Animal Testing in the United States Essay -- Science Product Expiramen

Millions of living creatures die each year in the United States due to animal auditioning. Animals are used in laboratories to test chemicals in products and also used in interrogation for the study of diseases such as cancer and AIDS. Unfortunately, these animals suffer tremendously while being experimented on and later they are commonly put to death. The government has established legislation which gives certain guidelines for animal in laboratories, but it does not apply to every animal. The government all the same requires certain animal experimentation on specific products such as pesticides. There is also much dispute on whether or not animal exam is actually reliable in research for human products and diseases. The issue of animal testing becomes an issue of ethics do humans have the correct to harm other species for their own benefits? This would be a much easier question to answer if people actually knew how relevant and useful animal experimentation and resea rch was for humans. As of right now, humans are harming animals in experimentation without even knowing how valuable the results will be in benefiting human research. Animal testing is a cruelty to animals and it should be made illegal in the United States.The Draize test and the LD-50 tests are the most common types of product testing.The Draize test is done to gradation the harmfulness of a chemical by observing its effect on the eyes and skin of animals. This test is mainly used to test chemicals in cosmetics. It is administered by applying 0.5mL or 0.5g of the test substance to the eye or skin of animal (most commonly rabbits) for four hours. The animal is then observed for fourteen days.There are two types of Draize testsSkin irritancy test experi... ... 8 March 2006. Draize Test. Wikipedia. 22 February 2006. 7 March 2006. History Animal Welfare Act. 2005. American Anti-Vivisection Society. 8 March 2006. http//www.aavs.org/welfare01.htmlIams... The twinge Behind the Scenes . 2006. 8 March 2006. Public Health Service Policy of Human Care and Use of Laboratory Animals. 1 January 2006. National Institute of Health. 6 March 2006. Stephens, Martin and Rowan, David. An overview of Animal Testing. 2006. The Humane Society of the United States. 8 March 2006. Stevens, Karen L. Animal Testing Alternatives. All for Animals. 2006. All for Animals. 24 Apr. 2006 .

To Kill a Mockingbird by Harper Lee Essay -- To Kill a Mockingbird Essa

genus Atticus once said You never really know a man until you stand in his shoe and walk around in them - Examine characters and familys in to pop a mockingbird, in order to illustrate this maximTO KILL A MOCKINGBIRDAtticus once said You never really know a man until you stand in hisshoes and walk around in themExamine characters and relationships in to kill a mockingbird, inorder to illustrate this maximI think Atticus is trying to say that you never really know a manuntil you step in his shoes and do what he does. In the story on that pointare different relationships where characters do this. I think thebiggest relationship showing this is between brother and sister, Jemand Scout Finch. Through out the whole story they will be unitedlydoing things like playing with each other, back up each other andexploring things with each other etc. Even on the first page when theyare talking to each other near the events leash up to Jems brokenelbow to the last page where Scout is watch ing over Jem who is in bedafter his broken arm, they are always together even if it is Jemwatching over Scout at school or Scout helping Jem think of plans.There are lots of examples in to kill a mockingbird where Jem andScout are together. The first real time Jem and Scout are together iswhen they meet Charles Baker Harris and they start talking about development. How old are you asked Jem, Four-and-a-half? Going onseven Shoot no wonder, then said Jem, jerking his thumb at me.Scout yonder has been reading ever since she was born, and she ainteven started to school yet Here Jem is showing Scout off and showinghow proud that his sister has not started school yet further she can read.When Charles B... ...ything. That night Mr Cunningham and his crew come wanting tohurt tomcat but luckily for Tom, Atticus is there and Scout manages totalk to Mr Cunningham and get them to leave. When the rivulet comesAtticus tries his hardest to prove Tom is innocent. He tries differentways and one is when he tells Bob Ewell to write some thing which hedoes then Atticus asks which stance of the face did Mayella get hit on.Atticus makes it so that he catches out Bob. Atticus then asks Tom tocome up and asks him to pickup a grump fully knowing he cant. Thisshows signs that it was not Tom who committed the rape but someoneelse. Even though Atticus proves this the Jury still finds Tom guiltyof rape obviously because he is black and Bob Ewell is white. I thinkthese are the main relationships in to kill a mockingbird, but thereare also more but which are no way near as big.

