Child and young person development Essay

1.2 Describe with example how different aspects of development can affect one another. When it comes to different aspects of development there are many examples that can describe how it effects one another, these are as follows: If a child is less developed in reading, when it comes to children having reading time on the carpet in groups, they may feel uncomfortable and unable to form friendships due to embarrassment and low self esteem. This will then affect their language and social development. This can cause the child to feel lonely and angry at themselves because they are not at the other children’s level of learning. If a child doesn’t like to share toys, this can cause a problem with social interaction as they will find it hard to  form friendships. The other children will try to avoid the child that is unable to share, this can affect the emotional and social development of the child who is unwilling to share as they will feel lonely and neglected and even aba ndoned. If a child is overweight and obese he will struggle to do PE at school as he won’t have the energy and will get tired very quickly. This can cause his classmates to be annoyed with him for delaying the class due to his weight and they will bully him for it. This would leave the child feeling very hurt, embarrassed and he will lose his confidence and self-esteem. This will then effect his physical, social and emotional development. If a child is use to having his way all the time, such as him eating his lunch whilst watching TV, when the child is at nursery and boundaries are in place this will cause the child to have temper tantrums and become angry. This will affect his social, emotional and behaviour development. As he will not understand why at home he can watch TV and eat on the sofa, but at nursery he has to sit with the other children at the table and eat. This will make him feel very upset and frustrated as he is unable to understand the reasons behind it. 2.1 Describe with examples the kinds of influences that affect children and young people’s development including: background, health and environment. Background Children will be part of different ethnic backgrounds, cultures, environments and circumstances; with their families going through different changes school may not be aware of it. Deprivation and poverty can effect pupil’s development, statistics show that children who come from deprived backgrounds are less likely to achieve well in school as parents find it difficult to manage their needs. Some children may come from a home schooling environment so when they start a new school it will be difficult for them to adapt to different teaching methods so they will need additional support. Health Development opportunities can be restricted if a child suffers from poor health or disability. For example, a child who has a disability may be less able to engage in some activates during school. This can affect their physical development but may also restrict their social communication, for  example, on the playground. When a child is aware of their needs it can affect them emotionally. It’s important that children are supported to ensure they are included in as much as possible. Environment The different environment and circumstances that pupils are exposed to at school and during their childhood and teens can affect their development. Many families may go through changes, which will have an impact on the way children respond in different situations. Families may break-up, get divorced or a new partner may be introduced which may effect children emotionally. Families may move house or change country, which can affect individuals socially, there could be a bereavement or illness in the family, which can be traumatic and upsetting for the whole family. If a child is looked after or in care it can effect their development emotionally, socially and physically. 2.2 Describe with examples the importance of recognizing and responding to concerns about children and young people’s development. The following things would cause concern about a child or young person’s development. If the problem was left untreated then things could get worse, and a delay in treatment could mean that the outcome is not as good as it would have been if treatment was started earlier. Speech / Language. If a child or young person does not talk to anyone or even only speaks a few words compared to others, this may cause concern. This would socially affect the child or young person’s because they would find it hard to make friends, work in groups or even interact with adults. It would also affect their communicational development because they would find it hard to speak to people and also may find it hard to listen to instructions etc. Early intervention would be the best way to respond to this concern, the first step would be to have the child or young person’s hearing checked because if they have poor hearing they will find it hard to hear people so will not want to communicate with others in case they get something wrong. Poor reading and writing. If a child or young person has difficulties with their reading and writing it  may cause concern, but this may not be noticeable until the child is around the age of 6 or 7 because by this age they should have learnt how letters are formed and start to string words together. These are the main skills a child needs to help them develop in all areas. Due to poor reading and writing the child or young person will start to fall behind his peers of the same age. They may find it difficult to interact or make friends with others who are more advanced than them, in case they are bullied etc. They would struggle with their intellectual development not only with the reading and writing, but they would struggle with their memory and even their concentration. 3.3.1. Identify the transitions experienced by most children and young people’s. Most children may experience transitions; transitions can be long term or short term. Some transitions that most children may experience are likely to be, starting school or changing from one school to another. Some families may move house several times throughout their lives this can affect a child in that they have to try and make new friends and get use to the area in which they will be living. Children and young people have to make very many of their transitions without prior personal experience, and it can sometimes appear to them as a daunting list of ‘firsts’: first day at school; first exam; first sexual experience. Most of these changes are navigated well by most children and young people, as and when they are ready. The experience they gain and the skills they learn in the process equip them to deal with the challenges of life ahead. The diverse range of transitions faced by children and young people includes: starting or moving school, puberty, bereavement, parents splitting up, illness (their own or a parent’s or sibling’s),changing friendship groups, entry to, or leaving, a pupil referral unit, moving through child health services into adult services, coming out as gay or lesbian this this affects older children, leaving home. Young people and children will need help and support from peers and adults to successfully make the transition to the next stage in their life. The nature and timing and giver of the support will vary depending on the individual’s needs and circumstances. Transition experienced by most children and young people include: Moving away – This could make the child or young person frustrated because they are being torn away from  either their favourite place or friends, this could also make the child become anxious. Friends moving away – This could make the child or young person feel nervous because they will then have to make new friends which may not be easy for the child, this could also make the child become anxious and become shy. Puberty – This could make the child or young person feel confused because they cant control what is happening to them, this could also make the child become dismissive or make the child become argumentative with parents or carers. Starting a new school – This could make the child or young person feel nervous because they have to make new friends and could make the child feel anxious because they don’t know what will happen. This could also make the child become shy or dism issive or even anxious. 3.3.2. Identify transitions that only some children and young people may experience e.g. bereavement. Transitions experienced by only some children and young people include: Diagnosis of a disability – This could make the child or young person feel jealousy because he/she may feel different, this could also make the child act unusual such as being dismissive. Divorce – This could make the child or young person feel frustrated, confused because the child or young person may not be seeing one parent as much as before, this could also make the child act unusual such as becoming withdrawn and being argumentative with parents. New siblings – This could make the child or young person feel jealous because he/she may not be getting as much attention as before, this also make the child act unusual such as becoming dismissive . New step parent – This could make the child or young person feel jealous because he/she may not get as much attention as before. Sometimes this can bring huge positive changes.It can impart the child’s life in a good way. Bereavement-the death of a close friend or relative may be very traumatic for a child, when it comes to times of change and transitions you should give children every opportunity to talk about what. 3.3.3. Describe with examples how transitions may affect children and young people’s behaviour and development. Transitions are an essential part of a  child and young persons development. These changes within a child or young persons life may be progressive or sudden. They present the child/young person with challenges which they must overcome. Transitions are stressful for children and young people, just as they are for adults, and the resulting stress can have far-reaching effects on children’s emotional well being and academic achievements. How a child or young person deals with transitions is greatly affected by the support and response children get from those around them. A child’s early experiences of transitions will have a big impact on how they handle transitions at later stages of life. As some changes of transitions are not anticipated, they can cause distress and feelings of lack of control in the child or young person. This can affect emotional and behavioural development, in turn leading to possible impacts on physiological and intellectual development. The transitions that children and young people face can be: Emotional: affected by personal experiences, for example bereavement or the divorce or separation of parents ,Physical: moving to a new home, class or school, Intellectual: moving from one type of organisation to another, for example from nursery to school, primary school to secondary school, secondary school to college or college to university Physiological: going through puberty or a long-term medical condition. Puberty is a major transition that all children at some point, will have to go through. It can be a difficult time for both sexes emotionally, socially and physically. Behaviour will change and so will their physical appearance, which may cause them to feel insecure, especially if they are female. Peer approval will become increasingly important and may be related to physical development. Males may show more aggressive behaviour as their hormone levels increase and females may become insecure about late development or embarrassed about early development. Both sexes will be very aware of their changes and will compare their own rate of development with that of their friends. Most, reach puberty around the same time, some develop earlier and some later. Boys who develop more quickly are often found to be more popular and independent. Girls, however, if developing earlier than their friends tend to get teased and have a more negative experience. The development of breasts can be very embarrassing for a girl, as it may bring a lot of unwanted comments and attention, not only from boys, but also from other girls who may be jealous of the attention the girl  is getting, or may be teasing and gossiping. This can lower a person’s confidence and make them feel very uncomfortable. Changing for sports in a communal area could become an issue, with other girls staring, and may make the young person stay away from sports, preferring to go sick, rather than endure the unwanted attention. One main transition within a child’s life is changing schools. This can make children feel insecure, nervous and anxious about the unknown. Whilst they may feel some sense of excitement about the new experiences they will be exposed too they will generally be apprehensive. They may be leaving behind good friends, loved teachers, a great support network and may feel a huge sense of loss. Their behaviour may change, they may become withdrawn and emotional. TDA 2.2: Safeguarding the welfare of children and young people. 1.1.1 Identify the current Identify the Current Legislation, Guidelines, Policies and Procedures for Safeguarding the Welfare of Children and Young People including e-safety. The current legislation and guidelines are policies and procedures for safeguarding who is promoting children’s welfare and putting measures in lace to improve children’s safety and preserve abuse. Child protection who are action taken to protect child when there is a reasonable belief that they are at risk of significant harm. All in setting for children and young people in England and Wales are the result of legislation passed in parliament, including England and Wales, the children Act 1989 and children Act 2004. Current Identify the Current Legislation, Guidelines for Safeguarding the Welfare of Children and Young People are Children’s act 1098/2004, Education act 2002,E-safety 2008, Safeguarding, Human rights act, The Vetti ng and Barring Scheme. Children’s act 2004 has five outcomes for well-being in childhood and later life. These are: being healthy; staying safe; enjoying and achieving; making a positive contribution and achieving economic well-being. In 2000, an 8 year old girl called Victoria Climbià ¨ was tortured and murdered by her guardians. Her death resulted in a mass investigation and the demand for stricter child safety laws. The inquest in 2003, lead by Lord Laming, led to the green paper, a preliminary report of government proposals that is published in order to raise discussion on the matter, named Every Child Matters The Act includes: a Children’s Commissioner to champion the views and interests of children and young  people; a duty on Local Authorities to make arrangements to promote co-operation between agencies and other appropriate bodies (such as voluntary and community organisations) in order to improve children’s well-being (where well-being is defined by reference to the five outcomes), and a duty on key partners to take part in the co-operation arrangements; a dut y on key agencies to safeguard and promote the welfare of children; a duty on Local Authorities to set up Local Safeguarding Children Boards and on key partners to take part; provision for indexes or databases containing basic information about children and young people to enable better sharing of information; a requirement for a single Children and Young People’s Plan to be drawn up by each Local Authority; a requirement on Local Authorities to appoint a Director of Children’s Services and designate a Lead Member; the creation of an integrated inspection framework and the conduct of Joint Area Reviews to assess local areas’ progress in improving outcomes; and provisions relating to foster care, private fostering and the education of children in care. Education Act 2002 refers to an Act of the Parliament of the United Kingdom which amended legislation relating to academies, publicly-funded schools operating outside of local government control and with a significant degree of autonomy areas such as wages and digressing from the na tional curriculum. Policies and procedures All settings and pre-schools working with children and young people must have a policy for protection of children under the age of 18 that states responsibilities and is reviewed annually, preparations to work with the Local Safeguarding Children Board, a duty to apprise the Independent Safeguarding Authority of any individual who is threat to children, training on safeguarding for all staff and volunteers, effective rick assessment of the provision to check that the safeguarding policy and plans work, arrangements for DRB checks on all adults who has regular connection with children up to age of 18, contact details of a parent or carer for all children under the age of 18. E-safety The internet and video games are very popular with children and young people and offer a range of opportunities for fun, learning and development. But there are concerns over potentially inappropriate material, which range from  content (eg violence) through to contact and conduct of children in the digital world. Debates and research in this area can be highly polarised and charged with emotion. Dr Tanya Byron, in her landmark report ‘Safer Children in a Digital World’, published in March 2008,set out a challenging agenda for Government, its partners, industry and the third sector, to work together to make children safer when using the internet and video games. Government accepted all of Dr Byron’s recommendations in full, signifying our commitment to children’s safety when using new technology. We cannot make internet completely safety but we can reduse the rick to children and help them to use it properly and safety; blocking access to unsuitable web sites by using a program, reducing the time spend front of the PC, teach the children of dangers and how to recognize them, helping to the children to develop skills to deal with situations, educating parents using internet properly and carer about risks and controls. 