Gentic Catastrophe essays

Gentic Catastrophe articles While the twentieth century was molded to a great extent by fabulous advancements in the field of material science and science, the 21st century will have a place with the natural sciences. Researchers around the globe are rapidly translating the hereditary code of life, opening the riddle of organic advancement on Earth. Because of the new forward leap in science and biotechnology, our lifestyle is probably going to be all the more on a very basic level changed in the following a very long while than in the past thousand years. Continuously 2025, we and our youngsters might be living in a world totally not quite the same as anything individuals have ever experienced before (Rifkin 30). A few thoughts in hereditary science are quickly developing difficulties that society will need to manage in time. Creating a prevalent race by changing people groups hereditary code or cloning, is believed to be deceptive. Later on what might stop families that can stand to program prevalent hereditary attributes into their babies at origination that will guarantee their posterity a much more noteworthy natural bit of leeway and along these lines a social and financial favorable position also. This would influence the individuals without a changed hereditary code on the grounds that as expressed in Darwins hypothesis that solitary the solid endure, individuals without adjusted qualities would turn out to be less productive and would not get by also in the public arena. Sub-atomic scientist Lee Silver of Princeton University expounds on that in an imminent future, society will be comprised of two particular organic classes, which he alludes to as the Gene Rich and the Naturals. The G ene Rich, who will represent 10% of the populace, have been upgraded with manufactured qualities and will turn into the leaders of society. They would incorporate Gene Rich businessmen, artists, specialists, learned people, and competitors each improved with explicit manufactured qualities to permit them to prevail in their particular fields in wa ... <!

The Political Party Effect essays

The Political Party Effect papers Since the start of development, arrangements from laws to guidelines have been expected to help oversee assortments of individuals. These strategies ought to be intended to furnish every individual with the most ideal principles so as to give every person the most ideal life. Approaches ought not be made up by a solitary gathering of individuals, yet by a total of various sorts of individuals from everywhere throughout the body (Russell 1). Since the beginning, various conclusions and perspectives have made residents part into political gatherings, and when a gathering with defective judgment picks up power it makes arrangements be shaped by wrong goals and narrow minded contemplations, which has created numerous laws and guidelines in different districts far and wide that relate to the select gathering of individuals who sanctioned the law instead of the entire nation. In the appointment of 1800, Thomas Jefferson and John Adams partitioned themselves into two distinct gatherings called ideological groups which began another political time comprising of a ceaseless fight between individuals with various political convictions. Before we can develop arrangements to order into laws, we should initially discover what we think about useful for every person. Every guideline must be sufficiently wide to fit any sort of individual, yet still be sufficiently explicit to get the point over. A law can never remove singularity and power individuals to act the equivalent. In the event that one forces their sentiments on a gathering and powers them to concur with all that he says, he will remove singularity (Russell 1). At the point when uniqueness is removed, it negates the entire reason for governmental issues in any case. One must have the option to make his own conclusion dependent on data and pick which thought to accept. At the point when an arrangement is made with a valuable thought process, it permits the great to develop, however when one is inspired by ownership, it causes strain and strife inside a people (Russell 1). ... <!

How Gambling Disorder Is Defined According to the DSM-5

How Gambling Disorder Is Defined According to the DSM-5 Addiction Addictive Behaviors Print How Gambling Disorder Is Defined in the DSM-5 By Elizabeth Hartney, BSc., MSc., MA, PhD Elizabeth Hartney, BSc, MSc, MA, PhD is a psychologist, professor, and Director of the Centre for Health Leadership and Research at Royal Roads University, Canada. Learn about our editorial policy Elizabeth Hartney, BSc., MSc., MA, PhD Medically reviewed by Medically reviewed by Steven Gans, MD on August 05, 2016 Steven Gans, MD is board-certified in psychiatry and is an active supervisor, teacher, and mentor at Massachusetts General Hospital. Learn about our Medical Review Board Steven Gans, MD Updated on September 22, 2019 Sylvia Serrado/Getty Images More in Addiction Addictive Behaviors Caffeine Internet Shopping Sex Alcohol Use Drug Use Nicotine Use Coping and Recovery Gambling Disorder is a behavioral addiction diagnosis introduced in the Diagnostic and Statistical Manual of Mental Disorders, fifth edition or DSM-5. This is the first formal recognition of behavioral addiction in the psychiatry text, which is considered the gold standard in the field of mental health. The parallels between gambling addiction and drug addiction have been drawn by experts for decades, although whether or not behavioral addictions share similar characteristics to substance addictions has always been controversial. What is now unquestioned is that gambling behaviors can become compulsive, can lead to major financial and emotional problems, and are treatable using similar approaches to the treatment of substance addictions. This has been repeatedly demonstrated by research, and as a result, it is now fully recognized as an addictive disorder. Symptoms To meet the criteria for gambling disorder, a person has to have at least four of the problems identified below, within a 12 month period, in conjunction with persistent and recurrent problematic gambling behavior: Needing to gamble with more money to get the same excitement from gambling as before.Feels restless or irritable when trying to reduce or stop gambling.Keeps trying to reduce or stop gambling without success.Gambling is frequently on the persons mind -- both reliving past gambling experiences and planning future gambling events.Gambles when feeling depressed, guilty or anxious.Tries to win back gambling losses.Lies to cover up how much they are gambling.Loses not only money, but also relationships, their job, or a significant career opportunity as a result of gambling.Becomes dependent on other people to give them money to deal with financial problems that have been caused by gambling. How Gambling Disorder Is Distinct From Bipolar Disorder Sometimes people who have bipolar disorder gamble a lot while they are having a manic episode. This is not a gambling disorder, even though the behaviors and the consequences can be similar. However, this is not to say that gambling problems that happen during mania are not as serious as gambling disorder, but rather, to make the distinction between gambling problems that emerge from a pattern of addiction and those that occur during certain phases of bipolar disorder. Disordered Thinking One of the features associated with gambling disorder is distortion in thinking. For example, like other addictions, denial is common. But unlike other addictions, people who develop gambling disorder are typically quite superstitious, and those superstitions reinforce the addiction, and belief in winning. Another pattern of distorted thinking that may occur in gambling disorder involves chasing ones losses. Prevalence of Suicide Although gambling problems may seem trivial on the surface, in reality, they are anything but. One of the reasons that gambling disorder has become recognized is because of the severe consequences for individuals and their families. Not only do some people who develop gambling disorder literally gamble away everything they own, and end up in crippling debt, but far more of them become suicidal than would be expected in the general population. In treatment populations, about half of those with gambling disorder have suicidal ideation, and about 17% have attempted suicide. If you or someone you know is considering self-harm, call 911 or go to your nearest emergency room.

