A Brief Note On Pulp And Paper Green Transformation Program

projects which support economic development, business growth and competitiveness, and innovation. The main goal is to encourage Northern Ontario communities to grow their economies and become self-reliant communities. Established in 2006. Source: http://fednor.gc.ca/eic/site/fednor-fednor.nsf/eng/h_fn02348.html †¢ Pulp and Paper Green Transformation Program – Natural Resources Canada – Funding to achieve measurable environmental benefits through energy efficiency improvement, renewable energy production or emission reductions at Canada’s pulp and paper mills. Program in operation from 2009-2012. Source: http://cfs.nrcan.gc.ca/pages/231 †¢ Renewable Fuels Regulations – Environment Canada – Federal regulations requiring an average 5% ethanol in gas since 2010, and an average 2% bio-based content in distillate fuels since 2011. Proposed Regulations have been developed under the Canadian Environmental Protection Act, 1999. Source: http://www.gazette.gc.ca/rp-pr/p1/2010/2010-04-10/html/reg1-eng.html †¢ Scientific Research and Experimental Development (SRED) Tax Incentive Program – Canada Revenue Agency – Aims to encourage all Canadian businesses (regardless of size or sector) to conduct research and development (RD) in Canada that will result in products or processes that are new, improved, or technologically advanced. Ontario has two provincial programs that build on the SRED program, the Ontario Research and Development Tax Credit and the Ontario Innovation Tax Credit.Show MoreRelatedProcter and Gamble Environmental Analysis10421 Words   |  42 Pagesand Law, Section 501 Prof. Edward Thomas BY: VICTOR ADU-GYAMFI, PRANAV BABU, AIRIAN PRUITT, KAREN ROMOSER, SHUBHRA SHARMA, RITHANYA SOMASUNDARAM, GAURI WAGLE Procter and Gamble 2 Abstract This paper provides an Environmental Analysis of the multinational company Procter and Gamble. 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The Longitudinal Relationship Between Maltreatment And...

The primary purpose for conducting this present study was to examine the longitudinal relationship between maltreatment and parental neglect with the prevalence of obesity in children, represented by a representative sample from Houston. The study concluded that both maltreatment and parental neglect are both significantly correlated with the increased nature of childhood BMI measurements over time. Specifically, children that are exposed to a certain type of maltreatment and/or neglect have a greater rate of risk of attaining an increased BMI compared to the normal BMI of children their age as stated by the United States Department of Health and Human Services (HHS). Finally, the study found that if a child has experienced both maltreatment and parental neglect in unison, they are only related to affect the BMI at baseline; however, there is no effect on the rate of growth in the BMI. Two previous studies concluded that there was a cross-sectional relationship between childhood obesity and maltreatment (Lissau Sorensen, 1994; Whitaker et al., 2007). Also, there was a previous study that examined the relationship between neglect and maltreatment in a longitudinal study as well (Shin Miller, 2012). In that study it was found that children who were mistreated have BMIs that grow at significantly faster rates than those of non-mistreated children. Parental neglect was also related to increase BMI at baseline when it co-occurred with childhood physical abuse, a result thatShow MoreRelatedA Research On Parenting Aspects Of Military Connected Families And Their Children With Preschool Children1144 Words   |  5 Pagesliterature reveals both parent and child suffer emotional and physical problems in the midst of military deployment and reintegration (reunion period after deployment). 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Warm Bodies Chapter 7 Free Essays

