Using a pendulum Essay Example for Free

Using a pendulum EssayTo find the gravity by finding the goal of the oscillations of a pendulum and plotting a graph. Hypothesis and Prediction the gravity from the graph is going to equal the gravity from the formula. Variables The independent variable is the length of the force The Dependent variable is the goal of one oscillation Controlled variables are mass of the pendulum Equipment -Brass Ball -string -boss and clamp -stopwatch -2 metal blocks -Meter Ruler -Micrometer -The diameter of the brass ball was measured using a micrometer. thus the value was divided by 2 to give the radius.-the length of the string was measured -two metal block were clamped with the string in between, the string was tied to the bobber -the bob was pulled to the side and released -the time was started when the bob passed the reference line. -a full oscillation is when the bob passes the reference line forth back and forth again. the length of the string is increased or decreased in a regular pattern the time was monitored by reading through the stopwatch. -the same brass ball was utilise over the experiment to keep the mass constant. the length was varied 10 times with a 10 cm difference.-4 readings were taken for each 10 cm -the time was taken for 20 oscillations. And then divided by 20 to give one oscillation. Data Collection Table number Length of pull back / M i 0. 05 Number of oscillations Time Taken/s i 0. 5 Period/s i The table contains the length of the string in meters, the number of oscillations, the time per 20 oscillations and the period of one oscillation. As the length of the string deceases , the time for 1 oscillation decreases. So the length of the string is like a shot proportional to the period. Data Processing and presentation Example in working out average period when the string is 1. 01 The graph is plotted with Average period squared against length of string. Y=3. 9244x-0. 0087 3. 9244=gradient. 3. 9244= (4(pi)2)/g g = (4(pi)2)/3. 9244 g=10. 060 from the graph.The average gravity from the formula= 100. 614/10= 10. 614 Conclusion the results where very close to the prediction further they werent the same as the graph is a scatter diagram.-the result from the graph is more accurate as the graph cancels inaccurate measurements.Evaluation -the method had weaknesses. -the fee of the pendulum to the reference line isnt the same in each reading which might cause a slight phantasm. -the Air conditional may effect the pendulum it may change its speed or change its direction. it is difficult to stop the stopwatch and start it in the reference line exactly which might induce error sometimes the ball tends to move in a circular motion and the experiment will have to be repeated.

The Crucible Essay Example for Free

The Crucible EssayThe Crucible is a story of the many wrongs that pass from the town of Salem during 1692. The power that is brought fourth through revenge, deceit, paranoia, and sheer naive ness, is enough to turn the town of Salem, Massachusetts upside down. It results with the death of twenty devoid populate and the jailing of hundreds more. The surge of power through the young women of Salem, who had neer tasted power before complied with the struggle between good and evil are two principal(prenominal) points in the play. Abigail Williams is the main instigator in totally of the play.She is the ringleader of all the young women in Salem. The minute she feels or sees a spirit all the other girls miraculously see and feel them too. Abigail has her eyes set on John Proctor and uses the witch-hunt to take his wife out of play. She discovers that with her new found power all she has to do is accuse someone and they can be condemned. Her hatred for goody Proctor is evident as in her quote to Rev. Parris, She hates me, uncle for I would not be her slave. Its a bitter woman, a lying, cold, sniveling woman, and I will not work for such a woman (Act 1 PG 11) The power behind the girls accusations is amazingly large, through all their spectral evidence that was taken for by Danforth and Hathorne. I tell you straight, MisterI have seen marvels in this court. I have seen people clotted before my eyes by spirits I have seen them struck by pins and slashed by daggers. I have until this moment not the slightest source to suspect that the children may be deceiving me. (Act 3 PG 84) The power these girls got from the court is a monster that is ever present throughout this play. However along with power comes something some(prenominal) worse which is evil.During the correspondence of the Salem Witch Trials in that respect is a presence of a struggle between good and evil the power of the Puritan skipper and the Devil. Some characters including Danforth and Hathorne who believe they are working on be fractional of their lord are actually indeed considered two evils of this play, along with the main instigator, Abigail. And mark this. Let every of you breathe a word, or the edge of a word, about the other things, and I will come to you in the black of some terrible night and I will bring a pointy reckoning that will shudder you.And you know I can do it I saw Indians smash my near(a) parents heads on their pillow next to mine, and I have seen some reddish