Pre And Post Disaster Changes Essay - 781 Words

World Georgraphy Gerren Isaac GEO 1113-71 October 9, 2016 Introduction Hurricane Katrina, one of the intense storms, impacted the coast of the United States. Affecting the central Gulf Coast states of the US; cities such as New Orleans, LA, Mobile, AL, and Gulfport, MS were impacted by the burden of Katrina s force. The hurricane was so large that the area sustained forceful winds for hours before the storm s eye reached land on August 29, 2005. Following the hurricane, devastated cities across the Gulf Coast suffered floods which caused many to evacuate. Many homes were destroyed and killed over 1,800 people becoming the deadliest hurricane since Hurricane San Felipe in 1928. Summary The purpose of the study was to examine the pre and post-disaster changes among 491 women that were affected and examine their happiness after the hurricane. These women were surveyed a year before the storm and one to four years after. Things considered in the survey were as follows: women’s happiness, social support, household characteristics, and hurricane exposure. Results proved that the happiness of these women decreased a year after the storm. Many factors were in result of the unhappiness of the women surveyed. These 491women selected to be surveyed where those who resided in New Orleans, Louisiana. The sample data collected were from participant’ part of a program called the Opening Doors study. The study focused mainly on low-income parents enrolled full-time at two New OrleansShow MoreRelatedThe Emergency Management Profession1283 Words   |  5 PagesThe emergency management profession has developed the concept of the disaster cycle as a basis for disaster management. The disaster cycle has four distinct yet interrelated phases: Mitigation, Preparedness, Response, and Recovery. 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No matter what type of event occurs, a mass tragedy can mentally scar those involved, putting a population’s mental stability at risk. Various catastrophes strike the world. There are natural disasters that displace people and destroy everything in its path, mass murders that take innocent lives, and terrorist attacks that ensue a particular nation in fear. While mass tragedies seem to have the similar psychological effects, these all have theirRead MoreThe Role Of Women s Disaster Preparedness And Response Planning3510 Words   |  15 Pagesâ€Å"Natural disasters are a tragedy in their own right but in countries with existing gender discrimination women are the worst hit. While most disasters cannot be prevented, policy makers, international and humanitarian organizations must develop better policies to address the special needs of women in the wake of large-scale natural disasters.† - Neumayer (LSE, 2006) This essay will seek to justify that the inclusion of the role of women in disaster preparedness and response planning is imperativeRead MoreInternational Policies And Laws For The Effective Working998 Words   |  4 PagesEvery government has its own saying on how its economy needs to be run. Thus these political powers cannot be forced to take measures in favor of climate change so there is a need to make national and international policies and laws for the effective working on targets irrespective of will, to bring about emergency measures. Goal 13 ensures proper disbursement of resources through proper funding from various sources not only channeling the funds in the right path but also spreading the word to other

The American Foreign Policy Regarding Middle East

Despite the fact that the war on terror was officially launched by the White House a little more than a decade ago, the main trends in the American foreign policy regarding Middle East have changed significantly in these dozen-something years a couple of times. The issue the United States of America are dealing with in the case of ISIS is something very different, both in nature and in scale. Compared to the devotion of the Bush administration to fight every single suspected organization and individual in retaliation for the 9/11 attacks, the Obama administration was and still is far more reserved about American presence and American warfare in the Middle East. After a decade of active involvement and establishment of questionable†¦show more content†¦Given the abovementioned topic, it seems reasonable to look into the roots of the ISIS history in order to incrementally approach the answer to the question of â€Å"how is this threat different from the others in the regionâ €  like the Taliban or al-Qaeda. The first thing to know about ISIS is that it originated as an organization not very much like the one we currently know. It emerged in the early 2000’s as a terrorist group known as Jam’at al-Tawhid wal-Jihad headed by the terrorist Abu Musab al-Zarqawi. This group is considered to have its roots in the Iraqi war and is thought to have resistance to the Western occupiers as their primary principle and goal of operation. This is particularly where we find the first difference between other terroristic groups and ISIS as well as the difference between threats represented by both. Al-Qaeda, the Taliban and other organizations, having been created earlier, tried to instill into the population of territories controlled by them values that diverged very much from the Western ones and while they fought the West in more ideological than literal sense, ISIS is quite another pair of shoes. ISIS began as an organization whose goal is not only to deny aggressively western values, but also to force out the western forces from the Middle East. And that the difference – clash in the worldview in the first case and fighting for dominance over certain territory

The American Foreign Policy Regarding Middle East

Despite the fact that the war on terror was officially launched by the White House a little more than a decade ago, the main trends in the American foreign policy regarding Middle East have changed significantly in these dozen-something years a couple of times. The issue the United States of America are dealing with in the case of ISIS is something very different, both in nature and in scale. Compared to the devotion of the Bush administration to fight every single suspected organization and individual in retaliation for the 9/11 attacks, the Obama administration was and still is far more reserved about American presence and American warfare in the Middle East. After a decade of active involvement and establishment of questionable†¦show more content†¦Given the abovementioned topic, it seems reasonable to look into the roots of the ISIS history in order to incrementally approach the answer to the question of â€Å"how is this threat different from the others in the regionâ €  like the Taliban or al-Qaeda. The first thing to know about ISIS is that it originated as an organization not very much like the one we currently know. It emerged in the early 2000’s as a terrorist group known as Jam’at al-Tawhid wal-Jihad headed by the terrorist Abu Musab al-Zarqawi. This group is considered to have its roots in the Iraqi war and is thought to have resistance to the Western occupiers as their primary principle and goal of operation. This is particularly where we find the first difference between other terroristic groups and ISIS as well as the difference between threats represented by both. Al-Qaeda, the Taliban and other organizations, having been created earlier, tried to instill into the population of territories controlled by them values that diverged very much from the Western ones and while they fought the West in more ideological than literal sense, ISIS is quite another pair of shoes. ISIS began as an organization whose goal is not only to deny aggressively western values, but also to force out the western forces from the Middle East. And that the difference – clash in the worldview in the first case and fighting for dominance over certain territory

The American Foreign Policy Regarding Middle East

Despite the fact that the war on terror was officially launched by the White House a little more than a decade ago, the main trends in the American foreign policy regarding Middle East have changed significantly in these dozen-something years a couple of times. The issue the United States of America are dealing with in the case of ISIS is something very different, both in nature and in scale. Compared to the devotion of the Bush administration to fight every single suspected organization and individual in retaliation for the 9/11 attacks, the Obama administration was and still is far more reserved about American presence and American warfare in the Middle East. After a decade of active involvement and establishment of questionable†¦show more content†¦Given the abovementioned topic, it seems reasonable to look into the roots of the ISIS history in order to incrementally approach the answer to the question of â€Å"how is this threat different from the others in the regionâ €  like the Taliban or al-Qaeda. The first thing to know about ISIS is that it originated as an organization not very much like the one we currently know. It emerged in the early 2000’s as a terrorist group known as Jam’at al-Tawhid wal-Jihad headed by the terrorist Abu Musab al-Zarqawi. This group is considered to have its roots in the Iraqi war and is thought to have resistance to the Western occupiers as their primary principle and goal of operation. This is particularly where we find the first difference between other terroristic groups and ISIS as well as the difference between threats represented by both. Al-Qaeda, the Taliban and other organizations, having been created earlier, tried to instill into the population of territories controlled by them values that diverged very much from the Western ones and while they fought the West in more ideological than literal sense, ISIS is quite another pair of shoes. ISIS began as an organization whose goal is not only to deny aggressively western values, but also to force out the western forces from the Middle East. And that the difference – clash in the worldview in the first case and fighting for dominance over certain territory