string(183) " rooms are wallpapered with these photos, floor to ceiling, and sometimes they drag in a young zombie and make him stand there for hours, even days, silently appreciating their work\." I awake to the sound of screaming. My eyes snap open and I spit a few bugs out of my mouth. I lurch upright. We will write a custom essay sample on Warm Bodies Chapter 7 or any similar topic only for you Order Now The sound is far away but it’s not from the School. It lacks the plaintive panic of the School’s still-breathing cadavers. I recognise the defiant spark in these screams, the relentless hope in the face of undeniable hopelessness. I leap to my feet and run faster than any zombie has ever run. Following the screams, I find Julie at the Departures gate. She is backed into a corner, surrounded by six drooling Dead. They close in on her, rearing back a little each time she swings her smoke-belching hedge trimmer, but advancing steadily. I rush at them from behind and crash into their tight circle, scattering them like bowling pins. The one closest to Julie I punch so hard the bones of my hand shatter into seashell crumbs. His face cracks inward and he drops. The next closest I ram into the wall, then grab his head and smash it into the concrete until his brain pops and he goes down. One of them grabs me from behind and takes a bite out of my rib meat. I reach back, tear off his rotten arm, and swing it at him like Babe Ruth. His head spins a full three-sixty on his neck, then tilts, tears and falls off. I stand there in front of Julie, brandishing the muscle-bound limb, and the Dead stop advancing. ‘Julie!’ I snarl at them while pointing at her. ‘Julie!’ They stare at me. They sway back and forth. ‘Julie!’ I say again, not sure how else to put it. I walk up to her and press my hand against her heart. I drop the arm-club and put my other hand on my own heart. ‘Julie.’ The room is silent except for the low grumble of her hedge trimmer. The air is thick with the rancid-apricot smell of stabilised gasoline, and I notice several decapitated corpses I had nothing to do with lying at her feet. Well done, Julie, I think with a faint smile. You are a lady and a scholar. ‘What . . . the fuck!’ growls a deep voice behind me. A tall, bulky form is picking itself up off the floor. It’s the first one I attacked, the one I punched in the face. It’s M. I didn’t even recognise him in the heat of the moment. Now, with his cheekbone crushed into his head, he’s even harder to identify. He glares at me and rubs his face. ‘What are . . . doing, you . . .’ He trails off, at a loss for even simple words. ‘Julie,’ I say yet again, as if this is an irrefutable argument. And in a way, it is. That one word, a fully fleshed name. It’s having the effect of a glowing, talking cellphone raised before a mob of primitives. All the remaining Dead stare at Julie in hushed silence, except M. He is baffled and enraged. ‘Living!’ he sputters. ‘Eat!’ I shake my head. ‘No.’ ‘Eat!’ ‘No!’ ‘Eat, fucking – ‘ ‘Hey!’ M and I both turn. Julie has stepped out from behind me. She glares at M and revs the trimmer. ‘Fuck off,’ she says. She links an arm into my elbow, and I feel a tingle of warmth spreading out from her touch. M looks at her, then at me, back to her, then back to me. His permanent grimace is tight. We appear to be in a stand-off, but before it can escalate any further the stillness is pierced by a reverberating roar, like an eerie, airless horn blast. We all turn to the escalators. Yellowed, sinewy skeletons are rising up one by one from the floors below. A small committee of Boneys emerges from the stairs and approaches me and Julie. They stop in front of us and fan out into a line. Julie backs away a little, her bravado flattening under their black, eyeless stares. Her grip on my arm tightens. One of them steps forward and stops in front of me, inches from my face. No breath wafts from its hollow mouth, but I can feel a faint, low hum emanating from its bones. This hum is not found in me, nor in M, nor in any of the other flesh-clad Dead, and I begin to wonder what exactly these dried-up creatures really are. I can no longer believe in any voodoo spell or laboratory virus. This is something deeper, darker. This comes from the cosmos, from the stars, or the unknown blackness behind them. The shadows in God’s boarded-up basement. The ghoul and I are locked in a stare-down, toe to toe, eye to eye socket. I don’t blink, and it can’t. What seems like hours pass. Then it does something that slightly undermines the horror of its presence. It raises a stack of Polaroids in its pointy fingers and begins handing them to me, one by one. I’m reminded of a proud old man showing off his grandkids, but the skeleton’s grin is far from grandfatherly, and the photos are far from heartwarming. Off-the-hip shots of some kind of battle. Organised ranks of soldiers firing rockets into our hives, rifles popping us off with precision, one two three. Private citizens with their machetes and chainsaws hacking through us like blackberry vines, spattering our dark juices on the camera lens. Monumental stacks of freshly re-killed corpses, soaked in gasoline and lit. Smoke. Blood. Family photos from our vacation in Hell. But as unsettling as this slide show is, I’ve seen it before. I’ve witnessed the Boneys performing it dozens of times, usually for children. They drift around the airport with cameras dangling from their vertebrae, occasionally following us on feeding trips, lingering in the back to document the bloodshed, and I always wonder what it is they’re after. Their subject matter follows a precise theme that never varies: corpses. Battles. Newly converted zombies. And themselves. Their meeting rooms are wallpapered with these photos, floor to ceiling, and sometimes they drag in a young zombie and make him stand there for hours, even days, silently appreciating their work. You read "Warm Bodies Chapter 7" in category "Essay examples" Now this skeleton, identical to the rest, hands me these Polaroids slowly and civilly, confident that the images speak for themselves. The message of today’s sermon is clear: inevitability. The immutable, binary results of our interactions with the Living. They die / we die. A noise rises from where the skeleton’s throat would be, a crowing sound full of pride and reproach and stiff, rigid righteousness. It says everything it and the rest of the Boneys have to say, their motto and mantra. It says, I rest my case, and That’s the way it is, and Because I said so. Looking straight into its eye sockets, I let the photos fall to the floor. I rub my fingers against each other as if trying to brush off some dirt. The skeleton does not react. It just stares at me with that horrible, hollow stare, so utterly motionless it seems to have stopped time. The dark hum in its bones dominates everything, a low sine wave prickling with sour overtones. And then, so abruptly it makes me jump, the creature pivots away and rejoins its comrades. It barks out one last horn blast, and the Boneys descend the escalator. The rest of the Dead disperse, sneaking hungry glances at Julie. M is the last to go. He scowls at me, then lumbers away. Julie and I are alone. I turn to face her. Now that the situation has settled and the blood on the floor is drying, I’m finally able to contemplate what’s happening here, and somewhere deep in my chest, my heart wheezes. I gesture towards what I assume is the ‘Departures’ sign and give Julie a questioning look, unable to hide the hurt behind it. Julie looks at the floor. ‘It’s been a few days,’ she mumbles. ‘You said a few days.’ ‘Wanted to . . . take you home. Say goodbye.’ ‘What difference does it make? I had to leave. I mean, I can’t stay here. You realise that, right?’ Yes. Of course I realise that. She’s right, and I’m ridiculous. And yet . . . But what if . . . I want to do something impossible. Something astounding and unheard of. I want to scrub the moss off the Space Shuttle and fly Julie to the moon and colonise it, or float a capsized cruise ship to some distant island where no one will protest us, or just harness the magic that brings me into the brains of the Living and use it to bring Julie into mine, because it’s warm in here, it’s quiet and lovely, and in here we aren’t an absurd juxtaposition, we are perfect. She finally meets my eyes. She looks like a lost child, confused and sad. ‘But thanks for uh . . . saving me. Again.’ With great effort, I pull out of my reverie and give her a smile. ‘Any . . . time.’ She hugs me. It’s tentative at first, a little scared, and yes, a little repulsed, but then she melts into it. She rests her head against my cold neck and embraces me. Unable to believe what’s happening, I put my arms around her and just hold her. I almost swear I can feel my heart thumping. But it must just be hers, pressed tight against my chest. We walk back to the 747. Nothing has been resolved, but she’s agreed to postpone her escape. After the messy scene we just caused, it seems prudent to lay low for a bit. I don’t know exactly how much the Boneys will object to the irregularity Julie represents, because this is the first time anyone has challenged them. My case has no precedent. We enter a connecting hallway suspended over a parking lot, and Julie’s hair dances in the wind whistling through shattered windows. Decorative indoor shrub beds have been overrun with wild daisies. Julie sees them, smiles, picks a handful. I pluck one from her hands and clumsily stick it in her hair. It still has its leaves, and it protrudes awkwardly from the side of her head. But she leaves it in. ‘Do you remember what it was like living with people?’ she asks as we walk. ‘Before you died?’ I wave a hand in the air vaguely. ‘Well, it’s changed. I was ten when my home town got overrun and we came here, so I remember what it used to be like. Things are so different now. Everything’s gotten smaller and more cramped, noisier and colder.’ She pauses at the end of the overpass and looks out the empty windows at a pale sunset. ‘We’re all corralled in the Stadium with nothing to think about but surviving to the end of the day. No one writes, no one reads, no one really even talks.’ She spins the daisies in her hands, sniffs one. ‘We don’t have flowers any more. Just crops.’ I look out of the opposite windows, at the dark side of the sunset. ‘Because of us.’ ‘No, not because of you. I mean, yeah, because of you, but not just you. Do you really not remember what it was like before? All the political and social breakdowns? The global flooding? The wars and riots and constant bombings? The world was pretty far gone before you guys even showed up. You were just the final judgement.’ ‘But we’re . . . what’s killing you. Now.’ She nods. ‘Sure, zombies are the most obvious threat. The fact that almost everyone who dies comes back and kills two more people . . . yeah, that’s some grim math. But the root problem has to be bigger than that, or maybe smaller, more subtle, and killing a million zombies isn’t going to fix it, because there’s always going to be more.’ Two Dead appear from around a corner and lunge at Julie. I crack their heads together and drop them, wondering if I might have studied martial arts in my old life. I seem to be a lot stronger than my lean frame suggests. ‘My dad doesn’t care about any of that,’ Julie continues as we walk down the loading tunnel and enter the plane. ‘He was an army general back when the government was still going on, so that’s how he thinks. Locate the threat, kill the threat, wait for orders from the big-picture people. But since the big picture is gone and the people who drew it are all dead, what are we supposed to do now? No one knows, so we do nothing. Just salvage supplies, kill zombies, and expand our walls further out into the city. Basically, Dad’s idea of saving humanity is building a really big concrete box, putting everybody in it, and standing at the door with guns until we get old and die.’ She flops across a seat and takes a deep breath, lets it out again. She sounds so tired. ‘I mean, obviously, staying alive is pretty fucking important,’ she says. ‘But there’s got to be something beyond that, right?’ My mind drifts through the last few days, and I find myself thinking about my kids. The image of them in that hallway, making a toy out of a stapler, playing together and laughing. Laughing. Have I seen other Dead children laugh? I can’t remember. But thinking about them, that look in their eyes as they hugged my legs, I feel strange emotions welling up in me. What is that look? Where does it come from? In that lovely film projected on their faces, what beautiful score is playing? What language is the dialogue? Can it be translated? The jet cabin is silent for several minutes. Lying on her back, Julie cranes her head and looks out of the window upside down. ‘You live in an airplane, R,’ she says. ‘That’s pretty neat. I miss seeing airplanes in the sky. Have I told you about how I miss airplanes?’ I go to the record player. The Sinatra record is still going, skipping on a blank inner groove, so I nudge the needle to ‘Come Fly With Me’. Julie smiles. ‘Smooth.’ I lie out on the floor and fold my hands over my chest, gazing up at the ceiling, haphazardly mouthing the song’s words. ‘Have I also told you,’ Julie says, twisting her head to look at me, ‘that in a weird way it’s actually been kinda nice, being here? I mean aside from almost getting eaten like four times. It’s been years since I’ve had this much time to just breathe and think and look out of windows. And you have a pretty decent record collection.’ She reaches down and sticks a daisy into my folded hands, then giggles. It takes me a moment to realise I look like the corpse in an old-fashioned funeral. I jolt upright as if struck by lightning, and Julie bursts out laughing. I can’t help a little smile. ‘And you know the craziest part, R?’ she says. ‘Sometimes I barely believe you’re a zombie. Sometimes I think you’re just wearing stage make-up, because when you smile . . . it’s pretty hard to believe.’ I lie down again and fold my hands behind my head. Embarrassed, I keep my face mirthless until Julie falls asleep. Then I slowly let it creep back, smiling at the ceiling as the stars flicker to life outside. Early the following afternoon, her soft snoring tapers off. Still lying on the floor, I wait for the sounds of her waking up. The shifting of weight, the tight inhale of breath, the small whimper. ‘R,’ she says groggily. ‘Yeah.’ ‘They’re right, you know.’ ‘Who?’ ‘Those skeletons. I saw the pictures they showed you. They’re right about what’ll probably happen.’ I say nothing. ‘One of our people got away. When your group attacked us, my friend Nora hid under a desk. She saw you . . . capture me. It might take Security some time to track which hive you took me to, but they’ll figure it out soon, and my dad will come here. He’ll kill you.’ ‘Already . . . dead,’ I reply. ‘No you’re not,’ she says, and sits up in her chair. ‘You’re obviously not.’ I think about what she’s saying for a moment. ‘You want . . . to go back?’ ‘No,’ she says, and then seems startled. ‘I mean, yeah, of course, but . . .’ She lets out a flustered groan. ‘It doesn’t matter either way, I have to. They’re going to come here and wipe you out. All of you.’ I fall silent again. ‘I don’t want to be responsible for that, okay?’ She seems to be pondering something as she talks. Her voice is tight, conflicted. ‘I’ve always been taught that zombies are just walking corpses to be disposed of, but . . . look at you. You’re more than that, right? So what if there are others like you?’ My face is stiff. Julie sighs. ‘R . . . maybe you’re sappy enough to find martyrdom romantic, but what about the rest of these people? Your kids? What about them?’ She is nudging my mind down streets it’s rarely travelled. For however many months or years I’ve been here, I’ve never thought of these other creatures walking around me as people. Human, yes, but not people. We eat and sleep and shuffle through the fog, walking a marathon with no finish line, no medals, no cheering. None of the airport’s citizens seemed much perturbed when I killed four of us today. We view ourselves the same way we view the Living: as meat. Nameless, faceless, disposable. But Julie’s right. I have thoughts. I have some kind of a soul, shrivelled and impotent as it may be. So maybe the others do, too. Maybe there’s something there worth salvaging. ‘Okay,’ I say. ‘You have . . . to leave.’ She nods silently. ‘But I’m . . . going with you.’ She laughs. ‘To the Stadium? Tell me that was a lame joke.’ I shake my head. ‘Well, let’s think about that a moment, shall we? You? Are a zombie. As well-preserved and kinda charming as you may be, you are a zombie, and guess what everyone in the Stadium over the age of ten is training seven days a week to do?’ I say nothing. ‘Exactly. To kill zombies. So, if I can make this any clearer – you can’t come with me. Because they will kill you.’ I clench my jaw. ‘So?’ She tilts her head, and her sarcasm dissolves. Her voice becomes tentative. ‘What do you mean â€Å"so†? Do you want to be dead? Really dead?’ My reflex is to shrug. The shrug has been my default response for so long. But as I lie there on the floor with her worried eyes looking down at me, I remember the feeling that jolted through me the moment I woke up yesterday, that feeling of No! and Yes! That feeling of anti-shrug. ‘No,’ I say to the ceiling. ‘I don’t want to die.’ As I say it, I realise I’ve just broken my syllable record. Julie nods. ‘Well, good.’ I take a deep breath and stand up. ‘Need . . . to think,’ I tell her, avoiding eye contact. ‘Back . . . soon. Lock . . . door.’ I leave the plane, and her eyes follow me out. People are staring at me. I was always a bit of an outsider here in the airport, but now my mystique has thickened like port wine. When I enter a room, everyone stops moving and watches me. But the looks on their faces aren’t entirely grim. There are notes of fascination buried in their reproach. I find M studying his reflection in a lobby window, sticking his fingers in his mouth and prodding. I think he’s trying to put his face back together. ‘Hi,’ I say, standing a safe distance away. He glares at me for a moment, then looks back at the window. He gives his upper jaw a firm push, and his cheek-bone pops back into place with a loud snap. He turns to me and smiles. ‘How’s . . . look?’ I wiggle my hand non-committally. Half of his face looks relatively normal, the other half is still a bit concave. He sighs and looks back at the window. ‘Bad . . . news . . . for the ladies.’ I smile. As deeply different as we are, I have to give M some credit. He is the only zombie I’ve met who’s managed to maintain a dangling scrap of humour. Also worthy of note . . . four syllables without pause. He has just matched my former record. ‘Sorry,’ I say to him. ‘About . . . that.’ He doesn’t respond. ‘Talk to you . . . a minute?’ He hesitates, then shrugs again. He follows me to the nearest set of chairs. We sit down in a dark, defunct Starbucks. Two cups of mouldy espresso sit in front of us, abandoned long ago by two friends, two business partners, two people who just met in the terminal and bonded over a shared interest in brains. ‘Really . . . sorry,’ I say. ‘Irrit . . . able. Lately.’ M narrows his brow. ‘What . . . going on . . . with you?’ ‘Don’t . . . know.’ ‘Brought back . . . Living girl?’ ‘Yes.’ ‘You . . . crazy?’ ‘Maybe.’ ‘What’s . . . feel like?’ ‘What?’ ‘Living . . . sex.’ I give him a warning look. ‘She’s . . . hot. I would – ‘ ‘Shut up.’ He chuckles. ‘Fucking . . . with you.’ ‘It’s not . . . that. Not . . . like that.’ ‘Then . . . what?’ I hesitate, not sure how to answer. ‘More.’ His face gets eerily serious. ‘What? Love?’ I think about this, and I find no response beyond a simple shrug. So I shrug, trying not to smile. M throws back his head and does his best impression of laughter. He thumps me on the shoulder. ‘My . . . boy! Lover . . . boy!’ ‘Leaving . . . with her,’ I tell him. ‘Where?’ ‘Taking . . . her home.’ ‘Stadium?’ I nod. ‘Keep her . . . safe.’ M considers this, watching me with concern clouding his bruised face. ‘I . . . know,’ I sigh. M folds his arms over his chest. ‘What . . . going on . . . with you?’ he asks me again. And again, I have no answer but a shrug. ‘You . . . okay?’ ‘Changing.’ He nods uncertainly, and I squirm under his probing eyes. I’m not used to having deep conversations with M. Or with any of the Dead, for that matter. I rotate the coffee cup in my fingers, intently studying its fuzzy green contents. ‘When . . . figure out . . .’ M finally says, in a tone more earnest than I’ve ever heard from him, ‘tell me. Tell . . . us.’ I wait for him to crack wise, turn it into a joke, but he doesn’t. He is actually sincere. ‘I will,’ I say. I slap him on the shoulder and stand up. As I walk away, he gives me that same strange look I’m finding on the faces of all the Dead. That mixture of confusion, fear and faint anticipation. How to cite Warm Bodies Chapter 7, Essay examples