work done at night, and I can make you wish you had never seen the sun go down (Act 1 PG 19) Abigail is a true work of evil in this play. She decides to go after Goody Proctor who is a unpolluted Christian woman. Even her husband John Proctor knows that his wrongful misleading with Abigail shouldnt be brought down upon Elizabeth. My wife will never die for me I will bring your guts into your mouth but that goodness will not die for me (Act 2 PG 76) Between John Proctor, Elizabeth Pr octor, Rev. Hale, and Mary Warren there is a force of good to go against the evil of this play. Even though Mary Warren had originally been accusing people and faking illness in the court, half way through she has a change of heart. She discovers the effect that the other girls accusations are having on her town and want to stop it before Goody Proctor is hanged an innocent woman. Just as Rev. Hale was all about witchcraft at the beginning but by the end he had denoused the trials and scarcely stayed to try and save John.Which he wouldnt succeed at. The struggle is one that is readily very unfair. By the end of the play it is evident that in a way Evil has conquered good. It was an unfair battle, with the high-ranking judges and power of Abbys words against the farmers and uneducated townspeople of Salem. The Crucible is a teaching of how power gives people a sort of evil and how evil can easily conquer good. These are demonstrated throughout the play. As a message to us all of wha t power can do in the wrong hands.

Relationship Between Motivation And Employee Performance

Relationship Between Motivation And Employee PerformanceMotivation is the psychological process that gives behavior purpose and direction. and focusing is corned with the effect be and efficient deployment of resources. Human resource is one of the closely important in any organization and company and the role of passenger vehicle is to be a leader and achieve organization objective by developing a partnership with people. Motivation in clip is one of the rattling variables determining employees performance. we can give tongue to that motivation it is hard to give any type of permanent definition about motivation but it is a soft of direction in which employees are ambitious and they can take action and make an effort. Motivation is an power that causes people to be know in a cocksure way motivation collective with ability result in performance. Motivation is the internal power or a type of susceptibility and it pushes toward the performance of the employees. If emergency and ambition are absent, motivation absent too because motivation are much do with desire and ambition. Motivation strengthens always give the way, courage energy and persistence to follow the organization goal. A motivate employee take action and does whatever and whenever it need to achieve their goalsEXECUTIVE SUMMRYMotivating cater is a basically important dimension of successful watchfulness and a decisive aspect of a leaders role. Significant organizational outcomes can be obtained by having staff that are motivated. These includeIncreased productivity in the workplaceReduced absenteeism and turnoverIncreased innovation and creativityIncreased employee and customer satisfactionAn compound company profileHigher quality products or servicesImproved financial performanceEmployees want interesting work where they are given responsibility, autonomy, challenges and the hazard to learn. Good working conditions, job security, and pay are important, appreciation should be shown an d regular feedback should be given on an employees performance. Managers holding this view of work and their employees would most likely demonstrate trust in their employees, use explanations and joint problem-solving methods, give staff room to interpret and implement organisational objectives for themselves, act as a facilitator, lead opportunities for increase and job enrichment, allow staff to use their creative abilities and remove restrictions to doing a good job. The job of a manager in the workplace is to drop dead things do through others. A committed and motivated workforce is critical to maximising an organisations full potential. Highly motivated employees frequently seek to work beyond the bounds of their specific work roles and functions in order to not only improve themselves, but also to achieve the objectives of the organisation. Motivated employees can be considered vital to organisational survival in our rapidly changing workplaces and work world they help or ganisations survive because they are more productiveAt the end we can say that the performance of an organization is dependent on its employees. After all, your employees are the engine of your organization.MOTIVATION THEORIES FOR EMPLOYEESFirst it is important to understand that what motivate employees and how they were motivated. According to Maslow a employees have five level of need and they are physiological, safety, social, ego, and self actualizing and he argued that lower level need had to be satisfied before the next higher level need would motivate employees. It is important for the organization that they value there employees soften to understand there problem and always offer some opportunities for growth