Discrimination and Child free essay sample

How current and significant enactment and strategy influences work with kids and youngsters. Children’s singular needs Quality of care Choice of administration Management staffing Complaints securities Plan to help youngster, working in association with social laborer and hold fast to approaches. Singular needs are met. To augment the opportunity of positive results for youngsters. The entirety of the approaches and methodology by which I work are characterized by The Childrens Act 1989 which administers for England and Wales. All our Safeguarding measures, Health and Safety arrangements and Child insurance methodology must follow the significant enactments. As a children’s private home we need to observe The National Minimum Standards as well and it is these measures that we are examined through Ofsted. SCMP3-1. 2 Describe the effect of social consideration measures and codes of training on work with kids and youngsters. SCMP3-1. 3 The significance of the United Nations Convention on the Rights of the Child (UNCRC). Youngsters reserve the option to; Own Privacy, Dignity and Confidentiality. To be taken care of and remained careful from hurt. To have the option to play and not to be utilized for modest work. To be with their introduction to the world family or more distant family, without, the individuals who might care for and care for their requirements best. Great human services. A sufficient way of life and enough food and water. Crippled kids reserve the privilege to unique consideration and preparing. SCMP3-2. 1 The obligations of a: Corporate parent. To work with experts following rules set I. e. to put the necessities of the kid first, look for indistinguishable results for the kid from you would if the kid was your own and shield and advance the government assistance of the youngster. Proficient carer. To prepare the individuals who will be in contact with youngsters I. e. encourage carers, to guarantee the kid is best positioned/coordinated with a carer that can take care of their needs, to furnish the youngster with all administrations required, ie human services, dental and so forth. To guarantee youngster has the best beginning throughout everyday life and take part in ‘Every Child Matters’ 5 results. SCMP3-2. 2 What is implied by an obligation of care. To play it safe to shield a kid in your consideration from mischief or injury by making arrangements to limit hazard. Use morals in settling on choices with respect to different people’s varying social or strict convictions. Permit the kid to chance survey themselves and accept sensible dangers as a component of ordinary growing up. Ensure a child’s right to poise and autonomy. SCMP3-2. 3 The effect of expert connections on youngsters and youngsters. Experts Child gets all encompassing consideration, feels cherished, needed and safe. Kids are never left solo with non CRB checked grown-ups. Hazard evaluation of gear guarantees security of the youngster. Children’s past is kept secret. Expanded confidence and trust in kid. Everybody cooperates put the youngster at the focal point of center, kid in this way doesn't pass up instruction and human services. CONS A took care of kid can't get the equivalent substantial contact I. e. no snuggles if kid is sick in bed. Youngster can't lay down with you when not feeling admirably or had bad dreams. Youngster not to have shower with you or see you stripped. The youngster realizes they are in care which has a negative effect, they feel dismissed. SCMP3-2. 4 Examples of poor practice and amateurish direct that may affect on results for kids and youngsters. Not staying private with children’s subtleties/past life encounters. Not showing the kid autonomy. Not showing kid self-cleanliness. Calling their folks or more distant family names before them. Having nothing positive to state to SW or in gatherings at school and so on. Drinking intensely or ingesting medications. Not going up to parent’s nighttimes and organized gatherings for the kid. Not giving the youngster decisions or permitting them to settle on their own choices. SCMP3-2. 5 The moves to make where poor practice and amateurish direct are negatively affecting results for kids and youngsters. Note concerns and date subtleties of poor practice before answering to Manager (except if grievance against Manager, report to their Manager). Use group gatherings to straightforwardly examine and any worries or issues Whistle hit to head of Social Services, Head Teacher at school and so forth , reliant on who the grumbling is about. SCMP3-3. 1 The expert obligation to keep up current and able practice. Follow enactments and strategies ensuring they are clear, exact and exceptional. Keep all children’s records classified and all biography work exceptional. Update CPD and follow all preparation. Go to surveys I. e. LAC; PEP; IPP and so forth. Go to help gatherings. Guarantee kid has ordinary dental checks and is alluded to an authority whenever required for other government assistance issues. SCMP3-3. 2 Engage with proficient management so as to improve practice. See appended oversight SCMP3-3. 3 Seek, and gain from, input on own training from associates and youngsters and youngsters SCMP3-3. 4 The significance of understanding the restrictions of individual skill and when to look for guidance. Everybody has a restriction of individual capability; instructional classes when offered ought to be taken where conceivable to guarantee that you are capable to carry out the responsibility and refreshed in new enactments and so on. On the off chance that we don't comprehend our own breaking point, we may take on an undertaking that we are not happy with and can make further mischief the youngster we might be managing, I. e. taking care of a youngster that has been analyzed ADHD and for all time berating erroneously as you have no information on the condition and how best to manage the kid. SCMP3-4. 1 Respect and worth the expert fitness and commitment of associates. I regard and worth the expert ability and commitment of partners and Managers. All Residential Child Care laborers have been prepared to carry out the responsibility they do, putting the child’s interests first and offering help for Young individuals. Private Child Care laborers have an incredible information on what children’s needs in care are and energize/support carer’s to follow their lead in giving all encompassing consideration. SCMP3-4. 2 Rights and desires as an expert and how to declare them. As an expert I reserve a privilege to challenge anything I am advised or requested to do, on the off chance that I don't concur with what is being asked or said concerning the consideration of a youngster. I anticipate that my sentiments should be regarded and my own insight to be considered when choices are made concerning the government assistance of a youngster. I expect full help from my Supervising Manager to assist me with doing my activity as a Residential Child Care Worker, utilizing both polished skill and sympathy. SCMP3-5. 1 How current uniformities enactment influences work with kids, youngsters and families. Child’s singular needs are met and bolstered. Expanded confidence and certainty. Extra needs are upheld both physical and mental. Acquainted with your family permits youngsters to feel some portion of the family and cherished. SCMP3-5. 2 Examples of good practice in advancing equity and how they are compelling. Uniformity and assorted variety ought to be a characteristic and installed some portion of regular work for those associated with wellbeing and social consideration work. With an undeniably differing populace it is indispensable that we ought to be consistently taking a gander at and building up our fairness and assorted variety preparing. We ought to have the option to perceive segregation and distinguish dangers of separation. Regardless of whether direct segregation, aberrant separation or provocation. Comprehend the expected results of separation and have the option to recognize and react to the particular needs of assorted, youngsters which emerge from their own, social or social foundation. We ought to be responsible for offering an assistance which shows great equity and assorted variety practice to Support the strengthening of youngsters with the goal that they might be associated with their own consideration and wellbeing improvement. Great correspondence and assorted variety practice includes speaking with youngsters in a manner that is available to them causing sensible modifications in the manner we to accomplish our work and convey our administrations to assess the specific needs. Understanding the job that social and strict convictions play in children’s administrations Ensuring that everybody gets care which assesses their individual needs rewarding everybody with nobility and regard consistently. SCMP3-6. 1 What is implied by assorted variety. The decent variety is about acknowledgment and regard. It implies understanding that every individual is one of a kind, perceiving our individual contrasts. These can be race, ethnicity, sex, sexual direction, financial status, age, physical capacities, strict convictions, political convictions, and so forth. It is the investigation of these distinctions in a sheltered, positive, and sustaining condition. It is tied in with seeing one another and moving past basic resistance to grasp and commend the rich components of decent variety of every person. SCMP3-6. 2 What is implied by hostile to biased practice and instances of how it is applied practically speaking with kids, youngsters and families. Hostile to prejudicial practice is the principle system in fighting segregation. It is activity taken to forestall separation on the grounds of race, class, sexual orientation, handicap and so forth and considers how we carry on towards others. All representatives in a consideration setting ought to advance this training in the work environment as it is critical to fighting preference, in doing so they are attempting to annihilate segregation and advance fairness for administration clients, staff and youngsters. Models; kids reserve the privilege to pick their own garments, exercises, food and strict convictions. Their strict celebrations ought to be praised and youngsters approached with deference. SCMP3-6. 3 The impacts of segregation and clarify the possible outcomes for youngsters and youngsters Children ought not ha

Barack Hussein Obama Research Paper Example | Topics and Well Written Essays - 1000 words

Barack Hussein Obama - Research Paper Example President Obama has a lot of depreciators and many censure him for things that he truly has no power over. However, in spite of this, Barack Obama speaks to America in manners that couple of different Presidents have previously. He is a one of a kind president that has been chosen since he has encounters and credits that intrigue to the quickly changing socioeconomics of the United States of America. A significant differentiation that President Obama has that makes him special among Presidents of the United States is his ethnicity. President Obama’s mother, Ann Dunham, was an understudy in Honolulu, Hawaii when she met Barack Obama Sr. They were both concentrating in a similar program at the college. Ann was from a common laborers family that had lived all through the Midwest before moving to Hawaii. She was a shrewd, capable understudy with an energy for finding out about societies from all around the globe. Barack Obama Sr. was from the Luo clan in Kenya. As a youngster, he crowded goats in his local Kenya. He was going to school on a grant. Ann and Barack Obama Sr. hitched in 1961 and Barack Obama Jr. was brought into the world a couple of months after the fact. The way that Ann was a white lady from the Midwest and Barack Obama Sr. was a dark man from Africa is noteworthy. President Obama became reluctant about his race when he was a youthful young person (Barack Obama Biography, 2011). He asked why being dark was looked down on by some white individuals. This is huge in light of the fact that President Obama is driving America during an age when ethnic minorities are the new dominant parts in a few significant metropolitan locales. America is an all the more ethnically assorted spot and it is significant that there are individuals in authority that have encountered separation direct. A few minorities think the Barack Obama ought to help out them than he has while he has been in office. There might be not many administrative triumphs he can highlight , however it is a great idea to have an ethnically blended President so the issue of race can be examined in a more valuable manner than in the past in America. Barack is a significant President for our day and age since he is a minority and that enables all Americans to realize that minorities are fit for sound judgment and skilled authority. Barack Obama’s guardians separated from when he was two years of age. He at that point moved to Indonesia and lived with his progression father, mother and step-sister for quite a long while. This is a second explanation that President Obama is extraordinarily able to be our President. He is the main President throughout the entire existence of the United States to have lived in a Muslim nation for any timeframe. America’s relations with the Muslim world are at an unequaled low in numerous regards. We despite everything have close partners, for example, Saudi Arabia, Qatar, Bahrain and Yemen. Be that as it may, numerous Muslim na tions despise America and Americans. Having encountered Muslim culture direct, President Obama is in a solid situation to comprehend the Muslim world. He knows from direct experience that not all individuals in the Muslim world are awful. He comprehends that by far most of Muslims are quiet individuals that need harmony with America. President Obama gave a popular discourse in Cairo not long after he was chosen. In this discourse he called for more noteworthy solidarity and comprehension between the western, majority rule countries and the Arab, Muslim countries (Holzman, 2009). It is fascinating to take note of that a large number of those individuals that heard this discourse would start tranquil fights two years after the fact,

QA with Prof. Nancy Kanwisher 80 (CPW Preview!)