Comparing the Fall of Man in Eve Speaks and Miltons Paradise Lost :: comparison compare contrast essays

The Fall of Man in eve Speaks and Paradise LostOver the course of time, there have been many interpretations of mans fall from grace, as told by the Bible. Among the literary interpretations are those of John Miltons Paradise Lost and the American poet Louis Untermeyers even Speaks. John Miltons epic poem deals with the entire story of mans fall from grace, including context for Satans motives. Louis Untermeyers Eve Speaks was written about Eves thoughts, many years after she was forced to leave Eden. While both poems are derived from the same biblical root, they offer contrasting interpretations of mans fall through Eves motives, her attitude toward Adam, and her attitude toward her sin. In Paradise Lost, Eve was tricked by Satan, who assumed the form of a serpent, into eating from the Tree of Knowledge. Satan had mouth into her ear when she was asleep, and when he spoke to her later, he used his cunning to mislead her He ended, and his words replete with guileInto her heart too easy intrigue won.Fixed on the fruit she gazed, which to behold Might tempt alone, and in her ears the sound Yet rung of his persuasive words, impregnedWith reason, to her seeming, and with truth(Paradise Lost, 733-739).Louis Untermeyers interpretation of Eves motives in Eve Speaks, were very different intheir implications. He suggests that Eve was not tricked by Satan, but instead she made aconscious decision to eat the proscribe fruit. Eve thought that man was created for morethan living in Paradise She was seeking for a greater world The thought that there wassomething more than joy, beyond perfection, greater than singing peace And tranquilhappiness, vexed all my hours. (Eve Speaks 31-34)Eve reached these conclusions through the traits that she perceived in Adam. He was strongand had a hotshot designed to dream and mould. According to Eve, he was designed forfiercer things and lustier worlds. Another glaring dissimilarity between the two poems was the in which Eve perceived Adam. Miltons Eve felt inferior to Adam When Eve was trying to decide whether or not to share the apple with Adam, one of her reasons for not sharing was so that she could be his equal, if not his superior. After she gave the apple to Adam, her demeanor turned even more submissive. This was in agreement with the traditional 17th century view of women. Louis Untermeyer gave Eve a more domineering position In Eve Speaks, Eve acts for the

Jilting Of Granny Weatherall Essay -- essays research papers

The Jilting of naan Weatherall In Katherine Ann Porters "The Jilting of Granny Weatherall," there are two prevalant themes. The jump is self-pity. The second theme is the acceptance of her immenent demise. Both deal with the way people perceive their deaths and mortality in general. Granny Weatheralls behavior is Porters tool for making these themes visible to the reader. The theme of self-pity is obvious and throughly explored first on. As a young lady, Granny Weatherall left at the alter on her wed day . As a result, the pathetic woman feels sorry for herself for the rest of her life. She becomes a bitter old woman who is suspicious of everyone around her. This point is shown early in the story when the doctor is speaking to Cornelia in the hallway outside of Grannys room. Granny exclaims "First off, go away and dont whisper" (p.1487) Granny was apparently under the impression that the two of them were speaking ill of her behind her back. Thoughts like these re sulted from the trauma she suffered when the man she loved failed to show up on their wedding day. Granny Weatheralls self-pity gives the reader a negative initial impression of a woman the author eventually expects us to miss. The hurt octogenarian is so incredibly annoying at the beginning of the story that one almost welcomes the idea of her passing. The second theme is the acceptance of immenint death. At first, Granny Weatherall could not accept the fact that ...

Television and College Life Essay -- Television TV

Television and College Life After a long twenty-four hours of classes, I just like to lie down on the couch and relax while watching my favorite television show. Like me, this is how many college students oddment the day. After conducting a series of opinions and interviews, I realized that, even though we all like to watch our favorite shows, we prefer different shows and watch them at different times in different directions. My overall goal was to determine if there was any difference in television viewing based upon gender. In addition, I hoped to learn how much TV college students watch per day if viewers look forward to watching a particular show if college students use TV as an escape from the everyday pressures and, if they channel surf or remain with one channel throughout an entire program. Before beginning my survey, I had some(a) preconceived notions round the types of answers that I would obtain. I decided to survey ten college students. I include five male and five female subjects in my survey to be equitable as well as to determine preferences based upon gender in my results. I surveyed two of my male roommates and one female roommate. The remain participants were random friends who visited our house. This was an easy and effective way to conduct my surveys. Having so many roommates means there are always a revolution of people who go up and go from our residence. Although this was a simple way to conduct my survey, I was not certain that it would be an accurate sampling. Even though there were a variety of individuals frequenting our house, they seemed to possess many similarities. My fears were unfounded because those surveyed preferred various programs, providing the basis for unbiased results... ...been something like ER or Ally Mcbeal. IUP has 15,000 students this survey was only a microscopic sampling of the Universitys student population. To get more accurate results, I might have sur veyed a larger sample of people or included people whom I do not know. Also, I should have conducted interviews with more people whom I do not know well. These changes would have provided a let out insight into what type of viewers and viewing habits of people I do not know. Although my results were not what I expected, I am very pleased about what I learned. I have conducted interviews before, but I have never conducted a survey. It was challenging yet interesting to draw up the questions for the survey. In this way I was able to ask questions to which I wanted the answers. Overall I felt this was a worthwhile experience that was educational and enlightening.