and increase in short make them part of the organization. To motivate employees are a great important in a organization and it can be done by-keep to be at workTake pride in there workWork attitudeDoes not display in their workCustomer orientationDisplay a high level of commitmentROLE OF MOTIVATIONIN EMPLOYEES PERFORMANCEMotivated employees are the need of any organization for our changing work place. Motivated employees are more productive so they always help organization to survive in either field. For a effective managers it must to understand what type of motivates employees within the context the perform in role. Motivating employees is most complex for example research suggested that as employees income increase money become less of a motivate also as employees get older exciting work become more of a motivator.PURPOSE OF MOTIVATING EMPLOYEES-There are some factors which play a important role to motivate employees. Such asemployment Security tender-hearted help with individual problemPersonal loyalty to employees interesting workGive good working situationGood quality WagesPromotions and growth in the organization.Most of the organization believes to motivate their employees because it influence the employees performance by next way-1. H igher Productivity Levels2. freeze off Labour Turnover3. Lower Absenteeism4. Improve Quality with lees waster5. Greater Willingness to accept rather than resist change6. Greater Willingness to contribute idea and take on responsibility7. Employees dedication 8. Employees TurnoverMOTIVATION AND EMPLOYEES PERFORMANCE-It is seen that a employees performance has an jolt on the organizations objective. And it is thus imperative that any employees performance should be managed. This process of performance management includes group assessments and peer reviews. In recent time performance management system have become more essential because managers are under unvaried pressure to get better progress and performance of their organization by motivate their employee.Despite the motivation performs it is necessary to briefly highlight the barriers that might meet the performance of employee. These barriers may be the result understand competencies, inappropriate performance goals, or lack of feedback about performance. There are some factor which is emotive overall employees performance .1.INTERNAL FACTOR- Those factor which is control and influence by any organization are called internal factor like job interpretation and selection.2.EXTERNAL FACTOR-In external factors a organization has little control or no control much(prenominal) as demand for job or scaling systems.Corporate Examples of motivation and employees performance-Geo television use the following tools to motivate its employees and this tools affected the employees performance and it is seen that employees performance become better after this. These tools are such as.Performance base incentivesGeo television gives incentives to its employees on its performance.Annual evaluation of the employee performance discussed with the employee. There is and idea box in the reception room available to employees and blush visitors. All ideas are implemented and the generator of the idea is rewarded with a prize . The CEO of the company is heading this company himselfAnnual employees functionSuccess reputation of the calendar month in each department is mentioned for employees who have gone that extra mile in achieving their objectives. Their stories are discussed the committee reviews them and selects the best one. The winner of the best success story is rewarded with a dinner for the two prizes.All the employees work in a Comfortable environment because they are free to do their work ,environment is very mateyTOYOTAMotivational Policy of Toyota Company based on Maslows need Hierarchy Herzbergs job Enrichment Theory. Toyota company always try to motivate their employees because they believe that employees are a vital part of the company. A business not be success without the employees good performance .Firstly Toyota always try to understand employees motivation, it is seen that the individual performance has an impact on any organization so it is important that every employees performa nce should be managedAccording to Maslows theoryJob SecurityGood Pay dependable working conditionsSatisfy lower level needsCulture of continuous improvementSupport growth toward self ActualizationThe Toyota Company achieve the following approaches on the basis of Herzbergs job Enrichment Theory and by motivate their employeesVisual ManagementHR Policies AddressesHygiene FactorContinuous ImprovementJob rotation BuildFeedback in support motivatorToyota aims to increase its employees motivation and optimize the value of its human resources.The recognize some seminar to motivate their employeesCompany always try to give their employees a good trainingGive the year awardsGive a new model of Toyota carToyota always take the attention of employees every day and end of the year they give some gift and his types of motivation always increase the employees work performanceToyota company say that every employee who work under Toyota they are the family part of ToyotaToyota company also arran ge health and security for employees.