1.1.2 Describe the roles of different agencies involved in safeguarding the welfare of children and young people. All children are known by many organisations. That helps to bring effective safeguarding and make the children to feel more secure. Many children know the Childline -0800 1111 Social Services- There to offer support to the child and the setting. Social services have the powers to investigate any suspected improper behaviour from carers, children or the setting. They also have to meet and conduct interviews with the child and the family members involved, liaise with and get relevant information about the child and their circumstances from other agencies involved with the child, they have to take the lead during the Child Protection Conference as well as take action when a child or young person appears or is thought to be in immediate danger. Child Protection Investigation Unit (CPIU)- Unit run by the police who have the powers to investigation, who have the powers to investigate, interview and arrest anyone who is suspected of abusing a child. The CPIU has to make a decision on whether a crime has been committed and if so to begin a criminal investigation. They also have to gather evidence from Social Services and other agencies thought to be involved with the child or young person’s wellbeing. The CPIU must take immediate action if a child or young person is thought to be in any immediate danger which may involve removing the child  from harm or removing the perpetrator and attend any court hearing to give evidence when a crime has been commited. Health Visitors- Health visitors can sometimes be the first person to see signs of abuse, especially physical. They have a duty of care to refer such information to Social Services. Health visitors must carry out a full medical examination or observations of any child or young person who is thought to be at risk of abuse or is/has suffered from abuse. Schools: Schools have the responsibility to develop childrens awareness and their knowledge of what is acceptable and what is not acceptable behaviour, including when using the internet. Support and protect children who are identified as being at greater risk or are on the at risk register and provide professional training of all staff relating to safeguarding. Have policies and securtiy systems for e-learning activities and use software filters. Observe signs of abuse, chages in childrens behaviour or failure to thrive and refer any concerns. Children spend a great amount of time in school with teachers and staff so it is essential staff are able to monitor, keep records, share appropriate information with other agencies and just be aware of any unexplained changes in the child. Any setting such as nursery, childminder, afterschool or holiday scheme. Another agencies are General Practitioners, Local hospital services, child psychology services. 2.2.1 Identify the sign and symptoms of common childhood illnesses. Most children and young people will experience some episodes of illness in their life. Common illnesses, like coughs and colds, are not usually serious. However, illnesses like meningitis are more serious and will need specialist medical care. Illnesses, like chicken pox, are infectious (easily spread) and others, like asthma, are not infectious at all. It is important for anyone who works with children and young people to be able to recognize the signs of illness and know what action to take. The main signs of illness in a child or young person are poor appetite, no energy, change in behaviour (unusually quiet, not sleeping well, crying more than usual), constipation or diarrhoera, vomiting, skin rash, raised body temperature, a cough, headache, stomach ache, earache or runny nose. Signs and symptoms Young children find it difficult to describe how they feel. They may say that they have ‘tummy ache’ when they actually feel upset, afraid or  worried. Children’s symptoms can worsen very quickly and they should always be taken seriously and not ignored. Frequently the illness are common cold the symptoms are, sneezing, sore throat ,runny nose, headache, temperature. Is important for adult to encourage child to blow nose,the incubation period is 1-3 days. Gastroenteritis the symptoms are vomiting diarrhoea ,dehydration. The treatment,that the child is not dehydrated it is important to give him water often. Scarlet fever,the symptoms are lose appetite,fever sore throat pale around the mouth,strawberry tongue,the treatment it’s important the child rest and adult observe if there is complications. The incubation period 2-4 days. Chicken pox,fever ,very itchy rash with blister-type appearance,the treatment,tepid bath with sodium bicarbonate and calamine applied to skin to stop itching to stop children scratching to avoid scarring. Dysentery – vomiting, diarrhoea with blood and mucus, abdominal pain, fever, headache. Measles- high fever, runny nose and eyes, cough, white spots in mouth, blotchy rash on body and face. Mumps – pain and swelling of jaw, painful swallowing, fever. Rubella (German measles) – slight cold, sore throat, swollen glands behind ears, slight pink rash. Pertussis (whooping cough) – snuffy cold, spasmodic cough with whoop sound, vomiting. Meningitis- fever, headache, irritability, drowsiness, confusion, dislike of light, very stiff neck, maybe small red spots beneath the skin that do not disappear when a glass is pressed against them. 2.2.2 Describe the actions to take when children or young people are ill or injured. Parents or guardians have prime responsibility for their child’s health and should provide the school with information about their child’s medical condition and treatment or special care needed at school. Children should not attend school if they are acutely unwell. The setting or pre-school has a duty of care to look after children with a known medical condition or who become ill or have an accident during school hours. Every setting or pre-school must have First Aid box and at least one individual how is fully trained. In time of accident the key person must be act. If is neseserry can call to emergency. Every setting and pre-school has defferent rules but they must follow the rutenes that will helps to the children. 2.2.3 Identify circumstances when children and young people might require urgent medical attention. Some children may be too young or may not be physically able to tell you when they need medical attention due to a disability. Often children and young people can become seriously ill very suddenly which means that as a member of staff you should be alert to any changes in their behaviour which could indicate pain or nausea. When a child becomes sick or lets you know that they feel unwell, you will need to sufficiently look after them until their parent or a carer arrives to collect them. In life threatening situations the emergency services should always be contacted straight away. An example of this would be if a child had any of the following signs of acute illness: an open wound that won’t stop bleeding or where the blood is pumping out,burns or scalds to the child’s skin, Meningitis symptoms such as a stiff neck, fever, headache and a rash that doesn’t fade when pressed by a glass,confusion, headache, vomiting or blurred vision after a head injury. Being floppy, unresponsive or unconscious. Difficulty breathing and blueness around the lips. Having a high fever, heat exhaustion or severe sunburn. Some children may be too young or may not be physically able to tell you when they need medical attention due to a disability. Often children and young people can become seriously ill very suddenly which means that as a member of staff you should be alert to any changes in their behaviour which could indicate pain or nausea. When a child becomes sick or lets you know that they feel unwell, you will need to sufficiently look after them until their parent or a carer arrives to collect them. In life threatening situations the emergency services should always be contacted straight away.If is necessary call to 999 for an ambulance. 2.2.4. Describe the actions to take in response to emergency situations including fires, security incidents and missing children and young people. You have to know where the fire exit are. Never put anything on the way of a fire way. Close door and windows and try to get out the children from the fire place.Make sure that the children are awalys with an adult. Call to the fire brigade by telephone as soon as you can as follow dear 999, give you phone number, make sure that you spell the address correctly and it received. Any setting must have security. For example at the pre-school where I have a plcemenet the main door alwaiys is locked, the emergency door  is open only from inside.When some one rings is very easy to look how is there.The key person knows the main people who visit the pre-school regulary.In case some stanger get in there is visitor book, check for indentity. Any stranger seen hanging around school or in the school grounds should be reported without delay to the headteacher who WILL call police if necessary. Any stranger found in the building should be challenged by a senior member of staff. If a child cannot be found by their teacher/support worker/lunchtime supervisor, the headteacher must be notified immediately and told when and where the child was last seen. The remaining children will be left safe in the care of suitable staff. All other staff available will conduct a thorough search of the childs classroom, play area,toilets, the school building and the grounds If the child is not found within a very short period of time, the police must be called by the headteacher or a member of staff. 3.3.1. Identify the characteristics of different types of children abuse. Physical Abuse Defined as non-accidental trauma or physical injury caused by punching, beating, kicking, biting, burning or otherwise harming a child, physical abuse is the most visible form of child maltreatment. Many times, physical abuse results from inappropriate or excessive physical discipline. A parent or caretaker in anger may be unaware of the magnitude of force with which he or she strikes the child. Other factors that can contribute to child abuse include parents’ immaturity, lack of parenting skills, poor childhood experiences and social isolation, as well as frequent crisis situations, drug or alcohol problems and domestic violence. Physical indicators of abuse include bruises; lacerations; swollen areas; and marks on the child’s face, head, back, chest, genital area, buttocks or thighs. Wounds like human bite marks, cigarette burns, broken bones, puncture marks or missing hair may indicate abuse. A child’s behavior might also signal that something is wrong. Victims of physical abuse may display withdrawn or aggressive behavioral extremes, complain of soreness or uncomfortable movement, wear clothing that is inappropriate for the weather, express discomfort with physical contact or become chronic runaways. Sexual abuse At the extreme end of the spectrum, sexual abuse includes sexual intercourse or its deviations. Yet all offences that involve sexually touching a child, as well as non-touching offenses and sexual exploitation, are just as harmful and devastating to a child’s well-being. Touching sexual offenses include: Fondling; Making a child touch an adult’s sexual organs; and penetrating a child’s vagina or anus no matter how slight with a penis or any object that doesn’t have a valid medical purpose. Non-touching sexual offenses include: Engaging in indecent exposure or exhibitionism; Exposing children to pornographic material; Deliberately exposing a child to the act of sexual intercourse; and Masturbating in front of a child. Sexual exploitation can include:Engaging a child or soliciting a child for the purposes of prostitution; and Using a child to film, photograph or model pornography. These definitions are broad. In most countries, the legal definition of child molestation is an act of a person—adult or child—who forces, coerces or threatens a child to have any form of sexual contact or to engage in any type of sexual activity at the perpetrator’s direction. The effects of sexual abuse extend far beyond childhood. Sexual abuse robs children of their childhood and creates a loss of trust, feelings of guilt and self-abusive behavior. It can lead to antisocial behavior, depression, identity confusion, loss of self-esteem and other serious emotional problems. It can also lead to difficulty with intimate relationships later in life. The sexual victimization of children is ethically and morally wrong. Emotional Abuse Emotional abuse of a child is commonly defined as a pattern of behavior by parents or caregivers that can seriously interfere with a child’s cognitive, emotional, psychological or social development. Emotional abuse of a child — also referred to as psychological maltreatment — can include: Ignoring -either physically or psychologically, the parent or caregiver is not present to respond to the child. He or she may not look at the child and may not call the child by name. Rejecting-this is an active refusal to respond to a child’s needs (e.g., refusing to touch a child, denying the needs of a  child, ridiculing a child). Isolating-the parent or caregiver consistently prevents the child from having normal social interactions with peers, family members and adults. This also may include confining the child or limiting the child’s freedom of movement. Exploiting or corrupting. In this kind of abuse, a child is taught, encouraged or forced to develop ina ppropriate or illegal behaviors. It may involve self-destructive or antisocial acts of the parent or caregiver, such as teaching a child how to steal or forcing a child into prostitution. Verbally assaulting.This involves constantly belittling, shaming, ridiculing or verbally threatening the child. Terrorizing here, the parent or caregiver threatens or bullies the child and creates a climate of fear for the child. Terrorizing can include placing the child or the child’s loved one (such as a sibling, pet or toy) in a dangerous or chaotic situation, or placing rigid or unrealistic expectations on the child with threats of harm if they are not met. Neglecting the child. This abuse may include educational neglect, where a parent or caregiver fails or refuses to provide the child with necessary educational services; mental health neglect, where the parent or caregiver denies or ignores a child’s need for treatment for psychological problems; or medical neglect, where a parent or caregiver denies or ignores a child’s need for treatment for medical problems. Although the visible signs of emotional abuse in children can be difficult to detect, the hidden scars of this type of abuse manifest in numerous behavioral ways, including insecurity, poor self-esteem, destructive behavior, angry acts (such as fire setting and animal cruelty), withdrawal, poor development of basic skills, alcohol or drug abuse, suicide, difficulty forming relationships. Emotionally abused children often grow up thinking that they are deficient in some way. A continuing tragedy of emotional abuse is that, when these children become parents, they may continue the cycle with their own children. Neglect is usually typified by an ongoing pattern of inadequate care and is easily observed by individuals in close contact with the child. Professionals define four types of neglect physical, educational, emotional and medical. Bulling and harassment Bulling is act show aggressive, unrespect and rude actions. Bullying can take many forms: Physical violence, Intimidation and threats, Name calling and  belittling, Social exclusion (i.e., leaving someone out of social gatherings and activities), Gossiping and spreading rumors about others, Public humiliation, Using slurs, words or phrases that characterize a bullied victim’s identity to suggest that something is unacceptable or worthless (e.g., using the word â€Å"gay† when what is meant is â€Å"un-cool†).