Sensitive Periods in Summary and Implication for Montessori Teachers Free Essays

string(129) " been set aside for exploring and appreciating the mysteries of creation and nature which would be overlooked by the busy adult\." SENSITIVE PERIODS IN SUMMARY AND IMPLICATION FOR MONTESSORI TEACHERS SENSITIVE PERIOD FOR MOVEMENT †¢Movement is tied to intelligence KEYWORDSADDITIONAL IDEAS SENSITIVE TO WHATMovement/Activity (sitting, crawling, cruising etc) WHEN DOES IT APPEAR PEAK DISAPPEARS It appears at pre-birth (0 month) 1-2 years At death and cessation of movement (paralysis) DEVELOPMENTAL AIM- To enable the child to explore his own environment – To perfect himself and his personality through work with his hands INNER WORK TAKING PLACE1. The horme drives his need to develop coordinated movement 2. The child’s attention is focused on learning to move and balance, and then unite this function (i. We will write a custom essay sample on Sensitive Periods in Summary and Implication for Montessori Teachers or any similar topic only for you Order Now e. the child moves to learn) 3. Physical and movement of the mind i. e. the mind controls the physical 4. For the child walking is like a second birth. The child is no longer helpless but active. SIGNS WE SEE1. We notice each milestone in the child’s development of motor skills. 2. The child has an overwhelming need to manipulate and handle objects. BEHAVIOUR IF SENSITIVE PERIOD IS FULFILLED1. The child is joyful and content. 2. The child shows no tiredness from working. 3. The child is more satisfied in doing the work than the end result. BEHAVIOUR IF SENSITIVE PERIOD IS NOT FULFILLED1. The child will be unhappy, fretful, tearful and fearful because he would sometimes be ignored. 2. Death of the child’s spirit, if the child is constantly ignored. WHAT HELP DOES THE CHILD NEED FROM THE ADULTS AT HOME1. The child has to be given opportunities and space to move around and explore his environment. 2. They have to understand the child’s desperate need to move, to handle and manipulate objects. 3. The child needs to see adults who model, precise, careful movement so that he can see how it is done. WHAT HELP DOES THE CHILD NEED FROM THE ADULTS IN THE PRE-SCHOOL1. The child needs opportunities and encouragement to work with HIS hands by HIMSELF. 2. The child needs INTERESTING and PURPOSEFUL activities that will refine his movement. 3. The child needs time to work at his own PACE, to practice and repeat as long as he has to or wants to. 4. The child needs activities that would refine his gross fine motor skills stimulation. 5. The child needs adults who model precise, careful and economical movement for the child to copy- so that the child does not dissipate energy WHAT ARE THE IMPLICATIONS FOR TEACHER TRAINING1. Education for the young child must be founded on movement. . Trainee teacher must understand the child must move and explore to live. 3. The trainee teacher must prepare an adequate environment and activities to encourage fine gross motor movement. 4. You must plan routines for children, to involve not only seating and listening but also doing (participate, be active in the exercise) SENSITIVE PERIOD FOR ORDER For the child, order is a necessity for him to develop. He therefore needs to orientate himself. KEYWORDSADDITIONAL IDEAS SENSITIVE TO WHAT1. Physically- controls his movement (i. e. sitting, crawling etc, perfect the skills 2. Emotionally – the child can only build trust if there is consistency 3. Intellectually- intelligence and logical thinking is dependent on outer order, the physical order balance out his internal order which helps his intelligence. WHEN DOES IT APPEAR PEAK DISAPPEARS It appears from the first few months of life It peaks at 2years It begins to disappear at 4years DEVELOPMENTAL AIM- To develop the child’s ability to think clearly and logically; and also to help with the ability to make well thought decisions. – It helps the child to make sense of the world, by seeing and understanding how things relate to each other. It helps the child to understand where he/she fits into what he experiences. – For the child outer order is equal to inner order. INNER WORK TAKING PLACEOrder needs to be absorbed from the order at home, in the classroom and the people around the child (i. e. order is like a cycle) SIGNS WE SEE1. The child’s determination to order coordin ate his movement 2. The child is content in an environment that is ordered and with people who are trustworthy. 3. The child will set things in order within the environment; he places objects where they belong. BEHAVIOUR IF SENSITIVE PERIOD IS FULFILLED1. There is joy and contentment in the child. 2. He shows joy in working. 3. The child works independently. 4. The child works in an orderly cycle of activities- he completes his work cycle all the time. 5. He begins to think logically and makes careful decisions. BEHAVIOUR IF SENSITIVE PERIOD IS NOT FULFILLED1. The child works chaotically 2. He does not complete his work cycle 3. The child exhibits some form of disruption to others while working. 4. The child is generally unhappy and cries a lot 5. The child may show disharmony â€Å"naughty† or aggressive behavior WHAT HELP DOES THE CHILD NEED FROM THE ADULTS AT HOME3. The child needs a precise environment for every room the child uses 2. Parents can avoid tantrums if they are aware of this sensitivity and respond appropriately 3. The child needs trustworthy and consistent adults 4. The parents need to provide the child with limited resources to develop logical thinking, WHAT HELP DOES THE CHILD NEED FROM THE ADULTS IN THE PRE-SCHOOL1. Trustworthy and consistent adults. 2. The child needs a precise and prepared environment 3. The child needs adults who are knowledgeable and understanding (trained and spiritually prepared. . Provide the child with opportunities to make decision i. e. freedom of choice 5. Keep consistency in work and behavior WHAT ARE THE IMPLICATIONS FOR TEACHER TRAINING1. Without the outer order provided for, the child will suffer by not developing an inner order and would therefore not develop an orderly way of thinking even as an adult. SENSITIVE PERIOD FOR INTEREST IN SMALL OBJECTS For the child it is as if a special time has be en set aside for exploring and appreciating the mysteries of creation and nature which would be overlooked by the busy adult. You read "Sensitive Periods in Summary and Implication for Montessori Teachers" in category "Essay examples" The child needs the time and the means to explore his work. KEYWORDSADDITIONAL IDEAS SENSITIVE TO WHAT1. He focuses his attention on details in every aspect of his life – his body, surroundings, work, and people around him. 2. He notices and he is extraordinarily interested in very small objects and fine details in tiny objects, pictures, precise movements, gestures, sounds and languages. WHEN DOES IT APPEAR PEAK DISAPPEARSIt appears at about 1year Peaks about 11/2 years Disappears from 4years DEVELOPMENTAL AIM1. To develop the child’s faculty of attention and concentration. 2. By controlling attention, the child can concentrate on sounds, precise movements, subtle social gestures and detail in objects to help gain a clear impression of size, shape and colour. INNER WORK TAKING PLACE1. Through the absorbent mind and the force of this sensitive period the child unconsciously adapts to her culture society and promotes her own development. 2. The child will see with â€Å"new eyes† and get clearer impressions to help to order his mind aright. SIGNS WE SEE1. The child is joyful when in contemplating small insects and tiny objects. 2. The child is very observant of fine details and would sometimes point it out. . The child notices a chip/defect in materials and in effect would not use it. 4. If the child puts on a clothing whose button is lost and it is replaced, if the button does not match the child will become distressed. BEHAVIOUR IF SENSITIVE PERIOD IS FULFILLED1. The child would be joyful in contemplation – happily doing his work 2. The chil d is joyful and content. 3. The child develops concentration. 4. The child loves to explore indoor and outdoor world. BEHAVIOUR IF SENSITIVE PERIOD IS NOT FULFILLED1. The child will show some signs of frustration if he is not allowed time to examine and if he is watched. . He may throw tantrums, if he is taken away from his examination of something. 3. He loses interest in exploring and been observant. 4. The child stops concentrating and focusing his attention. 5. He jumps erratically from one activity to the next. WHAT HELP DOES THE CHILD NEED FROM THE ADULTS AT HOME1. The adult must respect the child’s need to examine minutely. 2. The child needs to be given time to look and be attentive. 3. The child should be allowed time to stop and explore when working with an adult. 4. The child should be provided with objects and images with details. 5. The child should be protected from disturbance when he is concentrating. WHAT HELP DOES THE CHILD NEED FROM THE ADULTS IN THE PRE-SCHOOL1. The very small child who has this sensitive period fulfilled will continue to be acutely absorbent of fine details and thereby focuses his attention easily. 2. Activities that will give the child opportunities in classroom outdoor environment should encourage this – THE CHILD WHO CANNOT CONCENTRATE CANNOT LEARN. TO-DO: 1. Set an example and be a good role model for the child especially in our attitude, life values, speech, cultural behavior and consideration for others. . Give d child a clear understanding of what is acceptable and unacceptable behaviours (i. e. ground rules in class) 3. In the Montessori approach it is fundamental to aid the child’s development of concentration through purposeful and interesting work with an orderly sequence, protection from disturbances, time to explore, exposure to different sounds in words, mate rials to refine his senses, exposure to socially acceptable behaviours, we must respect the child’s need of sensitivity to fine details. WHAT ARE THE IMPLICATIONS FOR TEACHER TRAINING1. Parents and teachers must respect the child’s need for time to explore and contemplate and encourage the child’s observant nature. 2. Provide an environment and opportunities that encourage observation and exploration for the child. 3. We must keep an orderly and precise environment so that the child can focus his attention 4. You must note that concentration is the key to learning; therefore a precise and orderly environment is a condition for concentration to develop. SENSITIVE PERIOD FOR SOCIAL ASPECT OF LIFE – GRACE COURTESY The child attempts to learn the manners and culture of his/her environment and serve others as well as himself or herself. It is therefore good to involve the child in your daily life as much as possible. KEYWORDSADDITIONAL IDEAS SENSITIVE TO WHATThe child is intensely interested in the customs, habits and culture of his/her own community WHEN DOES IT APPEAR PEAK DISAPPEARSIt appears between ages 2yrs – 2 1/2 years (mothers always recognize the child’s need for wider social experiences). It is at this age the child usually starts or attends daycare center. It peaks at about 4years. It disappears at about 5 ? years DEVELOPMENTAL AIM1. To entirely adapt to his/her own culture and circumstances 2. To be integrated and identifiable in his/her own society INNER WORK TAKING PLACE1. All the work of the unconscious absorbent mind which takes in all impressions equally, know differentiation between positive or negative social values and customs to form the child’s personality and traits for life typical of his/her culture. 