A study on pathological gambling as an addiction

A bailiwick on diseased manoeuvre as an dependanceIt has been found that between 70 to ninety percent of adults essay at some point in their life. (Ladoucer, 1991). These figures are from Canada but raft be genralised to most developed civilisations. According to the DSM criteria morbid period of play is am impulsion control disorder, which is displayed by a persistent and uncontrolled gambling, failure to stop gambling, feeling withdrawal symptoms and uneasiness when not aloud to take part in a gambling activity and finally increased gambling. (ref). The increased availability of gambling opportunities often makes this a hard condition to recover from, as strong as increasing the amount of people suffering from pathological gambling(ref). Pathological gambling scores the obvious financial conundrums (ref), but like any other addiction it causes social problems as well (ref). Along with this pathological gambling has been linked in some cases to higher rates of suicide att empts (ref).Pathological gambling is sort out as a behavioural addiction, quite than a chemical addiction. Although seemingly different these both manifest in the same way, that is the enduring eng eonment in uncontrolled self-destructive behaviour, despite its negative consequences (ref).There are many different theories of behavioural addiction, in particular pathological gambling and how it should be treated, which go out be critically reviewed and considered.It would seem that in the seemingly distant past psychodynamic approaches such as those put forward by Freud and Bergler were prevalent. Since then many approaches and theories to the causes of pathological gambling use up been found, these models include the medical model, some behavioural models, psychological models, cognitive behavioural approaches and of coarse biological, physiological and models of personality. Some of these models are reviewed and considered in greater depth.To start with psychodynamic approach es will be looked at. As is commonly known amongst academic community, these approaches are relatively old, mostly carried out in the early 1900s. Due to the age of these theories and the pace at which theories are changed these psychodynamic approaches may seem quite irrelevant. It is meaning(a) to gain an understanding of this area as some theories take a foundation garment from psychodynamic approaches. According to the psychodynamic approach, gambling is a way of expressing feelings connected with the pre-genital psychosexual stages (Greenson). In true psychodynamic style pathological gamblers often feel that they have been denied the attention and be intimate they deserved from their parents and as a result need erotic satisfaction, which in tern seems to create a need for excitement and pleasure, as well as a promise of gain. According to psychodynamic theories gambling caters for these needs (Simmel 1920). So in a nut shell gambling is a substitute for feelings of subcons cious sexual conflicts. arguably the founder of psychodynamics, Freud (1928), reported that gamblers do not play to win m one and only(a)y, quite the opposite. In fact Freud states that gamblers gamble to loose in order to provide a self-inflicted punishment for the guilt carried with an over compulsion to masturbate, which throw out be related to an Oedipal conflict. This idea put forward by Freud seems quite masochistic, in the way that that the gambler is actually taking part to loose and there for punish themselves. Bergler (1967) agreed with Freud in the respect that a gambler unconsciously desires to lose. Bergler had a different reliance on why compulsive gamblers get addicted. This is that in their unconscious they dislike authority figures, who during childhood, made them consider the reality pleasure instead of the pleasure principle. These could be parental figures or teachers. This unconscious feeling causes them to try and almost rebel against the people who support t he reality principle as well as he principle its self, this in turn causes a need to punish themselves as a bi-product of having too much built up unconscious aggression.So utmost only the very surface of the psychodynamic approach towards pathological gambling has been looked at. In summary according to the psychodynamic approach there seems to be three ideas to explain pathological gambling an unconscious substitute for pre-genital libidinal and aggressive outlets associated with Oedipal conflicts, a desire for punishment in reaction to the guilt, and a means for recurrent re-enactments, but not resolutions, of the conflict (Allcock, 1986, p. 262). So these being the main ideas a give-and-take plan can be called upon.Treatments of pathological gamblers offered by the psychodynamic approach are concerned with the vain personality and the related characteristics. Psychoanalysis has been used in an attempt to try and help pathological gamblers, but in most cases have failed. Bergle rs (1957) study is one of the more classic studies and showed a 