to compliance. An example to illustrate is that teenagers start smoking because others in their peer group smoke. Ans: reactance is the desire for personal control. Burger (1987) defined reactance as an emotional reaction in direct contradiction to rules or regulations that threaten or eliminate specific behavioral freedoms. It can cause the individuals to adopt an attitude that is contrary to what others think and increases resistance to social influence. Ans: The thought processes involved the concepts of objects which led the mind to

BHS 414 Cross Cultural Health Perspectives (Mod 1 CBT) Essay

BHS 414 Cross Cultural Health Perspectives (Mod 1 CBT) - Essay Example gradations to the way the treatment is carried out through various health organisations who carry out detailed statistical analysis to find out and finally implement the ‘most effective’ treatment regimen, so in a way, the whole system in quite mechanistic. On the contrary, Native American medicine is based on what the physician ‘feels’ is best for the person. And the patients are never referred to as cases. There is an effort made to understand the life force flowing within the person and understanding its interaction with the environment. There is a belief in the synchronicity of the whole universe of which we are a part. Efforts are directed towards understanding the environment of the person and his interaction with it. Allopathy focuses more on the physical plane, one reason why psychiatry fails miserably when it comes to treating some mental illnesses. Whereas native American medicine encompasses all the realms of existence including physical, mental, spiritual, ethereal- existence of some of which modern medicine even doubts. It goes beyond what the senses can perceive in the physical word so the word proof has limited meaning. Using the words in common parlance, the modern medicine is based on ‘scienceâ€℠¢ whereas native American medicine is based on ‘art’. Now there should be a pragmatic approach dealing with both broad, apparently different forms of healing, keeping the well being and good health of the people at large at the forefront. Referring to the case study in question here, Mr. Wolf and his wife should be given a balanced view point so that he can utilize the best of what both forms of medicine have on offer. As a health care provider first of all care should be taken to make sure that Mr. Wolf should not take a traditional medicine, which in the process of healing brings the levels of antibiotics to toxic levels for the body. This should be conveyed to the patient and he should be advised to properly inform the traditional healer

China Petroleum and Chemical Corporation Essay Example for Free

China Petroleum and Chemical Corporation Essay The net profit figure of RMB 19,011 reported under PRC GAAP was increased to RMB 21,593 under IFRS. The increase of RMB 2,582 under IFRS was due to the following reasons: Dep. and disposal of oil and gas properties RMB3,044 Acquisition of subsidiaries 443 Capitalization of general borrowing costs 389 Gain from issuance of shares by subsidiary 136 Gain from debt restructuring 82 Revaluation of land use rights 18 4,112 Unrecognized losses of subsidiaries (182) Pre-operating expenditures (169) Effect on taxation (1,179)(1,530) 2,582 The net profit figure of RMB 21,593 reported under IFRS was increased to RMB 25,577 under U. S. GAAP. The increase of RMB 3,984 under U.S. GAAP was due to the following reasons: Dep. of revalued PPE RMB 3,998 Disposal of PPE 1,316 Capitalized interest on invest.in associates 141 Reversal of deficits on revaluation of PPE 86 Foreign exchange gains and losses76 Reversal of impairment of long-lived assets 47 Exchange of assets23 Capitalization of PPE12 5,699 Deferred tax effect of U.S. GAAP adjustments (1,715) 3,984 2.The differences for CPCC between PRC GAAP and IFRS, and between IFRS and U.S. GAAP are given in the case. As mentioned in the case, treatments of the following items under PRC GAAP and IFRS are different: Depreciation and disposal of oil and gas properties Capitalization of general borrowing costs Acquisition of subsidiaries Gains from issuance of shares by a subsidiary Gains from debt restructuring Revaluation of land use rights Unrecognized losses of subsidiaries Pre-operating expenditures Impairment loses on long-lived assets Government grants (Refer pp.5-72 5-75 in the textbook) Treatments of depreciation and disposal of oil and gas properties seem to have a significant impact on reported profit. As mentioned in the case, treatments of the following items under IFRS and U.S. GAAP are different: Foreign exchange gains and losses Capitalization and revaluation of property, plant and equipment Exchange of assets Impairment of long-lived assets Capitalization of interest on investment in associates Goodwill amortization Companies included in consolidation Related party transactions (Refer pp.5-77 – 5-82) Treatments of depreciation of revalued property, plant and equipment, and disposal of property, plant and equipmentseem to have a significant impact on reported profit 3.U.K. readers of the financial statements may not find them very useful, as the information is not reconciled to the U.K. GAAP. There are differences between U.K. GAAP and IFRS, and between U.K. GAAP and U.S. GAAP. With the adoption of IFRS in the EU, this may not be a major problem anymore. However, UK companies use IFRS as adopted by the EU which in some cases differs from the IFRS issued by the IASB. 4.U.S. readers should find the information useful. However, it would be better for them if the information was reconciled directly from PRC GAAP to U.S. GAAP. 5.When a company is listed on a foreign stock exchange, it is always useful to explain the differences, if any, between accounting standards used in  preparing financial statements, and those that are stipulated by the listing requirements. The need for such explanation is reduced if the two sets of standards are comparable. However, differences can still exist due to different interpretations of the requirements. Therefore, the approach taken by CPCC can be recommended to other companies.