Extended Definition of the Word Religious Essay

When defining a word, a simple step to take is get a dictionary and it will surely help someone whose problem is grasping for the meaning of a particular word. And as one reaches for a dictionary to determine a word’s definition, observation has to be taken with regards to the word’s denotation/s (direct meaning) and connotation/s (meanings which are implied), if ever these are included. In so doing, a proper grasp of the word will be obtained. The same basic rules will be applied by this writer to clarify on the meaning of the word â€Å"religious. † From its first meaning, to how it is being used by many nowadays, to how the Bible uses the word. Dr. Lisa Rowe Fraustino, an editor and a professor at State University of New York, said that the meaning of words changes over time. If one wants to find out what is the exact meaning of a term or an expression in a culture, the person needs to observe carefully how do the speakers/writers use it (Fraustino, 1998). Generally, the word religious is taken to mean of a person who is observant of a religion; a person who devoutly follows certain spiritual teachings of a considered sacred society (http://www. brainyquote. com/words/re/religious211796. html). This kind of definition is what people commonly apply to monks, priests, an ordained minister, and to those who are simply observants of certain religions. In recent years though, the word is acquiring an extended meaning. It can now be applied to just anything that characterizes rigidity. A doctor may advice a patient, who is borderline diabetic to avoid foods high in sugar content, and may tell the patient finally, to follow the advice â€Å"religiously. † This means, because of the urgency of the patient’s need to cut on sugar, to follow the order rigidly. If the person in this case, before being diagnosed as having too much high blood sugar, was naturally a type who has a liking for sweets, this time – as the doctor had given his professional advice – sweet foods must be reduced to tolerable measure, if not totally avoided. This is what the doctor means when he told his patient to keep his advice in a â€Å"religious† manner. Thus, today, the uses of the word religious have extended beyond its original meaning. Although it retains certain aspects of it, like the scrupulous observance of a devout person to his/her religion, the connotations now include anything that suggests strictness, and not necessarily commitment to a spiritual order. The general understanding that is retained by many about â€Å"religious† is most likely taken from the Bible’s portrayal of it in several passages found therein. For example, in the book of Acts 17:22 in the New Testament, Apostle Paul observed the Athenians to be â€Å"very religious. † The Apostle has used the word in its broad meaning, which includes allegiance to certain beliefs which are not necessarily of the same order as that of the apostles and the Jews. As long as there is a belief in the Supreme Being or beings, spiritual realities, and rituals, religion is present and its adherents can be described as religious. And so, the Bible, when speaking of being religious, it does not immediately mean â€Å"being right in practice of piety† before God. The reason for this is not difficult to see in other portions of the Holy Writ. The author of the book of James, which is also found in the New Testament, implied in his statement that there are two kinds of religion in the eyes of God: one is â€Å"useless,† and the other is â€Å"pure and undefiled† (Jas. 1:26-27). Even though the general meaning embraces any religion and religious order, every belief and practice, and it is true that the Bible itself attests to the fact that there many religions as well as different practices that humans observed even in the early times of the history of humankind, the Bible nevertheless distinguishes between true and false religion. There is true, as well as, there is false religion. Given the fact, however, that the word religious has already taken new forms of meaning nowadays, those who use the word loosely must note the differences of usage. Let us observe what the speaker means when he/she uses the word, because now, it can mean many other things. References: 1. Fraustino, Lisa Rowe. 1998. Word Usage (Study Unit), by Thompson Education Direct, 925 Oak Street, Scranton, Pennsylvania 18515. 2. Date Accessed: October 6, 2008. http://www. brainyquote. com/words/re/religious211796. html 3. The Holy Bible, New King James Version. 1982. Thomas Nelson, Inc

Cap Nnaf Essay Example for Free

Cap Nnaf Essay Choose cite format: APA MLA Harvard Chicago ASA IEEE AMA Mr. Raghunath was happy that Rahul showed keen interest in his business but was worried about Ram who would always spend time with computers. He felt that if the interest of the two sons be put together they could start a flourishing business of their own. The boom in the IT industry made him find ways to satisfy his son’s dream. After college, the twins were drifting apart due to varied interest. Mr. Raghunath decided that this is the time for him to intervene and make decisions for his sons. He decided to start a computer business for his sons. He asked Rahul, a commerce graduate to draw up a proposal for the same. Rahul came out with the following ideas: The area they lived on ad run shop consisted of middle income group families and many of them did not possess computers at home Their shop could provide the following services: * Computer classes for various age groups. * Computer using facilities on payment per hourly basis and printing of documents from computers. * Internet access facility at the prevailing market rates by entering into contract with AIRTEL. * Computer games corer for children Rajiv jumped at the idea and they made up a common proposal. Rajiv wanted that they purchase 10 computers and start with first two areas of operation and expand when things go well. The shop they had at the market place was a single storey building. Their father offered to build the first floor and give it to them for their business. He spent `5,00,000 on construction of the facility and gave them `5,00,000 for the business. The sons went to bank and put up their proposal and managed to get a loan to the extent of 75% of the cost of computers ` 4,00,000 with printers. As the bank manager was aware of the credit worthiness of Mr. Raghunath, he advanced loan of `3,00,000. Total amount to be repaid will be `3,60,000 including interest in three annual installments as follows: * End of the first year = ` 1,30,000 * End of the 2nd year = ` 1,20,000 * End of the 3rd year = ` 1,10,000 (Where ` 1, 00,000 is the principal repayment) They started business on 1st April 2010. Rahul decided to deposit ` 4, 40,000 in the bank. He gave ` 1, 00,000 to computer company as 25% of the value of computers purchased and ` 3, 00,000 out of bank loan availed. He deposited ` 20,000 for electrical connection with the Electricity Board. He paid deposit of ` 1, 00,000 with AIRTEL for Internet connection. He used the telephone connection of the shop as there were two connections at the shop. The brothers got the computer cafe furnished by paying ` 50,000. Rahul got pamphlets printed and distributed at the cost of ` 4,500 in the surrounding colonies. All payments were to be made by cheques. All the receipts were in cash to be deposited in the bank on the same day. The students on the average paid a monthly fee of ` 500 for the three months computer evening classes. There were a number of internet subscribers and receipts on account of internet facility was ` 10,000 a month in the first quarter on an average. They decided to buy and sell computer stationery also like floppy, discs, CDs etc. At the end of the financial year, their results showed the following: | `| Total revenue including sale of computer stationery| 4,98,000| Purchase of computer stationery| 55,000| Electricity charges yet to be paid| 1,24,000| Telephone charges| 34,000| Petty expenses| 12,000| Entertainment expenses| 10,000| Maintenance expenses| 10,000| There was a helper at their father’s shop, who agreed to clean up the computer cafe and fetched water to various visitors. For the additional services, he was paid ` 500 per month. They withdrew `. 3, 000 by cheque each month for their personal expenses. They paid bank loan regularly. The father was pleased at their son’s efficiency. He wanted to expand business. Mean while Rahul received the pass book statement (for the end of March 2011) which showed the transactions as follows: Particulars| Deposit| Withdrawal | Balance `| Balance as on 1 march 2011| | | 4,76,500 CR| Fees remitted direct into business account. | 50,000| | 5,26,500 CR| Bank charges| | 500| 5,26,000 CR| Withdrawal by cheque no†¦Ã¢â‚¬ ¦| | 6,000| 5,20,000 CR| Payment by cheque no†¦Ã¢â‚¬ ¦. | | 6,000| 5,14,000 CR| Interest credited| 2,000| | 5,16,000 CR| Balance as on 31 march 2011| | | 5,16,000 (CR)| 1. Analyze the transactions and explain the rules applied as per double entry system of bookkeeping. 2. Journalize the above transactions. Post them into the ledgers and prepare trial balance. 3. Prepare Bank Reconciliation Statement and make necessary adjustment in the books of account. 4. Prepare Profit and Loss account and Balance Sheet. 5. Charge depreciation @25% on computers, @10% on furniture, 5% on buildings. 6. Paisa can be rounded off. 7. What are the basic assumptions and concepts applied by Rahul while preparing the above statements? 8. Calculate profitability ratios. 9. They approached bank for further loan. Compute the ratios the banker will require before granting the loan. 10. Comment on the efficiency of the business if the net profit and gross profit in similar type of business concerns are 20% and 50% respectively. —————————————— Cap Nnaf. (2018, Oct 17).

