Parents Are the Best Teachers Do You Agree or Not free essay sample

Q. guardians make the best educators. Do you concur or differ with the announcement. Offer explicit motivations to Justify your response An educator is the person who manages the youngster or shows the kid how to carry on with a fruitful life. ln my sentiment this role,the job of a decent educator or a decent guide can be played consummately by the guardians becuase of the straightforward certainty that guardians cherish and comprehend their kids more than any other person. youngsters resemble wipe. Like wipe absorb or retains water,children acknowledge thoughts nd discernments from guardians quickely and make up their own ideal models. As first teachers,parents can saw the seeds of peace,love,respect and joy in the psyches of their childern at a youthful age. These thoughts and standards shapes the premise of the childs character. each other preferred position of guardians as educator is that they can without much of a stretch comprehend their childs qualities and shortcoming. We will compose a custom paper test on Guardians Are the Best Teachers Do You Agree or Not or on the other hand any comparable theme explicitly for you Don't WasteYour Time Recruit WRITER Just 13.90/page Youngsters can be cleaned by the guardians so that their shortcoming can be made in to their quality and become champs throughout their life. Absolution is each other ideals that makes a decent instructor. In view of the colossal love that the guardians have for their child,they can pardon their youngster for their mix-ups. There are occurrences in the history where a standoffish component changes oneself into a dependable individual by the steady love and friendship gave by their mom. Experience is one more ideals that the guardians can impart to their children. The experience of their folks help the kid in handling lifes hallenging circumstances. Since guardians can observe intently the activities or deeds of their childen they can give valueable suggessions at the specific time. ln actuality they can manage their kids to progress, which is the key obligation of a master or a guide. Basically Parents assume an essential job in managing their kids to carry on with an effective life. ln along these lines guardians full fill the job of the best educators flawlessly. ln truth guardians are first and best educators for a youngster.

Moral Responsibility of a Leader Research Paper

Moral Responsibility of a Leader - Research Paper Example Intercultural impacts and enormous correspondence offices are driving us towards next major transformative advance in mankind's history, the world citizenship. Each individual associated with this procedure is required to lead an interconnected gathering in an unpretentious manner. Subsequently every resident of the planet is required to sharpen their authority capacities more than ever. Their initiative quality ought to be administered by morals more than individual or gathering focused inclinations (Schmidt, 2007). Be that as it may, the manner in which the world works show we are stepping the specific inverse way. Nobody ever assumes liability of any accident. Surge Kidder pinpoints the absence of this significant good duty as â€Å"Ethics Recession†. We will talk about the explanations behind the circumstance, its unfavorable effects and the way to change into better pioneers in this paper. Presentation Each ethical pioneer is dependable for their activities as well as the dealings they could have forestalled accomplishing for the government assistance of everybody. Immense corporate organizations and combinations which will lead this innovative time ought to have iron willed pioneers equipped for picking the best for both their organization just as the world all in all. This is the place morals come is picture. Each great head thinks about all the given choices and its choices before taking any significant choice. They dissect the results and the enthusiastic effects that may influence his group and others when all is said in done. They take firm choices which are productive to the organization and his representatives. They additionally assume the ethical liability for any distress brought about by this activity (Taylor, 2000). They repay gatherings or individuals influenced in the necessary way and persuade them to co-work in the master plan of advancement, setting aside their own complaints. This is actually how moral pioneers carried on for quite a long time. Be that as it may, the inquiry here is ‘Why is there an abrupt decrease in such powerful leadership?’ Every issue the world faces today, from conservative downturn to, fear based oppression and penetration are a consequence of this absence of good initiative (Anello, 2006). The US lodging bubble, a significant purpose b ehind the downturn is the best model for what absence of hard working attitudes will do. What befell our cutting edge and good residents? Will world residents be sharp looking barbarians eating others openings at whatever point conceivable? On the off chance that so is it improvement or a way to pulverization? To discover reasonable responses to these inquiries we should initially characterize â€Å"Morals† and â€Å"Ethics† The Enormous Responsibility of Leadership The word â€Å"Value† alludes to something of significance. A ware or an items esteem is resolved dependent on its significance. Correspondingly the â€Å"Value† of an individual is likewise decided dependent on his position or status. The choice taken by the ruler or the pioneer has more â€Å"Value† than the choice taken by an ordinary man. In any case, each pioneer including the King was required to follow some ethical behaviors known as â€Å"ethics† to keep up this â€Å"va lue† or their situation in the antiquated world. At the point when the crowd would not follow its morals, tyrants excite. At the point when Kings neglected to add â€Å"Value† to their choices through non moral lead, the congregation denounced them and upsets stir. The higher the position is the need to follow the set of accepted rules or morals increments. Subsequently the greater part of the nobles, church dignitaries and Kings

Hacking