Child development free essay sample

Physical development looks at the gross motor skills. e. g running, skipping, climbing and the ? ne motor skills e. g cutting, threading and writing. Also, it looks at the physical growth of the child. It is crucial not to assume that the physical growth of a child is just going to happen, but offer them opportunities in multiple ways, as well as, offering them constant support, so they can develop their physical aspect fully. 0-3 years This age group sees huge physical changes. When a child is new born, their physical control is very little. However, by their third month they are able to grasp and smile to faces that smile at them. During their development in this age range, children will follow the sequence of sitting, crawling, standing, and then to walking. It is important to consider that a developing child will follow the same sequence, but not necessarily at the same rate. The gross motor skills, which involves the use of large muscles including walking and running and fine motor skills which single limb movements like catching or the precision of hands and fingers. Intellectual development is the growth of the mind as a child gets to recognize, reason, know and understand and perceive what is going on around them by hearing, touching, smelling, and tasting. Language development is the development of the child’s ability to respond verbally as the child begins to understand and pronounce words. Emotional growth is the development of the child’s feelings and awareness of oneself and other people and the growth of self-esteem. Social development is concerned with the child’s ability to relate with others in a way that enables the child to live in harmony with those around him. Age 0-2 Physical Even at birth a child has the ability to use its senses. They have reflexes that are automatic responses to stimuli; for example that of touch. They have the rooting reflex, the sucking reflex, the graphing reflex, and the stepping reflex. Up to the age of 3 months the child will lie on its back, but it does have some gross motor skills. It can turn its head from side to side and begins to start lifting its head and kicking. They also will be able to watch movement and play with their fingers as well as putting their fist in their mouth and sucking rhythmically. At this stage they can respond to sound and lights and shiny objects and recognizes the face and his main carer. By the age of 6 months, little by little they will begin to roll and sit and grasp objects and control their head quite well. They also will try to put things in there mouths. By the age of 9 to 12 months they will be able to start to get themselves around maybe by holding onto things, rolling and crawling. They also may be able sit unaided for a length of time there ability to grasp, hold and throw toys quite well By the age of one the will be able to sit for a long period, get up form lying position and sit from standing position. They will be able stand for a few seconds, and ultimate from crawling, to bottom shuffling, to walking while holding onto furniture. They will be able to hold a cup or bottle and choose let go of a toy from their hand. They may also be able climb the stairs will some help. At 24 months children may be able to run, kick a ball, walk up and down stairs while holding onto someone’s hand, but they may not yet be able to catch a ball Intellectual From birth to 3 months children have the ability to focus on objects, can recognize familiar faces and can be startled by loud sounds. They can also gaze at patterns. By the age of 3 to 6 months they will start to develop coordination and enjoy bight colours and reach out to objects that take their interest. At the age of 6 to 9 months they are able to take part in simple games and their memory is beginning to develop, they can clap their hands and copy other actions and sounds. By the age of one their intellectual development will have grown greatly. They will be able to draw attention to things that interest them like toys, begin to enjoy role play, understand familiar objects and learn through trail and error. When they reach the age of two they will be able be involved in pretend play and talk to themselves. They even like music and begin understand humour and follow simple instructions. They will have become more confident and try new activities. Language From the age of birth to three months children recognize sound and turn their heads to carers voice, they will cry when they have needs to be met, and grunts and squeaks when they are content. Between 3 to 6 months children begin to coo and gurgle, smile and laugh, but still cries noisily for needs to be met. By the age of nine to twelve months the child can listen carefully to familiar carers voices, shouts and makes sounds like â€Å"brr† and â€Å"dd†. The respond to the word no and can understand instructions like â€Å"hug mummy†. At the age of one the child may be able to speak two or more words even â€Å"mama† or â€Å"dada† and understand everyday words like bath, or bottle or dog. They may even try to join in conversations. When the reach the age of two the child is able to ask simple questions and can have a vocabulary of over fifty words. They often speak quickly and may begin to use â€Å"I’ â€Å"me† and â€Å"you† correctly. They also may well understand a lot more words than they can actually speak. Emotional At birth the child clams down when picked up, and enjoys being cuddled, sucking its thumb and begins to be aware of its surroundings. By three to six weeks they may start to smile and recognize the voice and face of their carer. By three months and over the child begins to enjoy routines that are familiar, like bath time and receiving attention from others. When the child reaches six months they can become very upset if their main carer is not with them. They also begin to seek attention and become more aware of other people feelings for example another child laughing or crying. They can often offer their toys to others. At he age of nine to twelve months they show greater interest in social interaction but at the same tome can become more cautious of strangers. This can also the time when they really begin to assert themselves, one example of this could be the stiffening of body when they are annoyed. By the age of one the child can become attentive and start to be aware of the moods of others and often copy them. Things they don’t understand and begin to share can upset two-year-old children, and they begin to share experience with others, and can be friendly and affectionate to others. At this stage they can build friendships and can cope being without their main carer for longer periods of time. Also the child can express likes and dislikes and might often have tantrums. Social Babies from birth are sociable beings, they enjoy the closeness of feeding and bathing time, and become clam when they are near or can hear their main carer. Between three to six months they enjoy being part of what is going on and when they are over nine months they can feed themselves with finger foods and enjoy company and laughing with others. As they grow nearer to twelve months they become more independent and start to entertain themselves. At a year the child will begin to move about and discover new things for themselves and start to develop a sense of identity. By the age of two they will very independent and will be doing more things for themselves including dressing and feeding. Age 3-5 Physical By the age of three children can walk in different directions, backwards and forwards and sideways. They can jump from a low height and even balance on one foot. They also may be able to use pedal on a tricycle. As far as their fine motor skills are concerned they will be able to build a brick tower, can paint with large brushes and use a fork and spoon to eat. At the age of four the child has a good sense of balance and may be able to walk and run in a straight line and while running will be able to stop and turn controls with control. They can throw, catch and bounce a ball and climb the stairs with confidence. Their fine motor skills will enable them to write some letters for example their name and draw pictures that are quite recognizable. When they reach the age of five they will have begun to dance with rhythm to music and use swings and climbing frames. They can use a bike with stabilizers and will able dress themselves without too much help. They will able to write many letters and numbers and use pencils and crayons, and have the ability to draw a person with head, body, month, eyes etc. Emotional A three year old can explain their feelings with words and show affection for younger children. They become aware of gender roles and are better able to cope with their emotions. At the age of four one of the main changes is the development of their imagination, but also they will have a sense of humour and are beginning to understand right from wrong and can be strongly self- willed. By the age of five the child have grown in their knowledge of how others are feeling and can hide their own feelings and control their emotions. Language At the age of three a child can speak in sentences using past and present tenses, but may stutter when they get excited. By this stage they may well know several hundred words. By the age of four the child will ask questions, why, when, how, etc. They can talk about the future and might make up some words. But they might still find some sounds difficult to pronounce such as â€Å"r†, â€Å"th† and â€Å"str†. When the child reaches the age of five they are confident speakers enjoying conversations with others. They love to tell jokes and begin to show interest in reading and writing. Intellectual By the age of three and over the child will have developed their ability to do pretend play and their fine motor skills will enable them to write and draw and use scissors. They may start to understand time passing and the difference between past and present. Also they can enjoy learning new skills like computer games and can match three primary colours. At the age of four the child’s memory will have developed and they can match all primary colours, solve simple problems and repeat songs and nursery rhymes. By this stage they have a greater ability to focus their attention. Five year olds will be able to count and recognize simple words. They will take interest in things around them and ask lots of questions. They can retell stories and are able to give attention to more than one thing at a time. Social Children can be very socially developed by the age of three. They can make friends and begin to be involved in corporate play, but will start to have a tantrum if things go wrong. As the reach the age of four they will be much more cooperative with others and really begin to like the company of others. When the reach the age of five they will have a few friends and will understand the difference between boy and girl and because of their better knowledge of right and wrong they will be much better at taking turns as they become more aware of the opinions of others. Age 6-8 Physical Between six and eight years of age children’s balance and coordination have become well developed. They may be able to ride a two-wheeled bike without stabilizers, jump from heights and have of control of speed when running. They will enjoy using climbing frames. Their fine motor skills would have developed to the point were they can draw with detail due to the to well developed pencil skills. Emotional They will be better able to explain their feelings and as they become more self-aware they will have become more self critical of their own work. They will want to succeed and therefore will have become more competitive, but this can also lead to disagreement as the child wants to get their own way. Language Between six to eight years old the child loves to talk and can tell complex jokes. They use roughly four to seven words to make sentences, and will be able to say what things are the same and what things are different. By this stage they are asking questions less and they may be able to speak more than one language. Intellect Their mathematical and English skills will be well developed by this age and they will be able to read and write by themselves. They will also be able to understand more complex humour. By the age of eight they will have quite a depth of knowledge from their time at school. Their view of the world around them will have grow considerable and they will tried to develop their own ideas. Social They will be able to build strong friendships between the ages of six to eight but the may also have less friends but a few special ones. They will be more supportive and encouraging of others as they consider other peoples wishes. Question 2: Analyze key social, economic and environmental factors, which may influence development Children’s development can be affected by lots of social, economic and environmental factors in good and bad ways. Because they are so vulnerable they can be affected in ways their carers do not always consider. They range from personal factors like