75% rate of success. This though was only establish on 30% of the overall group looking for treatment, meaning that it was in fact a lot lower than 75%. Another issue is the lack of follow up treatment given, with no information given about possible relapses. This is not the only study where this is the case. In a review Greenberg (1980) stated Effectiveness rates of gamblers treated psychoanalytically have ranked from poor to guarded optimism. This simply means that results are not very good or are shadowed by other factors, such as selection predetermine and lack of follow ups. It would seem that a lot of the studies and journals available to view for the psychodynamic approach deal with small sample sizes and do not have important experimental factors, such as control groups. This causes problems with generalisability and also shows why the psychodynamic approach was disregarded as a treatment for behavioural cond itions, this coupled with their lack of reflexion for social factors.The next theory that will be looked at is the disease or medical model. This is often seen as a very black and clean model (Blume, 1987), meaning that its ether on or off, someone either has a condition or they dont, there is no in-between. Every condition is viewed as a disease. So in terms of pathological gambling, the gambler is pathological or quite simply is not. The disease model, as the tell purposes, views pathological gambling as a disease and so the cause is physiological, and pathological gamblers are often predisposed. According to Blume, being a disease, addictive conditions, such as gambling, manifests through and through stages of development, has signs characteristic to the condition and has symptoms, much like a disease. This is all out of the persons conscious control, not so different to the psychodynamic ideas.This concept of a disease suggest that the condition worsens, which will eventuall y require treatment in order to prevent worsening. It is thought that the physiological underpinning means that there is no out overcompensate cure and that it is irreversible. This means that according to the disease model that the most appropriate treatment is abstinence, convertible to that of alcohol (ref). This seems like an odd treatment, as it would suggests that there is in fact no real way of recovering, just a treatment.This model is not used so much now(refbig paper), but is more of a halfway house with other theories, such as the biological explanations of pathological gambling.The biological approach to pathological gambling is, in relative terms a rather new theory. It is made up of many components to try and explain different aspects of pathological gambling. These all make the same assumption that a physiological cause is behind addiction, much like both the psychodynamic and the disease model.The first aspect with in the biological approach to be considered is th at of hemispheric dysregulation (Goldstein et al, 1985). By comparing electroencephalogram patterns of recovered pathological gamblers, Goldstein observe that pathological gamblers EEG readings where similar to those of patients suffering with ADHD (Carlton and Goldstein, 1987). This means that they had a shorter attention span, frontal lobe lesions. This is also very similar to findings of alcoholism which have also led to more reported symptoms of ADHD symptoms with in the population of problem gamblers (Rugle and Melamed, 1993). This all seems very convincing, but the original 1985 study by Goldstein was only carried out on eight participants, such a small study provides problems with generalisability.Other suggestions are that it is connected to faults in the neurotransmitter systems (Blanco et al, 2000). This includes the Serotoneric system, which as the name suggests holds the function of serotonin release. If this is not functioning, to a healthy level, then psychiatric synd romes, such as impaired impulse control, can become present. This has been linked with pathological gambling (Blanco et al, 1996). Later research by Berg et al (1997) failed to support these findings, stating in the following wel used quote, risk-taking does not have a unitary neurochemical correlate. If risk-taking is a form of loss of control over impulse, it follows that impulse control is not merely a simple function of the neural serotonin systems. (p.475).Links have also be found in DNA, supporting the biological idea Perez de Castro (1999). According to Brunner et al (1993) these is a link between genetic deficit cryptography and impulsivity, possibly providing a good explanation.The increased release of Dopamine has also been linked to pathological gambling (Berg et al 2007), this is much like a demonstrable reinforcement. It can though also be linked to a negative inforcment, with more gambling causing a withdrawal, which creates the release of more dopamine, not imperti nent that of an opiate withdrawal (Berg, 1997).The evidence for the biological approach seems quite strong. There is a few outstanding issues that need to be looked at. For