Hacking If youve never seen Hackers then youre depriving yourself and should make a point of getting on that train.* I get asked about hacking at MIT a lot, which is natural; I talk about it in my biography after all. There are times when I get asked, out of the blue, what made me decide to be Course 6 (Electrical Engineering and Computer Science). This confuses me because Im actually Course 2 (Mechanical Engineering). After explaining this I then get asked “So why does your biography say that you came to MIT for the hacks?” *Yes, Im on a train again, and will probably include a train reference every time I write an entry from a train. I will also mercilessly steal blog formatting and style ideas from my friend Trumans blog. A-ha! Hacking at MIT! There have been a bunch of entries that reference individual hacks here, and one or two that have talked more about hacking itself than individual hacks. Id like to write one of those entries, an entry that explains what hacking is and what experiences you may have at MIT that involve hacks. And so with that, a quick primer on hacking at MIT. Hacking at MIT has nothing to do with breaking into computer networks or computers. Instead hacking at MIT involves anonymous, ninja-like MIT students pulling off incredible feats of engineering right under the nose of the administration while quite possibly breaking dozens of laws and ending up on various rooftops around campus. Hacks could be considered “pranks” at any other school but since MIT makes up its own words and meanings for things they are called “hacks” here. People who pull them are called hackers. Inevitable question one: Are you a hacker Snively!? Well thought out answer: No, I prefer to take an observatory role. Let other people risk life and limb crawling on edges of buildings, I just want to see the end result. That, and Id prefer to not be arrested while at MIT If and when you are accepted to MIT there may be a day when youre walking through campus and you see something a little out of the ordinary. Sometimes its small, a chainsaw in a wooden case, sitting in a hallway. Other times it might be big, like a huge Scrabble board on the side of a building. Sometimes it may be huge, spanning over a quarter mile! (while hard to see, theres a banner that says Go Sox suspended from a line of rope that stretches from the tower on the left to the tower on the right, over a 1000 feet) These are all examples of hacks that have happened at MIT. In a nut shell, a hack is an addition to the school that makes somebody smile, makes them wonder how in the world this was possible, or both. The chainsaw hack is an excellent example of the smiling variety, GoSox! a good example of the how did they do that!? while Media Lab Scrabble is a good example of both. Hacks started many years ago with some crazy Senior House people dragging a car up onto their roof using a rope and a lot of manpower. After that students realized that they could put more crap on roofs, including a cow (fake cow! fake cow!) and then things got interesting. Theres a lot of history here you can read up on at the MIT Hack Gallery but Im going to skip to the good part. The milestone in MIT hacking that kicked it into overtime was when one day an MIT Campus Police car showed up on top of the Great Dome. Inevitable question two: Wha- how!? Well thought out answer: Well thats the point now, isnt it? Nobody knows how they got the police car on the dome, all they knew is that perched 150+ feet above everybodys heads was a police car, lights flashing, with a dummy cop inside holding a donut. MIT Facilities stared at it in awe, not quite sure what to think. How, erm, how were they supposed to get a car off the dome? Helicopters flew by all day, getting some great pictures, and eventually the rappelling gear was brought out and the police car was carefully disassembled on top of the dome and removed in pieces. It was saved and is now on display in the Stata center if youre interested in seeing it. After the police car other stuff started appearing on the dome: a working phone booth, giant beanie, triforce, and a ton of other things. Hackers realized that there was more than just the dome, that awesome hacks could fit in any number of places around campus. MIT is blessed with buildings that kind of look like the aftermath of a game of Perfection. We have two domes, a square courtyard, weird statues, a 3-4-5 triangle building, Kresge, the Green Building, and that pile of architectural vomit known as the Stata (rhymes with “data”) Center. Hackers have played to the strengths of the unique physical attributes of each building, transforming them into ships, R2D2, and spaceship landing sites. Hacks generally appear overnight since actually putting a hack up involves mucho illegality. Sure, MIT loves the aftermath of the hack, postering the admissions site and the MIT homepage with them whenever they happen, but MIT HATES hackers when theyre actually putting up a hack. Hackers have been dealt fines, had guns pulled on them, and even taken to court and threatened with jail time for hacking. More incentive for me to just enjoy looking at the fire truck on top of the dome. Inevitable question three: This sounds awesome! I want to run from the cops! How do I get into hacking!? Is it a club or something? Well thought out answer: Hacking is not a club and you will never see it listed in any official activities pamphlets given to you at CPW, orientation, or anywhere else. The reason for this is because most of the things that hackers have to do in order to pull hacks are illegal and fairly dangerous. MIT doesnt really like it when students break the law. How to become a hacker is left as an exercise for the interested reader. Inevitable question four: How do hackers have time for all of this!? Well thought out answer: Like any extracurricular activity, MIT students make time. We dont always just lock ourselves in rooms to study, we do other stuff. Some people choose hacking. As Ive mentioned, hacks had a lot to do with why I wanted to come to MIT. They made me realize that MIT is, in a word, awesome. Not only are the opportunities here endless, the education first rate, but the amount of fun students had and the creativity that blankets the entire school is just phenomenal. I think Ill finish this post off like a class syllabus, just because I can. Required Reading: 1) MIT Hack Gallery â€" http://hacks.mit.edu Supplemental Reading: 1) Nightwork Buy from Amazon.com Photos courtesy of the MIT hack gallery.