2. The child is acutely observant of his/her social group especially his/her family unit – he/she takes in their verbal non- verbal behaviour and fixes them for life, good bad. . Remember that the child is also sensitive to fine details at the same time, this sensitive period is like an extra spot light on the details of his/her family and social experiences SIGNS WE SEE1. The child stands and watches a lot – observes all aspects of social life such as greetings, courtesy, respect, how people treat one another, how they dress, eat etc. Their habits and beliefs, people’s way of talking and gesturing, people’s attitude and outlooks on life. 2. The child tries to imitate what he or she sees and hears. BEHAVIOUR IF SENSITIVE PERIOD IS FULFILLED1. The child exudes confidence and positive self-esteem. 2. Begins to join in the community life of the pre-school- first watches, stands at the edge and later accepts invitation to join in. 3. The child is joyful and content. 4. Learning and working is easy. 5. The child is interested in and repeats activities of grace and courtesy. BEHAVIOUR IF SENSITIVE PERIOD IS NOT FULFILLEDIf the child has had poor models of social attitudes, values and behaviours he/she would emulate them and they will become fixed for life as in; 1. Poor table manners. 2. The child exhibits discourteous behaviour (very rude and unruly). . The child id tolerant of some people’s behaviour and intolerant of others (mood swings). 4. The child is disrespectful of others space, possession and values. 5. The child exhibits aggressive and disturbing behaviour. 6. Because of his behaviour he is shunned by other children he is either distressed by the shunning or he is full of bravado (I don’t care attitude) 7. The child is not integrated and identifiable in his/her society. WHAT HELP DOES THE CHILD NEED FROM THE ADULTS AT HOMEParents needs to; 1. Understand how the child’s mind works and absorbs everything. . Parents need to set an example and be good role model for the child especially in attitude, life values, speech, cultural behaviour and consideration for others. 3. Give the child a clear understanding of what is good and what is evil, what is acceptable and not acceptable behaviour to them. WHAT HELP DOES THE CHILD NEED FROM THE ADULTS IN THE PRE-SCHOOL1. The Montessori Pre-school needs to create a sense of community within the pre-school. 2. We need to allow the time to observe before joining in and contributing to the pre-school community. 3. The development of community life in the Montessori pre-school involves each member taking responsibility for himself or herself and the environment. The child has to learn how to put away activities for the next person to be able to use it and clean up after he had made a mess. These are ground rules for acceptable behaviours and younger ones will follow suit. 4. The development of community life is dependent on mixed abilities and ages and the opportunity for the child to teach one another the lesson, he/she has learnt. WHAT ARE THE IMPLICATIONS FOR TEACHER TRAINING1. If the child is exposed to disrespectful attitudes towards himself/ herself and his/her needs, he/she will grow up to be a disrespectful member of the society. 2. Care givers have the responsibility of informing parents and their communities about the work of the child absorbent mind and the need for positive role models in the child’s life. SENSITIVE PERIOD FOR REFINEMENT OF SENSES KEYWORDSADDITIONAL IDEAS SENSITIVE TO WHAT1. The need to see, touch, taste, smell, hear and manipulate everything around him. 2. The child is in active pursuit of sensorial stimuli, he is now trying to move, in order to learn. WHEN DOES IT APPEAR PEAK DISAPPEARSIt appears at pre-birth. The child touches, feels and hears while still in the womb. It peaks between 2years- 5 1/2 years DEVELOPMENTAL AIM1. He is learning – the only way a child learns is through his senses and personal experiences (hands on). 2. The child tries to gain information about his environment. 3. To order the impression gathered so far. 4. The child tries to pair and classify – this is the function of sensorial curriculum. 5. Helps the child to look for fine distinctions i. e. grading or categorizing 6. Consolidation of knowledge. Sensorial Curriculum is designed to help the child to sort out, clarify and classify all of the impression he gathers from his environment. INNER WORK TAKING PLACEAll the inner work is achieved by the absorbent mind and the child’s development of coordinated movement so that he can work with his hands. SIGNS WE SEE1. The child is first to touch and manipulate everything in his reach. 2. Th e child has an overwhelming interest in colour, shapes, size and the feel of objects. BEHAVIOUR IF SENSITIVE PERIOD IS FULFILLED1. Joyful learning. 2. The child works actively and explores through his senses. . The child does not get tired by work. 4. The child is eager for more experiences. 5. The child has an increased awareness of the outside world 6. The child has love and care for the world and people BEHAVIOUR IF SENSITIVE PERIOD IS NOT FULFILLED1. The child cannot develop because he does not have the full function of all of his senses. 2. The child will become apathetic (not happy, angry towards everyone) 3. The child shows certain behaviours such as been noisy, displaced/disturbed. 4. The child will not sit still to listen nor will he want to listen. WHAT HELP DOES THE CHILD NEED FROM THE ADULTS AT HOME1. The adult attitude should change allow the child to touch, explore and experience as much as possible. 2. The adult should respect the child’s need to repeat activities. 3. The adult must understand that manipulation is vital to his development. 4. The household must be rearranged willingly to suit these needs. WHAT HELP DOES THE CHILD NEED FROM THE ADULTS IN THE PRE-SCHOOL1. The adult must provide sensorial keys to each sense through the sensorial curriculum. 2. Isolation of stimulus (i. e. only one sense is attended to with an activity. . We work from concrete to abstract, because the child works with the real thing before he begins to abstract. WHAT ARE THE IMPLICATIONS FOR TEACHER TRAINING1. The refinement of sensorial impression lays a firm foundation for future learning, so the children should be provided with an adequate environment with sensorial activities and experiences. 2. The teacher should note that educatio n in the school must be sensorial based if not the children cannot develop intelligence and would not love life and learning Note: Sensorial is the KEYS to the child’s universe. Chinese Proverb: I see I forget, I hear I remember, I do I understand. Whatever a child does becomes part of the child because the child has participated and his/her hands have touched the materials or activity. It therefore becomes a part of him/her. SENSITIVE PERIOD FOR LANGUAGE KEYWORDSADDITIONAL IDEAS SENSITIVE TO WHAT1. The human voice 2. The rhythm and flow of the sounds of words without necessarily understanding what they mean. WHEN DOES IT APPEAR PEAK DISAPPEARS It appears from birth It peaks at about 2years and explosion into speech It disappears at about 5 years DEVELOPMENTAL AIM1. To adapt the child to his/her own culture and circumstances 2. To fulfill his/her tendencies and need to be socially integrated 3. To be able to express his/her own personality and spirit 4. To be able to think and develop his/her reasoning intelligence INNER WORK TAKING PLACEInner working precedes every outer signs SIGNS WE SEE1. Each milestone in the child’s development of language such as babbling, cooing etc. 2. The child’s love for song, stories and poems. 3. Listen to sounds and tries to copy them. 4. Learn new words easily (Note: PLEASE USE CORRECT LANGUAGE WITH THE CHILDREN AND NOT BABY TALK) as it is an obsolete language. 5. The child practices â€Å"writing† long before he/she starts/has the skills to write. 6. Tries to â€Å"read† long before he/she knows the sounds and sand paper letter. BEHAVIOUR IF SENSITIVE PERIOD IS FULFILLED1. The child expresses joy and contentment. 2. Love to talk and talks all time. 3. Contributes in group activities. BEHAVIOUR IF SENSITIVE PERIOD IS NOT FULFILLED1. The child is withdrawn and unhappy. 2. Does not join in activities. 3. Cannot settle to work and concentrate. . The child cries a lot and he is fretful because he cannot express his needs and he is often misunderstood. 5. The child can get very frustrated and may result to aggressive behaviour such as biting, kicking, crying etc. WHAT HELP DOES THE CHILD NEED FROM THE ADULTS AT HOME1. A rich exposure to language, he needs to see adults enjoying talking, singing, writing rea ding. 2. He needs to see exaggerated movement of the mouth so he can see how sounds are made. 3. The child needs to hear correct pronunciations; so that he hears the individual sounds of words he is trying to make. 4. The hild needs to hear variety of word from a broad vocabulary that is the only way he can increase his vocabulary. 5. The child needs to hear correct, precise language from whoever is speaks whatever language to the child. 6. The child needs to hear correct sentence construction. 7. The child needs to be listened to with full attention. WHAT HELP DOES THE CHILD NEED FROM THE ADULTS IN THE PRE-SCHOOL1. Provide an atmosphere and have the attitude that encourages the child to talk, be an amiable approachable teacher. 2. Find time to chat with individual children and show them that you care and you are interested in them. . Find time to listen to individual children. 4. Find time to listen patiently to the child whose language is slow. WHAT ARE THE IMPLICATIONS FOR TEACHE R TRAININGAll the elements of language including grammar should be learnt while the child is in his/her sensitive period for language and as he/she learns it so effortlessly and easily; but if he/she learns it later then it would be hard and full of errors – he/she would have to be taught, it would develop spontaneously if not given the right opportunities and encouragement at the right time. To Do’s To be knowledgeable about the development of language and to know which; 1. To know which activities to prepare, to promote a firm foundation in spoken language. 2. Activities to prepare the child’s hand for writing (i. e. indirect preparation for writing). 3. Activities that would prepare the child to read (indirect preparation for reading). Note: if the teacher does not do these, the child’s learning will be hard, schooling a negative experience. How to cite Sensitive Periods in Summary and Implication for Montessori Teachers, Essay examples