Television and College Life Essay -- Television TV

Television and College Life After a long day of classes, I just like to lie great deal on the couch and relax while earning my favorite television show. Like me, this is how many college students end the day. After give birthing a series of surveys and interviews, I effected that, even though we all like to watch our favorite shows, we prefer different shows and watch them at different times in different ways. My boilersuit goal was to determine if there was any difference in television viewing based upon gender. In addition, I hoped to learn how much TV college students watch per day if viewers look forward to watching a particular show if college students use TV as an escape from the everyday pressures and, if they channel graze or remain with one channel throughout an entire program. Before beginning my survey, I had some preconceived notions about the types of answers that I would obtain. I refractory to survey ten college students. I included fi ve male and five female subjects in my survey to be equitable as well as to determine preferences based upon gender in my results. I surveyed two of my male roommates and one female roommate. The remaining participants were random friends who visited our house. This was an easy and effective way to pick out my surveys. Having so many roommates means there are always a variety of stack who come and go from our residence. Although this was a simple way to conduct my survey, I was not certain that it would be an accurate sampling. Even though there were a variety of individuals frequenting our house, they seemed to possess many similarities. My fears were unfounded because those surveyed preferred divers(a) programs, providing the basis for unbiased results... ...been something like ER or Ally Mcbeal. IUP has 15,000 students this survey was only a small sampling of the Universitys student population. To get more accurate results, I might have surveyed a larger s ample of people or included people whom I do not know. Also, I should have conducted interviews with more people whom I do not know well. These changes would have provided a better insight into what type of viewers and viewing habits of people I do not know. Although my results were not what I expected, I am very pleased about what I learned. I have conducted interviews before, but I have never conducted a survey. It was challenging yet interesting to draw up the questions for the survey. In this way I was able to ask questions to which I cute the answers. Overall I felt this was a worthwhile experience that was educational and enlightening.