QA with Prof. Nancy Kanwisher ‘80 (CPW Preview!) At this Fridays Campus Preview Weekend Keynote (10am, Kresge Auditorium), there will be two prominent faculty keynote speakers. To highlight their talks, Ill feature a mini-interview with each of them. Prof. Nancy Kanwisher received her Bachelor Of Science in Course 7 (Biology) from MIT in 1980, and her Ph.D. in Course 9 (Brain Cognitive Sciences), also from MIT, in 1986. Since 1997, she has been a member of the Brain Cognitive Sciences faculty at MIT. Heres an official biography, followed by an official photograph, followed by the QA: Nancy Kanwisher is the Ellen Swallow Richards Professor in the Department of Brain and Cognitive Sciences and a founding member of the McGovern Institute. She joined the MIT faculty in 1997, and prior to that was a faculty member at UCLA and Harvard University. In 1999, she received the National Academy of Sciences Troland Research Award. She was elected to the National Academy of Sciences in 2005 and to the American Academy of Arts and Sciences in 2009. Q. Can you tell us about your current research work? A. In my lab we are tackling one of the most fundamental questions any scientist can ask: What is the nature of the human mind? Much of our work uses a brain imaging method called functional MRI, which enables us to watch small parts of the human brain turn on and off as people think different thoughts. We have already discovered several parts of the brain that are very specialized for particular tasks, like recognizing faces and recognizing places. My colleague Rebecca Saxe has even discovered a brain region that is specialized for thinking about what another person is thinking. We are now trying to better understand each of these brain regionswhat exactly they do, how they do it, and how they arise in developmentas well as looking for other special-purpose parts of the brain and mind. Q. Can you tell us about an undergraduate course that you teach? A. In my undergrad course students go straight to the cutting edge of brain imaging research. They learn not only what is known and what is not about the functional organization of the human brain they also learn how to understand, critique, and design brain imaging experiments. By the end of the course they can read a recent journal article that uses brain imaging methods, and usually find its flaws and design their own better version of the same experiment. They also learn what kinds of inferences can be drawn from what kind of data. Finally, students also give talks in class, and get lots of individualized feedback to improve their speaking and writing skills. Q. Why did you choose to come to MIT? A. MIT is the most intellectually exciting environment I have ever seen. It is also also the closest thing I have ever found to a true meritocracy. At MIT no one cares what you look like, how you dress (to put it mildly), who you know, or whether you are 16 years old or 60. They only care if you have an interesting idea. Q. What advice would you give to a student beginning their undergraduate years in Brain Cognitive Sciences? A. Get involved in research as soon as possible. Lots of universities have good courses. What is most special about MIT is the fact that our undergraduates can become central players in the hottest, most revolutionary, most life-changing research going on anywhere in the world. Ill be one of the people in charge of passing around the microphones after Prof. Kanwishers speech on Friday what questions might you want to ask?

Changing Your House Color - Advice to Homeowners

Men Who Rape The Psychology Of Fender Essay - 1772 Words

A. Nicholas Groth’s book Men Who Rape The Psychology of the Offender is a revelation towards anyone who ever believed in the common myths surrounding female sexuality and what stereotypically marks a potential rapist (stranger in the streets, homeless man etc.). The book is lauded by critics as being a must have for anyone professionally working with offenders or victims of sexual violence. This book provided me a clear understanding as to why men rape, which is based on three primary reasons: power, anger, and sex desire (least accepted). I was able to understand why men, women and children behave that way, since the book provided many detailed examples and explanations. This book details a no-nonsense, clinical overview of rape, of both the offenders and the victims. It was very difficult to read, as it is full of stories of actual rapes, gets inside the minds of some very sick men, and shows the trauma of the victims after the assault. Although this was distressing for me, the author did not pull any punches here, because averting our eyes from horrors only perpetuates those horrors. Just like hoping that it will never happen to you does not mean that it ever will .This book does a good job at dispelling many of the common myths about both rapists and rape victims. It s a fairly objective, balanced, honest treatment of the subject, but a few times it was clear that they were catering to the radical feminists in their audience. What I found interesting was the factual wayShow MoreRelatedQuestions on Abnormal Psychology4701 Words   |  19 Pagesdominate(s) this field of psychology.   A.theory and speculation   B.statistical analysis from experiments   C.observation and patient interviews   D.experimental research with controlled groups Answer Key:  A Question 3 of 50 1.0 Points Jill was the victim of a fender-bender accident in which she was driving a car struck in a parking lot. Although she felt well initially, she developed back pain immediately after being contacted by the other driver s insurance company who wanted to settle. A thorough

Essay Topics for 5th Grade Tips

Essay Topics for 5th Grade Tips Drunk drivers ought to be imprisoned on the very first offense. Other people believe that it improves creativity and productivity at work. Argumentative terms center around building a claim and understanding there is going to be a counterclaim. Yearly driving tests ought to be mandatory for the initial five years after obtaining a license. For instance, you might think of similarities or differences if we are purchasing a new MP3 player or picking a place to study English. At their next meeting, you'll have the opportunity to state your case. You want to set up facts, possess the confidence and demonstrate the obvious evidence of your private viewpoint to certain phenomenon. Every family needs to have a pure disaster survival program. Essay Topics for 5th Grade at a Glance School should happen in the evenings. Women ought to be fined each time they scream. Students ought to be permitted to pray in school. They can typically understand the structure with just a short amount of instruction. Spam mail ought to be outlawed. The title that you pick to utilize for your paper will always determine so much about any of this, so a whole lot more than you will possibly know about. Students may have to find out more about the topics to be able to respond with sufficient depth and complexity. Before they start to write, it's a good idea for them to make a list of the points they want to make to their readers. In such a circumstance, a student is needed to select an acceptable topic to write about. Clearly, you ought not purposely choose a topic that will bore your audience. Still, you ought to make your topic more specific. Qualities of an excellent persuasive essay topic The topic needs to be specific. At length, be certain the topic you select can be supported by some factual evidence. The 5-Minute Rule for Essay Topics for 5th Grade Life is far better than it was 50 decades ago. MP3 music ought to be free. Explain how your favourite music affects the way that you feel. The principal purpose of brainstorming is to generate a wide variety of special ideas everyone is able to utilize. There are varying views on if a college education is necessary in order to have a thriving life. You're a theme park engineer accountable for producing a new and exciting ride. Your class is likely to devote a day cleaning up at a neighborhood park. The Chronicles of Essay Topics for 5th Grade Selecting a great topic for your essay is among the most crucial and frequently tricky parts for many students. Doing this, you'll certainly find your ideal essay title easily and faster. All persuasive essays are like argumentative essays. Always bear in mind a great persuasive essay needs to be persuasive. Just stick to the guidelines stated above, and you'll be well on your way to writing a very good persuasive essay. With just a little practice that next writing assignment is going to be a breeze. There are some basic guidelines to follow to be able to be in a position to compose a decent persuasive essay. There are a lot of intriguing topics that could be become a persuasive essay if you take the opportunity to consider about doing it. A fifth grader is also anticipated to respond and assess others' and their very own work. Imagine your elderly neighbor is out at 3 a.m. each night, digging inside her flower garden. Persuade your parents to allow you to own a friend stay the evening. Persuade your sister or brother that will help you talk your parents into something you would like to do. Since all individuals have different physical look, they cannot seem similar fat or similar skinny. It is suggested to speak about many of topics to the youngster and after that find out. A dragon has created a nest in a massive tree in your backyard, and the both of you have just started becoming friends. Write a story about just what the world appears like under ant rulers.