The war of the worlds Essay Example for Free

The war of the worlds Essay This essay has been written to compare similarities and differences in two fictional stories; The Red Room by H. G. Wells and extracts from 1984 by George Orwell and Winstons experiences in the Room 101. Both of these stories have both distinct similarities and differences in writing style. The main similarities between the two are easily identifiable. For example, they are both set in a room, as the title implies- The Red Room. The Room in the short story is similar in a unique way to Room 101, as they are both associated and fixated on pain or suffering of some kind. In the Red Room the story is based on an unfortunate woman, who met a tragic end due to her husbands attempt to frighten her. Also, anyone who enters the room usually ends up dead, or injured as happens in the story. In Room 101, the room is meant to be so petrifying, no one dare enter. It is strongly associated with fear and, as the text implies with this quote This place was many metres underground, as deep down as it was possible to go. the room ties in with hell. Room 101s mention has an enormous morale dropping effect on anyone who is told to go there. Peoples reactions are astonishing; one man was so persistent in not going he asked the guards to kill his family in front of him, rather then him face Room 101. He was willing to do anything in order not to go, accusing others, holding on to a steel bench for dear life, but it was no use, he could not deny his fate as the guards were so cold, OBrien imparticularly. OBrien was very cold and intent on making Winston as scared as possible, he commented in a schoolmasterish manner, which added to the tension. OBrien has no self-remorse as to what will happen to Winston and it would seem he might even enjoy his evil proposal. The reason for these two stories great success, is the authors ability to build up incredible amounts of tension and fear, both the authors accomplish this very well. Both the stories lead up to a high terror climax, they keep the reader on the edge of their seat until the tension reaches this climax. The Red Room does a particularly good job of this. For example, as the narrator is walking down the corridors the author begins to implement the strangeness and atmosphere of this old creepy house; Its shadow fell with marvellous distinctness upon the white panelling and gave me the impression of someone trying to waylay me. This is just the type of action the reader would expect to happen in a story such as this, this is why the reader is on the edge of their seat, guessing. Although they are two completely different authors, born at different decades, they still share a diverse, descriptive writing style. As George Orwell shows in the 1984 extract, the fear is instilled into the reader as the intensity is prolonged until Winstons fear is about to be realised; The worst thing in the world, said OBrien, varies from individual to individual. It may be burial alive or death by fire, or by drowning, or impalement, or fifty other deaths. This sentence structure alone prolongs the fear and stresses it, using descriptive lists. The purpose to this tension is to keep the reader alert. Small pauses during the texts of the story The Red Room also have the same effect, like if a shadow is spotted or a door creaking. This all builds up to that climaxing point of when the Red Room is entered, and Winstons fear is going to be realised. The characters are used in a very well organised way, they all add to the tension/eerie effect. In The Red Room, the old characters are referred to as their descriptive appearance, not by their names. The author has done this to keep a mysterious tension in the air. One example is The man with the withered arm. Defections such as this make for a much more spooky atmosphere, as it is set in a large mansion, and that character is a stereotypical image of who might live in that type of sinister house. In 1984, the guards are not referred to with their names by the author. They are simply called guards or officers. The reason for this is to show even more that they have no feelings, and have no remorse for others.