Effect of Texting on Teens Essay

Cell phones are becoming a modern day necessity, to the point that they are a must spend a penny for every stripling and adult. Human beings are growing increasingly attached to these devices, depending on them more and more for their communication with other people, job duties, and other day by day activities that they must accomplish. integrity way that we are taking advantage of cell phone technology at a rapidly growing rate is through the use of textual matterual matter messaging. It seems that anywhere you are likely to see people glued to phones screen, fingers typing away. In schools, malls, and cars we see them. On sidewalks, streets, and in crosswalks we see them, heads down typing away. sometimes we may be one of those people with our fingers glued to our phones keyboard or touchscreen. Does this really affect our day to day activities? This research paper, against contrary belief, concludes that texting does not affect teenagers adversely. umpteen people believe that texting affects teenagers in legion(predicate) ways. On the contrary, teenagers believe that they can keep a balance between texting and social interaction. They know when to use text voice communication and when to use regular English (Edutopia). Noting that there are some negative aspects of texting, such as- phone addiction, social awkwardness e.t.c. It has many positive aspects to it also. umpteen would argue that texting has dampened their childrens ability to interact on a face-to-face level with their peers, entirely others would argue against that, and say that it allows people more freedom to data link those that they do not see regularly.Many teenagers have cell phones now and that is seen as a blessing and curse by both parents and children. Often, a child will dispirit a cell phone as a means to expire more easily with their guardians, which gives them some measure of freedom that they hadnt had before. Teens appreciate that freedom and they also feel a sense of being connected to their parents, since they can be contacted at any time. Parents are thankful that they have that connection. When parents feel that their children are using their phonetoo much, they may put restrictions on the usage of phones. This keeps, both the parents and the children happy.With the uprising of technology many are come to about the social ramifications that texting holds, particularly on younger generations. Between teenagers and their friends cell-phone texting has become the preferred channel of basic communication (Lenhart) and its becoming commonplace for children at younger and younger ages to communicate with their friends via text messaging as opposed to phone conversations or even face-to-face. A majority of modern teenagers, defined by the Pew Research Center as ages 12-17, will text their friends at least once a day. A smaller percentage call theirs friends daily and an even smaller number talk to friends face-to-face. Though texting might take so me kids away from social interactions, it also opens the door for many other children to communicate with their peers through a way that makes them feel safer. Texting can be a good alternative for children that suffer from* Social anxiety* Loneliness* ShynessAs texting does not looking at the person you are talking to, directly, it boosts confidence of children and helps them to become socially active. I think its possible to say that the electronic media is helping kids to be in touch much more and for longer. It is also helping lonely children to make more friends and making children feel socially knobbed (Hilary Stout)After discussing several points raised above, one major question arises, does texting have any negative effect on literacy of teens? The answer to this question is very debatable, but using two studies, this research paper will prove that texting does not have any negative effect on literacy of teens.The first study, The effect of text messaging on 9- and 10-year- old childrens reading, spelling and phonologic processing skills proves that there is no significant evidence that texting was good or bad when the researchers compared the two groups that were tested. However, it did breakthroughthat by using texting, children improved their spelling skills when compared to other children in the intervention group. It also found that the number of hearts sent and received was positively cor think to lexical retrieval skill. (Wood, C)The second study, Txt lang Texting, textism use and literacy ability in adolescents with and without specific language injury Forty-seven typically developed (TD) and 47 adolescents with specific language impairment (SLI), all age 17, were used in the study. The adolescents with SLI had developmental problem in understanding and expressing language that were not related to other developmental disorders, such as mental retardation. The study was conducted by K. Durkin, A.J. Walker, and ContiRamsdent from the School o f Psychological Sciences and Health. All adolescent completed tests that included the Wechsler Abbreviated Scale of Intelligence to test for their IO. To test their language ability the CELF-4 was used. Reading was assessed by the Test of Reading Efficiency test.And lastly, to test their reading and spelling abilities, the sub-tests of the Wide Range Achievement Test were used. Evaluation of texting frequence was done by asking how often the participants texted per week and marked on a fivepoint scale. The participants were also sent a text message asking them what they usually do on Saturdays. After receiving their response, it was coded for structural characteristics, such as number of messages. The study found that the adolescents sent fewer text messages than their typically developed peers. They also responded in lesser gets. Sixty-eight of the SLI adolescents compared to 87% of the TD adolescents responded. The adolescents with SLI that responded scored higher in reading tha n the non-senders. The study also found that the senders and non-senders in the TD group were connatural in language and literacy.(Durkin, K)Majority of people thought that text messaging would have a negative impact on students writing and literacy, however, the studies analyzed sight a different story.If taken as a whole, these studies seem to indicate the opposite of the concern that text messaging is bad for literacy. Both the studies found a positive relationship between reading and spelling.The first study found that those who used texting had better spelling skills, and the number of text messages sent and received was related to the ability to retrieve words from memory. The second study found that those with specific language impairment sent less text messages. This suggests that in order to get into texting, you have to have better reading skills. In the end, these studies dont support the concerns that texting is harmful to literacy.After scrutinizing the positive and t he negative aspects of texting, It is very clear that the positives deliberate more than the negatives. texting may not unceasingly make teens socially awkward, but can help any children to be socially more active and confident. If the amount of phone usage of children can be regulated to an extent where both the parents and the children are happy, it can be very helpful for the both of them. children can always stay connected with the parents and parents can know the whereabouts of their children.Texting is also very important as it does not disturb a person as much as a phone call would. Teens have to socialize, and phone calls are much more distracting than sending text messages, both for the children and the people around the children. Teens tell us how texting is more efficient, how they dont have to go through the preamble and niceties of a phone conversation.(Lenhart)It is a very clear from the above discussion, that if texting can be regulated, it helps a lot. children do not feel unsafe while travelling alone as they can text their parents anytime, they do not get nauseous by phone calls, they can contact people they do not see regularly, texting also helps improve spellings, e.t.c.Against popular belief, texting does not harm teens adversely, rather, it helps teens in many ways mentioned above. So, if done in a regulated manner, texting is not bad for teens.BibliographyInternet sitesHafner, Katie. Texting may be taking a toll. The New York Times, May 26, 2009 http//www.nytimes.com/2009/05/26/health/26teen.html?_r=0 Lambert, Victoria. Docs fear for text mad teens. The SUN, November 30, 2010 http//www.thesun.co.uk/sol/homepage/woman/parenting/3251846/Studies-look-into-risks-and-effects-of-texting-for-children-and-teenagers.html Teens, Cell phones and Texting. pewresearch.org, Pew Research Centre, April 20, 2010 http//pewresearch.org/pubs/1572/teens-cell-phones-text-messages Elyse,Toribio. Textings effect on grammar. NorthJersey.com, August 13, 2012 http//www.northjersey.com/news/ trading/tech_news/165943756_Texting_s_effect_on_grammar_is_debated.html How has texting affected the social life of teens. Livestrong.com, Livestrong, September 1, 2011 http//www.livestrong.com/article/532976-how-has-texting-affected-the-social-lives-of-teens/ Stout, Hilary. Antisocial Networking? The New York Times 30 Apr. 2010 ST1. Web. 27 Feb. 2012.. Does text messaging harm students writing skills, No publisher, edutopia.org http//www.edutopia.org/poll-text-messaging-writing-skillsLenhart, Amanda. Teens, Cell Phones, and Texting. Pew Research Center Publications. Pew Research Center, 20 Apr. 2010. Web. 25 Feb. 2012.http//pewresearch.org/pubs/1572/teenscell-phones-text-messagesStudies/ ResearchesWood, C., et al. The effect of text messaging on 9- and 10-year-old childrens reading, spelling and phonological processing skills. Journal of Computer back up Learning (Feb. 2011) n. pag. Academic Search Premier. Web. 24 Feb. 2012. Durkin, K., G. Conti-R amsdent, and A.J. Walker. Txt lang Texting, textism use and literacy abilities in adolescents with and without specific language impairment. Journal of Computer Assisted Learning (Feb. 2011) n. pag. Academic Search Premier. Web. 23 Feb. 2011