Taste of Nepal for Development and Implementation -myassignmenthelp

Question: Discuss about theTaste of Nepal for Development and Implementation. Answer: In this individual assignment of taste of Nepal, this paper would address three critical areas that include: a lesson plan, strategies used to engage various adult learning styles and a reflective analysis. However, to in developing a lesson plan, I prefer using the ADDIE lesson plan method. Besides, ADDIE lesson plan has five phases or stages that include: Analysis, designing, development, implementation and evaluation. Analysis Phase Instructional Goals The group is required to demonstrate competently their understanding of Taste of Nepal. Instructional Analysis The group should explain what they mean by Taste of Nepal. The group should be asked to explain some of the food items they associate with Nepal and explain their satisfaction with the foodstuffs. Further, the group should respond to this question: What could be the influence of culture on Taste of Nepal? List Nepal food issues like: Geographical location- what are the exact locations of the taste of Nepal found? Religion- Does religion have an impact on the consumption of Nepal foods? Culture-What is the role of culture on foodstuffs in Nepal? Economic benefits- what are the economic benefits of taste of Nepal? Learner Analysis Find out if the Group members already know what taste of Nepal exactly means. Also, analyze if the students can explain some issues surrounds the consumption of taste of Nepal. Learning Objectives/Lesson Outcomes Group members should be able to explain what taste of Nepal entails. By the end of the lesson, students should be able to explain their experience on the research on taste of Nepal. By the end of the lesson group members should be able to look in totality, the economic benefits, cultural influences and geographic location for the taste of Nepal. The students will have more confidence in their research, and knowledge of taste of Nepal. Design Phase Assessment/ Content of Session Group members are required to create about 20 slides for PowerPoint presentation to address the following: What is the taste of Nepal? Identify examples of Nepal foods Explain some food names like Mo Mo in Nepal What are some types of Mo Mo? Also prepare the Momo recipe. DEVELOPMENT PHASE Teaching Methods The following teaching methods include: Learners-centered method In this teaching method the teacher or instructor would have to act as both a learner and teacher. The taste of Nepal is a group assignment and the learners are the ones who have information regarding the foodstuffs they researched on and also observed their preparation. It is then important that the teacher sometimes listens to group presentation and to some extent guide the students on their presentation. The discussion method This should be a lively lesson or presentation and it is important to make it discussion. With the guide of the teacher/instructor the students should discuss taste of Nepal. The demonstration method The presentation must demonstrate some of the photos of these foodstuffs. Being food, demonstrating them would aid visual teaching. The demonstration, discussion and learners-centered methods must meet the learning objectives as mentioned in above. IMPLEMENTATION PHASE Preparing the learners Learners should be organized in a group of three people. Having a small number in the presentation makes it easy for all the students to contribute. All group members must participate in the research and preparation of the presentation. Arrange for group class presentation The class presentation at maximum should take 30 minutes. Students must be able to utilize their time properly and use a few minutes to conduct their presentations accurately and objectively. Learning Resources The students would use a project to help them carry out their presentation. The students should have a laptop, because the notes for presentation cannot be allowed to be on paper. The students should also play some videos to enhance visual learning. Evaluation Phase Use questionnaire for evaluation to ask the following questions: Did you understand taste of Nepal? Was visual aid material enough for the exercises? Did you access some materials to get deeper understanding of Taste of Nepal? Do you remember all types of Mo Mo? What is the reaction to the lesson? What skills do you think you have gained following this class presentation? What is your experience in this small group activity? Reflection Onion Model From the course material, it is apparent that several learning styles are employed to succeed a learning process (Duff, 2014, p.167).In equal measure; there are also some learning theories that are applied to the course material to succeed the learning process. The learning process in this case can be examined using the onion model. On the outside of the layer of the onion model, describes observable learning (Klanja-Mili?evi?, et, al. 2017, p.26). On this outside layer, the learners observe things or processes in their environment as one way of learning. Ideally, the outside layer simply asserts that people learn when observing things and indeed the Taste of Nepal is also hinged on observable learning. We observed how the different types of Mo Mo are prepared and hence we got firsthand experience on how its prepared. On the second layer of the onion model, it deals with social interaction theory. Social interaction theory explains the language development which is shaped up by the social interaction possibly between a child that is developing and their adults that are linguistically competent (Ramzan, 2014, P.102). In this learning process, our teacher who is linguistically competent improved our communication skills, which we then applied to succeed our face to face discussion and class presentation. Also on Taste of Nepal research, we used a language that is understandable in socio-cultural context, and that is why we used the local food names like Mo Mo. The middle layer of the onion model represents the theories that deal with the processes of information. The processing of information is equally hinged on the learning style. A learning style determines how information is processed by learners, and that is to suggest that as an instructor it is important to apply a learning style theory that can help the students process the information with ease (Knoll et al, 2017, P.548). Lastly, the onion innermost layer discusses the personality models of the students and how their personalities impact the preferences they have for learning. Ideally, the personality of a learner has an express influence over the preferences for learning can have. For example, if the student is someone who is not used to reading text, then as an instructor it is essential to use a learning style that is visual-based. Hence, depending on the personality of the students a teacher should be able to know the exact approach they can use to teach the students successfully. Perhaps, it is this onion innermost layer that encouraged our instructor to use class presentation as opposed to facilitate our understanding of Taste of Nepal. Learning Theories Learning theories are just principles that help learners to access, retain and remember what they learned. Learning aims at imparting knowledge and that knowledge must be retained, as a result, the learning theories explain how retention of knowledge. Behaviorist theory This learning theory explains the relationship that exists between the stimuli and response. This kind of theory justifies why people respond to stimuli in their environment and thus as learning takes place an instructor needs to see how they can apply this theory (Pritchard, 2013, p.78). Using this theory, the instructor should be able to analyze the responses their learners have to the stimuli. Ideally, the behaviorist theory justifies that learning is based on behaviors and as learning goes on, the behavior is shaped up. Using this theory, as our presentation continued, the students could react to some of the food pictures and their reaction was simply a response in relation to the stimulus created by the food pictures we displayed during the presentation. Cognitive theory The information must be processed, and it is the mind that is involved in the information processing. The information processing determines how a learner understands as well as retains the information (Pritchard, 2013, P.70). Learning involves the exchange of information, and the objective of learning is the retention of such information. Basically, the point is that learning can be said to have occurred when information is easily processed and retained perhaps for future use. Thus, as a group we researched together and exchanged information through discussion and that is why every member competently presented on the Taste of Nepal. The instructor should, therefore, strive to help their students to retain information in order to achieve the learning outcomes they expected at the end of their lesson (O'Donnell, 2014, p.89). Kolb Experiential learning cycle Kolb identifies four critical parts of a learning cycle as shown below. Following this cycle, in our presentation, there was a concrete experience. We did the research together, and we exchanged the ideas face to face, hence making our learning experience objective and enjoyable. On the reflective observation part, as a group we reflected on how our research was and how we made our contributions to as a one united group (Kolb, 2014). On the abstract conceptualization phase, we conceptualized the recipes for various types of Mo Mo so that we could carry out the presentation well. We had a deep understanding of the Taste of Nepal and that is why we could not read notes on the PowerPoint all the time, but did explain some sections off-head. Lastly, active experimentation is the last step left for use and we look forward to preparing some of the Taste of Nepal foods to complete the learning process. Learning Styles Visual learning style- this kind of learning style is very important in the sense that it aids visual teaching. Pictures must be used and that makes learning more interesting than simply using notes only (Stocker, et. al, 2014, P.69). In the Taste Nepal class presentation, there was apparent use of visuals and we used them to facilitate understanding. This learning style can be incorporated in the behaviorist theory because it aims at getting responses learners have towards stimuli. Also, verbal learning styles are critical in any learning process, hence a teacher should encourage proper use of language whether written or spoken (Young, et. al, 2014, P. 548). Using this learning style, we carried out an in-depth research; thereafter we prepared a PPT, which we then used to guide our presentation. Ideally, the learning styles and theories determine strategies a teacher can employ to relay certain information to their students. In the deep vs. surface strategy, it is the teacher to decide whether they should apply deep or surface strategy. However, students prefer surface strategy, but in a presentation like the taste of Nepal, deep strategy was applied to allow us to have a deep understanding of the food preferences in the Nepal. Teaching strategies for adult learning Teaching adults to some extent is a daunting task and therefore teaching strategies should be applied carefully. One of the teaching strategies relevant to teaching adult learners is giving immediate feedback. Adult learners should be able to get an immediate feedback from the instructor in the event they seek clarification on some issues (Mitchell, 2014, p. 35). Delaying the feedback to some large extent makes teaching ineffective; hence an instructor should be able to give some immediate feedback for learning to be more interactive. Using this immediate feedback strategy, our teacher commended our class presentation and encouraged us to prepare some of the Nepal foods so that he could also taste it. Use of exploration should be encouraged by all means. Young learners prefer being taught, but for adult learners sometimes they like exploring certain topics on their own with minimal guidance from the teacher (Mitchell, 2014, p. 35). Hence, to succeed adult learning it is critical that a teacher or instructor considers using exploration so that adult learners in their small groups discuss exclusively some topics. For instance, the taste of Nepal is an example of exploration and it is evident that as a group we were able to explore this topic exclusively without necessarily being taught by our teacher. Also, making assignments convenient is a strategy that can be applied to teach adult learners, who probably have some other responsibilities elsewhere unlike young learners. The Taste of Nepal, was a convenient assignment, we were given enough time to research, before we did the classroom presentation. Teaching Technique In finality, to succeed teaching, an instructor should encourage learners to prepare for a lesson before they come to class. Adult learners are not like young ones, therefore they ought to familiarize themselves with some learning material or topics before they even come to class, hence flipped classroom technique is one of the teaching techniques applied on the Taste of Nepal (Orlich, 2016, p.98). For a class presentation like the Taste of Nepal, we prepared ourselves adequately to avoid making mistakes during the presentation. Finally, self-learning and online research should be fundamentally encouraged. Adult learners do not necessarily require to be guided on how they should learn (Orlich, 2016, p.98). A group like the one presenting Taste of Nepal ideally is an example of self-learning. The students take their time in their own groups to discuss issues face to face and in the end, learning would be successful. References Sergis, S., Papageorgiou, E., Zervas, P., Sampson, D.G. and Pelliccione, L., 2017. Evaluation of Lesson Plan Authoring Tools Based on an Educational Design Representation Model for Lesson Plans. InHandbook on Digital Learning for K-12 Schools(pp. 173-189). Springer International Publishing. Muruganantham, G., 2015. Developing of E-content Package by using ADDIE model.International Journal of Applied Research,1(3), pp.52-54. Al-Bulushi, A.H. and Ismail, S.S., 2017. Developing an Online Pre-service Student Teaching System Using ADDIE Approach in a Middle Eastern University.Theory and Practice in Language Studies,7(2), p.96. Duff, A., 2014. Learning styles and approaches in accounting education.Routledge companion to accounting education, pp.163-188. Klanja-Mili?evi?, A., Vesin, B., Ivanovi?, M., Budimac, Z. and Jain, L.C., 2017. Personalization Based on Learning Styles. InE-Learning Systems(pp. 27-36). Springer International Publishing. Ramzan, M., Usmani, N.K. and Arain, A.A., 2014. Effect of Thinking and Learning Styles on Students' Academic Achievement.Journal of Educational Research,17(1), p.102. Knoll, A.R., Otani, H., Skeel, R.L. and Van Horn, K.R., 2017. Learning style, judgements of learning, and learning of verbal and visual information.British Journal of Psychology,108(3), pp.544-563. Pritchard, A., 2013.Ways of learning: Learning theories and learning styles in the classroom. Routledge. Kolb, D. A. (2014).Experiential learning: Experience as the source of learning and development. FT press. Stocker, M., Burmester, M. and Allen, M., 2014. Optimisation of simulated team training through the application of learning theories: a debate for a conceptual framework.BMC medical education,14(1), p.69. Taylor, D.C. and Hamdy, H., 2013. Adult learning theories: Implications for learning and teaching in medical education: AMEE Guide No. 83.Medical Teacher,35(11), pp.e1561-e1572. O'Donnell, A.M. and King, A. eds., 2014.Cognitive perspectives on peer learning. Routledge. Young, J.Q., Van Merrienboer, J., Durning, S. and Ten Cate, O., 2014. Cognitive load theory: Implications for medical education: AMEE guide no. 86.Medical teacher,36(5), pp.371-384. Mitchell, D., 2014.What really works in special and inclusive education: Using evidence-based teaching strategies. Routledge. Orlich, D.C., Harder, R.J., Trevisan, M.S., Brown, A.H. and Miller, D.E., 2016.Teaching strategies: A guide to effective instruction. Cengage Learning.