New Testament Literature Research Paper Example | Topics and Well Written Essays - 1250 words

New Testament Literature - Research Paper Example The third major chapter covers chapters 5 and 7 which present about Sermon on the Mount. The fourth major chapter is about Public Ministry and Teaching which covers specifically chapter 8 until chapter 16 verse 12. The fifth major chapter talks about Recognition and confession which starts specifically from chapter 16 verse 13 until verse 23 of the same chapter. The sixth major chapter involves the writings about Cost of Discipleship and Road to Jerusalem starting from the verse 24 of chapter 16 until chapter 20 verse 34. The seventh major chapter is about Jesus in Jerusalem which specifically consists chapter 21 until chapter 25. Finally, the eight major chapter is about Passion Narrative starting from chapter 26 to chapter 28. As can be observed, the book of Matthew introduces the preaching of John the baptizer, Jesus’ public ministry and the account of Jesus’ life and his works signifying his importance as the main subject in the book (Efird 1980, 50). The major theme of the book therefore is about the fulfillment of prophecy about the Messiah. Its justification is based on the account of John the baptizer and the actual teaching and works of Jesus. In Matthew 3: 11, John the baptizer prophesized about the coming of Jesus. In Matthew 11: 2-4, Jesus boldly informed John the baptizer about the signs made such as the blind receiving sight, the lame were able to walk, those who have leprosy were cured, the deaf were able to hear, the dead were raised and the good news were preached to the poor. John the baptizer is significantly cited in the book of Matthew as the one preparing the way for Jesus. In this way, message can be given to the people that Jesus is coming. However, John the baptizer can only be certain of the coming of the Messiah through the signs God gave him. Thus, Jesus was actually doing those signs allowing John the baptizer to hear them. This fulfillment of the prophecy is the main message that the book of Matthew is trying to

Arbitration Opinion & Award Essay Example | Topics and Well Written Essays - 500 words

Arbitration Opinion & Award - Essay Example Davis claims that Kevin refused to follow the orders that were given to her by her supervisor. At the same time he neglected the patient who was uncomfortable on the ground. He chose to go at home violating the mission of the hospital of proving care. The union claimed that Kevin suffered from back pain and that he could not carry the patient. His representative Whitehead claimed that the patient was obese that he could jeopardize Kevin’s health. According to the labor Agreement employees are not supposed to perform unsafe work. The union claims that Kevin was given an ultimatum by her supervisor. This made Kevin to choose to go home rather than causing the problem to himself and to the patient .His problem was know by the supervisors and some co workers. According to the witness Martinez and Barber who Kevin’s co worker claims that Kevin usually has a problem with her back. This is emphasized by Him of whom he claims to have gotten injured through an accident during skiing 9 years ago. However this remains in question because of the following reasons; I. There was no documentation of the alleged back pain according to Martinez. Though Kevin was known by Martinez and Barber and other workers to be having a back pain, this claim could not be proved. He oftenly had some informal request for assistance of which the manager was not aware of. It is therefore normal for any human being to assume that this was a lie since there was no any documentation to prove the illness. II. Richard claims that there is a department in the hospital for employees to report their health problems so that they can be accommodated with their problem. Kevin was aware of the department yet he did not seek help. This shows some elements of being fishy. III. According to Richard, Kevin did not notify the HR of his condition and that he did not provide any documentation and therefore did not follow the appropriate process.Ordinrily, any man with a

A literature review of brand loyalty from marketing aspect

A of brand loyalty from marketing aspect - Literature review Example Having loyal customers reduces the firm’s marketing cost by approximately thirty percent, according to Rosenberg and Czepiel (1983), mostly because the cost of retaining old consumers is reduced. In addition, brand loyal clients are less price sensitive thus the are willing to pay more for the products as long as they are from their favourite brand, this is a strategy that Apple Inc has used for many years and is still profiting from their loyal consumers who flood to the Apple stores to get new products (Bennett and Thiele 2005). Generally, a sturdy brand name is the number one tool to control the market and to posses a competitive advantage which is essential for any business growth and thus brand loyalty offers a strategic asset that is identified as the leading source of brand equity (Fullerton 2005). This literature review will solemnly study brand loyalty which refers to maintaining old consumers due to their love, trust and faith in the firm’s products. The objectives of this review are to review the dimensions and measures of brand loyalty, the causes of brand loyalty decline, the root of decline in brand loyalty, the remedies and analyze both the merits and demerits of brand loyalty by bringing together thoughts and experiences from a variety of literature and pragmatic studies conducted in the area of brand loyalty. Brand loyalty can be defined either conceptually (abstract descriptions) or operationally (measurement methods). Based on research journals and several literatures worldwide, Jacoby and Chestnut (1978), presented the most elaborate conceptual definition of brand loyalty since it covers the most significant features of brand loyalty. â€Å"The biased, behavioural response expressed over time by some decision making unit with respect to one or more alternative brands out of a set of such brands and is a function of psychological

BSC (Hons) Social Work. Cross-Cultural Perspectives on society Essay

BSC (Hons) Social Work. Cross-Cultural Perspectives on society - Essay Example use practitioners and clients no longer speak the same language nor do they share similar/comparable cultural references and worldviews (Hawkins, Fook and Ryan, 2001). From an ethical perspective, multiculturalism has made negotiations through the ethical minefields of social work all the more treacherous. Suffice to say, as Bisman (2004) points out, the contemporary British social worker can no longer be guided by the ethical guidelines which inform professional British social work but needs to adopt a more universal, a-cultural ethical approach which acknowledges and respects the ethnic/cultural ethics of clients. From the theoretical perspective, this means that not only is a more multicultural professional ethics guideline required but that interventions strategies which address the challenges posed by the increasingly cross-cultural nature of the practice need to be developed (Walker, 2001; Scourfield, 2002). Not only has multiculturalism complicated the work of the British social worker from all of the theoretical, ethical and cultural perspectives, but contemporary social worker can find him/herself in a position wherein legal restrictions and regulations clash with professional duties and obligations. Given that since 1998 population and demographic changes across Britain were a direct result of the inflow of refugees and asylum seekers (Rees and Boden, 2006), social workers often find themselves in a situation wherein both their professional ethics and training dictate the imperatives of their extending help to members of this group while the law effectively constrains their ability to do so. In other words, considering that likelihood of the British social worker’s having, not only to counsel and help an ethnically diverse clientele but both refugees and asylum seekers as well, the chances of coming into contact with illegal immigrants who, despite their status are in dire ne ed of help, are high. As I discovered through personal professional

How the internet has changed world culture Essay - 2

How the internet has changed world culture - Essay Example In the modern world, people are always coming up with new innovations in reference to technology. To understand the impact of the internet on various aspects of our culture, it is important to define culture. Culture is peoples way of life. It includes collective and common principles and ideals, notions, and traditional relic that defines a group of people passed across generations. Computers and the internet have changed our education system. Due to the easy access of information, people are able to advance in terms of education. The internet has also impacted on trade and industry. The internet gives people a platform through which they can advertise and promote their products. People therefore get clients or customers through the various social sites. This has significantly improved the financial conditions of many individuals (Bradley and Carvey 104). Through the internet, people are able to research and comprehend the cultural values and traditions practised by other communities. This has made work easier. In other words, people used to travel for long distances to research and learn other cultures. The internet has changed the way people communicate and relate with each other. In the past, people used to have a physical meeting in order to socialise. Today, this trend has changed since people can easily catch up through the many social sites facilitated by the internet. People can socialise today using mobile phones and personal computers. In fact every gadget of communication today has been computerised. It is easy to find people socialising via the internet like friends but in real sense they have never met. Communication and interaction in homes has also changed as a result of computers and the internet. Today children do not find time to connect with parents and other people in their lives because computers have occupied their free time (Bradley and Carvey 104). On the other hand, people have forgotten their cultural values as a

Dior J`adore Perfume Essay Example | Topics and Well Written Essays - 2000 words

Dior J`adore Perfume - Essay Example As J’adore is a luxury item, it adds to the personality of women customers. The main features and attributes of the product highlighted by the company are: femininity, sophistication, and emotion. The other features are its everlasting fragrance, better quality, innovation, and its brand name. The company offers free shipment for a particular range of J’adore products. Tester facility is provided to the customers, to test the perfume as a demo. They also offer attractive sale offers on particular occasions like Christmas. During Christmas season Dior offers combination like lotion with perfume. Women, who have high income, are the main consumers of J’adore. The products come in models like J'Adore L'Absolu, J'Adore Anniversaire En Or, J'Adore L'or, J'Adore L'eau. Customers are ready to spend more time in search of the product, because once they use it they always go for the same product, and they identify themselves with the picture of feminity in the perfume. They never go for a different or substitute product, because of its unique fragrance and quality. The product has been in the market for the last ten years. Flimsy bottle caps sometimes with decorated gold ribbon, brilliant, transparent and unique crystal bottle design, and attractive letter design of the word J’adore are the distinctive features of the product packing. They also use luxurious, clean, contemporary image of celebrities on the package. Dior follows the pricing strategy of competitive pricing, ie; they set the price according to the prices set by their competitors. They also adopt premium pricing strategy for particular product range, to highlight the product’s exclusiveness. The product faces competition from Chanel, Guerlain, Cartier, Lancome, Prada, Givenchy, Calvin Klein and Angel de Thierry Mugler. The perfume industry faces tight competition. Chanel is one of the well established companies in France, which always offers high quality perfumes, at high prices. But the prices of J’adore and its competitors are almost similar. So there will not be much difference for the customers in making payment for the product. J’adore has a USP (Unique Selling Proposition), driven by emotions, which make it impossible to compare with the products of its competitors. The long lasting fragrances, the prestige that the brand name of J’adore gives when women apply it, the confidence she feels when it a dds to her personality makes the product a unique one, which is very difficult for the competitors to imitate. The targeted customers are women who earn high income. Once they like the product, they