What is Punishment

According to Krauth, (1996), penalization usually films the deliberate incision of ache, misery or the removal of rights and/or freedom. Basically, these actions ar definitely wrong. However, our order of magnitude/community atomic number 18 using these methods particularly in law-breaking issues to importanttain peace and order. The community gives punishment to avoid crimes and violence. The people be encouraged to be vigilant and to disclose any information pertinent to the occurrence of violent offenses (Krauth, 1996).Krauth, (1996) cited that a number of communities in some parts of the being become attempted to develop community-based crime pr coreion strategies as supplemental action for the governments efforts in liberal punishment. Basically, punishment of off residueers in society is a wide context, thereof to narrow the context this review will cover only the role and resolution of punishment in shaping the demeanour of an various(prenominal) i. e. p atomic n umber 18nting and learning strategies which summarizes the studies conducted by Ballantine, J. (2001), Moeller (2001), and Hill (1990).On the other hand, in the report of Hyman and Zelikoff (1987), the issues regarding the worst result of punishment to an individual i. e. trauma is also reviewed. In follow up to this, Bartol (1995) identifies the possible bad result of punishment i. e. infringement. The report concerning the theories of behavior in accordance to learning behavior were further discussed in the root word of Slavin (1995), Kounin (1970), Skinner (1974), Thorndike (1912) and Pavlov, (1927). During our nestlinghood days, our parent usually imposed punishment to us if we got mistakes.Actually, this punishment affects our development as a child. It could have either positive or negative cores. And of the negative effects of it is aggression (Bartol 1995). With this regard, this review of literature also seeks to realize why people permit the legitimation of this typ e of infiltration. Thus, it evaluates the reason tardily why discipline relies on punishment and negative consequences to improve childs behavior. Punishment also affects the education and learning behavior of a child, thus we will also cover issues of punishment in school setting. Review In the study conducted by Ballantine, J. 2001 p. 46), he argued that parents usually give punishment to their children dependable to discipline them. However, parents should be cautious in giving punishment. This might cause physical, emotional and mental problems or this may also results to rebellious behavior or worst a trauma. Research has long proven that the parenting moods adopted by parents often have a great impact on the development of the child (e. g. Ballantine, J. 2001 p. 46). Ballantine, J. (2001 p. 46) stated that there are three basic parenting styles i. e. authoritative, authoritarian and permissive styles.Basically, Ballantine, J. (2001) stated that authoritarian parents tend to control their offspring. Also, they are rattling demanding and have exalted expectations for their children. But also, they tend to be less antiphonary to their childrens needs. They rely very heavily on punishment. Authoritative parents, on the other hand, though also very demanding, gain the favor of their children by being highly responsive as well. They have clear definitions on the limitations and freedom of their children. They are also very supportive and give out punishment but explain the reasons for the action.Permissive parents are the opposite of authoritarian parents. They require les of their children but still is very responsive to them, they are often very lenient and dont, if possible give out punishments. The uninvolved parents are also opposite of authoritative parents. As the signalize suggests, they are really uninvolved with their children. Often, they are very apathetic to the happenings in their childrens lives. They put a very high risk on their childre n since they do not put a defined line on what they expect of their children. Parenting styles differ and have pro rear effects in child development.According to Ballantine, J. (2001 p. 46), parenting styles that involve punishment trigger aggression in children, and then the aggression in children continue on to their own children, thus, resulting in an endless and vicious cycle. But skillful what is aggression? According to Bartol (1995 p. 184), aggression is a behavior perpetrated or attempted with the intention of harming another individual physically or psychologically (as opposed to socially) or to destroy an object (p. 184). According to Moeller (2001), agreement to Bartol (1995 p. ), defines aggression as an act to that has intent to harm another object or person. Aggression as effect of punishments passel either be physical or psychological (Bartol 1995 p. 2 and Moeller, 2001). Many factors point to a childs aggression, angiotensin-converting enzyme of which is parenting styles adopted by parents. Actually, if the child is constantly exposed to excessive punishments, it is close likely that the child would be inclining to aggressive behavior. Punishment is actually a form of aggression that can very well make the child inclined to aggression himself.If the child is repeatedly treated aggressively or punished excessively by his parents would most likely resort to aggression later on. As shown in the study of Hill (1990 pp. 70-77), punishment is also observed in schools or in any learning situation. Hill (1990 pp. 70-77) claimed that reliance on such measures i. e. punishment have negative effects on the learners. In all styles of teaching and classroom management, there are proper ways of carrying out the strategies so that the ends to these styles may be met (Hill 1990 pp. 70-77). In the case of assertion as added by Meyer, A. 1990), there are positive and negative methods of reinforcing these strategies. As students behavior vary, the teachers de licate role is to determine which would work best for the particular students. Basically, Meyer, A. (1990) stated that learners will react differently to situations, and if all positive method does not work out with them, then negative reinforcement is called for. This is not to become unfair to the students. This is just to show them that there are regulations to be observed and authorities to be respected, as that virtue will better prepare them for life outside the confines of the school.There is no hone way of teaching and classroom management. There are only receptive teachers who are attuned to individual students needs, thus a successful implementation of the assertive style of teaching and classroom management (Meyer, A. 1990). In the report of Hill (1990 pp. 70-77) on an incident in preschool in which punishment was used to help children learn to copy rules. oneness of the punishment procedures was to write the name of the offending child on the board the first time non -compliance with rules occurred.The goal is impressive in that it make the most of learning time, but there were some unintentional depressing side effects. In this case, a child told to his parents the list of names of bad kids in the class, and the child also described how they were being reprimanded. The child also told to her parents that these kids had their names written on the board. In relation to this, the child asked his parents if being with the kids would make him become one of them. From the childs story, the mother decided to visit the school where she found a group of 5 and 6 year olds trying not to talk or move.As the parent observed, the teacher was diligently using give backs and punishment to mould the behavior of children. But every time a child giggled or laugh extremely or spoke without permission, another name went on the board. As the result, most of boys who came from families of lower socioeconomic background are found on that board (Hill 1990 pp. 70-77). From the results of the study of Hill (1990 pp. 70-77), it appears evident that what the child had absorbed from their punishment experiences, either vicariously or literally, was to spotlight on the manners that the teacher found unpleasant.The children tend to avoid