The Difference Sports Participation And Title IX Have Made Essays

The Difference Sports Participation and Title IX Have Made Amanda Sprouse The United States of America was built, ideologically speaking, as an escape from a regimented way of life. It was based, in theory, on freedom of expression. However, it was built by white men, for white men. Every major institution was created through a new constitution; a set of laws that would allow men the freedoms they were not capable of attaining in their homeland. Not once were women taken into consideration; at that time it was absurd to even think of allowing women these very same freedoms. Since the beginning, the very socialization of women was against them living their lives as free individuals. Hundreds of years later, much has changed for women. Perhaps one of the most dramatic shifts has taken place in the world of female athletics where, to a certain degree, the establishment of professional athletics for women is now a reality. This is due, in large part, to the introduction of the Educational Amendments of 1972. Title IX, which came from these amendments, states that: No person in the United States shall, on the basis of sex, be excluded from participation in, be denied the benefits of, or be subjected to discrimination under any educational program or activity receiving Federal financial assistance. Although athletics are not the specific target for Title IX, they have become a focal point due to the fact that it governs colleges, elementary schools, and high schools. As mentioned above, the patriarchal system in which we live has led to the political socialization of women as inferior to men. Two examples of this are that our constitution refers to a human being as a man and that women are expected to give up their name, an important part of one's identity, when they marry. This argument includes a socialization basis of sexism, which states that the inequality of sexes is based on the variation of the socialization each receives. This way of thinking was evident in every inch of women's lives. It held them back in exercise, but more importantly, it held them back in education and employment opportunities. Vast improvements have been made over the years, particularly in the last twenty-five since Title IX was enacted. In 1972, women earned 9% of medical degrees. Three years ago, that percentage was up to 38%. The percentages look better in terms of law degrees, where women went from earning 7% of law degrees to earning 43% of them. Since 1977, the percent of females earning doctoral degrees moved from 25 to 44%. All of these increases give reason to celebrate what Title IX has accomplished. However, for those who have been in constant battle in the long war against sexism, these statistics are seen as long past due and still not up to par. Sex discrimination has been passed down from generation to generation and even with the women's movement and laws like Title IX, the fight continues to be lop-sided and in f avor of men. There are many complaints about the slow moving progress of Title IX. However slow this progress may seem, statistics indicate improvement and that is worthwhile. This is particularly obvious in the athletic arena: Female participation in athletics has increased dramatically since 1971, when there was only an 8% participation rate among high school girls. By the 1994-95 school year, it rose to a staggering 40%. Meanwhile, boy's participation has remained fairly stable. These statistics are a stumbling block to the arguments of Title IX opponents. They claim that Title IX should not be enforced in college athletics because there is a lack of athletic interest on the part of college females. The fact that high school participation is only 10% away from a 50-50-participation rate indicates a lack of opportunity in college athletics, not a lack of interest. Quite obviously, women today have an unprecedented amount of freedom compared to those raised a mere twenty-five years ago. Today, more girls are encouraged to participate in sports and other activities. They are able to dream about being bigger and better than girls of the past. College is now a viable option in a young woman's decision for post high school plans. An occupation, beyond