Importance of Chemistry in Chosen Profession Essay Example for Free

Importance of Chemistry in Chosen Profession Essay The international year of Chemistry (2011) should be the key point in a significant growth of the diffusion of chemistry to show society its importance, how it is necessary, which can provide, in order to put it in the appropriate place to be considered by the public. Different activities have been carried out in almost all the science faculties of the Spanish Universities during 2011 to develop the interest in chemistry. Those activities also include the collaboration with teachers in levels before to the University. The Faculty of Science of the University of Extremadura, as well as, in our case, a group of professors, PhD and PhD students are carrying out actions of divulgation of science including chemistry. The aim is to carry out chemical laboratory experiences for high-school students. Experiences in the laboratory were structured in response to different levels of difficulty and looking those more attractive or those that could hit the students. Addressed aspects were related to spectroscopy, surface tension, oxidation, reduction, precipitation, acidity, chromatography, liquid – liquid distillation, etc. The students worked in each activity in groups no larger than 4-5 students and they carried out the experience with the help of the instructor. It is noticeable the great number of activities described in the literature, in the network, etc., for the diffusion of chemistry. However, a crucial aspect is the form in which those experiences are carried out, as well as the participation of the students is active and the goals such as awaken the interest in science in general and chemistry in particular are achieved. Another point is to involve the university community especially the youngest in the necessity to spread the knowledge and the interest in science. We present a catalog of chemical experiences and a plan to be developed extensively to all the levels previous to the university, including primary school level. . Answer: Chemistry has a reputation for being a complicated and boring science, but for the most part, that reputation is undeserved. Fireworks and explosions are based on chemistry, so its definitely not a boring science. If you take classes in chemistry, youll apply math and logic, which can make studying chemistry a challenge if you are weak in those areas. However, anyone can understand the basics of how things work and thats the study of chemistry. In a nutshell, the importance of chemistry is that it explains the world around you. Chemistry Explains * Cooking Chemistry explains how food changes as you cook it, how it rots, how to preserve food, how your body uses the food you eat, and how ingredients interact to make food. * Cleaning Part of the importance of chemistry is it explains how cleaning works. You use chemistry to help decide what cleaner is best for dishes, laundry, yourself, and your home. You use chemistry when you use bleaches and disinfectants and even ordinary soap and water. How do they work? Thats chemistry! * Medicine You need to understand basic chemistry so you can understand how vitamins, supplements, and drugs can help or harm you. Part of the importance of chemistry lies in developing and testing new medical treatments and medicines. * Environmental Issues Chemistry is at the heart of environmental issues. What makes one chemical a nutrient and another chemical a pollutant? Importance of Taking Chemistry Everyone can and should understand basic chemistry, but it may be important to take a course in chemistry or even make a career out of it. Its important to understand chemistry if you are studying any of the sciences because all of the sciences involve matter and the interactions between types of matter. Students wanting to become doctors, nurses, physicists, nutritionists, geologists, pharmacists, and (of course) chemists all study chemistry. You might want to make a career of chemistry because chemistry-related jobs are plentiful and high-paying. The importance of chemistry wont be diminished over time, so it will remain a promising career path.

Depression in Children and Adolescents

Depression in Children and Adolescents I.INTRODUCTION. A. Greeting. Good Afternoon, my name is Sonia Cruz. Today Iï ¿ ½m going to talk about Depression in Children and Adolescents. B. Attention Grabber. Concord McGrath, Michael According to the Centers for Disease Control The suicide rate in the U.S. is 11 per 100,000 people. This makes the national suicide rate significantly higher than the nationï ¿ ½s homicide rate, with three suicides for every two homicides. Many of 30,000 suicides reported annually in the United States result from depression. Depression accounts for two thirds of all suicides. Suicide rates amongst children are especially alarming, with untreated depression identified as the single greatest suicide risk. Suicide ranks as the third leading cause of death for 15 to 24 year olds, and the fourth leading cause of death for children aged 10 to 14 (McGrath, Michael.) C. Credibility Statement. Today I chose to talk about this topic because my best friend started to develop a very severe depression at a very young age I didnt know what was happening to her until she attempted to commit suicide, she opened herself after the incident, and began to relate me how life was so unfair with her and how she rather preferred to die than to live an empty life. D. Relevance. It is important to know what depression is because is not just the blues a child or adolescent may possible have, but it can be a serious mental illness, in addition it is a disorder that affects and causes pain for both the person with the disorder and the ones who care about these young people. E. Thesis Statement My objective today is to inform why children and teens may have depression, the different types of depression young people can experience, as well what can be done to help children and adolescents who suffer from depression. F. Preview. Children and adolescents are the future of our country, however many of these kids and teens are suffering from a mental illness that interfere with their daily life routines. One of these mental health problems is depression a mental illness that is real, painful, and furthermore serious to deal with causing young people to commit suicide. There are different types of depression and have distinctive symptoms, causes, and effects. Being able to identify what kind of depression a children or teen may have can help us to recognize the symptoms, and to be aware if this young people may have depression. G.[Transition] Know im going to talk the reason this young people may suffer from depression. II. BODY. A. Main Point#1: Depression is one of the mental and emotional behaviors that affect everyone including children and adolescents. There have been a lot of research to find out what may cause depression, however there is no a clear understanding of this mental illness at the moment, but the believe it is that is caused by a combination of biological and environmental factors. 1. Depression itï ¿ ½s caused by different factors such as genetics. Children and teenagers that have a family history of depression are more susceptible to get depression although some are not affecting by these genes and are not affected by this mental illness. Genetics can play a big role in depression, still is not the single cause of depression. 2. Life events also play an important role in depression. Infants and teens find very difficult to assimilate a tragic events such as the death of a love one, which can lead to grief and sadness. Other difficult life events are when parents divorced or remarry, or lose of a relationship; even events like moving from neighborhood or changing school can be emotionally challenging enough that can also lead to depression. 3. An additional cause that can lead to depression is the environment in which some children and teens live such as: a negative family atmosphere, or a stressful experience in school that affects their self- esteem and lead to depression. 4. When young people have depression they find difficult to fit in with everyday activities and daily responsibilities. They have difficulties getting along with others and suffer from low self-esteem; signs of depression include: sadness that will not end hopelessness, boredom, unexplained irritability or crying, loss of interest in activities that were once enjoyable, difficulty concentrating, reckless behavior, and frequent thoughts about death or suicide. 5.[Transition] Although it is important to know why children and teens can have depression, it is also important to know the different types of depression these young people can experience. B. Main Point #2 According to Schoenstadt, Arthur There are a number of different types of depression that a person can experience. Several of them start during the teenage years. The most frequently diagnosed types of depression in teens include: Major depression Dysthymia and Bipolar disorder (Schoenstadt, Arthur) 1.Major depression: Major depression is also known as clinical depression,unipolar depression, and major depressive disorder. This type of depression last at least 7 to 9 months and its symptoms are lack of pleasure in activities that were once enjoyable, persistent feel of sadness sleep problems, loss of appetite, inability to concentrate, memory problems, and aches and pains. People who suffer from this condition often feel worthless, helpless, and hopeless about their ability to fix things. Children and teens who suffer from this kind of depression relay on sleep because when they wake up they see the real world as their nightmare.Sometimes, when major depression goes untreated, it will run its course and leave by itself. Recent research has shown that genetic and stress play a role in major depression . 2.Dysthymia depression: Dysthymia depression also known as double depression. This kind of depression last at least two weeks this depression its almost the same as major depression the only difference its that has milder symptoms and last shorter. Some symptoms of dystymia depression in children and teens are: poor school or work performance, social withdrawal ,shyness ,irritable hostility ,conflicts with family and friends and sleep irregularities According to Healthy Place About three percent of the population will suffer from dysthymia at some time a rate slightly lower than the rate of major depression. Like major depression, dysthymia occurs twice as often in women as it does in men. It is also more common among the poor and the unmarried. The symptoms of dysthymia usually appear in adolescence or young adulthood but in some cases do not emerge until middle age. 3.Bipolar depression disorder: Bipolar disorder also known as Manic-depressive illness this type of depression has severe symptoms this disorder causes change in moods as an example people who experience this disorder experience unusually intense emotional state that occur in distinct period its called mood episodes or an overly joyful state is called manic episode and an extremely sad or hopeless state is called a mixed state. Another symptom is the change on energy, activity levels and the ability to do normal tasks in daily routines. Bipolar disorder symptoms can result in damaged relationships, poor school or job performance, and may even lead to suicide. Some people start to develop this disorder during childhood, but normally develops in a persons late teens 4.[Transition] Equally important is to know what can be done to help children and teens who suffer from depression. C. Main Point #3 When children and teens are depressed it doesnt affect them only, it also affect the ones who care about him. That is why relatives and friend should be aware of what can they do to help. The first and most important thing relatives and friend can do to help a young person with depression is to seek professional help. 1. A doctor or mental health professional will make an evaluation and will diagnostic if the child or teen have depression; why he or she might have depression and what type of depression she or he might have.Once diagnosed, the child or teen with depression she or he can be treated with a number of methods. The most common treatments are psychotherapy and antidepressants. 2. Psychotherapy is the treatment of mental and emotional disorders through the use of psychological techniques designed to encourage communication of conflicts and insight into problems, with the goal being personality growth and behavior modification.This process is often call talk therapy because it involves the patient and therapist sitting in a room talking. Concord Schimelpfening, Nanci Psychotherapy can be an effective treatment for depression, because it helps the patient delve into the underlying reasons for his depression and learn new coping skills. Good evidence exists that one particular type of psychotherapy, called cognitive-behavioral therapy, may be just as effective as an antidepressant in treating depression. Several studies suggest, however, that the combination of an antidepressant and psychotherapy is the best approach. While psychotherapy is useful for ferreting out the psychological factors that contribute to depression, antidepressant medication corrects the underlying chemical imbalance( Schimelpfening, Nanci).Psychotherapy treatments are usually the first choice for children and adolescents this can be an individual therapy or a family therapy or both. 3. According to the National Institute of Mental Health Depression is commonly treated with antidepressant medications. Antidepressants work to balance some of the natural chemicals in our brains. These chemicals are called neurotransmitters, and they affect our mood and emotional responses (Depression). Antidepressants are prescription drugs that help people achieve their recovery, but as all drugs it have many benefits as well side effecs that is why these antidepressants should only be taken under a doctors supervision, whether antidepressant medication is the best treatment option depends on how severe the child or teen depression is, their history of illness, and their personal preferences, most teens do best with a combination of medications for depression and therapy. 4.When children and adolescents are going through treatment is important to support them to listen to them and to tell them how important they are. III. CONCLUSION A. Signal Before concluding my talk. I hope and i make clear what is depresion on children and adolescent. B. Thesis Restatement. My purpose today was to give you information about the different types of depression young people can experience, as well what can be done to help children and adolescents who suffer from depression. C.Summary of Main Points. 1.Main Point #1 Know you know that depression is a mental and emotional illness that can have many different factors such as biological and environmental. 2.Main Point#2 Secondly and not least important we have a clear understanding of the different types of depression and how they affect children and adolescents. 3.Main Point#3 Today we also learn what can relatives and friends can do to help a child or teen who is facind depression. D.Concluding Remarks,Memorable Statement, and/or call to action Why live? Why die? to keep on living an empty life. these word were from a 14 years old who commit suicide from depression