such behavior at all costs, even if it is annoying just to impress the teacher instead of attending to the learning activities. As part of the giving punishment in shaping the behavior of the child, classroom management as stated by (Slavin, 2005 p. 1) in his paper should be observed. One characteristic of effective classroom management introduced by Slavin is that it involves a clear, specific plan of classroom rules and procedures that would guide performance (Slavin, 2005 p. 1).There was also a reward and punishment system observed. According to the teachers in the report of (Slavin, 2005 p. 1), every student was treated without bias but recognition was give to the most deserving and punishment was also implemente d to address misbehavior. Praise or exemptions from some projects were the usual rewards given to performing students. The usual punishments were extra assignment, reprimand, or in worst case, detention. The decide of the reward and punishment system was to delineate the acceptable behavior from the unacceptable.Praise i. e. catching the students in the act of doing right, can be a mighty motivator for many students. One strategy for reducing misbehavior in class is to make sure to praise students for behaviors that are incompatible with the misbehavior you sine qua non to reduce (Slavin , 2005 p. 1). In relation to this, Kounin (1970 p. 10) justified that the transfer of pupil attention to the child being punished is a usual phenomenon, and almost always results in less attention, rather than more, being paid to the desired learning outcomes.Every so often, the teachers intent to help a child alter a behavior to one which is more acceptable to both the youngster and his superior s has tragic sequelae. Educators using disciplinary procedures perceived by the child as stringent and unfeeling can cause trauma. According to Hyman and Zelikoff (1987 pp. 1-2), the symptoms of this trauma are often similar to those observed in adults with Post Traumatic Stress Disorders. Symptoms seen in children include somatic complaints, escape of school, and sleep disturbances. As Skinner (1974 p. 8) emphasized a behavior which is followed a positive reinforcing motivation or circumstance will result in an increase tendency or probability that the person will repeat such behavior, this concept also operates in the opposite direction wherein the person will have a decreased tendency to do an act from which he or she received a negative reinforcement in the form of punishment. According to Thorndike (1912 p. 164-165), the main business of thought surely is to guide and control action. To make it intelligent, adaptive, efficient, Thorndikes Law of Effect proposed an alternative means of achieving the same end.Effects, rewards and punishments, were seen as stamping actions in or out and selectively, intelligently, adaptively determining behavior (Pavlov, 1927 p. 25). The effects of a given action thus altered redirected, controlled subsequent conduct and left no place or need for thought or intellect. While Pavlovs formulations, though different principle from those of Thorndike but similar in goal. Pavlov was likewise interested, not just in a theory of learning but also in the organisms total behavior, in what was later referring as the principles of adaptive action.Both discharge and error learning and conditioning imply adaptation to the environment but this end was achieved in both cases mechanically, non-mentalistically without thought (Pavlov, 1927 p. 25). As part of development in shaping the behavior of an individual Thorndike 1912 reported that the two-factor learning theory in its version accepted Thorndales theory of habit formation, essentiall y unmodified and in doing so, necessarily aligned itself with the thoughtless psychologies or behavior-zoologies (Thorndike 1912 p. 64-165). In admitting fear conditioning and in developing a feedback conception of punishment, the theory disposed itself toward what has become explicit. at one time response facilitation as no less a matter of conditioning and meaning change than is response inhibition. And what is more immediately important, this new position, while in some ways just as mechanical and automatic as were the views of Thorndike and Pavlov.The prototype of knowledge in general are hopes and fears, both are innate events and such are assumed to be learned and after learning, to occur in a purely automatic, involuntary manner, these are mechanism and determinism. There is no simple and direct relationship between what an organism learns and what it does. Action is the result of more or less intricate and elaborate processes intervening between the end result of more or l ess intricate and elaborate processes intervening between the end results of learning and the execution of behavior (Thorndike 1912 p. 64-165). As described in the previous discussions, motivation and reward offers more positive effect in learning than punishment. Punishment normally directs the action to do desired behavior which results to aggression, faded learning and trauma. The incident of trauma from punishment initiated by educators is much greater than one would think. According to the study of Hyman and Zelikoff (1987 p. 11), 40 to 60 percent of college graduates remember an event of extremely retaliatory disciplinary action given by educators.In Unites States over 1,000,000 students were beaten by their teachers in 1980 (Meyer 1990 30-47). As revealed in the study of Hyman and Zelikoff (1987), an individual that was previously abuse, beaten and punish are prone to become aggressors and criminals. Thus, the community should identify the significant risk factors of aggress ion and punishment provided by the community itself, the families that dwell the community, schools and academic institutions in the area, and individual backgrounds of the people.Moreover, the family also provides certain risk factors of aggression and punishment contributory to the development of violent attitudes and behaviors among children such as lack of prudence of childrens activities and habits, unfair and severe punishment for any misdemeanors and mistakes, conflicts between parents and children and between siblings, and parental toleration of violent behaviors. Review Synthesis From the given reviews concerning punishments, it is justified that parents, should very well know how to raise their children.Psychologists and researchers often recommend the use of authoritative parenting since it is well-rounded in all parenting aspects but they should be cautious in giving punishments. Since authoritative parents have high expectations of their children, one can expect that a child will be pushed to do the best, and that authoritative parents also reciprocate fill out and warmth, the child can have feelings of security. Another is that a child can also have the freedom to express his own thoughts and beliefs.The relationship between parenting styles and punishment resulting to aggression is very clear. Authoritative and Permissive parents children often resort to aggression since the upbringing of the parents is, faulty, if you may. The resort to aggression can also be triggered by relatively high and constant exposure to aggression by family, peers and the media. Also, the cross-generational aggression can also trigger aggression. It creates an unending cycle of aggression.On the other hand, punishment given to a child in school setting should be observed by the educators to avoid weak learning effectiveness. Positive learning environment or classroom management involves the strategies that teachers implement in preventing and handling misbehavior, using class time effectively, creating an atmosphere that encourages interest and inquiry, and permitting activities that engage students minds and imaginations (Slavin, 2005).Teacher should carefully observe the effect of punishments to students. Actually, it is suggested that teacher should use rewards strategy more often than giving punishment. Teachers and students have to work together to sustain positive behaviors and effective atmosphere for learning in order to ensure the successful transmission of knowledge in the classroom.