Kyle Swanson Essays - English-language Films,

Kyle Swanson English 99 1/1/99 New York I know of a interesting place where people flock to in hope of success. I on the other hand have been to this place twice as a tourist. People call it the big apple or the city that never sleeps. It's home to Wall Street and the world champion Yankee's. This place is called New York. I go to New York annually to see Jake a friend of mine who lives there. He is my best friend and went into the Air Force two years ago and ended up in New York. It's hard to raise enough money to get to New York and still have enough money to go to school, but I manage. New York is strange, peculiar, and mysterious all in one. If you drive a vehicle in New York you better be ready to spend some money. To cross just one of the many bridges you must pay a toll of about six dollars. To park your car anywhere in downtown New York for a day, it'll cost you around twenty two bucks on the average. Also, just driving downtown can be hazardous for you and your car. It's scary to see taxi cabs with grill bars all the way around the vehicle, and to see paint spots on it and dents where they have hit some one. The neat thing about driving in New York is that when you honk your cars horn everybody does the same with theirs. It makes a car symphony played through out the streets. A good place to go to see what New York is really like is Central Park. It's so fascinating to watch what people do to make a buck. I saw a performance where two guys where performing a mime act for money. At the end of their routine people threw them money, and then they moved to another location in the park and did the same routine for a different crowd. People where carrying around briefcases full of fake fossil watches trying to sucker people into buying them. Another person was trying to sell stolen cell phones to people who didn't know any better. Basically these people were trying to make it in New York the wrong way. Jake and I visited the Sears Towers, and it's amazing how tall they are. From the bottom looking up it looks as if the skyscrapers are rocking from side to side. Looking from the top at the small world below was something else! I thought New York was big, but from up there it looked so small. I was planning on seeing the Statue of Liberty, but we missed the boat that would have taken us there. I recommend that if you ever visited New York find out when the boat launches are to the Statue. I plan on seeing it next year.

Verb tenses Essay Example

Verb tenses Essay Example Verb tenses Essay Verb tenses Essay A Put in the verbs in brackets in the correct tenses. Example: The sun now. (to shine) Answer: The sun is shining now. 1) We TV when it started to rain. (to watch) 2) I to visit you yesterday, but you not at home. (to want) (to be) 3) Look! It , so we cant to the beach. (to rain) (to go) 4) There are a lot of clouds! It soon. (to rain) 5) The sun in the East. (to rise) 6) Since 2003 they their son every year. (to visit) 7) While the doctor Mr Jones, his son outside this morning. (to examine) (to wait) 8) I for my girlfriend for two hours. (to wait) ) After Larry the film on TV, he decided to buy the book. to see) 10) Wait a minute, I this box for you. (to carry) B Tense Recognition John has always traveled Tense? a lot. In fact, when he was Tense? only two years old when he first flew Tense? to the US. His mother is Tense? Italian and his father is Tense? American. John was born Tense? in France, but his parents had met Tense? in Cologne, Germany after they had been living Tense? the re for five years. They met Tense? one day while Johns father was reading a book in the library and his mother sat down Tense? beside him. Tense? Anyway, John travels Tense? lot because his parents also travel Tense? a lot. As a matter of fact, John is visiting Tense? his parents in France at the moment. He lives Tense? in New York now, but has been visiting Tense? his parents for the past few weeks. He really enjoys Tense? living in New York, but he also loves coming to visit his parents at least once a year. This year he has flown over 50,000 miles for his Job. He has been working Tense? for Jackson Co. for almost two years now. Hes Tense? pretty sure that hell be working for them next year as well. His Job requires Tense? lot of travel. In fact, by the end of this year, hell have traveled Tense? over 120,000 miles! His next Journey will be Tense? to Australia. He really doesnt like Tense? going to Australia because it is so far. This time he is going to fly Tense? from Paris after a meeting with the companys French partner. Hell have been sitting Tense? over 18 hours by the time he arrives! John was talking Tense? with his parents earlier this evening when his girlfriend from New York telephoned Tense? to let him know that Jackson Co. had decided Tense? to merge with a company in Australia. The two companies had been negotiating Tense? for the past month, so it really wasnt Tense? much of a surprise. Of course, this means Tense? that John will have to catch Tense? the next plane back to New York. Hell be meeting with his boss at this time tomorrow. C Tense Conjugation when he first Tense? (fly) to the US. His mother Tense? (be) Italian and his father Tense? (be) American. John Tense? _(be) born in France, but his (meet) in Cologne, Germany after they Tense? (live) there for parents Tense? five years. They Tense? (meet) one day while Johns father Tense? read) a ook in the library and his mother Tense? (sit down) beside him. Anyway, John (travel) a lot because his parents also Tense? (travel) a lot. As a matter of fact, John Tense? (visit) his parents in France at the moment. He Tense? (live) in New York now, but Tense? (visit) his parents for the past few weeks. He really Tense? (enjoy) living in New York, but he also Tense? (love) coming to visit his parents at least on ce a year. This year Tense? (fly) over 50,000 miles for his Job. He Tense? (work) for Jackson Co. for almost two years now. He (be) pretty sure that heTense? ork) for them next year as well. His job Tense? _(require) a lot of travel. In fact, by the end of this year, heTense? (travel) over 120,000 miles! His next Journey Tense? (be) to Australia. He really (not like) going to Australia because it is so far. This time he Tense? (fly) from Paris after a meeting with the companys French partner. He Tense? (fly) for over 18 hours by the time he Tense? (arrive)! John Tense? (talk) with his parents earlier this evening when his girlfriend from New York Tense? (telephone) to let him know that Jackson Co. Tense? (decide) to merge with a ompany in Australia. The two companies Tense? (negotiate) for the past month, so it really Tense? (not be) much of a surprise. Of course, this Tense? (mean) that John Tense? (have to catch) the next plane back to New York. He (meet) with his boss at this time tomorrow. C Complete this letter. Dear John: Well, I (arrive) † safely two weeks ago. The flight (be) † fine, but a bit long. I (watch) † two films and (eat) † two breakfasts! Thank you for everything. I (have) † a really good time with you in London. Everything here 0k now. I (send) † Just † you some photos of my town. Please (be) † very different from your city. I (write) this letter outside in the garden and I (sit) under a big umbrella because the sun is very hot today. It (be) so difficult for me to start work after my holiday, but it (be) † (reply) me soon, and thank you again for the wonderful time. Best wishes! Peter D Rewrite these sentences. 1 She made tea. Then she washed the dishes. (after) 2 Sally came to live here 20 years ago. (for) 3 Do you know how to play tennis? (ever) 4 1 haven t seen him since we finished school (last time) 5 Thanks, but I had lunch earlier. (already) Exercise A: Answer key 1) We were watching TV when it started to rain. 2) I wanted to visit you yesterday, but you were not at home. 3) Look! It is raining, so we cant go to the beach. 4) There are a lot of clouds! It is going to rain soon. 5) The sun rises in the East. 6) Since 2003 they have visited their son every year. 7) While the doctor was examining Mr Jones, his son was waiting outside this morning. 8) I have been waiting for my girlfriend for two hours. 9) After Larry had seen the film on TV, he decided to buy the book. 10) Wait a minute, I will carry this box for you.