example almost all of the in a higher place studies use male participants. This creates an issue as whether they can be used with women. The samples are also very small in most cases. The main problem that can be observed in all the studies in this area is whether the biological processes cause the addiction of the addiction its self, causes these biological processes.So as can be seen the medical/disease model and the biological model are both very similar but can be separated in the way that the biological model believes that pathological gambling can be treated with certain drugs.So far all models, with the exception of psychodynamic, have been based on biological internal processes. The cognitive social learning and behavioural theories are based on external and behavioural processes. The learning theories s uggest that gambling is a learned behaviour that has resulted from both operant and classical conditioning. According to the behavioural view point there are a mixture of different positive reinforcement these are, the amount of money that is won (Moran, 1979), excitement gained (Brown, 1986). Obviously there are also negative reinforcement, namely the escapism that gambling can produce (Diskin, 1997). Some how though theses models dont seem complete. They can not explain punishments, like the cost of gambling, as discouraging to the gambler, which using a classic behavioural model it would be.Despite this, studies into using behavioural theories of addiction as treatment have been very successful.Behavioral treatment studies have, however, provided some of the most comprehensive treatment literature on PG. Treatments based on learning principles (i.e., behavior modification) have involved aversion therapy using physical or imaginal stimuli (Barker Barker and Goorney), controlled ga mbling/behavioral counseling (Dickerson Weeks, 1979), positive reinforcement of gambling abstinence, paradoxical intention (Victor Krug, 1967), covert sensitization (Bannister and Cotler), and imaginal desensitization (McConaghy, Armstrong, Blaszczynski, Allcock, 1983). These have been administered singularly or in combination. However, due to methodological shortcomings in such studies, it is difficult to assess how effective these treatments are. Most of these treatment studies have small sample sizes and limited follow-up periods. They have unspecified or poorly operationalized dependent variables/criteria for successful outcome or treatment objectives (Allcock, 1986). Also, there is usually a lack of controlled comparisons of one treatment with another or with a placebo procedure, or combinations of several techniques are used concurrently so that identification of the active component is impossible (Blaszczynski Silove, 1995).

Creativity In The Early Years

Creativity In The Early YearsCreativity in an early years conniption is difficult to define, although definitions have been provided on the basis of the attempting to define the process of creativity, the product of a persons creativity or the personal attributes that contribute to creativity. Creativity has, for example, been defined as, a novel and appropriate response to an open-ended problem (Amabile and Hennessey, 1992) or as very much a processoften with no clearly specifiable outcomes or product(allowing children the scope) to explore new possibilities and create new and exciting connections between people, places and thingsto discover meanings in their world (Department for Children, School and Families, 2007).I believe, from my personal speckle of view, that creativity is actually a mixture of all three of these perspectives people who have certain attributes are more likely to be able to think, and respond, originally to certain situations and tasks, via certain proces ses than people who lack these attributes. Creativity, however, is more than the possession of certain attributes and is certainly not linked to intelligence it is a factor that individuals quite a little pay off to all aspects of their lives, in terms of solving problems in all aspects of their lives in terms of nestleing tasks in a imaginative manner in determine to find creative solutions to these tasks, be these artistic endeavors or tasks related to music, mathematics or science. As the Department for Children, School and Families (2007) explain, creativity can transform spirit by fostering critical thinking, allowing children to review, reinvent and make new meanings for themselves.Creativity thus understood defines all aspects of a childs school life, not only traditionally artistic endeavors but also all other disciplines such as mathematics and the sciences creatively thinking about numbers, for example, can lead children to understand the smash of mathematics and t he fascinating world of physics, which can open their minds to new worlds and new possibilities. Teaching mathematics by rote, seeking only the right answers to set questions give only lead children to hate mathematics classes and to view mathematics as an abstracted idea that is not useful to