health personal choices and learning difficulties to external factors like child’s background, family environment, poverty and social factors. We will now look at some of these and analyze the affects they could have on a child. But in the first instance these factors are divided into three categories: 1) Antenatal factors from conception to birth 2) Perinatal factors surrounding the actual birth 3) Postnatal factors than occur after birth Although the factors 1 and 2 can have important affects on child development the main factors influencing childe development occur after birth and these are the ones we will be looking at. Health Children who suffer poor health and or physical disability may find this restricting their development. In some cases their illness may keep them off school for long periods of time and will therefore affect education and in the case of a child with a disability may not be able to certain sports and activities. This could not just affect his physical development but also his social development and emotional development as their self-esteem may well be affected. The child can become frustrated by their situation and withdraw from others, but also other children may stop them joining in as they believe the disabled child cannot be involved. It so important for good child development that the carer and later the teacher of this child can support a disabled child and make sure they are involved as far as possible. Another health problem that is very prevalent today is problems caused by food allergies, which in the worse cases can cause death. In some cases this means keeping a child separated from other children especially at meal times and this could cause feelings of rejection on the part of the child. One needs to protect the child while at the same time enable the child to be involved with other children at meals times and in other activities. This will mean that information is shared with everyone involved so that the child is not locked out of his or her social group. Learning difficulties Learning difficulties or disorders is a term for a wide variety of learning problems. Basically it refers to children who have brains that are wired differently from most people and this difference affects the way they receive and process information. They see, hear and understand things differently. The most common learning difficulties involve, reading, writing, and mathematics, reasoning, listening and speaking. In my own case I am now confident that I am dyslexic but this was not picked up at school and this affected my development because I had to have special reading lessons, which meant I spent no time at all learning other languages. And also feel this has affected my English overs many years. Learning disabilities can affect a child development in many ways and needs to be picked up early in life so that intervention may take place. Children should be encouraged to develop in all areas to the best of their ability and carers should make use of all the resources that are available to enable them to achieve this. It is important the carer or the teacher to have the right attitude and expectations for the child or the child could suffer and this can lead to lack of motivation in joining in a particular activity and achievement by the child. This will affect their mental development because they will not pay attention. They may have little sense of self worth and feel rejected as they feel they are being isolated from any group they are in turn this could cause delay in their social and emotional development, as they are not socializing with their peers. Children with a learning disability may be exposed to prejudice or discrimination for the reason that they could be treated differently than the rest of the children. They may be bullied or teased by other children, which will affect their self-confidence and in turn affect their learning capabilities and development. Again this should be spotted by the carer or teacher and procedures but in place to stop this happening. If the child with a learning difficulty is also in a environment that includes poverty they may not be able to get the physical and educational resources that need and this to can delay the development in certain areas. Background and Environment Children can come from a large number of different family environments, cultures and circumstances, all which can affect the development of a child. A loving, caring, sharing, honest and straightforward environment and help a child to socialize and be good at building relationships with others. But an environment that has none or little of those things can lead to the exact opposite. Poor housing, overcrowding, family break up, introduction of a new partner, bereavement, illness, moving house and even moving county can also have a bad affect on the development of a child. Many changes can happen within the environment of a child with the early years of a child life and all of these can affect the overall development of a child. Bereavement can affect a child in many different ways and can take a long period of time to be worked though. The child may try to hide their feelings or show them openingly but it may well affect their learning as they become aggressive or with draw within themselves. Feelings of guilt, denial, anger, and panic may also affect the child at this time and this to may well cause a lack of motivation as they become tired or lethargic much of the time and this to can cause delay development many areas in including that of building other relationships. The child might blame herself for the divorce, regardless of the actual cause, and react with aggression, anger or anxiety. A divorce also can affect how the children feel about themselves and cause them to become more emotionally dependent. It is in early childhood that a child learns about how to build relationships. If the parent due to the divorce becomes less open to their child needs this can cause problems with how the child learns to relate to and trust others. Physical developments such as growth and motor skills aren’t likely to be affected by divorce. However, Peter Haiman, Ph. D. indicates that the drastic change of a divorce can cause some children who were previously potty trained to lose bladder and bowel control and can cause verbal children to become quiet or start stuttering. These developmental setbacks will likely go back to normal after your child adjusts to the changes brought on by divorce. Poor housing can affect every aspect of child’s life, mental, physical, emotional, social and economic, there is much higher risk experiencing severe ill-health and disability before they reach middle age. But in particular, such children face a greater chance of developing meningitis, infections, asthma or other respiratory problems. It can also have a harmful impact on emotional wellbeing. Research shows that homeless children are three to four times more likely to have mental health problems than other children. Were the house is situated can be an important ingredient in the development of a child, a child living in a rural setting were many people living there are poorly paid or are unemployed can be disadvantage with a lack of public transport and opportunity to be involved in many social activities those living in cities can Many of these factors I have mention can impact the amount of time that parents and carers can spend with a child and this lack of one to one time again can affect the development of a child. Poverty Poverty and depravation are likely to play a big part the development of a child. Statistics show that a child who comes form poorer background will do less well at school. But also many children from poorer backgrounds will have fewer resources available to them to enable development for example computers, books, and toys. Children need to be active both physically and mentally in order to grow but progress will be slow if due to lack of money they are not able to be stimulated in the way they need to be to develop. Also if the child is in overcrowded house there will not be enough space to study or to play their development both physically and intellectually will be delayed. Poverty can also mean a lack of good healthy food and therefore a lack of nutrition, which they desperately need help develop in every way. Social factors Children who do not have solid relationships that bring love and affection into their lives can find it hard to build relationships with others. They may have trust issues and therefore will find it difficult to relax with others. On the outside they might seem fine but inside they are just not at peace with others. Even worse than a simple lack of affection is physical, sexual, and emotional abuse that a child may have had to endure. This can have many lasting effects on the growth of a child even into adulthood as the individual struggles to have trusting solid relationships. Personal choices A very simple yet very important factor in the development of a child is the child personal choices in life. The choices of which they decide to be friends with and their activities they are involved in are important, whether they are academic or non-academic pursuits, they can radially determine how they develop as human beings. Question 3: Describe children’s overall development needs To develop in the best way possible a child needs their basic needs to be net. Over the years many people have come up various ideas regarding the developmental needs of a child. A good framework to base any discussion of this topic on is Maslow’s Hierarchy of Needs in which he states that all people have needs to be met, starting the basic needs that one needs for survival (food, clothing and shelter) and then moves onto protection, relationships, self-esteem and finishing with community and wholeness. This is good staring point for looking the basic needs of children. Other studies like â€Å"Every Child Matters† suggest a child needs are, to be safe, healthy enjoyment and achievement, making a positive contribution, and to achieve economic wellbeing. Other research has stated that child must have physical, social, economic, cultural, physiological, and spiritual needs. Overall they all seem to point to the same basic needs of which probably the most important is the need is the need for love and security. This is the basis of learning how to build strong and lasting relationships in the future. For a child to know they have love and security in their lives is the good soil in which productive growth can occur in all areas of life. Within this kind of environment a child can develop positive attitude to self worth but also a good understanding of the needs of others. A good reliable and loving family will help a child to develop a sense of identity, who they are and how to function with a community. Within this loving community their is a need for routine, which will help the child to know their limits and develop skill such as responsibility and reliability. Also within a loving family unit there is a need for praise and recognition for this is a way of encouraging the child to move on and learn through their experiences. I have some family friends who three years ago adopted a Chinese child who had spent the first 18 months of her life just sitting in her cot with no love or simulation at all. She had developed very little in most areas of her life. But three years she has experienced lots of love, security and I must say discipline and she has radically changed; no magic formula, its a loving and caring home with people spending lots of time interacting with the child. Another important need is the meeting of physical needs, the need for shelter, water, food, and protection from the environment, from violence and abuse whether that is mentally, physically or sadly within todays world sexually. A child needs to live in home that enables the child to maintain good health and be safe from the world outside. They need good nutritious food that will help body and mind to grow. A family that is constantly aware of what is happening a child life can monitor what is going on and make sure that a child is safe and not being lead astray into unhealthy pursuits. The resources, space and time to do physical activity is a very important need for a child, so they can develop strong bodies and strong muscles. This reduces the risk of heart decease and strengthens joints, improves balance, increases bone density as well as developing good shelf esteem as they succeed and learn how to do different things. Physical exercise is also a good for a child to express their feelings, develop skills, explore what their body can do and cooperate with others. Within this is a general need to experience to new things. As well as physical activity there is need for mental exercise by reading and writing and listening as well so that he child learn and stretch themselves and develop in these areas as well. Therefore there is great need within and without the home for good education, which should include an understanding of their language and religious and cultural background. Bibliography