Seven laws of teaching Essays

Seven laws of teaching Essays Seven laws of teaching Essay Seven laws of teaching Essay The book is a modern take on classic literature about learning dynamics and classroom management. The book tackles these subjects in the same way as its predecessor but incorporates modern adaptations to the matter. In the law of the teacher, the book is sensitive to current problems brought about by a lack of competent teachers in the public school system. It reestablishes the timeless line that â€Å"one cannot teach what one doesn’t know†. In the law of the learner, the book gives emphasis on the effects of media and popular culture and how teachers of the present should evolve with these trends in order to keep in touch with their student’s mindsets. It is argued that interest and attention must be culled by the teacher from the students by appealing to their present interests and relating subject matter to them. This gives the transition to the law of the lesson, where it was discussed that students have become alienated with classroom learning. This problem could be addressed by understanding student background and using it to the teacher’s advantage. Teachers should draw the beginning of each lesson out of learner’s experiences that could include popular music, television shows, and fashion and gaming trends. In the law of the language, issues on ESL learners and bilingualism were put into focus. It was explained that classroom diversity has expanded to a point that teachers cannot expect their students to be readily fluent with the English language. That being the case, teachers must make appropriate use of other tools of expression in order to get through to their students. In the law of the teaching process, modern concepts like student-centered learning were integrated to modern tools such as rubrics, portfolio, and other materials. In the law of the learning process, the advent of multiple intelligences was discussed within the context of achieving genuine learning. In the law of review and application, common day issues and concerns were addressed with emphasis on the usability of learned knowledge to modern life.

An Overview of Municipal Waste and Landfills

An Overview of Municipal Waste and Landfills Municipal waste, commonly known as trash or garbage, is a combination of all of a citys solid and semisolid waste. It includes mainly household or domestic waste, but it can also contain commercial and industrial waste with the exception of industrial hazardous waste (waste from industrial practices that causes a threat to human or environmental health). Industrial hazardous waste is excluded from municipal waste because it is typically dealt with separately based on environmental regulations. Five Categories of Municipal Waste The second category of municipal waste is recyclable materials. Paper is also included in this category but non-biodegradable items like glass, plastic bottles, other plastics, metals and aluminum cans fall into this section as well. Inert waste is the third category of municipal waste. For reference, when discussed with municipal waste, inert materials are those that are not necessarily toxic to all species but can be harmful or toxic to humans. Therefore, construction and demolition waste is often categorized as inert waste. Composite waste is the fourth category of municipal waste and includes items that are composed of more than one material. For example, clothing and plastics such as childrens toys are composite waste. Household hazardous waste is the final category of municipal waste. This includes medicines, paint, batteries, light bulbs, fertilizer and pesticide containers and e-waste like old computers, printers, and cellular phones. Household hazardous waste cannot be recycled or disposed of with other waste categories so many cities offer residents other options for hazardous waste disposal. Municipal Waste Disposal and Landfills Today, landfills are engineered to protect the environment and prevent pollutants from entering the soil and possibly polluting ground water in one of two ways. The first of these is with the use of a clay liner to block pollutants from leaving the landfill. These are called sanitary landfills while the second type is called a municipal solid waste landfill. These types of landfills use synthetic liners like plastic to separate the landfills trash from the land below it. Once trash is put into these landfills, it is compacted until the areas is full, at which time the trash is buried. This is done to prevent the trash from contacting the environment but also to keep it dry and out of contact with air so it will not quickly decompose. About 55% of the waste generated in the United States goes to landfills while around 90% of waste created in the United Kingdom is disposed in this manner. In addition to landfills, waste can also be disposed using waste combustors. This involves the burning of municipal waste at extremely high temperatures to reduce waste volume, control bacteria, and sometimes generate electricity. Air pollution from the combustion is sometimes a concern with this type of waste disposal but governments have regulations to reduce pollution. Scrubbers (devices that spray liquids on smoke to reduce pollution) and filters (screens to remove ash and pollutant particles) are commonly used today. Finally, transfer stations are the third type of municipal waste disposal currently in use. These are facilities that where municipal waste is unloaded and sorted to remove recyclables and hazardous materials. The remaining waste is then reloaded onto trucks and taken to landfills while the waste that can be recycled for example, is sent to recycling centers. Municipal Waste Reduction Composting is another way cities can promote municipal waste reduction. This type of waste is comprised solely of biodegradable organic waste like food scraps and yard trimmings. Composting is generally done on the individual level and involves the combination of organic waste with microorganisms like bacteria and fungi that break down the waste and create compost. This can then be recycled and used as a natural and chemical free fertilizer for personal plants. Along with recycling programs and composting, municipal waste can be reduced via source reduction. This involves the reduction of waste through the alteration of manufacturing practices to reduce the creation excess materials which get turned into waste. The Future of Municipal Waste To further reduce waste, some cities are currently promoting policies of zero waste. Zero waste itself means reduced waste generation and the 100% diversion of the remainder of waste from landfills to productive uses via materials reuse, recycling, repair and composting. Zero waste products should also have minimal negative environmental impacts over their lifecycles.