them, practically, in their lives.Creativity, in this sense, then, can be fostered by encouraging children to explore their surroundings, allowing them to seek their own questions about their surroundings and helping them to arrive at interesting answers for their questions, where interesting answers can be understood as answers that will satisfy them and lead them to further questions. Guiding childrens learning in this manner can encourage creative thinking, giving power to childrens ideas and thoughts, allowing them to creatively solve problems. Allowing children to enjoy the process of thinking, of learning, of researching, can embody creativity in them, in terms of allowing them to devel op their own creative responses to their learning experiences and their own creative ways of understanding the world around them.As Amabile and Hennessey (1992) argue, people will be near creative when they feel motivated primarily by the interest, enjoyment, merriment and challenges of the work itself rather than by external pressures with such self-directed motivation leading to higher incidences of creativity and self-determined competence. Self-determination, as Amabile and Hennessey (1992) argue, is central to the development of meaningful creativity, i.e., creative thinking that can have real meaning in the lives of children, allowing them to produce creative solutions to all problems they encounter. Creativity can only be fostered, and used in practice to develop meaningful ways of thinking, when three components are typify domain-relevant skills (such as knowledge, experience and talent in a particular domain) creativity-relevant skills (such as independent, flexible, ri sk-oriented thinking) and task motivation (with intrinsic, not extrinsic motivation being more likely to lead to creative thinking) (Amabile and Hennessey, 1992).As Duffy (2006) argues, the promotion of open-ended thinking, via the use of open-ended activities, can encourage creativity in young children, encouraging the development of creative solutions via experimentation, exploration, discovery and invention. This encouragement of open-ended thinking, argues Duffy (2006) makes learning more meaningful to young children, allowing them, as it does, the scope to develop their own thoughts about themselves, their environment and their relationships, allowing them to develop their own creative responses to the questions that arise for them, from this understanding. Creativity can, thus, argues Duffy (2006) be encouraged and can, through this encouragement, be learned, with its ramifications, as Craft (2002) argues, being lifewide, equipping young children with the tools they need to de velop and maintain a positive, open-minded approach to learning.As Prentice (2000) argues, it can be difficult, indoors the structure of early years education, with its curriculum and its goals that have to be attained, to encourage such creative thinking, in terms of not having the space to foster the conditions most likely to promote creative thought and action. In my experience, classrooms are often not conducive to the fostering of creative thinking, rather being geared towards the achievement of curriculum goals, and right answer dominated thinking, i.e., teaching, and learning, aimed solely at getting the right answer, not at teaching, or, rather, engendering, creative thinking processes.My personal view of the proposition is that creativity is a fundamentally important skill to teach to young children in an early years setting, in terms of equipping children with the tools they need to approach all of their subsequent learning and to move in to the world, in order to deal, not only with their academic work, but with all the situations that their life might present to them. Creative thinking, the creative invention of solutions to problems, can better help children to face not only their academic work but also their lives, allowing them to deal creatively with problems they might encounter, equipping them with the tools they need to move positively through their lives.ConclusionCreativity is fundamentally important in the early years setting, equipping children with a whole way of viewing, exploring and understanding their world, allowing them to explore new possibilities in the ways in which they learn. The importance of creativity in the early years setting cannot be underestimated and, in my personal view, more should be done to foster creativity in young children. Although the Early Years Foundation curriculum highlights that childrens creativity mustiness be extended by the provision of support for their curiosity, exploration and playand (child ren) must be provided with opportunities to explore and share their thoughts, creativity, ideas and feelings (Department for Children, Schools and Families, 2009), recent research, as highlighted in this try on has shown that the forging lifelong, lifewide, creativity in children is a more intrinsic, more involved, more holistic process than simply providing children the opportunity to learn through play.