Governance and International Relations Lifeboat Ethics Essay

Governance and International Relations Lifeboat Ethics - Essay Example This divide is the basis of much talk within the ranks of the economists and gurus who understand ethics and how it should be implemented across the board . What is even more interesting is the fact that surrounds the determination of resources for the developing nations as they seem to go beyond a certain level of growth within their respective regimes. It is a fact that the world is not that rosy for the underdeveloped countries which essentially have to make both ends meet to ensure that they are on the right path – geared to achieve results which are attainable and positive along the way . On the same token, this paper gives a good look at the lifeboat ethics which indeed is a way to find out where the resource distribution should be acknowledged and how this would mean sheer value for all the nations in the world. Philosophically, it is quintessential to understand the phenomenon behind the lifeboat ethics. This is a term that was proposed by Garrett Hardin, who was an ecologist in the year 1974. Hardin used this metaphor to describe a situation where a lifeboat consisted of 50 people which had room for another 10 individuals to get on board. Since this lifeboat is on the move as it is in the ocean where hundreds of swimmers surround it, the ‘ethics’ element comes in when the dilemma arises with regards to the swimmers . This dilemma discusses whether these swimmers should be taken on board the lifeboat or left as they are at the moment. Hardin believed that the lifeboat metaphor could easily be compared alongside the Spaceship Earth model which consisted of resource distribution where he asserted that a spaceship would be led by a single leader who is essentially the captain of the spaceship. However, the earth lacks a captain4. He also opined that the tragedy of the commons came about from the spaceship model which was completely different from the lifeboat premise where rich nations were seen as the lifeboats while poor countries were termed as the swimmers5. In the same setting, Hardin’s lifeboat ethics resembles closely with the environmental ethics, utilitarianism, resource depletion talks and so on. He uses lifeboat ethics to find out the queries regarding policies such as immigration, foods banks and foreign assistance in the form of aid. Purely from a philosophical perspective, the aspect of lifeboat ethics should be understood with regards to how the policies are drafted for the rich and the poor nations at the same time. This means that their domains are drawn up in such a way that there are successful touch points for the rich countries while extreme losses for the poor ones. This divide is something that has a huge say in deciding who is going wrong and which country needs to pull up its socks to bring harmony within this world in terms o f resource allocation6. Hence lifeboat ethics is a good enough measure of finding out how ethical domains should be understood within the basis of bringing about equality so that no one misses out on the resources which are available throughout the world. In terms of the philosophical undertakings, it is only with the presence of adequate policies that things will get resolved and that too in an amicable fashion for all the nations in the world – without any discrimination whatsoever. Hence attention should be paid towards the philosophical side as well because these remain significant to comprehend within the relevant thick of things. When one discusses the tangent of lifeboat ethics, it is also of paramount essence to gain an insight into what the fallacies are. The future is never known with a particular degree of certainty which is indeed required for the problem at hand. Also there is the basis of no one being likely to be in the situation which has been

Critical assessment of the contention that todays globalised business Essay

Critical assessment of the contention that todays globalised business environment is mainly about the production of flows, and needs to take little account of territories - Essay Example Flows are a significant part of the current globalization process because they allow for cultures and economies of different countries to be integrated to one another. This leads to the creation of a common style of doing things and a step towards the development of a common global culture (Wolf 2004). A territory refers to a defined area of water and land mass, and air owned by a country, state, organization or a person. People have often hold the view that globalization has caused the dissolving of all boundaries and borders and that cultural influences, people and money can flow freely all round the globe. According to such a view, the globalised business environment is basically about the creation of needs and flows that take little consideration of territories. However, there are instances in which we find that the flows of goods, technologies or services are subject to territory border restrictions (Bhagwati 2004). ICT has played a significant role in globalization because it has changed the environment in which services and goods are created and distributed. Currently, people move across international boundaries for purposes of business, studies, searching for better economic opportunities and tourism. This in turn has led to transfer of technologies, trade patterns and factor endowments across the world. (Freeman 2006). Even with the potential advantages of globalisation, there are still policies that control or restrict the free movement of workers into advanced labour markets. Some territories continue to be a significant part of today’s globalization to a great extends for example the San Diego-Tijuana. Tijuana-San Diego lies on the border between, San Diego and Tijuana, two large coastal cities in North America. The international metropolitan area is located at the junction of major state routes, interstates and federal highways. It is positioned at the terminus of 10 major federal highways and interstates. Stiglitz(2006) explains that such a strategic position is important for globalization because it serves as a point which people or states meet and integrate. It facilitates easy flow and exchange of ideas, goods, capital, technology and people. San Diego is a significant area of culture finance, and economies in California while Tijuana is a significant regional business center in northwestern Mexico. Globalization has enabled the region to remain as a dominant commercial center in the US. According to Noah Timothy (2010), San Diego experiences the most active land-crossing in the world as people cross for business and tourist purposes. Globalisation has allowed san Diego-Tijuana to grow to a powerful economic region in the California. As much as globalization has increased the flow of goods or people across borders, there are still some policies and trade regulations in some countries that restrict the importation of certain goods (Bhagwati 2004). For exa mple the importation of certain merchandise are restricted or totally prohibited in Portugal to protect its economy and security while some are subject to restrain under import quota (US. Department of Commerce 2010).This means that globalization does not have the power to disregard territories. The current flow of goods people, finance and cultural ideas around has bound up territories through the creation of a global competitive environment that

The Effects Of Exercise On Pulse Rate

The Effects Of Exercise On Pulse Rate Aim: To find out how exercise affects the human body, by measuring changes in pulse rate and blood pressure. Introduction The glucose is broken down in our tissues into Adenosine Tri-Phosphate (ATP). ATP provides energy for processes such as muscle contraction (the process needed for exercise). The glucose and oxygen necessary for respiration are transported to the cells through the blood stream. The heart muscles contract to pump the blood around the body to the cells, providing the substances needed for respiration. When you exercise the muscle cells (which muscles are made of) need to contract more than usual, requiring more energy. To produce more energy the cells need more oxygen and glucose than they would usually receive. In order to supply the heart muscles contract faster. This increased rate of contraction increases the blood pressure, transporting the blood round the body faster. The increased rate of contraction can be measured through pulse rate or taking blood pressure. Glucose enters the blood stream through the digestive system but oxygen is absorbed into the blood stream through the lun gs. Oxygen is taken into the lungs and diffuses into the blood stream. The oxygen is transported round the body to the cells in this manner. In order to prove that these are the effects of exercise on the body I will need to conduct an experiment. I will exercise for varied periods of time or for varied periods of distance and I will record my number of breaths and pulse rate for one minute after exercising. I will also record my pulse rate and breathe rate at rest. This should prove that both increase after exercise. To choose an exercise and to determine whether I should use distance or time I will conduct a preliminary experiment. Method 1. Use the metre rule to measure a distance of 62 metres. 2. Measure the pulse (at the neck or the wrist) per minute and number of breaths per minute. 3. Jog the 62 metres (1 length). 4. When you have finished jogging record your pulse rate and number of breaths for one minute. 5. Jog 2, 3, 4, 5, 6, 7, 8, 9 and 10 lengths, recording pulse and number of breaths per minute after each period of jogging. 6. Repeat each number of lengths at least 3 (preferably 5 or more) times. Result My results helped me choose an exercise to use for my experiment. running and bike were all too exhausting to keep up for long periods of time (they gave an extremely high pulse and breathing rate for just one minute of exercise). Step ups, sit-ups and power walking gave fairly low results, meaning that they might give insignificant changes after brief periods of exercise. Jogging gave a good mix between the two so I decided to use jogging as my chosen exercise. After choosing jogging I needed to find out whether time or distance was more appropriate for my final experiment. I jogged for 1-5 minutes and I jogged 62-310 metres (62 metres was the length of a tennis court I used as a measure of distance). After jogging I took my pulse rate and breathing rate for one minute each. Discussion The exercise would have to give clear results that would make a significant difference to blood pressure and pulse rate, without giving too drastic a change. If the change was too drastic it would be difficult to keep up the exercise for a long time or distance. I recorded results for eight different exercises, doing each exercise for one minute before taking pulse rate for one minute and breath for one minute. Conclusion Overall the evidence obtained was fairly accurate and reliable. I recorded several results for each distance in order to get a reliable average and to ensure that the results were not incorrect or abnormal. The results were not as accurate as they should have been, however. Two results, one for number of blood pressure and one for pulse were anomalous and had to be redone. The measurements taken were accurate as far as they go, but number of breaths per minute is ambiguous. The tidal volume (depth) of the breaths may vary over the minute they were being recorded, with breaths at the beginning of the minute being deeper than those at the end (due to the fact that less energy is needed just after an exercise than is needed a short time after the exercise). The procedure was relatively accurate and allowed plenty of opportunity for repeats. The procedure could have been improved if lengths with replaced with a continuous circuit, as more energy is required for turning and you need to sl ow down to turn. The main problem with the procedure was that there was no foolproof way of keeping the pace constant. This could perhaps have been rectified through the use of an electronic treadmill. On an electronic treadmill you set a speed and your pace must remain the same otherwise you run out of space to jog on. The evidence is firm enough to support my conclusion, although more evidence is needed to confirm it. The evidence is also reliable as a reasonable amount of repeats have been conducted. To provide firmer results, more repeats should be performed over a wider range; preferably using more than one person (I used only myself in this experiment). Two anomalous results were recorded. The first was a pulse rate of 123 after having run 310 metres (the other results recorded were 169, 171, 174 and 170).This anomaly was the result of losing count during the reading. The second anomaly was 40 breaths after running 620 metres (the other results were 57, 54, 59 and 52). This an omaly was a result of accidentally stopping the count before one minute had passed. Reflection As can be seen after exercise pulse rate and breathing rate increased. The pulse rate went up quite quickly at first, before slowly levelling off. Breathing rate increased steadily and slowly began to level off. The reason for this increase is due to the energy required for exercise. When running the muscles contract to make move. To be able to contract they need energy. They produce this energy through a process called aerobic respiration: As can be seen Glucose and Oxygen are required to produce energy that muscle cells need to contract. Glucose and oxygen are taken to the cells in the blood stream. Glucose is taken into the blood stream through the digestive system. Oxygen is taken into the blood stream through the lungs. When humans gasp (breath in) the oxygen that is inhaled diffuses (diffusion is the random movement of molecules from a region of high concentration to low concentration) into the blood stream. The oxygen diffuses through the alveoli, which are microscopic bubbles in the lung. A network of capillaries (tiny blood vessels) surrounds these alveoli and it is through these that oxygen enters the blood stream. In the blood there are red blood cells. These cells contain chemical called haemoglobin, which attracts oxygen. The oxygen is absorbed into the red blood cells and forms a compound with the haemoglobin, called ox haemoglobin, the heart muscles contract, forcing the blood round the body. The oxygen is transported round the body in the red blood cells; to where it is needed (it is needed in all cells as they must all carry out respiration to survive). When you exercise the muscle cells need to produce more energy than usual, so they need more oxygen and glucose than usual. To allow this to happen, your breathing rate must increase. You take in more breaths and your tidal volume the depth of your breath increases, Muscles in between your ribs contact, moving up and out and your diaphragm (a sheet of muscle at the bottom of your chest cavity) contracts, moving down. This increases the volume in your thorax (chest cavity), decreasing the pressure. Air rushes down to equalise the pressure. When you exhale your intercostals muscles and diaphragm relax, moving back to their original positions. The pressure is increased in your thorax so air rushes out to equalise the pressure. Your intercostals muscles and diaphragm contract more quickly and contract more than they usually would, to allow a greater amount of deeper breaths. Glucose and oxygen must still be transported to the cells, however. To accomplish your heart muscles contract more rapidly. This increases the blood pressure, forcing it round the body faster. This helps transport the oxygen and glucose to the muscle cells quicker. Also, it makes sure that plenty of blood is circulating around the capillaries in the lungs, so that more oxygen can be absorbed into the blood stream.