Chpater 1-5 Sociology Quizzes Flashcard

Chpater 1-5 Sociology Quizzes

How Fiber Optics Was Invented

How Fiber Optics Was Invented Fiber optics is the contained transmission of light through long fiber rods of either glass or plastics. The light travels by process of internal reflection. The core medium of the rod or cable is more reflective than the material surrounding the core. That causes the light to keep being reflected back into the core where it can continue to travel down the fiber. Fiber optic cables are used for transmitting voice, images, and other data at close to the speed of light. Who Invented Fiber Optics? Corning Glass researchers  Robert Maurer, Donald Keck, and Peter Schultz  invented fiber optic wire or Optical Waveguide Fibers (patent #3,711,262) capable of carrying 65,000 times more information than copper wire, through which information carried by a pattern of light waves could be decoded at a destination even a thousand miles away.   Fiber optic communication methods and materials invented by  them opened the door to the commercialization of fiber optics. From long-distance telephone service to the internet and medical devices such as the endoscope, fiber optics are now a major part of modern life.   Timeline 1854: John Tyndall demonstrated to the Royal Society that light could be conducted through a curved stream of water, proving that a light signal could be bent.1880:  Alexander Graham Bell invented his Photophone, which transmitted a voice signal on a beam of light. Bell focused sunlight with a mirror and then talked into a mechanism that vibrated the mirror. At the receiving end, a detector picked up the vibrating beam and decoded it back into a voice the same way a phone did with electrical signals. However, many things - a cloudy day, for instance - could interfere with the Photophone, causing Bell to stop any further research with this invention.1880: William Wheeler invented a system of light pipes lined with a highly reflective coating that illuminated homes by using light from an electric arc lamp placed in the basement and directing the light around the home with the pipes.1888: The medical team of Roth and Reuss of Vienna used bent glass rods to illuminate body cavities.1 895: French engineer Henry Saint-Rene designed a system of bent glass rods for guiding light images in an attempt at early television. 1898: American David Smith applied for a patent on a bent glass rod device to be used as a surgical lamp.1920s: Englishman John Logie Baird and American Clarence W. Hansell patented the idea of using arrays of transparent rods to transmit images for television and facsimiles respectively.1930: German medical student Heinrich Lamm was the first person to assemble a bundle of optical fibers to carry an image. Lamms goal was to look inside inaccessible parts of the body. During his experiments, he reported transmitting the image of a light bulb. The image was of poor quality, however. His effort to file a patent was denied because of Hansells British patent.1954: Dutch scientist Abraham Van Heel and British scientist Harold H. Hopkins separately wrote papers on imaging bundles. Hopkins reported on imaging bundles of unclad fibers while Van Heel reported on simple bundles of clad fibers. He covered a bare fiber with a transparent cladding of a lower refractive index. This protected the f iber reflection surface from outside distortion and greatly reduced interference between fibers. At the time, the greatest obstacle to a viable use of fiber optics was in achieving the lowest signal (light) loss. 1961: Elias Snitzer of American Optical published a theoretical description of single-mode fibers, a fiber with a core so small it could carry light with only one waveguide mode. Snitzers idea was okay for a medical instrument looking inside the human, but the fiber had a light loss of one decibel per meter. Communications devices needed to operate over much longer distances and required a light loss of no more than ten or 20 decibels (a measurement of light) per kilometer.1964: A critical (and theoretical) specification was identified by Dr. C.K. Kao for long-range communication devices. The specification was ten or 20 decibels of light loss per kilometer, which established the standard. Kao also illustrated the need for a purer form of glass to help reduce light loss.1970: One team of researchers began experimenting with fused silica, a material capable of extreme purity with a high melting point and a low refractive index. Corning Glass researchers Robert Maurer, Donald Keck, and Peter Schultz invented fiber optic wire or Optical Waveguide Fibers (patent #3,711,262) capable of carrying 65,000 times more information than copper wire. This wire allowed for information carried by a pattern of light waves to be decoded at a destination even a thousand miles away. The team had solved the problems presented by Dr. Kao. 1975: The United States government decided to link the computers at the NORAD headquarters at Cheyenne Mountain using fiber optics to reduce interference.1977: The first optical telephone communication system was installed about 1.5 miles under downtown Chicago.  Each optical fiber carried the equivalent of 672 voice channels.By the end of the century, more than 80 percent of the worlds long-distance traffic was carried over optical fiber cables and 25 million kilometers of the cable. Maurer, Keck, and Schultz-designed cables have been installed worldwide. U.S. Army Signal Corp The following information was submitted by Richard Sturzebecher. It was originally published in the Army Corp publication Monmouth Message. In 1958, at the U.S. Army Signal Corps Labs in Fort Monmouth New Jersey, the manager of Copper Cable and Wire hated the signal transmission problems caused by lightning and water. He encouraged Manager of Materials Research Sam DiVita to find a replacement for copper wire. Sam thought glass, fiber, and light signals might work, but the engineers who worked for Sam told him a glass fiber would break. In September 1959, Sam DiVita asked 2nd Lt. Richard Sturzebecher if he knew how to write the formula for a glass fiber capable of transmitting light signals. DiVita had learned that Sturzebecher, who was attending the Signal School, had melted three triaxial glass systems using SiO2 for his 1958 senior thesis at Alfred University. Sturzebecher knew the answer. While using a microscope to measure the index-of-refraction on SiO2 glasses, Richard developed a severe headache. The 60 percent and 70 percent SiO2 glass powders under the microscope allowed higher and higher amounts of brilliant white light to pass through the microscope slide and into his eyes. Remembering the headache and the brilliant white light from high SiO2 glass, Sturzebecher knew that the formula would be ultra pure SiO2. Sturzebecher also knew that Corning made high purity SiO2 powder by oxidizing pure SiCl4 into SiO2. He suggested that DiVita use his power to award a federal contract to Corning to develop the fiber. DiVita had already worked with Corning research people. But he had to make the idea public because all research laboratories had a right to bid on a federal contract. So in 1961 and 1962, the idea of using high purity SiO2 for a glass fiber to transmit light was made public information in a bid solicitation to all research laboratories. As expected, DiVita awarded the contract to Corning Glass Works in Corning, New York in 1962. Federal funding for glass fiber optics at Corning was about $1,000,000 between 1963 and 1970. Signal Corps Federal funding of many research programs on fiber optics continued until 1985, thereby seeding this industry and making todays multibillion-dollar industry that eliminates copper wire in communications a reality. DiVita continued to come to work daily at the U.S. Army Signal Corps in his late 80s and volunteered as a consultant on nanoscience until his death at age 97 in 2010.

PESTEL Analysis of Cummins ESB Business Essay Example | Topics and Well Written Essays - 750 words

PESTEL Analysis of Cummins ESB Business - Essay Example Notable areas that Cummins ESB is likely to face political and legislative interferences include but not limited to taxation policies, labour laws, trade restrictions, Environmental regulation and investments especially public private partnership ventures. In other words Cummins ESB will have to comply with different legislations relating to taxation, labour, or investment in every country of their operation. Economic Factors Economic factors are inherent concern to Cummins ESB taking into consideration that the factors are likely to influence their profits, investments, costs, prices and demand to greater extent. Notable economic factors that are likely to affect operations Cummins ESB include but not limited to inflation, interest rates, unemployment rates, and or currency exchange rates. The fact that Cummins ESB engage in massive investments across the globe and the same time engage in repatriation of earnings to the parent company (Cummins Inc.), the company’s investments costs as well as revenues are likely to be affected by fluctuating currency rates. The currency rates are also likely to affect the cost of exported as well as imported products and services. Inconsistent interest rates in different countries are also likely to affect the cost of company’s investment abroad. Inflationary trends globally and in specific international market is also detrimental on Cummins ESB earning. Social factors Most markets in the international market are always distinguished from their cultural aspects most of which are inherent while others are acquired. Social trends such as Demographic change; fashion and preference, age distribution, levels of literacy, customs and traditions, attitudes and beliefs are likely to affect the operation of a multinational company to significantly. It is unlikely that Cummins ESB operations will be affected by social trends in the global market considerably. However, demographic change in country or region is likely to in crease demand for energy either for lighting, cooking and or heating. Additionally the population is growing more conscious about the form of energy they use as most environmental conservation agencies continue to drug for green energy. Technological factors It is noteworthy that technology is one of the major external variables that has played significant role in developing competitive products and services by Cummins ESB. The technology has not only benefited the company but also Cummins ESB customers as it enhance to effective and efficient delivery of services (Cummins Power Generation Inc, 2010). For instance, introduction of Electronic Funds Transfer Systems (EFTPoS) and Electronic Point of Sale (EPoS) has highly enhanced delivery of services and products. Through effective technology Cummins ESB has managed to design and build energy efficient diesel, LP gas or natural gas generators, digital controls and transfer switches for standby around the globe. All technologic breakth rough of Cummins ESB is attributable to the high investment in Research and development. Environmental factors It is always in the best interest of the common public that a company operate lean projects that are not harmful to the environment. This means that companies have responsibility to remain environmental savvy when producing or marketing

Using a word processor of your choice, such as Word, produce a Essay

Using a word processor of your choice, such as Word, produce a 1000-1500 word report on the subject of Obesity - Essay Example As argued by Kopelman (2007), the prevalence of obesity in the United Kingdom for example and the world at large is on the rise. The statistics indicate that a huge percentage of the adults in UK are obese (Kopelman, 2007). An analysis of the future would reduce over a half of the world populace being obese (WHO, 2001). This increase in obesity is one that revolves around lifestyle and societal factors. With these alarming statistics, it is important that the entire society work collectively to ensure that the issue is resolved on a societal level. Up to date, there has been an integrated approach towards dealing with obesity, especially through mobilization on marinating a healthy diet and encouraging continuous participation in physical activity (Eggar and Swinburn, 2002). Eggar and Swinburn (2002) indicate that one of the major causes of obesity results from an individual in-taking excessive foods and drinks as they are supposed to. In the long run, this causes a lot of energy imbalance, as opposed to the daily 60 calories in a day. Some foods have been indicated to contain lots of fats and sugars, especially snacks. Persons with the habit of consuming such foods are likely to be obese (Rolls, 2007). However, it is vital to note that some individuals are likely to be obese from their biological make-up (Kopelman, 2007). On the other hand, Kopelman (2007) says that some people are less active unlike others. These persons are likely to be obese especially if they have a habit of snacking and consuming excessive fatty and sugary foods. An individual’s early life also determines the obese rate of individuals (WHO, 2001). Right from the mother’s womb to the parental feeding habits to the infants, obesity can be determined. The adult life of this child is likely to be affected, an aspect that Kopelman (2007) terms as an inter-generational constituent of obesity. Weaning is, therefore, of