Toni Morrison and Emily Dickinson Poetic Description :: Poetry Poem

Toni Morrison and Emily Dickinson use poetic description to engage the reader into the moment. Poetry is a language with different elements. Some say that poetry has to fork over literary elements such as metaphors and similes. Others stress rhythm and rhyme as the most important part of poetry. Personally, poetry can be about anything and nurture no clear definition to it. Emily Dickinsons verse form Success is Counted Sweetest has rhythm and rhyme, metaphors and similes. In Morrisons novel genus Sula, the scene where Hannah dies also has poetic elements.In the poem Success is Counted Sweetest the verbalizer states that those who neer succeed (2) place the highest value on success they count it sweetest. In order to understand the richness of this, the speaker states one must feel sorest need. (4). Dickinson states that the members of the victorious army The purple host/Who took the flag today (5-6) are not able to label victory as well as the defeated or dying man who hears fro m a distance the music of the victors. People tend to desire things more intensely when they do not live them. This poem goes to show that Dickinson is pretty aware of the complicated truths of human desire. Dickinson switches roles and speaks on behalf of the dying man, who hears the victorious celebrating. To the dying man, defeat meant that he had disordered everything. This poem causes the reader to think about what success and failure are truly about. To the dying man on the field of battle, barely living would have been a priceless success. Instead, the men celebrating victory are those who won the war. Dickinson uses each verse to relate a different perspective of success and need. In the first, she introduces how those who massive for something they never have achieve a greater thrill of achievement than somebody who had the same thing the deprived sought for all along. In the countenance verse, Dickinson discusses the victorious soldiers who acquired something apparentl y neither here nor there to their existence. This thought is associated in the final verse when the tragedy and yearning of the wounded is revealed. In Morrisons Sula the death of Hannah is very poetic. To begin with, Hannah takes a nap and dreams of a red bridal gown. She tells Eva about it, but Eva is too distracted by Sulas adolescent behavior to think much about it.

Cerebellar Lesions and the Neurologist :: Brain Neurology Cerebellum Essays

Cerebellar Lesions and the NeurologistWhat is a Neurologist?A brain doctor is a medical doctor trained in the diagnosis and treatment of nervous system disorders including diseases of the brain, spinal cord, nerves and muscles (www.neurologychannel.com). Common nervous system diseases hard-boiled by neurologists include multiple sclerosis, Alzheimers disease, headaches, stroke or injury to the nervous system. The types of diagnostic tests employed by neurologists to detect neurological problems include the hombre (computed axial tomography) scan the MRI/MRA (magnetic resonance imaging/magnetic response angiography) lumbar puncture (or spinal tap) EEG (electroencephalography) and the EMG/NCV (electromyography/nerve conduction velocity). (www. Neurologychannel.com) A neurologist can also prescribe medications to treat diseases or may refer a person to a neurological surgeon if surgical treatment is needed. (www.my.webmd.com)Most of their patients are referred to them by oth er doctors who suspect their patients problem/s are neurologically related. Unsure as to exactly what neurological problem their patients are struck with, neurologists act as a kind of medical detective and work to figure out what the neurological problem is, what brain structure is implicated in the problem, where in that brain structure the problem is based, the severity of the problem, its future implications, and how the problem can be treated (Ph hotshot interview conducted with Licensed Nurse Practitioner and neurologic Specialist Douglas Lucas 4/05). This detective work is done through a careful screening process. A neurological examination includes a series of questions and tests that submit crucial information about the nervous system. For the most part, it is an inexpensive, non-invasive way to determine what might be wrong. The neurological examination is divided into several components, each counselling on a different part of the nervous system. These components include testing patients mental status, cranial nerves, motor system, sensory system, the deep tendon reflexes, coordination and the cerebellum, and gait. (www.neurologychannel.com) Testing for coordination and cerebellum, for example, is intentional to provide clues conditions that affect the cerebellum. For example, the neurologist may ask patients to move their finger from their nose to the neurologists finger, going back and forth from nose to finger, trace the tip of each. Patients also may be asked to tap their fingers together quickly in a coordinated fashion or move their hands one on top of the other, back and forth, as smoothly as they can. Coordination in