Extreme and Moderate Characters in Moliére’s Tartuffe Essay -- essays

Extreme and Moderate Characters in Tartuffe   Ã‚  Ã‚  Ã‚  Ã‚  In Molià ©re’s Tartuffe (Moirà © 1664), the reader is able to see a great contrast of Extreme and Moderate characters. Extreme characters being those who are seen as over the top, or very passionate people, and the moderate characters having a more calm and subtle approach to ideas. The extreme characters in this case would be Madam Pernelle, Orgon, Tartuffe, and Dorine. The moderate characters are seen as Cleante and Elmire.   Ã‚  Ã‚  Ã‚  Ã‚  One of the characters that obviously fall into the extreme character category would be that of Madam Pernelle. Madam Pernelle is an excellent example of an extreme character because of her sharp remarks, and the idea of telling people exactly what she thinks. From the very beginning of the play, the reader is able to identify how out spoken this character is when she begins to defend Tartuffe in the opening pages.. This is demonstrated when Madam Pernelle comments on a remark made by Dorine saying, â€Å"Girl, you talk to much, and I’m afraid / You’re far too saucy for a lady’s maid. / You push in everywhere and have your say† (I, I, 21)   Ã‚  Ã‚  Ã‚  Ã‚  Another example of an extreme character in Tartuffe would be the character of Dorine. Much like Madam Pernelle, Dorine is an outspoken individual who does not like to be argued or reasoned with. She is very adamant about her idea of Tartuffe, and will not be easily persuaded into thinking otherw...