Learning Disabilities Essay Example for College Students - Free Essay Example

Sample details Pages: 8 Words: 2409 Downloads: 6 Date added: 2017/06/26 Category Education Essay Type Analytical essay Tags: Disability Essay Learning Essay Did you like this example? What are the challenges to the inclusion of children with those difficulties and how can they be overcome? Introduction The DSM-V (APA, 2013) has recently revised the diagnosis of learning disability into a single category, specific learning disabilities (SLD), in order to emphasise the fact that children tend to experience general difficulties in academic abilities and that such difficulties are inter-related. SLD in DSM-V are classified under neurodevelopmental disorders and it is stated that a diagnosis is dependent on impairment in the childs learning using specific academic skills such as reading, writing or arithmetic, which then disrupt further academic learning (Tannock, 2014). Typically, children are recognised as having a difficulty in certain areas of learning when they begin formal education, the difficulties can occur in different cultural groups and without interventions can persist into adulthood (Tannock, 2014). Don’t waste time! Our writers will create an original "Learning Disabilities Essay Example for College Students" essay for you Create order One area of difficulty experienced by children is dyslexia which occurs predominately in the domain of reading in the English language. Dyslexia mainly involves a problem when learning the correspondence between letters and sounds (Rose 2009; Snowling, 2013). Therefore the aspect of SLD to be focused on in the following essay will be dyslexia, the challenges encountered with this impairment and ways in which the challenges may be addressed. Specific Learning Disabilities The diagnostic criteria for SLD in the DSM-V, involves firstly an overall diagnosis of SLD and secondly the identification of specifiers. The specifiers identify the key characterisation of the disorder in the three academic domains of reading, writing and arithmetic. The diagnosis also involves a child demonstrating one of six symptoms over a 6 month period, which is persistent despite receiving any intervention strategies. Furthermore, the childs abilities in the academic domain are below those of other children of the same age and cause disruption in academic and everyday activities (APA, 2013). In order to be diagnosed with SLD other conditions, for example, other neurological conditions or psychological issues must be excluded (APA, 2013). The key difference for a diagnosis of a learning disorder is the change from specific subtypes (reading disorder, mathematics disorder and written expressive disorder) in DSM-IV to one overarching condition (SLD) in DSM-V. One component of S LD is dyslexia, although terms such as dyslexia or dyscalculia are no longer used in the same way as they were previously in DSM-IV (Tannock, 2014). Inclusive Education Warnock, Norwich and Terzi (2010) define inclusive education as providing each child with an opportunity to be educated in a mainstream school. One of the central principles of inclusive education is that each childs needs are assessed and there is flexibility to respond to their differences and individual requirements. In the UK, the aim is to educate all children with different needs in mainstream schools, including those children with SLD. The rationale behind this philosophy is that segregating children with special educational needs (SEN) from their typically developing peers does not prepare them for adult life when they will be expected to integrate into society (Fisher, Roach, and Frey, 2002). Furthermore, inclusive education aims to develop tolerance and understanding towards others and promote social cohesion (OGorman and Drudy, 2011). Children with SEN are defined as having a significantly greater difficulty in learning than the majority of children his age (Department f or Education and Science, DfES, 1981, p.1). Each child should be assessed by professionals to determine the level of support required which is detailed in a statement of needs (DfES, 1981). Inclusive education should include children of all backgrounds irrespective of gender, religion, class, ethnicity or any other characteristic, thereby including children with diverse types of SEN (OGorman and Drudy, 2011, p.4). However, one challenge faced by all children with SEN is that they are not a homogenous group and some children do not thrive in an inclusive environment and may instead experience less stress and anxiety in a specialist school environment (Cigman, 2007). As suggested by Lewis and Norwich (2005), inclusive education is not just assimilating children with SENs into a mainstream schools; instead, the emphasis should be on developing an education system in which equity is striven for and diversity is welcome (Lewis and Norwich, 2005, p.xi). Dyslexia There are a number of definitions of dyslexia, all of which include a similar theme of difficulties in reading accurately and with fluency (Hulme and Snowling, 2009, p.37). According to Rose (2009), dyslexia is a continuum of disorders ranging from mild to severe and is not related to the IQ of an individual. Rose also supports the DSM-V perspective of SLD not being separate categories but being inter-related with other impairments in motor co-ordination, attention, working memory and organisational skills. Dyslexia, as mentioned previously is characterised by an inability to recognise a relationship between sounds, letters and words, which is known as phonological awareness (Hulme and Snowling, 2009). It is important to distinguish between children who are poor readers, as they can also demonstrate difficulties in phonological awareness. Poor readers may have difficulties because of poor pre-school literacy or perhaps if they are from families where English is not the first langua ge used. However, children with dyslexia additionally show a core difficulty of word decoding which affects spelling and oral language skills (Snowling, 2013). Challenges facing children with SLD and Dyslexia There are a number of challenges that face children with SLD and although they are not a homogenous group, the issues they face can be common to all children who have SEN. First, not all children are happy in an inclusive mainstream school. Kavale and Forness (2000) report that historically, children with SEN were taught in specialist schools which had small classes and specialist teachers. There was also more differentiation between different types of SEN and therefore a more heterogeneous and individual approach to the children who had certain needs. However, it has also been argued by Kavale and Forness (2000) that there is limited evidence that specialised education is any different to inclusive education in mainstream schools in developing the academic or social skills of SEN pupils. Kerins (2014) found that many children in Ireland with mild-learning disabilities were leaving mainstream schools and transferring to specialised schools. A similar finding of children with SEN le aving mainstream schools for specialist schools is reported by Kelly, Devitt, OKeeffe and Donovan (2014). A further challenge that can affect many pupils with SEN is bullying by non-disabled peers, which occurred within mainstream schools and also among children in special schools, who were bullied outside of the school environment (Lewis and Norwich, 2005).   