The Bush Administrations Relation With Iraq Prior to Iraqs Invasion o

The Bush Administration's Relation With Iraq Prior to Iraq's Invasion of Kuwait Prior to the August 2, 1990 invasion of Kuwait on the part of Iraq, the United States had questionable relations with Iraq dictator, Saddam Hussein, to say the least. In retrospect, which is inherently advantageous as a 20/20 perspective, questions remain unanswered as to whether or not the United States was too appeasing to Saddam Hussein in the years, months, and days leading up to that early August morning. There remains to this day lingering questions as to the role that the US Ambassador to Iraq, April Glaspie, played in conveying the Administration's message to the Iraqi leader. In addition, questions surrounding the Administrators official policy, the calculations (or miscalculations) on the part of the State Department and other agencies within the US government, the Administrations covert plan to aid an Italian bank in illegal loans to benefit Saddam's military and the advice that the US received from other Arab nations with respect to what US relations should be with Iraq in terms of any impending border dispute, constitute a limited context of the issues that faced the Administration as it tried to deal with the leader of the largest economy of the Persian Gulf region. The Bush Administration's relations with Iraq prior to its invasion of Kuwait were clouded in a context of misperception by both states and further complicated by a lack of credibility on the part of key actors of both sides as well. This tragic sequence of events that led to the invasion of Kuwait cannot solely be attributed to personality traits or even actions by key individuals within the Administration. In retrospect, it is much more complex than that. However, the actions and public and private statements on the part of key personnel on both sides most likely contributed to the eventual invasion of Kuwait by Iraq in 1990. Since, a brief, yet modest account of the history of the events leading up to the invasion and the invasion in itself along with the regional and global actors has been offered in section A, section B will be an analysis of the role of misperception and questions of credibility with respect to key actors on both sides of the issue, from State Department officials to Saddam Hussein himself. While touching on the importance and significance of o... ..., 3/20/91 6 Glaspie, April, Opening Remarks, Hearing by the Senate Foreign Relations Committee, 3/20/91 7 Iraqi Government, Excerpts from Iraqi Document on Meeting with US Envoy, "The New York Times, 9/23/90, p.19 8 Sciolino, Elaine, "US Gave Iraq Little Reason Not to Mount Kuwait Assault," The New York Times, 9/23/90, p.A1 9 Sciolino, Elaine, "US Gave Iraq Little Reason Not to Mount Kuwait Assault," The New York Times, 9/23/90, p.A1 10 Sciolino, Elaine, "US Gave Iraq Little Reason Not to Mount Kuwait Assault," The New York Times, 9/23/90, p.A1 11 Sciolino, Elaine, "US Gave Iraq Little Reason Not to Mount Kuwait Assault," The New York Times, 9/23/90, p.A18 12 Sciolino, Elaine, "US Gave Iraq Little Reason Not to Mount Kuwait Assault," The New York Times, 9/23/90, p.A18 14 Friedman, Thomas, "US Explains View of Envoy to Iraq," The New York Times, 3/22/31, p.A9, col. 1 15 Sciolino, Elaine, "Envoy's Testimony on Iraq is Assailed," The New York Times, 7/13/91, p.A1, col.1 16 Sciolino, Elaine, "Envoy's Testimony on Iraq is Assailed," The New York Times, 7/13/91, p.A4, col.1 17 McAllister, J.F.O., "The Lessons of Iraq," Time, 11/2/92, pp.57-59 The Bush Administration's Relation With Iraq Prior to Iraq's Invasion o The Bush Administration's Relation With Iraq Prior to Iraq's Invasion of Kuwait Prior to the August 2, 1990 invasion of Kuwait on the part of Iraq, the United States had questionable relations with Iraq dictator, Saddam Hussein, to say the least. In retrospect, which is inherently advantageous as a 20/20 perspective, questions remain unanswered as to whether or not the United States was too appeasing to Saddam Hussein in the years, months, and days leading up to that early August morning. There remains to this day lingering questions as to the role that the US Ambassador to Iraq, April Glaspie, played in conveying the Administration's message to the Iraqi leader. In addition, questions surrounding the Administrators official policy, the calculations (or miscalculations) on the part of the State Department and other agencies within the US government, the Administrations covert plan to aid an Italian bank in illegal loans to benefit Saddam's military and the advice that the US received from other Arab nations with respect to what US relations should be with Iraq in terms of any impending border dispute, constitute a limited context of the issues that faced the Administration as it tried to deal with the leader of the largest economy of the Persian Gulf region. The Bush Administration's relations with Iraq prior to its invasion of Kuwait were clouded in a context of misperception by both states and further complicated by a lack of credibility on the part of key actors of both sides as well. This tragic sequence of events that led to the invasion of Kuwait cannot solely be attributed to personality traits or even actions by key individuals within the Administration. In retrospect, it is much more complex than that. However, the actions and public and private statements on the part of key personnel on both sides most likely contributed to the eventual invasion of Kuwait by Iraq in 1990. Since, a brief, yet modest account of the history of the events leading up to the invasion and the invasion in itself along with the regional and global actors has been offered in section A, section B will be an analysis of the role of misperception and questions of credibility with respect to key actors on both sides of the issue, from State Department officials to Saddam Hussein himself. While touching on the importance and significance of o... ..., 3/20/91 6 Glaspie, April, Opening Remarks, Hearing by the Senate Foreign Relations Committee, 3/20/91 7 Iraqi Government, Excerpts from Iraqi Document on Meeting with US Envoy, "The New York Times, 9/23/90, p.19 8 Sciolino, Elaine, "US Gave Iraq Little Reason Not to Mount Kuwait Assault," The New York Times, 9/23/90, p.A1 9 Sciolino, Elaine, "US Gave Iraq Little Reason Not to Mount Kuwait Assault," The New York Times, 9/23/90, p.A1 10 Sciolino, Elaine, "US Gave Iraq Little Reason Not to Mount Kuwait Assault," The New York Times, 9/23/90, p.A1 11 Sciolino, Elaine, "US Gave Iraq Little Reason Not to Mount Kuwait Assault," The New York Times, 9/23/90, p.A18 12 Sciolino, Elaine, "US Gave Iraq Little Reason Not to Mount Kuwait Assault," The New York Times, 9/23/90, p.A18 14 Friedman, Thomas, "US Explains View of Envoy to Iraq," The New York Times, 3/22/31, p.A9, col. 1 15 Sciolino, Elaine, "Envoy's Testimony on Iraq is Assailed," The New York Times, 7/13/91, p.A1, col.1 16 Sciolino, Elaine, "Envoy's Testimony on Iraq is Assailed," The New York Times, 7/13/91, p.A4, col.1 17 McAllister, J.F.O., "The Lessons of Iraq," Time, 11/2/92, pp.57-59

Wealth and Greed - Do You Suffer from Affluenza? :: Argumentative Persuasive Essay Examples

Affluenza: A Human Created Disease With Profound Consequences Chances are that you haven't come across the disease known as affluenza, even if you have been an avid reader of newspapers and listener of news broadcasts. It is possibly the least discussed of the more debilitating diseases of our time. Strangeness characterizes this disease in many other ways too. Almost every one of us actively carries it. Its effects impact not only the immediate carrier but also society at large. Its symptoms are so commonplace that few people make a connection between the disease and the discomfort that it breeds. It infects rich and poor alike, and is beginning to imbed itself in younger and younger carriers. Oddly, those that do recognize the scourge that it sometimes brings are disparagingly referred to as hypocrites, elitists, party-poopers, or catastrophists. And most confusing, it is a disease that is socially acceptable among many of us. Wow, what a bizarre disease, huh? Yet, fortunately, known cures exist for this disorder but they require our dedicati on and perseverance to eradicate this pernicious malady. Defined by authors of a book with the same title, Affluenza is "a painful, contagious, socially transmitted condition of overload, debt, anxiety, and waste resulting from the dogged pursuit of more" (de Graaf et al.). In simple terms, affluenza is a disease that many of us suffer because we are too fixated on buying and consuming more and more. Do you think you or others you know might have it? But how would you know if you have it? What are the signs of this disease? According to some, affluenza is so encompassing in its effects on our psyches and our bodies that many symptoms of it do not appear different other more common disorders. Other symptoms are more easily distinguishable. Rather than spell out each symptom one by one, let's determine the extent to which you might have this disease through a series of questions. Answer the following questions with yes or no answers: 1. When you find yourself in a depressed mood, do you often get an impulse to buy something to soothe yourself?; 2. Do you often pay close to the minimum payment on your credit cards because of lack of available funds? 3. Do you work a job (either a 2nd job or an additional job to your spouse's) in order to afford the "luxuries" in life?; 4. Do you spend holidays with family members in facilities designated for consuming products-e.