Dissertation again Essay Example | Topics and Well Written Essays - 7000 words

Dissertation again - Essay Example This study includes a content analysis based on the literature reviewed, and concludes that the global media in general and the American media in particular portrayed the Muslim world and Islam negatively; displaying a heightened fear, hatred, and hostility toward the said community. The terrorist attacks on the twin towers on September 11, 2001 changed, perhaps forever, the manner in which the world in general, and the Western world in particular perceived Islam and Muslims. As the media carried news about the terror attacks and the men behind it, the majority of whom were identified as Arabs from the Middle East, the perception of Muslims changed drastically. The sheer scale of the attack and extent of damage caused due to the attacks that deliberately targeted one of Americas greatest symbols of capitalism, power and world supremacy brought a relatively obscure facet of Islam to the forefront and in international spotlight. It now began to be perceived as highly violent, intolerant, and hostile to the western world. The cover story on News Week titled Muslim Rage, is a case in point. Islam has been depicted as a united group of people who share no similarities with the western world, and are intimidating, aggressive, intolerant and hostile to it. This image of Islam is drastically different to that of the educated, liberal, and secular West. The difference was apparent after the 9/11 attacks and the conflict inevitable. The events of September 11, only further highlighted it and resulted in differentiating the two and led to the battle of ‘them’ versus ‘us’ (Gunduz, 2007). The American Media increasingly began portraying Islam as intimidating and something to be feared, giving rise to Islamophobia. According to Seib (2004) news coverage of events especially those with political underpinnings thrives on events and

The Physiological Healing Process Of Soft Tissue Biology Essay

The Physiological Healing Process Of Soft Tissue Biology Essay It is imperative, as a sports therapist, to understand the process of soft tissue repair to develop a safe and effective management plan for clients injury problems. Understanding this, allows us to decide what modalities or interventions to apply. If certain therapy techniques or inappropriate exercises are applied, it can lead to further problems in the healing stages. A therapist cannot change the time is takes to heal an injury but can certainly make the stages more effective. There are four stages of healing that will be discussed in more detail later on in the essay. In the event of an injury, the process of healing that follows depends on the extent of the injury and the approximation of the wound sites stump ends. There are two types of tissue healing; primary and secondary intention. Healing by primary intention commonly occurs in minor wounds wherein the tissue separation is small and a bridge of cells bind the ends of the wound together, resulting in a small line of scar tissue. Healing by secondary intention occurs in more severe wounds, where the stump ends cannot be bridged as they are too far apart. The wound heals by producing tissue from around the wound to fill the space created by the wound. This can occur in second degree sprains where ligament tissue is torn and not surgically repaired. Secondary intention healing takes longer than primary and also results in a larger scar. Healing can be described as a continuum of changing events. There are four common stages to healing; bleeding, inflammation, proliferation and re-modelling. All the stages overlap considerably and are not separate. Figure 1 healing phases Diagram to illustrate the four stages of healing (Watson, 2009) Figure 1 shows a basic overview of the four stages. The phases are shown individually, but in reality, they are overlapped. Some events associated with one phase act as stimulant for the next phase. The first stage of soft tissue repair is bleeding. As a result of soft tissue damage; blood vessels are damaged as well. The severity of the bleeding depends upon the vascularity of the tissue involved. Muscles have a more increased vascularity than ligaments. This stage lasts around 6 to 8 hours depending on the tissue involved. The main focus of a sports therapists management would be to rest. It would be advisable to use crutches, stopping any weight bearing activity, as bleeding can start if the wound opens up again. A compression bandage could be considered to delay the onset of the inflammation phase. Restricting the intake of alcohol, aspirins and medications could be beneficial for the patient as these can thin the blood considerably. Once the body has moved into the haemostasis stage, bleeding will stop and the repair phase moves into the inflammation stage. The second stage of healing is inflammation. The shift from bleeding to inflammation is not clear, as there may be some bleeding in the start of the inflammation phase. Houglum (2005) identifies that there are five cardinal signs to inflammation; heat, redness, swelling, pain and loss of function. This is a normal and necessary process to healing and can take up to 2 to 3 days. The stage can be initiated by numerous events such as trauma, mechanical irritation and thermal or chemical insult. Houglum (2005, p.37) states that During inflammation, the injury is contained and stabilized and debris removed. There are two elements to the inflammatory events that occur in parallel; vascular and cellular. The vascular phase consists of close interaction between cells and chemicals, the process of chemotaxis taking place causing vascular permeability. Vascular permeability allows cells and chemicals that are in the blood stream to enter the injury site and perform their functions to heal the tissue. It is initially caused by histamine, a local hormone that is released by cells that enter the area due to which blood vessels get larger and leaker. As a result of this unwanted fluids and waste material are cleared. Histamine is a short lived hormone and its function is carried on by serotin and kinins. Kinins presence at the injury site is also short term and is followed by prostaglandin formation. There are two prostaglandins, one continuing the vascular permeability and one attracts leukocytes to the injury site. These prostaglandins stimulate repair or the damaged site and stimulate the stage into proliferation. As a result of vasodilation and vasopermeability there is an increase in f low volume, an increase in hydrostatic pressure and swelling. The other phase of the inflammation stage is cellular events where there is a migration of various cells to the injured area. Platelets release phospholipids which effectively stop the bleeding by stimulating a clotting mechanism. According to Houglum (2005, p. 38) Platelets also bind to the collagen fiber stumps that were exposed by the injury. Platelets can also release substances such as fibronectin, growth factors and fibrogen. Watson (2009) suggests that following the bleeding phase, fibrin and fibronectin form a solid layer that helps the adhesion of various cells, like a plug stopping the bleeding. As the healing stage progresses, the plug is replaced by type III collagen. Leakage from the blood vessels is stopped by the fibrin plug, which compromises their ability to remove the extra fluid from the area. However, later on fibrinolysin is released allowing drainage of excess fluid from the area. Within the first few hours of injury, white blood cells such as neutrophils, eosinophils and basophils start to remove debris from the site. As these are short lived, they are replaced by monocytes and macrophages. These exhibit a strong phagocytic activity that is responsible for the tissue debridement that takes place. Houglum (2005) argues that inflammation can become harmful if it is prolonged, further than the normal healing time. Generally an injury should be passed through to acute inflammation and then to healing. Conversely, if acute inflammation is interrupted there can be a negative effect and as a result the injury can move into chronic inflammation. Chronic inflammation will result in a pus formation consisting of dead white blood cells. Failure of the body to deal with the initial insult is where healing fails to take place. As a result of this healing by fibrosis takes place where scar tissue is formed. The goal of a sports therapist would be to facilitate inflammation but minimizing it (Houglum, 2005). This would be accomplished by applying initial first aid using the price principles. Protection via bandages and supports to the injury would be applied to reduce the likeliness of further bleeding or swelling. Brukner and Khan (2007) suggest that rest, with the use of crutches for lower limb injury and a sling for upper limb, will help reduce the metabolic requirement around the injury site. Ice can slow down nerve conduction, which slows down the rate pain gets to the spinal cord, effectively reducing the pain sensation. Ice would also increase vasospasm, reducing uncontrolled swelling around the injury. Brukner and Khan (2007) also advise that compression and elevation reduce swelling around the area and can decrease the effect of hydrostatic pressure which helps to reduce pain around the site. Hands off techniques such as active movements in a pain free range can beneficial. Inflammation takes place in an anaerobic environment. After the macrophages clean up the injury site they recruit and activate other cells that start through anaerobic respiration where lactic acid is produced. Lactic acid stimulates the next stage of tissue repair named proliferation. The third stage of soft tissue repair is proliferation, the true phase of healing, when bleeding has completely stopped. Watson (2009) suggests that it is the restoration of tissue continuity with the deposition of repair tissue. The stage of proliferation has a rapid onset of 24 to 48 hours but takes much longer to reach its peak reactivity, between 2 to 3 weeks. If the tissue is more vascular, it will take a shorter time in reaching peak proliferation production. There are two fundamental processes involved in the repair which are fibroplasia and angiogenesis. The migration of fibroblasts is principally responsible for the development of new capillaries and extracellular matrix. A production of substances made by the fibroblasts will make up a matrix of collagen, proteoglycans and elastin which are required for vital scar tissue formation and proliferation. This migration to the injured site, allows fibroblasts to lay down collagen type III. Although, the fibre structure of type III collagen is weak, it helps provide the wounds primary tensile strength. It can be easily torn if too much stress is applied. Alongside fibroplasia, a process called angiogenesis takes place. Watson (2009) states à ¢Ã¢â€š ¬Ã‚ ¦capillaries in the region of the tissue damage bud and grow towards the repair zone. Blood flow through the region is re-established, providing oxygen and nutrients while removing metabolic waste products. Oxygen is essential for many of the repair processes, but more importantly for collagen production. This process of tissue maturation continues into the remodelling phase. To facilitate the proliferation stage, a sports therapist should apply heat to increase the blood flow to the area, effectively bringing more oxygen to the injury site and allowing more collagen production. Houglum (2005) believes ultrasound promotes collagen and myofibroblast production. Ultrasound would facilitate the proliferation phase as there is an increased need of collagen and myofibroblasts. Brukner and Khan (2007) claim that proprioceptive work such as joint awareness and positional sense can help enhance general coordination which will help facilitate strength and endurance exercises required in the next stage. Nutritional support such as whey proteins and vitamin c can speed up the healing process. Various authors (Houglum, 2005 and Watson, 2009) identify that the remodelling stage normally starts at the peak of proliferation around 2-3 weeks and can last up to 18 months. Wound contraction starts and type III collagen are converted to type I, to stabilise and restore the injury site. As there is more type I collagen, it becomes more insoluble and less resistant to damage. Collagen fibres produce more cross links as fluid is reduced in the area, strengthening the structure of the scar. Eventually this cross linking becomes the major source of the scars tensile strength. The large numbers of capillaries produced in the proliferation phase are no longer needed and start to retreat. Fibroblasts migrated from the previous stage will also reduce. Visible changes can be seen, with the cellular changes taking place including the loss of scars red colour changing to white and then evening out with natural skin tone. Therapeutic interventions to facilitate the remodelling phase can be a range of exercises and deep tissue work. These can help the arrangement of collagen fibres. Houglum (2005, p.43) claims that: When collagen fibers are aligned in an organized, parallel fashion, collagen can form the greatest number of cross links and thereby possess optimal strength. In this organised arrangement, function and mobility is at its greatest degree and properly applied forces can enhance it. Khan and Scott (2009, p. 249) in their report confirm that: The benefits of loading include improved alignment of regenerating myotubes, faster and more complete regeneration, and minimisation of atrophy of surrounding myotubes. Physical stress is an important component in the development of quality tissue repair. With this in mind, resistance training can be considered. Brukner and Khan (2007) suggest that resistance training may stimulate collagen synthesis. Strength and power training such as squats, dead lifts, compounds lifts that use more than one joint will increase the strength not only in the wounded area but the overall body. Sports specific exercises and complex training can also help in this stage. Brukner and Khan (2007) identify that stretching will promote a flexible strong scar. These interventions can speed up the conversion of type III collagen fibres into type I. General factors that delay the healing process are age, protein deficiency, low vitamin c levels, steroids and NSAIDs and temperature when low. The local factors known to delay healing are a poor blood supply, adhesion to bone or other underlying tissue, continued inflammation, drying of the wound and excessive movement can restart inflammation. Bleeding, inflammation, proliferation and remodelling are the four stages of soft tissue repair that are distinct but overlapping. From a sports therapists perspective it is important we apply therapeutic intervention at the right time and the appropriate management in order to facilitate the repair process avoiding delays by entering the chronic inflammation phase. Each athlete or client has different post injury sporting goals, level of skill and degrees of competitiveness, which all influence the rehabilitation programme. Therapeutic exercise must be administered carefully without causing harm to the healing tissues if rehabilitation programs are to be successful.