Ethical Leadership Is Mostly About Leadership Integrity Philosophy Essay

Ethical Leadership Is Mostly About Leadership Integrity Philosophy Essay Leaderships comes from emotions, and one cannot lead without emotions. The passion and drive to lead that make others look him or her in the eye and say I want to follow you (Patrick D, 2010). These are the moral values moral and principles that form the ethics that leaders lead by. Ethics, Integrity, Leader Ethics are a set of moral and just principles that serve as a deep guiding sense of what is right, fair and proper while Integrity is part of this principle, defined as the quality that makes people trust the leader. It acts as a bridge between personal ethics and professional ethics that the leader adhere to values that may be outside of themselves, mainly, truth where trust is built on. Trust is of paramount importance in all personal relationship(John, A, 1987). Integrity also represents the consistency and accuracy of actions and behaviour which further assures the trust people put in the leader. Ethical leadership, law abiding or human compassion? Ethics comes different perspective, depending on situation and objective, for instance, euthanasia. Mercy killing is not legalised in many countries including Singapore, so is it humanely ethical for a medical practitioner to follow the law and watch his/her patient suffer emotionally and physically day after day? Is it professionally ethical to disregard the law and have professionals and patients question the practitioners ability to perform his or her duty in a professional manner, would anyone prefer an emotionally compromised doctor to treat him or her? Many professional doctors will establish a professional code of ethics that they do not get personally and emotionally involved in such cases, and continue to treat patients in such cases with painkiller to ease their pain till they pass on. In my opinion, a passionate doctor will definitely be emotionally involved, after all it is what they love to do saving lives and reliving people of their pain. We all have different opinion s of what should be done, depending on the principle and experiences that form our moral awareness(refer to Kohlbergs Stages of Moral Development, figure 1). Integrity is practiced when regardless of which decision the doctor choose to make he or she stands out and be responsible by facing the consequences of his/her actions. Supporters from both sides of the argument can deem the doctors actions to be right or wrong but they cannot deem the doctor to be unethical because of the level integrity the doctor display. Kohlbergs Stages of Moral Development(figure1) Different leaders can have different standards of ethics and when we talk about ethical standards, there is the question of whether this standards are applicable, after all ethical behaviour is actually an absolute, good or bad-right or wrong.(Ken, L, 2002). Kohlbergs stages of moral development begs to differ. Stage 1, a person in this stage is aware only of one fixed set of rules enforced by authorities which he or she must unquestioningly obey. Failure to do so will result in punishment. Ethical behaviour in this stage only limits to punishment avoidance. Stage 2, person in this stage now realise and is aware that there are more than one view points with regards to right or wrong, different personality have different viewpoints. Ethical behaviour in this stage is widen to include self-interest. Stage 3, moral values become more complicated in this stage involving, intention and emotions. person in this stage is very conscious of what others think because what is right or wrong subjects to the approval of the family or community. Ethical behaviour in this stage factors in the persons emotional state and motives. Stage 4, person becomes aware of the consequences of failure maintaining law and order. right or wrong depends on the greater good for the society. Ethical behaviour in this stage involves keep social order. Stage 5, person in this stage adopts a more utilitarian philosophy, where social utility or public interest is put on top of social order. Ethical actions involves protecting the rights of the individual according to rules agreed upon by the whole society. unethical action involves totalitarian rule, which bring social order but morally flawed. Ethical decision is one that ensure all parties are satisfied and on agreeable terms. Stage 6, person in this stage has attained the highest level of moral awareness, moral principle becomes the main concern. Where the principles of justice is based on treating prerogatives of all parties in an unprejudiced manner, individually respecting the basic dignity of all