Bridgetone

The competitive environment for Bridgetown as well as the accounting system currently in employment Prior to 1980, when the US market was dominated by US automotive manufacturers, competition in the manufacturing of automotive components was limited to IIS local suppliers. As foreign automotive manufacturers settled in the US market, competition in manufacturing automotive components became more intense.The scarcity and the expensive gasoline following the crude crisis of the end of seventies feature to the loss of the market share to foreign manufacturer intensified the competition. Mike Lewis realize that despite having reached 65% vs. 80% (the world class uptime) through the productivity chopine accomplished (tracking Of causes Of downtime, timing the lines , using uptime reports progress, etc. ) , ACE still need to outsource further lines its accounting system seem to be ground on manual, partial and biased measurements of inputs.It lacks effective cost accounting contro l supervision. Indeed, more cost (overhead) is dedicated to lower the cost (time of processes). The accounting system seems to be incomplete because it doesnt take into account the level of overheads. 2/Explain why manifold moved from class II to lass Ill after oil pans and muffler exhaust systems had been outsourced from the CAP While the processes and uptime were reduced, overheads were not rationalized, causing manifolds costs to become 15% higher than competition.In such a competitive environment, where other manufacturer tend to lower all elements of the costs, ACE focused on only one parameter (process and time of production), ignoring the cost of overheads. These were certainly raised because of the productivity program that involved redundant skilled employees being hired into following the process, timing them, and filing reports.