Transportation in Manchester - Report Essay Example | Topics and Well Written Essays - 1500 words

Transportation in Manchester - Report - Essay Example The rural population moves to these urban cities for better opportunities of work, a chance of a better education; this influx of people is from foreign countries too. This human congestion leads to traffic congestion. Although, human influx helps these cities prosper in terms of human capital, intellectual capital and provision of labour; the paradox of traffic congestion comes into play (Smith, 1980). This report will highlight some of the issues that the city of Manchester faces due to traffic congestion. Also, some probable, implementable solutions to the problems will also be provided. Some of them may already be at work, however, can be implemented in a much better way. According to research in 2002, there are nearly half a million traffic jams in the Britain every year; this means that weekly there were about 10,000 congestion reports in a week. Surely, this figure has decreased in light of the initiatives taken by the transport authority; it still hasn’t completely solved the problem. The issues of traffic in Manchester are never-ending. These issues are likely to multiply if proper policy implementation and technology is not used to curtail the issues. Changing population demographics pose a threat to this deteriorating situation in the city. It is expected that by 2015, there will be multiple changes present in the size and of the city’s population; people will more to new places to work, with diverse backgrounds, increase in autonomy of the people in the policy system etc. The issue of hassle-free transportation has to be catered to on urgent basis and proper planning should be done, based on future projections and trends. One of the biggest issue that the people of Manchester faces considering the transport system is the traffic jams at rush hour. This is a pressing problem being faced all over the world. Traffic congestion at peak hours occurs as most of the vehicle owners start moving around the city. The

Not needed Essay Example | Topics and Well Written Essays - 2000 words

Not needed - Essay Example I played a lot of field games there too. Did everyone love sports when you were a child and supported it? We did! My brother, my friends and I loved sports; we wanted to play even when the army was firing guns and dropping bombs! But, sadly, the grownups were dead against it of course. Now, that I have children I understand why, but then I loathed them. They did not let us play outside for long, especially during the Black September period. So, the schools in Jordan did not support sports that well? No, the times were not right. My school did though. We had these sporting events where we ran, jumped and played our hearts out to win a copy of the Holy Quran or get a new water bottle and sweets. What sports were you taught at school? Besides physical education, doing exercises and all, we were allowed to sign up for private sports like volleyball, basketball etc. My father paid extra for all of us to make sure we get enough of sports and recreation, so we had access to school supplies of balls and I remember even lying to my parents to stay back after school and practice with friends. Did you want to pursue sports and if yes, were you supported? I knew I was good, my family knew it too but getting into a national team would not have been easy. I did get a lot of time to play and practice but I was never encouraged to take it up as a career. But, Jordan had a National Football Team, why did you not try out? Yes, before I was born the team was good; I have heard my father say so. But then they never qualified for any league cups for the next 3 or 4 decades. So, no one really took the team seriously. Well of course now they play much better, not like Brazil or Argentina, but much better than what they played in the... However, after this low period Jordan faced an â€Å"oil-boom† and the country progressed rapidly. Jordan witnessed rapid growth in a number of sectors both private and public. Everything seemed to get better. During this time, Wameed was in his teens and he was really athletic. He would often accompany his father to the Jordan Homenetnum sporting club. Most of the members were Jordanians while some were Armenian. Wameed and his brothers often played at the club and Wameed was particularly noticed because of his athletic built and good play. Eventually he was absorbed into the club’s soccer team. Wameed played a number of tournaments and represented the team a number of times. His family was really proud of him, especially his father. Wameed recalls how much he loved football. At first he would listen to the radios about soccer leagues around the world, and he would jump up every time a goal was made. At first he was not very sure of the teams and did not support either, soon he learnt about different teams and picked out his favorite ones. However, very soon when things returned to normal his family bought a television. Wameed would spend a lot of time watching sports, no matter he understood them or not. Many of the sports were new to him, since the official rules of games such tennis, badminton etc was not known to him, yet he enjoyed each and every single second of watching. He, also remembers, how he would often sneak in his Palestinian friends, who had never seen a television in their life and watched sports with them. Wameed was specially hooked to the television when he saw soccer matches in the television. He carefully watched each and every move of the players and tried to copy them. He practiced them in his room and tried out the moves when he was playing outside.

Personal Narrative †Singing Poorly :: Personal Narrative Writing

Personal Narrative – Singing Poorly It was a year like any other, or, at least I suppose it could have been, but, it wasn't. It was actually 1965. This particular year, the Beatles released Help! the movie; for the second time, Jack Nicklaus won the Masters golf title; on Palm Sunday, 51 reported tornadoes touched down in the states of Illinois, Wisconsin, Michigan, Ohio, Indiana and Iowa resulting in 256 deaths and over 1500 injured; and, a young boy in Smalltown, USA was turned away from his school choir. "Some people just aren't right for choir. Son, you couldn't hold a note with a bucket." And so began a life-long career in singing poorly. Singing poorly. It's an art. It takes feeling, passion. The chanteur/chanteuse in question must believe in herself, in the song, in the very message she is projecting. Not just anyone can do it. In fact, believe it or not, there are those who can even sing poorly, poorly. Now, there are many different angles from which I could attack this topic, but, I'm not sure I want to pick one just yet...so, bear with me. As well as there being different levels and "classes" among talented, quality singers, there are different levels and "classes" among talented, poor singers. Stay with me now. When I say poor singers, I mean they sing poorly, not sing without any money. Although, I suppose that there could be those out there who are poor enough singers, that they could actually be, poor poor singers. The first class of poor singers I would like to discuss is a little group I like to call the "Hello, my name is Britney Spears and these are my various other counterparts of the female and male persuasions† posse, or, simply "Biapse" for short. This group of artists is famed the world over. They own Top 40 radio and are infamous for paying as much as possible, for as little as possible (when it comes to their clothing, that is). They play "idol" for the young and the...not so young (both of which, disturb me equally) despite their obvious lack of singing talent, which they cleverly cover up by showing off their "range" using different techniques, like wailing, moaning, sighing, and combinations thereof. Despite their shortcomings, however, I must give credit where credit is due. These people are doing their jobs, and doing them well.