The Lust Lizard of Melancholy Cove Chapter 13

Thirteen Breakfast Somehow, through the night, the residents of Pine Cove, especially those who had been withdrawing from antidepressants, found a satisfied calm had fallen over them. It wasn't that their anxiety was gone, but rather that it ran off their backs like warm rain off a naked toddler who has just dis-covered the splash and magic of mud. There was joy and sex and danger in the air – and a euphoric need to share. Morning found many of them herding at the local restaurants for breakfast. Gathering together like wildebeests in the presence of a pride of lions, knowing instinctively that only one of them is going to fall to the fang: the one that is caught alone. Jenny Masterson had been waiting tables at H.P.'s Cafe for twelve years, and she couldn't remember a day out of the tourist season when it had been so busy. She moved between her tables like a dancer, pouring coffee and decaf, taking orders and delivering food, catching the odd request for more butter or salsa, and snatching up a dirty plate or glass on her way back to the window. No movement wasted, no customer ignored. She was good – really good – and sometimes that bugged the hell out of her. Jenny was just forty, slender and fair-skinned with killer legs and long auburn hair that she wore pinned up when she worked. With her husband Robert, she owned Brine's Bait, Tackle, and Fine Wines, but after three months of trying to work with the man she loved and after the birth of her daughter Amanda, who was five, she returned to waitressing to save her marriage and her sanity. Somewhere between college and today, she had become a bull moose waitress, and she never ceased to wonder how in the hell that had happened. How had she become the repository for local information bordering on gossip, and how had she become so damn good at picking up her customers' conversations, and following them as she moved around the restaurant? Today the restaurant was full of talk about Mikey Plotznik, who had disappeared along his paper route the day before. There was talk of the search and speculation on the kid's fate. At a few of her two-tops were seated couples who seemed intent on reliving their sexual adventures from the night before and – if the pawing and fawning were any indication – were going to resume again after breakfast. Jenny tried to tune them out. There was a table of her old-guy coffee drinkers, who were trading misinformation on politics and lawn care; at the counter a couple of construction workers intent on putting in a rare Saturday's work read the paper over bacon and eggs; and over in the corner, Val Riordan, the local shrink, was scribbling notes on a legal pad at a table all by herself. That was unusual. Dr. Val didn't normally make appearances in Pine Cove during the day. Stranger than that, Estelle Boyet, the seascape painter, was having her tea with a Black gentleman who looked as if he would jump out of his skin at the slightest touch. Jenny heard some commotion coming from the register and turned to see her busgirl arguing with Molly Michon, the Crazy Lady. Jenny made a beeline for the counter. â€Å"Molly, you're not supposed to be in here,† Jenny said calmly but firmly. Molly had been eighty-sixed for life after she had attacked H.P.'s espresso machine. â€Å"I just need to cash this check. I need to get some money to buy medicine for a sick friend.† The busgirl, a freshman at Pine Cove High, bolted into the kitchen, tossing â€Å"I told her† over her shoulder as she went. Jenny looked at the check. It was from the Social Security Administration and it was above the amount she was allowed to accept. â€Å"I'm sorry, Molly, I can't do it.† â€Å"I have photo ID.† Molly pulled a videotape out of her enormous handbag and plopped it on the counter. There was a picture of a half-naked woman tied between two stakes on the cover. The titles were in Italian. â€Å"That's not it, Molly. I'm not allowed to cash a check for that much. Look, I don't want any trouble, but if Howard sees you in here, he'll call the police.† â€Å"The police are here† came a man's voice. Jenny looked up to see Theophilus Crowe towering behind Molly. â€Å"Hi, Theo.† Jenny liked Theo. He reminded her of Robert before he had quit drinking – semitragic but good-natured. â€Å"Can I help here?† â€Å"I really need to get some money,† Molly said. â€Å"For medicine.† Jenny shot a look to the corner, where Val Riordan looked up from her notes with an expression of dread on her face. The psychiatrist obviously didn't want to be brought into this. Theo took the check gently from Molly and looked at it, then said to Jenny, â€Å"It's a government check, Jenny. I'm sure it's good. Just this once? Medicine.† He winked at Jenny from behind Molly's back. â€Å"Howard will kill me when he sees it. Every time he looks at the espresso machine, he mutters something about spawn of evil.† â€Å"I'll back you up. Tell him it was in the interest of public safety.† â€Å"Oh, okay. You're lucky we're busy today and I have the cash to spare.† Jenny handed Molly a pen. â€Å"Just endorse it.† Molly signed the check with a flourish and handed it over. Jenny counted out the bills on the counter. â€Å"Thanks,† Molly said. Then to Theo, â€Å"Thanks. Hey, you want a collector's edition of Warrior Babes?† She held the videotape out to him. â€Å"Uh, no thanks, Molly. I can't accept gratuities.† Jenny craned her neck to look at the cover of the tape. â€Å"It's in Italian, but you can figure it out,† Molly said. Theo shook his head and smiled. â€Å"Okay,† Molly said. â€Å"Gotta go.† She turned and walked out of the restaurant, leaving Theo staring at her back. â€Å"I guess she really was in movies,† Jenny said. â€Å"Did you see the picture on the cover?† â€Å"Nope,† Theo said. â€Å"Amazing. Did she look like that?† Theo shrugged. â€Å"Thanks for taking her check, Jenny. I'll find a seat. Just some coffee and an English muffin.† â€Å"Any luck finding the Plotznik kid?† Theo shook his head as he walked away. Gabe Skinner barked once to warn the Food Guy that he was about to collide with the crazy woman, but it came a little too late and, as usual, the dense but good-hearted Food Guy didn't get the message. Skinner had finally talked the Food Guy into stopping work and going to get something to eat. Catching rats and hiking around in the mud was fun, but eating was important. Gabe, covered with mud to the knees and burrs to the shoulder, was head down, digging in his backpack for his wallet as he approached H.P.'s Cafe. Coming out, Molly was counting her money, not looking at all where she was going. She heard Skinner bark just as they conked heads. â€Å"Ouch, excuse me,† Gabe said, rubbing his head. â€Å"I wasn't watching where I was going.† Skinner took the opportunity to sniff Molly's crotch. â€Å"Nice dog,† Molly said. â€Å"Did he produce B movies in his last life?† â€Å"Sorry.† Gabe grabbed Skinner by the collar and pulled him away. Molly folded her money and stuffed it into the waistband of her tights. â€Å"Hey, you're the biologist, huh?† â€Å"That's me.† â€Å"How many grams of protein in a sow bug?† â€Å"What?† â€Å"A sow bug. You know, roly-polies, pill bugs – gray, lotsa legs, designed to curl up and die?† â€Å"Yes, I know what a sow bug is.† â€Å"How many grams of protein in one?† â€Å"I have no idea.† â€Å"Could you find out?† â€Å"I suppose I could.† â€Å"Good,† Molly said. â€Å"I'll call you.† â€Å"Okay.† â€Å"Bye.† Molly ruffled Skinner's ears as she walked off. Gabe stood there for a second, distracted from his research for the first time in thirty-six hours. â€Å"What the hell?† Skinner wagged his tail to say, â€Å"Let's eat.† Dr. Val Val Riordan watched the lanky constable coming through the restaurant toward her. She wasn't ready to be official, that's why she'd taken herself out to breakfast in the first place – that and she didn't want to face her as-sistant Chloe and her newfound nymphomania. She was months, no, years behind on her professional journals, and she'd packed a briefcase full of them in hope of skimming a few over coffee before her appointments began. She tried to hide behind a copy of Pusher: The American Journal of Clinical Psychopharmacological Practice, but the constable just kept coming. â€Å"Dr. Riordan, do you have a minute?† â€Å"I suppose.† She gestured to the chair across from her. Theo sat down and dove right in. â€Å"Are you sure that Bess Leander never said anything about problems with her marriage? Fights? Joseph coming home late? Anything?† â€Å"I told you before. I can't talk about it.† Theo took a dollar out of his pocket and slid it across the table. â€Å"Take this.† â€Å"Why?† â€Å"I want you to be my therapist. I want the same patient confidentiality that you're giving Bess Leander. Even though that privilege isn't supposed to extend beyond the grave. I'm hiring you as my therapist.† â€Å"For a dollar? I'm not a lawyer, Constable Crowe. I don't have to accept you as a patient. And payment has nothing to do with it.† Val was willing him to go away. She had tried to bend people to her will since she was a child. She'd spoken to her therapist about it during her residency. Go away. â€Å"Fine, take me as a patient. Please.† â€Å"I'm not taking any new patients.† â€Å"One session, thirty seconds long. I'm your patient. I promise you'll want to hear what I have to say in session.† â€Å"Theo, have you ever addressed, well, your substance abuse problem?† It was a snotty and unprofessional thing to say, but Crowe wasn't exactly being professional either. â€Å"Does that mean I'm your patient?† â€Å"Sure, okay, thirty seconds.† â€Å"Last night I saw Joseph Leander engaging in sexual relations with a young woman in the park.† Theo folded his hands and sat back. â€Å"Your thoughts?† Jenny couldn't believe she'd heard it right. She hadn't meant to, she was just delivering an English muffin when the gossip bomb hit her unprepared. Bess Leander, not even cold in the grave, and her straitlaced Presbyterian husband was doing it with some bimbo in the park? She paused as if checking her tables, waited for a second, then slid the muffin in front of Theo. â€Å"Can I bring you anything else?† â€Å"Not right now,† Theo said. Jenny looked at Val Riordan and decided that whatever she needed right now was not on the menu. Val was sitting there wide-eyed, as if someone had slapped her with a dead mackerel. Jenny backed away from the table. She couldn't wait for Betsy to come in to relieve her for the lunch shift. Betsy always waited on Joseph Leander when he came in the cafe and made comments about him being the only guy with two children who had never been laid. She'd be blown away. Betsy, of course, already knew. Gabe Gabe tied Skinner up outside and entered the cafe to find all the tables oc-cupied. He spotted Theophilus Crowe sitting at a four-top with a woman that he didn't know. Gabe debated inviting himself to their table, then de-cided it would be better to approach Theo under the pretense of a rat news update and hope for an invitation. Gabe pulled his laptop out of his shoulder bag as he approached the table. â€Å"Theo, you won't believe what I found out last night.† Theo looked up. â€Å"Hi, Gabe. Do you know Val Riordan? She's our local psychiatrist.† Gabe offered his hand to the woman and she took it without looking away from his muddy boots. â€Å"Sorry,† Gabe said. â€Å"I've been in the field all day. Nice to meet you.† â€Å"Gabe's a biologist. He has a lab up at the weather station.† Gabe was feeling uncomfortable now. The woman hadn't said a word. She was attractive in a made-up sort of way, but she seemed a little out of things, stunned perhaps. â€Å"I'm sorry to interrupt. We can talk later, Theo.† â€Å"No, sit down. You don't mind, do you, Val? We can finish our session later. I think I still have twenty seconds on the books.† â€Å"That's fine,† Val said, seeming to come out of her haze. â€Å"Maybe you'll be interested in this,† Gabe said. He slipped into an empty chair and pushed his laptop in front of Val. â€Å"Look at this.† Like many sci-entists, Gabe was oblivious to the fact that no one gave a rat's ass about research unless it could be expressed in terms of dollars. â€Å"Green dots?† Val said. â€Å"No, those are rats.† â€Å"Funny, they look like green dots.† â€Å"This is a topographical map of Pine Cove. These are my tagged rats. See the divergence? These ten that didn't move the other night when the others did?† Val looked to Theo for an explanation. â€Å"Gabe tracks rats with microchips in them,† Theo said. â€Å"It's only one of the things I do. Mostly, I count dead things on the beach.† â€Å"Fascinating work,† Val said with no attempt to hide her contempt. â€Å"Yeah, it's great,† Gabe said. Then to Theo, â€Å"Anyway, these ten rats didn't move with the others.† â€Å"Right, you told me this. You thought they might be dead.† â€Å"They weren't, at least the six of them that I found weren't. It wasn't death that stopped them, it was sex.† â€Å"What?† â€Å"I live-trapped twenty of the group of rats that moved, but when I went to find the group that hadn't, I didn't have to trap them. There were three pairs, all engaged in coitus.† â€Å"So what made the others move?† â€Å"I don't know.† â€Å"But the other ones were, uh, mating?† â€Å"I watched one pair for an hour. They did it a hundred and seventeen times.† â€Å"In an hour? Rats can do that?† â€Å"They can, but they don't.† â€Å"But you said they did.† â€Å"It's an anomaly. But all three pairs were doing it. One of the females had died and the male was still going at her when I found them.† Theo's face was becoming strained with the effort of trying to figure out what in the hell Gabe was trying to tell him, and why he was telling him in the first place. â€Å"What does that mean?† â€Å"I have no idea,† Gabe said. â€Å"I don't know why there was a mass evacuation of the large group, and I don't know why the smaller group stayed in one place copulating.† â€Å"Well, thanks for sharing.† â€Å"Food and sex,† Gabe said. â€Å"Maybe you should eat something, Gabe.† Theo signaled for the waitress. â€Å"What do you mean, food and sex?† Val asked. â€Å"All behavior is related to obtaining food and sex,† Gabe said. â€Å"How Freudian.† â€Å"No, Darwinian, actually.† Val leaned forward and Gabe caught a whiff of her perfume. She actually seemed interested now. â€Å"How can you say that? Behavior is much more complex than that.† â€Å"You think so?† â€Å"I know so. And whatever this is, this radio rat study of yours proves it.† She swiveled the screen of the laptop so they all could see it. â€Å"You have six rats that were engaged in sex, but if I have this straight, you have, well, a lot of rats that just took off for no reason at all. Right?† â€Å"There was a reason, I just don't know it yet.† â€Å"But it wasn't food and it obviously wasn't sex.† â€Å"I don't know yet. I suppose they could have been exposed to television violence.† Theo was sitting back and watching now, enjoying two people with three decades of education between them puffing up like schoolyard bullies. â€Å"I'm a psychiatrist, not a psychologist. Our discipline has moved more toward physiological causes for behavior over the last thirty years, or hadn't you heard?† Val Riordan was actually grinning now. â€Å"I'm aware of that. I'm having the brain chemistry worked up on animals from both groups to see if there's a neurochemical explanation.† â€Å"How do you do that again?† Theo asked. â€Å"You grind up their brains and analyze the chemicals,† Gabe said. â€Å"That's got to hurt,† Theo said. Val Riordan laughed. â€Å"I only wish I could diagnose my patients that way. Some of them anyway.† Val Val Riordan couldn't remember the last time she'd enjoyed herself, but she suspected it was when she'd attended the Neiman-Marcus sale in San Francisco two years ago. Food and sex indeed. This guy was so naive. But still, she hadn't seen anyone so passionate about pure research since med school, and it was nice to think about psychiatry in terms other than finan-cial. She found herself wondering how Gabe Fenton would look in a suit, after a shower and a shave, after he'd been boiled to kill the parasites. Not bad, she thought. Gabe said, â€Å"I can't seem to identify any outside stimulus for this behavior, but I have to eliminate the possibility that it's something chemical or envir-onmental. If it's affecting the rats, it might be affecting other species too. I've seen some evidence of that.† Val thought about the wave of horniness that seemed to have washed over all of her patients in the last two days. â€Å"Could it be in the water, do you think? Something that might affect us?† â€Å"Could be. If it's chemical, it would take longer to affect a mammal as large as a human. You two haven't seen anything unusual in the last few days, have you?† Theo nearly spit his coffee out. â€Å"This town's a bug-house.† â€Å"I'm not allowed to talk about my patients specifically,† Val said. She was shaken. Of course there was some weird behavior. She'd caused it, hadn't she, by taking fifteen hundred people off of their medication at once? She had to get out of here. â€Å"But in general, Theo is right.† â€Å"I am?† Theo said. â€Å"He is?† Gabe said. Jenny had returned to the table to fill their coffees. â€Å"Sorry I overheard, but I'd have to agree with Theo too.† They all looked at her, then at each other. Val checked her watch. â€Å"I've got to get to an appointment. Gabe, I'd like to hear the results of the brain chemistry test.† â€Å"You would?† â€Å"Yes.† Val put some money on the table and Theo picked it up and handed it back to her, along with the dollar he'd put there earlier for her fee. â€Å"I need to talk to you about that other matter, Val.† â€Å"Call me. I don't know if I can help though. Bye.† Val left the cafe actually looking forward to seeing her patients, if for no other reason than to imagine grinding up each of their brains. Anything to address the responsibility of driving an entire town crazy. But perhaps by driving them a little crazy, she could save some of them from self-destruction: not a bad reason for going to work. Gabe â€Å"I've got to go too,† Theo said, standing up. â€Å"Gabe, should I have the county test the water or something? I have to go into San Junipero to the county building today anyway.† â€Å"Not yet. I can do a general toxins and heavy metals test. I do them all the time for the frog population studies.† â€Å"You wanna walk out with me?† â€Å"I have to order something to go for Skinner.† â€Å"Didn't you say that you had ten rats that diverged from the pack?† â€Å"Yes, but I could only find six.† â€Å"What happened to the other four?† â€Å"I don't know. They just disappeared. Funny, these chips are nearly indestructible too. Even if the animals are dead, I should be able to pick them up with the satellites.† â€Å"Out of range maybe?† â€Å"Not a chance, the coverage is over two hundred miles. More if I look for them.† â€Å"Then where did they go?† â€Å"They last showed up down by the creek. Near the Fly Rod Trailer Court.† â€Å"You're kidding. That's where the Plotznik kid was last seen.† â€Å"You want to see the map?† â€Å"No, I believe you. I've got to go.† Theo turned to leave. Gabe caught him by the shoulder. â€Å"Theo, is, uh†¦Ã¢â‚¬  â€Å"What?† â€Å"Is Val Riordan single?† â€Å"Divorced.† â€Å"Do you think she likes me?† Theo shook his head. â€Å"Gabe, I understand. I spend too much time alone too.† â€Å"What? I was just asking.† â€Å"I'll see you.† â€Å"Hey, Theo, you look, uh, well, more alert today.† â€Å"Not stoned, you mean?† â€Å"Sorry, I didn't mean†¦Ã¢â‚¬  â€Å"It's okay, Gabe. Thanks, I think.† â€Å"Hang tough.† Jenny As Jenny passed Estelle Boyet's table, she heard the old Black gentleman say, â€Å"We don't need to tell nobody nothin'. Been fifty years since I seen that thing. It probably done gone back to the sea.† â€Å"Still,† Estelle said, â€Å"there's a little boy missing. What if the two are connected?† â€Å"Ain't nobody ever called you a crazy nigger, did they?† â€Å"Not that I can remember.† â€Å"Well, they have me. For some twenty years after I talked about that thing the last time. I ain't sayin' nothin' to no one. It's our secret, girl.† â€Å"I like it when you call me girl,† Estelle said. Jenny went off to the kitchen, trying to put the morning together in her mind, pieces of conversations as surreal as a Dali jigsaw puzzle. There was definitely something going on in Pine Cove.