Substance Abuse Clinical Assessment; Treatment Plan Essay

Name of Client David J.General Information 18yo staminate. presently seeking therapy community mental wellness centre following a traumatic accident that ended any possibility for a football calling.Medical / Physical wellness Status household Dr. stated David perchance has depression as a consequence of the accident still retrieving from hurt.Employment/Work History and Financial jobs and Support Status HS bead out parents divorces. lives with young-bearing(prenominal) parent. received fend for from siblings up to 2 months after accidentDrug/Alcohol Use and Treatment History Pain Master of Educations for hurt takes more(prenominal) than prescribed tested positive THC meth & A opioids presuming this was the clients first visit to the healer.Family History of Alcohol/Drug Use ( 2 coevalss ) none. well-grounded Problems / Legal Status Illegal do drugs usage.Family History Parents divorced Father is African American. Mother is Hispanic. no indicant of household mental welln ess issues or substance maltreatmentFamily / Social and Interpersonal Relationss Mothers favourite kid. Seems to hold a difficult clip pass oning with male parent. male parent is loud and angry. client is more unfastened when male parent is non about. siblings were supportive undermentioned accident. nevertheless for the last 5 hebdomads they have been unsupportive. Merely baby populating a place. He has a friend that comes over 2 -3 times per hebdomad.Use of Recreational Time He used to bask visual perception seeing school friends and playing video games. but now reports holding no energy for much else. Complains of missing energy to see people.Psychiatric/Mental Health Status and Intra-personal View He reports I might every bit good be dead. I cant do anything now and neer will Self destructive behaviour. evading to loss of hope/giving up.Spirituality/Role of Religion unknown.Diagnostic ImpressionAXIS I Substance maltreatment related upsets. Mood upset. adjustment upset. Possib le Eating upset.Description hurting med maltreatment and proving positive via uranalysis for THC. opioids. & A Methedrines. Mood swings one minute he is excited and chatty & A in a few hours or following twenty-four hours he will kick of non holding any energy or involvements. Adjustment he felt that the accident was the terminal of any chance for a professional calling. experiencing hopeless. deficiency of enthusiasm for acquiring healthy. ( Possible weight loss )AXIS II N/A.Description N/A.AXIS III Leg injury-compound break left leg above articulatio genus 10 months ago *Referred by special attention physician.AXIS IV Primary support group. educational jobs. Problems related to societal environment. other psychosocial and environmental jobs.AXIS V GAF 47.Crisis direction and intercession schemes drug usage reference it. speak about it suggest rehabilitation for drug usage self-destructive ideation- reference issue with client.Treatment PlanA. Description of speculative the oretical accounts used 1. Short term ends I. Relief of symptoms of depression. II. Restore relationships with old friends. III. Find at least one new activates that evoke positive feelings. IV. learn no ego injury contract. V. David will describe no self-destructive ideation for 4 back-to-back hebdomads. VI. Learn get bying accomplishments to work on adjust and lodge to injury. VII. Learn to place maladaptive. negative ideas and how to replce them with more positive adaptive ideas which will be euphonyd by showing these accomplishments during therapy.Sessionss and by prep assignments for 4 back-to-back hebdomads.2. Long term ends I. Explore instruction options. II. Research consistent single therapy. III. Substance maltreatment Recovery. Group therapy. IV. Improve sense of ego and assurance. V. Stable support system. VI. Reduce symptons of depression.B. Model of single therapy ( motivational interviewing. group therapy. fam therapy. etc )1. Individual therapy twice a hebdomad fo r 4 hebdomads the one time a hebdomad for 6 hebdomads until symptoms have approved pending other demands and or restrictions ( insurance. interventions installation demands. etc. ).*Counselor and client will systematically find the future class of the Sessionss.2. soulfulness Centered/Humanistic attack ( he opened up with female healers easy ).C. Adjunctive referrals Therapist will mention client to 12 measure plan ( Narcotics anon. . crystal meth anon. . marijuana anon. ) and/or detox installation.D. Specific intercessions for specific showing issues 1. Medication management-Reevaluate prescription medicines with medical checkup physician.2. Individual therapy-explore. procedure. . & A decide depressive emotions and get bying accomplishments.3. Family therapy-explore & A assist household to understand kineticss. negative forms & A jobs in the household construction. Promote household to check & amp utilize communicating and struggle declaration accomplishments.4. Physical th erapy as a hurting decrease to cut down hurting Master of Educations 5. No self-harm contract.5. Increase parents and siblings ability to back up & amp.