The findings in Lewis and Norwichs (2005) study are supported by Frederickson (2010), who found that children with SEN were typically not accepted, frequently rejected and tended to be the victims of bullying more often than typically developing children. In order to overcome the challenge of bullying, Frederickson (2010) found that positive and supportive peer relationships developed if the impairment was severe and obvious; often learning disorders are not obvious, particularly if they are mild SLD. It was also found that older peers were more accepting if they understood the nature of the special needs, although s chools were found to be reluctant to discuss pupils SEN as they were concerned about labelling. Frederickson (2010) argues that positive relationships can develop between pupils with SEN and typically developing pupils if the school promotes respect and emphasises caring relationships. Norwich and Kelly (2004) investigated the views of children aged between 10 and 14 who had statements for moderate learning difficulties. It was found that the majority of mainstream children preferred to receive support away from other children, which may have been related to the very high rate of bullying reported by the children. In examining the more specific challenges faced by children with dyslexia, these include the failure of adults, such as parents and teachers, to detect and recognise the signs that indicate the child is failing in their ability to read (Snowling, 2013). If interventions are not implemented early, the child may become frustrated and unmotivated at school, developing a lo w self-esteem (Snowling, 2013).   There will usually be a number of difficulties in many areas of their academic life and education that can continue into adulthood. A study undertaken by Nugent (2007) examined the parental perspectives of the education of their children with dyslexia in three different educational environments in Ireland namely, special schools, separate specialist units within schools and resources in mainstream schools. The results of the postal questionnaire indicated that parents had positive perceptions of all three areas of provision. However, there was greater support by the parents for the specialist services in special schools and units than the provision in mainstream schools. Addressing the Challenges The importance of early identification can be addressed by assessing pre-school childrens language skills, and early recognition of letters and the sounds of different letters (Snowling 2013). There also appears to be a genetic component to dyslexia as it is often seen in different members of the same family (Nash, Hulme, Gooch and Snowling, 2013). In their study, Nash et al. explored the literacy skills of preschool children at family risk from dyslexia in comparison to a group of typically developing children of the same age and a third group of children with other language deficits. Both groups of children at risk from language impairment showed phonological deficits and, there was an overlap for both language conditions, further supporting the more generalised classification of SLD found in the DSM-V. Screening pre-school children is expensive and therefore it is important that teachers are able to identify when a child is failing to respond to effective teaching methods pa rticularly in relation to the progress of children who are the same age (Snowling, 2013). The type of teaching methods include provision for children who may be slow learners and who are provided with the opportunity to catch-up with their peers. However, Rose (2009) argues that intervention strategies that are used with poor readers or slow learners do not provide evidence of improvement in the reading ability of children with dyslexia.   If a child fails to achieve a certain level with early intervention strategies they can receive additional individual support. This can be monitored as children are assessed at regular intervals during their formal education (Snowling, 2013). Rose (2009) argues that intervention strategies for children with dyslexia must be highly structured, systematic and implemented regularly so there is that constant reinforcement and the generalisation of reading skills. OGorman and Drudy (2011) report that the positive attitudes of teachers towards ch ildren with SEN is an important factor in the success of their education. Attitudes of teachers towards pupils with SEN tend to reflect the severity of the disorder and the role of the special educational needs co-ordinator (SENCo) is highly relevant to the successful inclusion of children with SEN in UK mainstream schools. Conclusion Children with learning disabilities do not tend to experience one specific learning disability. The DSM-V (APA, 2013) reflects this perspective by categorising learning difficulties as one group (SLD), which appears to be necessary because impairments often overlap and children can experience difficulties in more than one area. Snowling (2013) and Rose (2009) support the DSM-V perspective that dyslexia is a multi-faceted disorder. There are a number of challenges for children with dyslexia. If the condition is not diagnosed early when the child is young and which enables interventions to be implemented, this can have a negative effect for the future of the child. Children can experience a lack of motivation and low self -esteem which can affect their educational achievement and also have a negative affect when they are adults. Snowling (2013) therefore stresses the importance of early detection and early intervention strategies for children at risk from dyslexia, particularly if th ere is a family history (Nash et al. 2013). In