Choctaw Tribe Essay -- Sociology, Dead, Spirit

When a Choctaw tribal member became terminally ill, it was common practice for the medicine man to inform the family of impending death (Swanton 1931:170). Upon death, the Choctaws believed that the spirit of the dead continued on a voyage to either the good hunting ground or the bad hunting ground. This journey would take many days, which would require the proper provisions. A dog would sometimes be slain in order to accompany his master on the long journey. After the introduction of horses, they, too, were killed so that the spirit had means of transportation. Food, drink, clothing and shoes were also offered (Cushman 1999:302, Swanton 1931:170). After death, the corpse was placed on a scaffolding about five or six feet above ground. The platform was constructed of timber and placed on poles. The body was then covered with a blanket made of animal skin and tree bark so not to attract scavenging animals. The body remained in this position until the flesh decayed, approximately four to six months (Cushman 1999:302-3). During this time, immediate family was considered to be in formal mourning. Each day for a short period of time, family members would be found weeping at the scaffolding (Fogelson 2004:507). Once the flesh had decayed, the bone picker began his ritual. â€Å"The Bone-Picker never trimmed the nails of his thumbs, index and middle fingers which accordingly grew to an astonishing length – sharp and almost hard as flint – and well adapted to the horrid business of their owner’s calling† (Swanton 1931:176). The remaining flesh, tendons, muscles and nerves were ripped from the skeleton, bundled up and placed on the corner of the platform and burned, or disposed of in a field (Cushman 1999:303, Swanton 1931:1... ... the spirit would feel guilt or fear, and attempt to dodge the stones. Slipping from the log, he would fall into the raging river and over the waterfall, landing in rapidly swirling pool of water. Pulling his beaten, tattered, and unclothed body from the water, the shilup, begins his journey into the bad hunting grounds. Every step is filled with the pain from briars, thorny trees, chestnut burs. The sun never shines and cold winds are always present. Every spirit encountered is an enemy with no safe place to take refuge. Food is scarce, due to unfertile soil, and hunger is constant. The bad hunting grounds are perpetually lonely, with only the joyous sounds coming from the other side of the mountains. The doomed spirits constantly struggle to climb the treacherous mountains, but to no avail. They are eternally destined to an afterlife of desolation.

Fashions

A particular make, a shape ,a style ,or a pattern followed by most of the people may be called a fashion . Let includes clothing ,hairstyles furniture literature, Jewelry and many other things. â€Å"Style is the man,† claims Saints-Beebe, one of Matthew Arnold's heroes. The above cited quote is one of Matthew Arnold's intellectual stances. Some people believe that life is not worth-living without fashion. Everybody wants to appear fashionable and stylish, and he spends lots of money on his hairstyle, beauty products, dress designing and shoes.Fashions go on changing. One fashion that is in today may be outdated tomorrow. Fashions have been in the world since the beginning of human civilization. Fashion industry is not a new thing in today's world. Thousands and millions of people depend upon changing passions for their livelihood. â€Å"We are shaped and fashioned by what we love. † Moan Wolfgang) Fashions usually take their origin in the west. In Pakistan also, there are parties and social gatherings in which people try to outdo one another by their fashions and styles.From the west these fashions reach the third-world countries. By the time people of the poor countries adopt these fashions, the westerns discard them and eve on to the others, and thus the fashion industry goes on flourishing. Media has also contributed a lot towards fashions and fads. There are fashion shows, beauty contests and dress designing competitions in the form of catwalk shows, TV dramas especially soap serials on different channels like Star Plus. Movies and music shows have also triggered the fashion craze among the different classes of people.Fashions and styles make us look attractive and different from other people but, according to Aloud Huxley, it is our inner-self or soul that makes us beautiful or ugly. If we are red, depressed or morally decayed, our outward appearance will do nothing but reflect our soul. It is actually the purity and beauty of our soul that makes our skin glow and our eyes shine. Fashions are then only a disguise or a cover that hides our reality and make us look attractive outwardly.Fashion is a form of ugliness so intolerable that we have to alter it every six months. † (Oscar Wiled) The craze of fashions is mostly found among women and youngsters. A visit to college of today would indeed be an interesting experiment for those who wish to know something about the influence of fashion on men . Boys as well as girls spend much of their time on toilet . Female students go two steps further . Fashion they regard as their special right . Girls have a natural and inborn love of pretty dresses and in college they get a real opportunity .Girls spend a great deal of their money on powder, cream and lipstick. Scents and perfumes are used by these Toilets to excite and stir their Romeos. Evidently such boys and girls do not take their studies seriously the They may forget the formulae of mathematics but they don't forget the names of the films. It is quite natural with women to beautify themselves. They hooked, however, give more importance to the purity of their soul than to their outward appearance.Beauty products, parlors, costly costumes and dandy shoes will not add to our attractiveness as much as do our peace of mind, contentment of our soul and spiritual happiness. We should not, therefore, imitate the westerns or other people because the western culture and civilization are hollow and the people there are spiritually dead. I recall here the saying by a famous writer who says we may have a fashion of our own if we retain our naturalness, innocence, and purity of heart and soul. â€Å"Fashions fade, style is eternal. † (Saint Laurent)

Idioms: Meaning of Life and Wild Goose Chase

An idiom is an expression whose meaning is different from the meaning of its constituent words. Below is a list of some idioms with their meaning and usage.IDIOM| MEANING| TURN OVER A NEW LEAF| Changing for the better| After Atif was released from prison, he decided to turn over a new leaf and become an honest man.IDIOM| MEANING| HIT BELOW THE BELT| To act in an unfair matter| The candidate of the opposition party spread false rumours about the Minister. People felt that he was hitting below the belt.IDIOM| MEANING| GIFT OF THE GAB| The ability to speak well| He was able to keep the audiences amused with his stories. She surely has the gift of the gab.IDIOM| MEANING| WILD GOOSE CHASE| Futile search| Searching for hidden gold in the village field is nothing but a wild goose chase.IDIOM| MEANING| FACE THE MUSIC| To face the consequences of one’s action| I lost my father’s pen. I will have to face the music when I reach home.IDIOM| MEANING| MAKE A MOUNTAIN OUT OF A MOLEHIL L| To give great importance to minor things| Ibtisam stopped talking to Ruman because he did not lend him his notebook. I think he is making a mountain out of a moleh IDIOM| MEANING|THROW IN THE TOWEL| To accept defeat| I am unable to solve this question. I am ready to throw in the towel.IDIOM| MEANING| NO STONE UNTURNED| Make all possible efforts| My friend has joined two coaching classes. He is leaving no stone unturned in his efforts to get into an engineering college.IDIOM| MEANING| BORN WITH A SILVER SPOON IN ONE’S MOUTH| To be born in a very rich family| Abrar was born with a silver spoon in his mouth. isr father gave him an expensive car on his eighteenth birthday.IDIOM| MEANING| KEEP ONE’S FINGERS CROSSED| Hope for a positive outcome| My results come out day after tomorrow. I am keeping my fingers crossed.

Us Holiday

Learn more about holidays celebrated by many Americans, such as New Year's Day, Independence Day, and Thanksgiving. Americans celebrate a variety of federal holidays and other national observances throughout the year. American holidays can be secular, religious, international, or uniquely American. With the wide variety of federal holidays, and the many levels of American government, it can be confusing to determine what public and private facilities are open on or around a given federal holiday. You can usually find such information in the daily newspaper or by calling the office you wish to visit. The following are American federal holidays and other common national observances. Federal holidays are indicated as such. New Year's Day is January 1. The celebration of this federal holiday begins the night before, when Americans gather to wish each other a happy and prosperous coming year. Many Americans make New Year's resolutions. Martin Luther King Day is a federal holiday celebrated on the third Monday in January. The Reverend Martin Luther King, Jr. was an African-American clergyman who is recognized for his tireless efforts to win civil rights for all people through nonviolent means. Groundhog Day is February 2, and has been celebrated since 1887. On Groundhog Day, crowds gather in Punxsutawney, Pennsylvania, to see if groundhog Punxsutawney Phil sees his shadow after emerging from his burrow, thus predicting six more weeks of winter weather. Valentine's Day is celebrated on February 14. The day was named after an early Christian martyr, and on Valentine's Day, Americans give presents like candy or flowers to the ones they love. The first mass-produced valentine cards were sold in the 1840s. Washington's Birthday is a federal holiday observed the third Monday of February to honor George Washington, the first President of the United States. This date is commonly called Presidents' Day and many groups honor the legacy of past presidents on this date. Easter falls on a spring Sunday that varies from year to year. Easter is a Christian holiday celebrating the resurrection of Jesus Christ. For Christians, Easter is a day of religious services and the gathering of family. Many Americans follow old traditions of coloring hard-boiled eggs and giving children baskets of candy. Earth Day is observed on April 22. First celebrated in 1970 in the United States, it inspired national legislation such as the Clean Air and Clean Water Acts. Earth Day is designed to promote ecology, encourage respect for life on earth, and highlight concern over pollution of the soil, air, and water. National Arbor Day was proclaimed as the last Friday in April by President Richard Nixon in 1970. A number of state Arbor Days are observed at other times to coincide with the best tree planting weather, from January and February in the south to May in the far north. The observance began in 1872, when Nebraska settlers and homesteaders were urged to plant trees on the largely treeless plains. Mother's Day celebrates mothers every second Sunday of May. President Woodrow Wilson, who issued a proclamation in 1914, asked Americans to give a public expression of reverence to mothers on this day. Carnations have come to represent Mother's Day, following President William McKinley's habit of always wearing a white carnation, his mother's favorite flower. Memorial Day is a federal holiday observed the last Monday of May. It originally honored the people killed in the American Civil War, but has become a day on which the American dead of all wars, and the dead generally, are remembered in special programs held in cemeteries, churches, and other public meeting places. The flying of the American flag is widespread. Flag Day, celebrated June 14, has been a presidentially proclaimed observance since 1916. Although Flag Day is not a federal holiday, Americans are encouraged to display the flag outside their homes and businesses on this day to honor the history and heritage the American flag represents. Father's Day celebrates fathers every third Sunday of June. Father's Day began in 1909 in Spokane, Washington, when a daughter requested a special day to honor her father, a Civil War veteran who raised his children after his wife died. The first presidential proclamation honoring fathers was issued in 1966 by President Lyndon Johnson. Independence Day is July 4. This federal holiday honors the nation's birthday – the adoption of the Declaration of Independence on July 4, 1776. It is a day of picnics and patriotic parades, a night of concerts and fireworks. The flying of the American flag is widespread. Labor Day is the first Monday of September. This federal holiday honors the nation's working people, typically with parades. For most Americans it marks the end of the summer vacation season and the start of the school year. Columbus Day is a federal holiday celebrated on the second Monday in October. The day commemorates October 12, 1492, when Italian navigator Christopher Columbus landed in the New World. The holiday was first proclaimed in 1937 by President Franklin D. Roosevelt. Halloween is celebrated on October 31. On Halloween, American children dress up in funny or scary costumes and go â€Å"trick or treating† by knocking on doors in their neighborhood. The neighbors are expected to respond by giving them small gifts of candy or money. Veterans Day is celebrated on November 11. Originally called Armistice Day, this federal holiday was established to honor Americans who had served in World War I, but it now honors veterans of all wars in which the U. S. has fought. Veterans' organizations hold parades, and the president places a reath on the Tomb of the Unknowns at Arlington National Cemetery in Virginia. Thanksgiving Day is a federal holiday celebrated on the fourth Thursday in November. In the fall of 1621, the Pilgrims held a three-day feast to celebrate a bountiful harvest. Many regard this event as the nation's first Thanksgiving. The Thanksgiving feast became a national tradition and almost always includes some of the foods served at the fir st feast: roast turkey, cranberry sauce, potatoes, and pumpkin pie. Pearl Harbor Remembrance Day is December 7. In 1994, Congress designated this national observance to honor the more than 2,400 military service personnel who died on this date in 1941, during the surprise attack on Pearl Harbor, Hawaii, by Japanese forces. The attack on Pearl Harbor caused the United States to enter World War II. Christmas Day is a federal holiday celebrated on December 25. Christmas is a Christian holiday marking the birth of the Christ Child. Decorating houses and yards with lights, putting up Christmas trees, giving gifts, and sending greeting cards have become holiday traditions even for many non-Christian Americans.