Bus Transport Essay -- Economics

Bus Transport A) The nature of the competition in the bus transport market is very specific. The article suggests competition is used to keep out new entrants to the market thus maintaining market share for the larger firms, "active competition takes place between small operators or between a large and a small operator." Further evidence suggests the competition was not of substantial benefit to the consumer and only used to get one over on the firms rivals, "more services run on routes which where already reasonably well serviced." However some methods of competition showed reasonable benefits to consumers, "charged lower fares than the incumbent." Yet in the long run predatory pricing is not a good thing, as it will eventually push out competition, creating a monopoly where the price will soon go back up again. Non-price competition is lacking in the market, " difficult for suppliers to differentiate their products." As long as the price is reasonable consumers will act on which service requires them to wait for the shortest amount of time, i.e. the first bus to arrive or the most reliable service, "not prepared to wait for a later bus which maybe more comfortable." Cumulatively this type of competition in a market has negative effects, "can lead to congestion, pollution, and instability of services." Large companies that actively compete are likely to loose out in the long run due to the nature of the Kinhed demand curve theory suffering, as...

Church to Connect Essay

â€Å"Our future is not to be found in our preservation but in our investment† (19). â€Å"The best way to predict the future is to create it† (20). â€Å"Fewer people are attending church because of the diminishing influence of Christ on the church itself. † â€Å"We equated being a good citizen with being a good Christian. We lived without persecution and soon found ourselves without conviction. We didn’t lose America; we gave her away! In our panic and powerlessness we turned to political means to seek to regain what we once had through spiritual awakening . Yet as a moral majority we could not accomplish what God could through Gideon’s few† (28). â€Å"Once we were called Christians by an unbelieving world and now we call ourselves Christians and the world calls us hypocrites. Is it possible that it wasn’t the nation that was becoming dangerously secular but the church? We were neither relevant nor transcendent. We have become, in the worst of ways, religious. We are the founders of the secular nation† (29). â€Å"The church became a refuge from the world rather than a force in the world. Predictability and stability became dominant themes†¦. The gospel shifted from a church on a mission to a church that supported missions† (30). â€Å"How could we ever think that the Christian faith would be safe when its central metaphor is an instrument of death? It is not a coincidence that baptism is a water grave depicting death and resurrection. It is no less significant that the ongoing ordinance of the Lord’s Supper is a reminder of sacrifice. How did we ever develop a safe theology from such a dangerous faith? †(33) â€Å"Institutions preserve culture while movements create culture† (34). â€Å"For years the bulk of American Christians who were committed to missions could only participate through giving and praying. Today, the call to crosscultural ministry doesn’t even require going; it just requires staying with a purpose† (45). â€Å"Where once the pagan lived in the country and the danger of the city was to be Christianized; now Christians tend to live away from the cities and view the urban dweller as the true pagan† (46). â€Å"Gideon was focused on mass; God was focused on momentum† (69). â€Å"It’s hard to believe that a movement born of visionaries and dreamers would become dominantly known for its traditions and rituals† (138). â€Å"Just because a person cannot read doesn’t mean she lacks the capacity to learn. One’s present condition is not an indication of potential, but of development† (211). III. SALIENT POINTS/ANALYSIS 1. The Need for the Church to Connect with this Generation The author speaks about how in the past 40 years communities have changed dramatically yet many local churches have stayed the same. This explains the irrelevancy and bankruptcy of the church in regards to being salt and light and functioning as agents of change for culture. Even the way the gospel is communicated has to be changed if we are going to reach this present generation. One of the dramatic changes in our environment is the shift from words to images. To do church in a way that is entirely textdriven is the kiss of death. People don’t read, they simply observe. Beyond the emergence of a postliterate society, we have a culture raised on entertainment (17). As McManus states, â€Å"While not many churches perform their services in Latin today, our language, style, music, and methods are pretty much Latin to the unchurched population† (81).

6 Most Incredible Female Book Characters

6 Most Incredible Female Book Characters International Womens Day is just around the corner, so weve decided to honor the women that many of us have admired for a long time female book characters that have influenced and inspired us in one way or another. Wonderfully powerful and incredibly brilliant, here they are in the infographic below from Jo March of Little Women to Dagny Taggart of Atlas Shrugged. Weve chosen the characters that resonate with us most, so wed love to hear which ones blow you away! Featured image credit: Photo by Jaap Buitendijk  © 2010 WARNER BROS. ENTERTAINMENT INC. HARRY POTTER PUBLISHING RIGHTS (C) J.K.R. HARRY POTTER CHARACTERS, NAMES AND RELATED