Differences Between Capitalism And Marxism

In the wake of the current – and unprecedented – economic recession being felt not only across the United States but also the world over, it merits noting that the once-sound structures of modern economies are, more and more, being placed under the lenses of theoretical review and scrutiny. Concretely, there are those who seek to inquire – notwithstanding the risks of proffering politically unwelcome ideas about the current crisis – whether or not the world’s unqualified embrace of the principles of Capitalism has reached its limits, if not has finally backfired.Anthony Faiola for instance contends that the American â€Å"hands-off† – read: deregulated – style of handling its market economy is the sufficient explanation to the range of its present economic problems (2008, p. A01). Faiola’s review, more than anything else, should invite people to seriously question the structure of modern economies which has been in place for the longest time.In view of such felt need, what this paper attempts to do is to bring into the fore the contrasting themes of Capitalism and Marxist Socialism, in the hope of gleaning from such juxtaposition certain insights as to which economic structure best addresses the present crisis haunting the affairs of world economies in the present and in the near future. Differences between Capitalism and Marxism Capitalism is catchall term which pertains to the conduct of market economies marked by adherence to the laws of free trade and private operation.Under such scheme, private individuals act as the primary controllers of the prices of goods and services within a given economy; albeit, such control is confirmed by laws that stipulate the parameters and range of the conduct of free trade. Capitalism is thus a principle of economic affairs. And any country can adapt such principles according to its exigencies and needs, depending on which expression of Capitalist approach would benefit the people in the process.For as long as an economy subscribes to the fundamental affirmation of a private citizen’s right to freely conduct the nature, type and scope of his or her business affairs, such structure must be deemed an expression of Capitalism. Key to understanding Capitalism, as indeed any type of market economy, lies in identifying the locus of control being exercised between the private citizens on the one hand and the State regulators on the other hand. In a Capitalist economic structure, the locus of control leans towards the side of the private citizens.This is because private citizens have a right to dictate on the forces of the market economy according to their desire – e. g. , they can decide outright on the amount of the goods and services which they want to produce, inasmuch as they can demand the correlative prices which shall be exacted in view of the volume of their production. Conversely, the State does not enjoy significant latitud e in determining the prices of goods and services under the Capitalist model.While they can frame limits in respect to fair trade, it nevertheless cannot directly interfere with the more intricate details of a market economy, such as those that pertain to the determination of prices and volumes of goods. In a manner of speaking therefore, any market economy which operates under the banner of Capitalist foundation appears to operate a world of its own. Samuelson and Nordhaus, in evaluating the merits of Adam’s Smiths The Wealth of the Nations, have this to say:But of all his (Smith’s) contributions to economic analysis, the boldest was his recognition that the market mechanism is a self-regulating natural order that the price system organizes the behavior of people and does so in an automatic fashion without central direction. (Samuelson & Nordhaus, 1989, p. 824). In other words, most Capitalist economies operate under the a scheme where private individuals are free to take in as much as they want, so long as their efforts and resources permit. By way of contrast, the Marxist economic model – which too often is called Socialism – takes cue from Marx’s criticisms of unregulated Capitalism.It should be pointed out however that Marx’s critical take of Capitalism stems largely from his embrace of socialist ideologies. Early on in life, germinal seeds of anti-Capitalist leanings have already peppered much of Marx’s writings. Chief to his contentions lies in his belief that human persons are creatures necessarily called towards greater societal function. Says Marx: â€Å"man’s nature makes it possible for him to reach his fulfillment only by working for the perfection and welfare of his society† (as qtd.in Giddens 1).This is his basic ethical principle; i. e. , that persons are measured by how well they contribute to the wellbeing of society. And by putting higher premium than most on the welfare of the s ociety over the capricious desires of the individuals, Marx had therefore set the record straight about his stance on economics. According to Marx, the most viable way by which the world can ensure communal progress lies in the adoption of the communist ideals.This entails implementing a radical form of socialism – i. e., where private control is supplanted by State bureaucracy, where the right to own is overtaken by the State’s prerogative to allocate resources, as indeed where individual welfare is taken secondary only to the welfare of the majority (Samuelson & Nordhaus, 1989, p. 833). Marx further believes that this type of socialism must give way to Communism, where not only all productive individuals are considered as rightful citizens of a country, but all people – including those â€Å"which do not exist for a political economy† such as beggars, thieves, the unemployed and the underprivileged – are made to share the fruits of the economy (G iddens 10).By Way of Conclusion: A Path that Treads in Between Having presented thus the theories of Capitalism and the socialist ethics of Marx, it behooves us to therefore inquire – now that most Capitalist economies are at the brink of recession, if not already in a state of recession, which economic paradigm best represents the solution to our problem: Capitalism or Communism? I believe that the answer lies in how well our world governments are able to integrate the reasoned premises of Capitalism with the moderate truths espoused by Communism.Put in simpler terms, I believe that there is a wisdom that lays in taking both theories in moderation. On the one hand, the world needs to acknowledge that an unregulated type of Capitalism is bad for the country. This is what, in part, Fiola has in article contended. The extremely liberal conduct of economics, so much so that world governments are left in no position to regulate much of the affairs of a market economy, would end u p wholly unmanageable in the long run.The recent turn of events is a witness to this. The fact that many private companies are seeking for bailout only goes to show that government intervention is needed, not only in times when privately-owned companies are at the brink of collapse, but also in times when it is expansive and prolific. In this way, world governments can check whether the principles of free trade are translated into beneficial returns for all citizens.On the other hand, it is certainly not wise to adopt, in its entirety, the principles of Communism. Surely, governments cannot take over all private ownerships in a manner being radical and swift. Given that the operation of market economy is fueled by free trade, any hostile takeover would spell doom for all the constituents of a given country. Instead, world governments must learn that liberal trade does not give private citizens full and inviolable right to determine all the forces of a given economy.What this present economic turmoil teaches is summed in the idea that leaving private citizens to conduct all areas of the economy by themselves cannot serve the best interest of the society. Thus, there are reasons to think that what is needed right now is to correct the extremely liberal principles of Capitalism, by giving world governments greater latitude to regulate free trade in a manner that serves greater interests well.

Praying Mantis Egg Case

Have you ever found a brown, polystyrene-like mass on a shrub in your garden? As the leaves begin to fall in autumn, people often find these odd-looking formations on their garden plants and wonder what they are. Many people guess that its a cocoon of some kind. Although this is a sign of insect activity, its not a cocoon. This foamy structure is the egg case of a praying mantis (an insect in the family Manidae). Soon after mating, a female praying mantis deposits a mass of eggs on a twig or other suitable structure. She may lay just a few dozen eggs or as many as 400 at one time. Using special accessory glands on her abdomen, the mother mantis then covers her eggs with a frothy substance, which hardens quickly to a consistency similar to polystyrene. This egg case is called an ootheca. A single female mantis may produce several oothecae (the plural of ootheca) after mating just once. Praying mantises typically lay their eggs in late summer or fall, and the young develop within the ootheca over the winter months. The foamy case insulates the offspring from the cold and provides them with some protection from predators. Tiny mantis nymphs hatch from their eggs while still inside the egg case. Depending on environmental variables and the species, the nymphs may take three to six months to emerge from the ootheca. In spring or early summer, the young praying mantises make their way out of the protective foam case, hungry and ready to hunt other small invertebrates. They immediately begin to disperse in search of food. If you find an ootheca in the fall or winter, you may be tempted to bring it indoors. Be forewarned that the warmth of your home will feel like spring to the baby mantises waiting to emerge. You probably dont want 400 miniature praying mantises running up your walls. If you do collect an ootheca in the hope of watching it hatch, keep it in your refrigerator to simulate winter temperatures, or better yet, keep it in an unheated shed or detached garage. When spring arrives, you can place the ootheca in a terrarium or box to observe the emergence. But dont keep the young mantises confined. They emerge in hunting mode and will eat their siblings without hesitation. Let them disperse in your garden, where they will help with pest control. Its usually possible to identify the specific species of mantid by its egg case. If youre interested in identifying an egg case you find, check out Bugguide.net, an online community of naturalists who continually share images of insects, spiders, and other related creatures they find in North America. Here you will find numerous photographs of the most common mantid oothecae found in North America. The egg case  at the beginning of this article is from a Chinese mantis (Tenodera sinensis  sinensis). This species is a native of China and other parts of  Asia but is now well established in North America. Commercial biocontrol suppliers sell Chinese mantis egg cases to gardeners and nurseries who want to use mantises for pest control. Sources Carolina Mantid Ootheca. North Carolina Museum of Natural Sciences, nationalsciences.org. Accessed 15 Sept. 2014. Cranshaw, Whitney and Richard Redak. Bugs Rule! An Introduction to the World of Insects. Princeton University Press, 2013. Eiseman, Charley and Noah Charney. Tracks Sign of Insects and Other Invertebrates. Stackpole Books, 2010. Ootheca. Amateur Entomologists Society, www.amentsoc.org. Accessed 15 Sept. 2014. Ootheca. Museums Victoria.  museumsvictoria.com.au. Accessed 15 Sept. 2014. Praying Mantid Care Sheet. Amateur Entomologists Society, www.amentsoc.org. Accessed 15 Sept. 2014. Subspecies Tenodera sinensis - Chinese Mantis. Bugguide.net. Accessed 15 Sept. 2014.