Life Span Perspectives Essay

There are many beginnings to the study of human development. The study of human developments is a science that strives to discern how people change over time (Berger, 2011). To do this, developmentalists study all types of people from different age groups, ethnicity, culture, background, nationality, income, and sexual orientation, among many other factors. To begin to understand this science, one must start by looking at what is being studied, some of the major theories that shape and guide these studies, and the interaction of heredity and the environment on human development (Berger, 2011). Developmentalists seek to tackle the challenge of defining humans in a way that simultaneously describes the universalities of humans as well as their differences. Because development is not limited, the person is the result of interactions among all the systems known as microsystems, macrosystems, and exosystems (Berger, 2011). Another aspect of development is that it encompasses the changes and uniformities of people. A visionary in the study of development was Urie Bronfenbrenner, who introduced an ecological-systems approach to the study of development (Berger, 2011). The ecological-systems approach recommends that human development should be studied by looking at the interactions and contexts that make up a person’s life. There are three levels that Bronfenbrenner proposes each person is affected by: microsystems, exosystems, and macrosystems (Berger, 2011). Microsystems are described as foundations of the person’s nearby surroundings, while an exosystem is described as the person’s local institutions. For example, a person’s family would constitute a person’s microsystem and their place of work would be their exosystem. A person’s macrosystem is their greater social settings, such as their cultural values and economy (Berger, 2011). Bronfenbrenner understood that development changes over time and, therefore, included two other systems that interact with the original three; the chronosystem and the mesosystem. The chronosystem encompasses the  historical conditions that affect the other systems and the mesosystem consists of the correlations between the three systems or parts of an individual system. In other words, the mesosystem refers to the connections between home and school, communication processes, and macrosystem factors that affect the microsystem (Berger, 2011). Understanding the shared connections between one area of life to another led developmentalists to form five standards that are beneficial for understanding human life at any age. These five characteristics are multidirectional, multicontextual, multicultural, multidisciplinary, and plasticity (Berger, 2011). Development is multidirectional, meaning that change occurs in every direction, with gains and losses, predictable growth, and unexpected transformations being apparent. Every aspect of life, including, intellectual growth, social interactions, and physical health are multidirectional (up, down, constant, or irregular). Additionally, in late adulthood, during old age, people tend to center on the declines rather than the gains, placing a particularly important emphasis on multidirectional change (Berger, 2011). Human lives are multicontextual, meaning life is made up of many situations, including past circumstances, economical limitations, family patterns, and physical surroundings (Berger, 2011). To put it another way, every context has an impact on the person. For example, the paths available to the individual are dependent on the historical and socioeconomic conditions. Developmentalists note that the socioeconomic status of a person greatly affects their opportunities and limitations, advantages and disadvantages, and past history and future prospects, which affect the person’s habits, knowledge, housing, and nutrition (Berger, 2011). The development of humans is influenced by many cultures. The multicultural principle understand that cognition and behavior are affected by the cultural environment, which includes the person’s social group, ethnicity, race, heritage, and even income (Berger, 2011). It is important to note that culture is dynamic, and people are capable of accepting or rejecting culture values. The study of life span and human development is  multidisciplinary; it is interrelated with various fields of academia. While psychology, biology, sociology, and education are major players, other fields such as neuroscience, anthropology, history, and economics play a role as well. (Berger, 2011) Multidisciplinary is important to the study of development because people grow in mind, body, and spirit simultaneously. The final characteristic is plasticity. Plasticity plays a role in the other four characteristics of development. It is an important characteristic because it represents two corresponding aspects of development (Berger, 2011). Plasticity understands that humans are capable of being molded, like plastic, while still maintaining a sturdy identity. Plasticity is affected by both culture and upbringing, as well as genes and other biological influences. The five characteristics led developmentalists to one conclusion: humans are individuals, whether or not they come from the same cohort, culture, or economy (Berger, 2011). Even though scientists have concluded that every person is an individual, there are still many questions about human development left to answer, which led to five major theories of development. Developmental theories offer structure for clarifying the patterns and problems of development. There are several theories of life span development such as the three grand theories: psychoanalytic, behaviorist, and cognitive (Berger, 2011). The grand theories of human development, which explain the collective development and processes throughout the entire life span, began in the field of psychology; observations and clarifications deriving in history, biology, sociology, and anthropology led to the emergent theories. The two emergent theories are not yet as coherent as the grand theories, but they draw on more academic disciplines providing a broader framework than the customary grand theories that rely only on psychology (Berger, 2011). Discussed here are the two emergent theories: sociocultural and epigenetic. The main concept of sociocultural theory is that human development is the result of a dynamic interaction between a person and their society. This concept is based on the idea that the tools and principles for development  are provided by not only customs, but society as a whole (Berger, 2011). The pioneer of the sociocultural perspective was a man named Lev Vygotsky. By studying the cognitive competency of his diverse society, he developed a theory of guided participation. Guided participation is a technique in which novices learn through shared involvement of an activity with instruction and the participation of a skilled mentor (Berger, 2011). Sociocultural theory places an emphasis on social interaction in learning. Gauvain (1998) stated, â€Å"cognitive development occurs in, and emerges from, social situations† (p.191). Another concept of learning in sociocultural theory is the zone of proximal development (Berger, 2011). The zone of proximal development is the metaphorical zone encompassing a learner that contains all the concepts, skills, and knowledge that the individual is proximal to attaining but cannot yet master without assistance (Berger, 2011). By extension, whether a person is learning a language, social custom, or manual skill, people always learn in the same way, according to sociocultural theory. Although it is true that people do learn in social settings, sociocultural theorists have been criticized for neglecting developmental processes that are not predominantly social (Berger, 2011). Epigenetic theory is centered on the notion that development is influenced by the interaction between genes and the environment. To develop this theory, researchers incorporated many disciplines including biology, chemistry, and genetics (Berger, 2011). Half of epigenetic theory looks at the genetics, referring to the entire genome, and looks at the specific genes that make each person unique and the genes that distinguish humans from other species as well as the genes that all species share. Genes influence all psychological traits as well as mood, metabolism, voice tone, blood type, and much more (Berger, 2011). The other half of epigenetic theory looks at the influence of surrounding factors on genetic expression. These factors are what gives some genes extensive influence while others have no effect (Berger, 2011). As development continues, each person continues along the path established by earlier genetic-environmental interactions, which influences outcomes. According to epigenetic theorists, genes never function alone, their latent  is not realized unless certain epi-factors transpire (Berger, 2011). Furthermore, epigenetic factors also influence groups of people and entire species. One way this happens is through selective adaptation, which is the progression by which humans and other organisms slowly adjust to their environment (Berger, 2011). In other words, over generations, a certain genetic trait in a population will increase or decrease. This depends on whether or not the trait promotes the survival and reproductive capability of that population. The particular environment is what determines which genes are harmful, neutral, or beneficial. According to epigenetic theory, adaptation occurs for all living organisms, regardless of the environment. Unlike sociocultural theory, many facets of epigenetic theory are generally accepted (Berger, 2011). To further explain the interaction of heredity and the environment on human development, one must look further at the role genes play in the development of a person. There are two major contributors to development: the genotype and the phenotype. The genotype is comprised of all the genes of a developing person. The genotype is responsible for the formation of the body and the brain (Berger, 2011). The phenotype is the appearance and behavior manifested in a person. The phenotype is dependent on many genes and the environment, with most traits being polygenic (affected by many genes) and multifactorial (influenced by many factors). Other contributors that influence the phenotype are additive alleles, which can affect height and skin color. Other additive alleles, called epistasis, produce traits that were not previously found in their ancestors (Berger, 2011). Every aspect of human behavior is affected by genes, this includes cognitive and social behavior. Personality and cognitive abilities are affected by many genetic combinations, with the genes relying on the environment for expression. No behavior could exist without genes and without the environment, no gene could be expressed (Berger, 2011). In conclusion, the study of human developments is a science that attempts to understand how people change over time. Developmentalists formed five characteristics that are beneficial for understanding human life at any age:  multidirectional, multicontextual, multicultural, multidisciplinary, and plasticity (Berger, 2011). Additionally, theories of development present introduce organization for understanding the patterns and problems of development. Sociocultural theory suggests that human development is the result of a dynamic interaction between a person and their society, while epigenetic theory is centered on the idea that development is shaped by the interaction between genes and the environment. Every aspect of human behavior is affected by genes and without the environment, no gene could be expressed (Berger, 2011). References Berger, K. S. (2011). The developing person through the life span (8th ed.). New York: Worth Publishers. Gauvain, Mary. (1998). Cognitive development in social and cultural context. Current Directions in Psychological Science, 7, 188-192.