general, children with SLD can experiencing bullying (Lewis and Norwich, 2005; Frederickson 2010) and it has been found recently that many children with SEN have left mainstream schools in preference for specialist schools (Kelly et al. 2014; Kerins, 2014). These findings may also be related to the bullying of SEN pupils by their typically developing peers. Not all children thrive in inclusive mainstream schools, although the principles of inclusive education are to help a child achieve their full potential during their formal education and also to facilitate tolerance and an inclusive community. References American Psychiatric Association (2013). Diagnostic and Statistical Manual of Mental Disorders, 5th edition. Arlington, VA: American Psychiatric Association. Cigman, R. (2007). Included or Excluded? The Challenge of the Mainstream for some SEN Children. Oxford: Routledge. Department for Education and Science, DfES (198 1). Education Act. London: Her Majestys Stationary Office, DfES Fisher, D., Roach, V., and Frey, N. (2002). Examining the general programmatic benefits of inclusive schools. International Journal of Inclusive Education, 6(1), 63-78. Frederickson, N.L. (2010). Bullying or befriending? Childrens responses to classmates with special needs. British Journal of Special Education, 37(1), 4-12. Hulme, C. and Snowling, M. (2009). Developmental Disorders of Language Learning and Cognition, Chichester: Wiley-Blackwell. Kavale, K.A. and Forness, S.R. (2000). History, rhetoric, and reality. Remedial Special Education, 21(5), 279-296. Kelly, A., Devitt, C., OKeeffe and Donovan, A.M. (2014). Challenges in implementing inclusive education in Ireland: Principles views of the reasons students aged 12+ are seeking enrolment to special schools. Journal of Policy and Practice in Intellectual Disabilities, 11(1), 68-81 Kerins, P. (2014). Dilemmas of difference and educational provision for pupils with mild general learning disabilities in the Republic of Ireland. European Journal of Special Needs Education, 29(1), 47-58. Lewis, A. and Norwich, B. (Eds) (2005). Special Teaching for Special children? Pedagogies for Inclusion. Berkshire: Open University Press Nash, H.M., Hulme, C., Gooch, D. and Snowling, M.J. (2013). Preschool language profiles of children at family risk of dyslexia: continuities with specific language impairment. The Journal of Child Psychology and Psychiatry, 54(9), 958-968 Norwich, B. and Kelly, N. (2004). Pupils views on inclusion: moderate learning difficulties and bullying in mainstream and special schools. British Educational Research Journal, 30(1), 43-65. Nugent, M. (2007). Comparing inclusive and segregated settings for children with dyslexia à ¢Ã¢â€š ¬Ã¢â‚¬Å" parental perspectives from Ireland. Support for Learning, 22(2), 52-59 OGorman, E. and Drudy, S. (2011). Professional development for teachers working in special edu cation/inclusion in mainstream schools: the views of teachers and other stakeholders. A Research Report part-funded by the National Council for Special Education, Special Education Research Initiative, Dublin. National Council for Special Education. Rose, J. (2009). Identifying and Teaching Children with Dyslexia and Literacy Difficulties. London, Department for Children, Schools and Families (DCSF). Snowling, M.J. (2013). Early identification and interventions for dyslexia: a contemporary view. Journal of Research in Special Education, 13(1), 7-14 Tannock, R. (2014). DSM-5 changes in diagnostic criteria for specific learning disabilities: What are the implications? International Dyslexia Association Retrieved on 3/10/2015 from: https://dyslexiahelp.umich.edu/sites/default/files/IDA_DSM-5%20Changes.pdf Warnock, M., Norwich, B. and Tersi, L. (2010). Special Educational Needs: A New Look. Second Edition Continuum International Publishing Group: London

Benefits Of Gmo Maize s Is High Nutritional Values

One of the benefits of GMO maize’s is high nutritional values. Almost a half of the Kenya population do not have accessibility to a well-balanced meal. This is due to poverty and low productivity of agricultural foods. The introduction of GMO maize may provide solution to this problem since there is a possibility to inject the seeds with any nutrients (Bouis 2007). Research shows that there is a biotechnology rice that consist of iron and carotene. Considering the benefits of these nutrients to the human body there is a possibility to develop a maize variety with those nutrients or even more nutrients. This technology will helps Kenya to improve on the lives of people especially children (ibid). The expectations of every farmer is to have high productivity of high quality when it comes to their crops. However, due to bad weather conditions this has just been a mere dream for many small holders’ farmers. Biotechnology has developed some seedlings such as the â€Å"WEMA†that are water efficiency and can resist drought since they do not require a lot of water to grow (AATF-Africa. 2015). In addition, this kind of seedlings have been made with gene compositions that are from tough environment to make them possible to withstand and climatic conditions. The purpose of a such a move is to provide hope to the farmers from the dry regions where the normal maize seedlings are not able to give high output of products (Varshney et al. 2011). Other potential benefits of GMO maize in KenyaShow MoreRelatedThe Use Of Genetic Engineering On Agriculture And Food Production Essay1622 Words   |  7 Pagesenhanced nutritional value that is envisioned to benefit consumers. Others, however, are objecting strongly, raising environmental, food safety, and ethical concerns. A majority of people in Western Europe, Japan and Australia, for example, want at least to have labels on products that contain genetically modified organisms (GMOs), while the most extreme opponents want to see genetically modified (GM) crops completely excluded from production and consumption in their country. Background for GMO debateRead MoreThe Use Of Gmo Foods1145 Words   |  5 PagesThe use of GMO s Biotechnology offers a variety of potential benefits and risks. It enhanced the food production by making plants less vulnerable to drought, frost, insects, and viruses and by enabling plants to compete more effectively against weeds for soil nutrients. Genetically modified organisms (GMOs) are defined as organisms (except for human beings) in which the genetic material has been altered in a way which doesn t occur naturally by mating and/or natural recombination. GMO s have widespreadRead MoreThe Use Of Gmo Foods1279 