people, therefore, universal. Ethical decision is one that is made based on individual point of view of all parties, under the veil of ignorance(Rawls, 1971). According to Kohlberg: A person moral reasoning progress stage by stage up the stages without skipping stages. A person progresses up the stages upon encountering moral dilemmas, assuming he or she seeks to solve the moral dilemmas while a person in the lower level cannot comprehend the reasoning of the next level. How is integrity in anyway involved in these 6 stages? Other than stage 1 where there is clearly no need for the application of integrity, we can say that integrity is achieved so long as ethical behaviours, decisions and actions are being made/performed in each of these 5 stages. In supporting the previous argument of the euthanasia case, it does not matter what level of moral awareness a person or a leader has attained, as long as he or she act according to the result of his or her moral reasoning, it is ethical. Therefore, it is suffice to say that integrity is the backbone of ethical behaviour/ ethical leadership, that a person or a leader does what he or she feels is right. Uncompromising integrity is the most important quality. All of the other characteristics stand upon this steel-reinforced concrete foundation- Danny Cox, 2002 Moral person moral manager leadership(Figure 23) A leaders reputation for ethical leadership are based on perceptions of the public or followers of the leader both as a moral person and a moral manager(Trevinio, L. K., Hartman, L. P., Brown, M. 2000). To put it into a clearer perspective, moral person represents ethics while moral manager represents leadership so it is the combination of these two morals that forms the reputation for ethical leadership. We look at the scandal of City Harvest Church involving several senior members charged with the misappropriation of S$24 million to allegedly fund the music career of Sun Ho, wife of the churchs founder. Before the emergence of this scandal we can easily assume that head pastor Kong Hee with his fellow executives are ethical leaders based on the fact that they displayed behaviours of a moral person and acted in accordance to a moral manager. We can safely say that they are definitely moral managers but it is not fully accurate for us, as third persons or even some followers to deem Kong Hee and his executives as ethical leaders as we do not know them personally, we do not see or experience them in all aspects of their life. So how can we know if they are genuinely moral persons or if it is just a show? We may never know until they are tested in the presence of the public, thatà ¢Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬Ãƒ ¢Ã¢â‚¬Å¾Ã‚ ¢s where people with no integrity says do anything but donà ¢Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬Ãƒ ¢Ã¢â‚¬Å¾Ã‚ ¢t get caught, while people with integrity says its only matter of time before the truth gets out. Kong Hee and his executives, while still on trail, now has a reputation as hypocritical leaders due to the scandal(test), we are now aware that although they are moral managers performing their duties, they are not moral persons as they personally do not believe or practice what they preach to the congregation. The case is an example that integrity cannot be faked, it is attribute that circumscribe the traits of honesty and trustworthiness. One may argue that Kong Hee is an ethical leader until certain bad apple or bad barrels comes in and corrupts him. To this, the answer is very simple, integrity is a trait of a leader that automatically resists temptations, a leader with integrity is therefore incorruptible. Integrity is the clear line between a ethical leader and a hypocritical leader. Lead by example Leaders have the ability to influence the followers, therefore, the leader have to responsible for the behaviours and actions of his or her followers. Compromise of integrity can lead to followers behaving or acting in disregard to ethics, after all the leader is the model example of what behaviour, actions and decision are expected. In cases where followers have a higher stage of moral awareness(figure1), compromise of integrity can cause followers to lose faith in achieving their ambitions or aspirations. When nurturing a child, how can parents expect their child to develop ethical moral values and living by them if they fail to do so themselves? In developing future leaders, how can a mentor teach integrity to his or her students and expect them to believe in it if he or she compromises in integrity? They can state themselves as bad examples, a child can be corrected but integrity probably will be the last lesson the mentor ever teach the students.