Children At A Local Fitness Center - 1439 Words

For my observations, I interviewed Penny who teaches gymnastics to children at a local fitness center. She teaches classes every Friday and Saturday to children ranging from 2-14 years old. I observed her multiple times and recorded 6 hours of observations. After talking to Penny Lane, I found out she did gymnastics as a child at her local fitness center. She was a student for there for about 8 years, while growing up. Then while she was in high school she was asked to teach for students at her fitness center. She enjoyed it so much that when she moved up to Bellingham, she asked the fitness center in town if she could teach some lessons. At the time, no one was teaching gymnastics and the fitness center said that she could teach. She was able to create her own lesson plans and has been working at this location for 2 years. This is how she was able to get involved with this type of work. She did mention a few struggles with the job such as the fitness center does not have a lot of fu nding and that sometimes hinders the lessons and she explained that older students tend to drop out and go somewhere else. When I asked her how she felt about her work she said that it was easy and fun. She really enjoys working with kids and feels comfortable teaching gymnastics. She wants to keep this job throughout her schooling because she wants to be an elementary school teacher once she graduates from college. She doesn’t make very much money so, I would say based off of my observationsShow MoreRelatedThe Importance Of Physical Fitness1225 Words   |  5 PagesPhysical fitness is a very important aspect of everyday life for anyone. Physical fitness can help improve the health and longevity of a person’s life. Programs can often be implemented into schools to help promote good health and physical fitness activity to younger children and adolescents. There are more than fifteen battery tests for the assessment of the physical fitness of children and adolescents an d several key components of physical fitness currently in use worldwide. Physical fitness is brokenRead MoreChildhood Obesity Has Been A Popular Topic Of Conversation859 Words   |  4 PagesChildhood obesity has been a popular topic of conversation in the United States for the last decade. According to the Center for Disease Control (CDC) about 12.7 million children and adolescents are considered obese, representing approximately 17% of the total childhood population. Sadly in a small community in upstate South Carolina (SC), this statistic is well demonstrated. Defined Community The objective of this exercise is to affect change withinRead MoreMarketing Project Of The Fitness Center1712 Words   |  7 Pages Name of the project: Marketing Project of the fitness center Purpose of the project: Create advertising campaign for the fitness center Introduction: The Head office of Bounce Fitness located in Cairns, Queensland was established in 2001 by Margaret. Two years later membership increases demanded the small leased centre be expanded and a new facility was built on land purchased by organization. In 2004 a second centre was established in leased premises in Brisbane (Queensland) and then SydneyRead MoreGoals For Improvement Essay716 Words   |  3 PagesPopulation-Focused Objectives My first objective is that I will collaborate with the Wellness Clinic Center to disseminate healthy lifestyle educational pamphlet material on healthy food choices and opportunities of exercises to 100% of their obese population of BMI of 30 and be ready to distribute by October 1, 2017. My second objective is 50% of the obese population will attend 3 weekly free fitness classes provided by Family Health Services for the next 6 months. Population-Focused Nursing InterventionsRead MoreThe Louisiana Department Of Health And Hospitals778 Words   |  4 PagesCare Act and it influence on Louisiana health care. The Honorable Governor Bobby Jindal is an outspoken opponent of Affordable Care Act and has composed is own version in Louisiana. The impact of ACA will be assessed. The Office of Public Health Center for Community and Preventive Health will be assessed on how it is organized to accomplish its statutory objectives. The Louisiana Department of Health and Hospitals is led by Kathy Kilebert she was appointed Secretary of the Department of HealthRead MoreGood physical and mental health can improve your quality of life in your older years. In addition600 Words   |  3 Pagesconditions, such as osteoporosis and arthritis, and lowers your risk of injuries, and health conditions, such as stroke and heart disease. Paired with good mental health, this combination can add years to life. (See References 1) Move Your Body The Centers for Disease Control and Prevention suggests that older adults do 150 minutes of cardio a week. You can, for instance, do 30 minutes of cardio, five days a week. If more convenient, you can split this up into three, 10-minute workouts over the dayRead MoreExercise Science1181 Words   |  5 Pageslocated at 327 Central Avenue in White Plains. The focus of our gym is to keep the whole company involved by exposing everyone to the variety of activities and services we offer. In addition to our facility, there will be a daycare center that will keep members children entertained while they take part in our gyms activities and personal training services. This new facility will be a huge benefit to our company, our employees and the community! ------------------------------------------------- Read MoreCommunity Health Field Experience Project Essay1241 Words   |  5 Pagescausing younger and younger children to be diagnosed with serious long-term disorders like Type II diabetes, asthma, sleep apnea, and cardiac disorders such as hypertension. In addition, let us not forget the psychological and behavioral problems often associated with social discrimination based on either appearance or size. There are many with a â€Å"call to arms† attitude, but until there is a workable solution, the problem will continue. According to information from Centers for Disease Control andRead MoreHealth Problems And Childhood Obesity Essay1438 Words   |  6 Pageslast three decades, these health issues have continued to rise, causing younger and younger children to be diagnosed with serious long-term disorders like Type II diabetes, asthma, sleep apnea, and cardiac disorders such as hypertension. In addition, there is the opportunity for psychological and behavioral problems associated with social discrimination based on the perceived appearance of overweight children or their increased size in comparison to their peers. There are many with a â€Å"call to arms†Read MoreNestle Social Outreach Programs Sustainability1228 Words   |  5 Pagescountry in a variety of sports. Their â€Å"Very Best Volunteer Program† is an initiative that is undertaken throughout in one day throughout the year, where thousands of employees directly aid various charities and non-profit organizations (NGO) in t heir local communities. Nestle’s â€Å"Adopt-A-School† program has improved its reach to over 60 schools, offering employees the opportunity to take a paid leave in order to directly help students in the classroom. Nestle’s â€Å"Community Care Campaign† encourages its