Words   |  6 PagesThe use of GMO s Biotechnology offers a variety of potential benefits and risks. It enhanced the food production by making plants less vulnerable to drought, frost, insects, and viruses and by enabling plants to compete more effectively against weeds for soil nutrients. Genetically modified organisms (GMOs) are defined as organisms (except for human beings) in which the genetic material has been altered in a way which doesn t occur naturally by mating and/or natural recombination. GMO s have widespreadRead MoreGenetically Modified Organisms And Human Health1503 Words   |  7 Pagesmore and more commonplace. Genetically modified organisms, or GMOs, are created by artificially inserting the genes from one organism into another, in order to create a desired protein in the new organism. In the USA it is estimated that over 70% of processed foods found in grocery stores has been in some way genetically modified (Center For Food Safety). Due to limited experimentation and research however, many are unsur e about how GMOs affect human health. While the long term effects of geneticallyRead MoreGenetically Modified Organisms And Human Health3263 Words   |  14 PagesGMOs and Human Health INTRODUCTION: The purpose of this paper is to discuss whether or not genetically modified organisms (GMOs) are unhealthy to humans, using the most reliable current evidence available to explore both sides of the topic. This paper will discuss the history of GMOs, their various applications, and discuss the major points concerning the impact of GMOs on human health. 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According to health and safety executive (2014), Geneti c Modified Organisms are organisms, such as animals, microorganisms and plants in which their genetic material has been altered to contain segment of DNA from another organism. The newly implemented segment of DNA contains genes that determine organism’sRead MoreCorn : The New World Civilization2555 Words   |  11 Pagesdated back to the beginning of time, but the use and value of corn had been unnoticed until it was introduce by the Native Americans. Where corn had seemed to be a big part of their everyday life from, being in myths, legends, and for a huge portion of their diet corn was an essential component. when the Europeans had touched base to the New World during the late fifteenth century, the Native Americans had introduced corn what they had called maize to the Europeans .This crop was then later on grownRead MoreThe Issue Of World Hunger1998 Words   |  8 Pagesapparent in the 1990s when the first Genetically modified crop was produced. The first GM crop was a tomato bred in california, which was genetically altered so that it took longer to decompose after being picked (Chapman). Throughout the years the benefits of GM foods have increased so that now, in addition to having longer shelf lives, the produce can also be more nutritious for the consumer, and the crops may be more sturdy and bountiful than non GM crops. They may also be less chemically treatedRead MoreCorn And The New World2496 Words   |  10 Pagesbeginning of time, but the use and value of corn had been unnoticed until it was introduce by the Native Americans. Where corn had seemed to be a big part of their everyday life from, being in myths, legends, and a huge portion of their diet consisted of corn. when the Europeans had arrived to the New World during the late fifteenth century, they had learned that the unknown cereal that had been a mystery to them for a long period of time was actually called maize by the indigenous people, this crop

School Decision-Making Common Core Paper Free Essays

Preparing students to be college bound as well as become model citizens are some of the goals Sunshine elementary has for its students. In an effort to achieve these goals there are times in which changes are necessary. Sunshine has decided to implement Common Core Standards beginning the new school year. We will write a custom essay sample on School Decision-Making Common Core Paper or any similar topic only for you Order Now To discuss the implementation, there is a mandatory staff meeting on Wednesday, December 4, 2013 at 3:30pm in the multi-purpose room. The agenda is as shown: Agenda Grade level reports Grade level chairperson Pre-K – 5th Feedback10 – 15 minutes from staff Introduction of new standardsVelma Johnson – Administration Break-out groups (grade levels) to discuss new standards (10-15 minutes) Shared discussions with staff from break-outs (20 minutes) Problem/ResolutionVelma Johnson – Administration Dismissal The implementation of the Common Core Standards will bring expected negative feedback from seasoned teachers; however new teachers are expected to welcome the initiative with open arms. It is this understanding that led to the creation of a team of teachers who will represent both seasoned and new teachers to work together to come to an agreement on how the new initiative can and will prove to be beneficial to everyone: students and teachers. To maintain a positive balance with the teachers as well as a positive environment on the campus, the members selected for this team will be chosen by their colleagues through a silent vote which will be conducted on December 6, 2013. The team will meet at least twice weekly and provide feedback on the progress via email to Ms. Velma Johnson. The objective for the team is to meet with their grade level teaching  partners to bring their concerns to the meetings. Ultimately, these members will review and discuss which concerns are valid and relate to the new initiative. Personal feelings are set aside to achieve whatever is necessary to meet the needs of the students. As educators, one must remember the focus is on what will work best for the students’ success. There are times when stepping out of one’s comfort zone (the norm) is necessary. At the end of the three week review process, the team is expected to bring to Ms. Velma Johnson a suggested resolution of implementing the new initiative which will be a collaboration of seasoned and new teachers working to achieve a common goal. No one is asking anyone to set aside their beliefs, but it should be clear there are always expected changes in the field of education. The teachers who are there to meet the needs of the students would not have any problems with the implementation of the new initiative. The teachers should understand the focus is on the students becoming more of critical thinkers to be able to gather information, evaluate what was gathered, and to comprehend what is being conducted. The goal is for the students to become purposeful readers and listeners as well as build their content knowledge. The students of Sunshine must receive the support and guidance of all their teachers to be successful. Once the resolution is accepted and approved by Ms. Velma Johnson, there will be a staff meeting to present the final plans. Each staff member will receive a copy of the new initiative which will also reflect expectations. After meeting with the staff, the administrative team will scheduled a meeting with Parent Teacher Organization (PTO) to share the school’s new initiative in guiding the students toward education and personal success. In addition, prior to school being released for the summer break, the new standards will be shared with students and their parents through the school’s monthly newsletter. The parents will be directed to contact the PTO if there are any additional questions. The PTO will forward whatever information necessary to the administration to respond to. Conclusion In conclusion, while it is necessary to implement the Common Core Standards to better meet the needs of guiding the students toward the goal of becoming at least a high school graduate. The new standards are in keeping with the change in education and meeting the guidelines for No Child Left Behind.  College bound students will receive the start necessary to be successful. Seasoned and new teachers along with the students will work together in a pleasant environment which is full of learning. How to cite School Decision-Making Common Core Paper, Papers

Trauma Informed Care and Practice Psychological State

Question: Write about theTrauma Informed Care and PracticeforPsychological State. Answer: Trauma-informed care and practice is an agenda based on the strengths that are derived from the understanding and the response of impacts of trauma that put more focus on the physical, emotional and psychological state of a patient and a medical practitioner. The purpose of the essay is to reflect on the policies of mental health care to the patients. Also, the article will provide insight on how these mental strategies will be used by the mental health care provider to promote the recovery of a patient. Many cases of mental illness among people are as a result of trauma (Hopper, Bassuk and Olivet, 2010). Therefore, trauma care and practice are aimed at the healing and recovery of the patient so that they can regain their self-control and worth. Also, the agenda is driven so as it bring a better understanding to the mental health care practitioner as to how patients should be treated to achieve a quick recovery process (Dollard and Hummer, 2012). Trauma-informed care is an approach that deals in a protocol known as Treatment Improved Protocol. The protocol is aimed at providing quality treatment to the consumer so that improvement in their health can be realized. Mental health patients need a lot of attention from their parents and friends and therefore seeking medical treatment for a client should be done with a lot of care and caution. In the provision of health care for a mentally disabled patient, the nurse should be careful so as not to touch on the cause of the trauma (LeBel and Kelly, 2014). When a patient is left in the hands of a nurse who had some time in life undergone a traumatic incident, they are likely not to achieve their aim. For instance, when a candidate is a victim of sexual assault meets with a nurse or a medical practitioner who had undergone the same problem then they are not likely to benefit from the treatment (Bremness and Polzin, 2014). In a mental health are setting of individuals who turned to drugs after trauma and consequently developed mental disabilities, trauma informed care personnel should have the ability to deal with the situation at hand with expertise and integrity. The knowledge and integrity represented by the nurse go a long way in the recovery of the patient. It is during this period that a patient builds trust in the caregiver thus disclosing his or her problems with the nurse. For instance, some youth are addicted to alcohol as a result of being physically abused by their guardians while small. Trauma is a serious challenge to the family and friends of the consumer (Greeson et al., 2011).Also, it increases its dangers when the patient turns to drug abuse such as smoking cigarettes and taking alcohol because they insist on having them brought to them first then dealt with later. For a professional health care nurse, the drug abuse in this case smoking and drinking should be taken care of first then followed by the cause of the mental disability and the trauma (Huckshorn and LeBel, 2013). Trauma-informed attention and practice have safety as one of its principles of taking care of the mentally disturbed persons (Muskett, 2014).Security relates to the general practice of the caregiver as it includes making sure that the consumer feels physically and psychologically safe during the treatment. It also changes my approach to how I will handle my future patients. It provides insight on the importance of a safe service delivery so that the patient may recover quickly. For instance, when an individual becomes mentally disabled because of being molested or harassed at home, then the approach becomes useful. Transparency and trustworthiness should be at the top of the decision maker especially the nurse. When the plan gains transparency and trust among the patient and their family members, therefore, the process of recovery becomes easier. Being transparent and trustworthy has changed my approach towards dealing with this people. For instance, a sexually abused individual tends to lose trust in anybody they meet along the way even though they mean no harm. For this reason, I feel I need to change my relationship with the patients to push it to a higher level so that I can be in a position of creating a rapport with the patients (Azeem, Aujla, Rammerth, Bisfield and Jones, 2011). Also, the trauma-informed care is responsible for providing support that is peer related so that the patient can be in a position where she or she can connect with the people of the same age as them. Peer relationships are registered as the top therapies to be involved in trying to help a patient recover (Jaycox et al., 2010). The principle has and will change the way I view the recovery process because I will be more careful and check out what my patient wants through his friends and this will increase my understanding to their condition hence being in a position to offer quality medical care. Standard self-help practice is listed among the frameworks that guide the practice of trauma-informed care. Self-help is listed among the main ad integral parts of the organization which is responsible for bringing a sense of self-worth and empowerment to the nurse who can easily transfer it the patient. The principle is universal to everyone in the social circle be it the mentally disturbed or the healthy individuals (Leevenson, 2014). The policy is used so that it could contribute the recovery of self-worth and responsibility also it is used as a sign to encourage personal self-esteem for instance when an individual is sexually abused; they tend to withdraw and recoil into their cocoons where they are not willing to talk or interact with other people. The principle has changed my attitude of letting the affected individuals stay alone. I learned they should be involved in the activities their patients are engaging in therefore improving their recovery period. I have seen that when I involve them with their peers, it will be beneficial to their parents and families as they would learn to work by themselves. Working together with the members of the staff and the clients is seen as a step that will contribute to the approach of trauma informed care. There exists an increased level of partnership and power sharing that is exhibited by the staff and the consumers of the service. The team is mainly left with the task of organizing how it will involve the customers into the organization's setting. This framework has proved to be very helpful as it helps the administrators get firsthand information regarding the trauma and mental disability when working with these people (Butler, Critelli and Rinfrette, 2011). The principle has changed my view as there is an acknowledgment that for one to get healing, they are usually involved in the power sharing of the institution and also by allowing the consumer to be among the decision makers. It has come to my attention that an organization that deals in this kind of process values its user's health and is concerned about how fast they are going to recov er. Another framework that is to be involved in the approach to increase the possibility of an increase of recovery is choice, empowerment, and voice. Through the use of this principle, the staff and the consumers are involved in a system that will improve the staff view on their patients. There is insight on how the strengths of the user should be incorporated into the efforts of the nurse to establish a quick recovery (Bloom and Farragher, 2013). I have changed my approach toward supporting consumers with mental health issues as the principle has clearly revealed that every opinion of any customer is important and needs to be put into consideration. Also, the law encourages the formation of a community like- situation whereby everybody has the right to express themselves thus leading to a process of recovering from the trauma. In conclusion, trauma informed care and practice is an important drive that is set apart by the medical care body does that the mental health of people can be put in check. However, some factors are leading to the development of mental disability and disorder. Among them is trauma a condition that is experienced by an individual when he or she goes through a sad and unpleasing situation. In most cases, trauma does no justice to the mental state of a person as it causes mental instability. For instance, a child who had undergone bullying at school will tend to withdraw from others and develop a low self-esteem. Also, they night develop very violent behavioral actions as a means to protect themselves from the current situation. Provision of mental health care at a policy level is crucial as to dictates the behavior of nurses during the exercise in a bid to improve the condition of the patient. The patient is expected to work diligently and be patient with these peoples that they can co rporate, and thus their recovery is realized quickly. The principles of the approach are consistent and in line with the objectives of the institution of seeking to improve the condition of mental health of the consumer. For instance, the choice, empowerment and vision principle is one that provides a societal view of the staff and the users whereby all are accorded a chance to air their opinions which are taken seriously and into consideration in return (Bloom and Farragher, 2013). References Azeem, M.W., Aujla, A., Rammerth, M., Bisfield, G., and Jones, R.B. 2011. Effectiveness of six core strategies based on trauma informed care in reducing seclusions and restrainments at a child and adolescent psychiatric hospital. Journal of Child and Adolescent Psychiatric Nursing, 24(1), pp.11-15. Bremness, A. and Polzin, W., 2014. Trauma informed care. Journal of Canadian Academy of Child and Adolescent Psychiatry, 23(2), p.86. Bloom, S.L. and Farragher, B., 2013. Restoring sanctuary: A new operating system for trauma informed systems of care. Oxford University Press. Butler, L.D.M Critelli. F., and Rinfrette, E.S. 2011. Trauma-informed care and mental health. Directions in psychiatry, 31(3), pp.197-212. Dollard, N and Hummer, V., 2012, Trauma informed care. Greeson,J.K., Briggs,E.C., Kisiel, C., Layne, C.M., Ake III,G.S., Ko, S.J., Gerrity,E.T.,Steinberg, A.M., Howard, M.L., Pynoos,R.D. and Fairbank,J.A., 2011. Comlex trauma and metal health in children and adolescents placed in foster care: Findings from the National Child Traumatic Stress Network. Child welfare, 90(6), p.91. Huckshorn, K.A. and LeBel, J.L., 2013.Trauma-informed care. Modern community mental health work: An approach interdisplinary approach, pp.62-83. Hopper, E.K., Bassuk, E.L. and Olivet, J., 2010.Shelter from the storm: Trauma informed care in homelessness service settings. The Open Health Journal, 3(2), pp.80-100. Jaycox, L.H., Cohen, J.A., Mannarino, A.P., Walker, D.W., Langely, A.K., Gegenheimer, K., Scott, M. and Schonlau, M., 2010. Childrens mental health care following Hurricane-Katrina: A field of trauma-focused psychotherapies. Journal of Traumatic Stress, 23(2), pp.223-231. LeBel, J. and Kelly, N., 2014.Trauma-infirmed care. Residential interventions for children, adolescents and families. A best practice guide, pp.78-95. Leevenson, J., 2014. Incorporating trauma-informed care into evidence-based sex offender treatment. Journal of Sexual Aggression, 20(1), pp.9-22 Muskett C., 2014. Trauma-informed care inpatient mental health settings: A review of literature. International journal of Mental Health Nursing, 23(1), pp.51-59.