Theory of Cognitive Development and Children

Discuss the concept of ‘constructivism’ (from Piaget’s theory of cognitive development). Use a mix of theory and research to back up your ideas about whether or not the child constructs his/her own development. The understanding of how children comprehend the world around them has been a highly researched part of cognitive development in Psychology. Jean Piaget was one of the first researchers to develop a theory suggesting that children understand the world around them by actively seeking information from their environment, and continuously expanding their knowledge by organizing, adapting and assimilating this information Berlin, (1992).Piaget’s theory known as constructivism theory, has undergone a high level of scrutiny, centring on the understanding of children’s cognitive abilities, and neglecting the intelligence of assistance. Through analysing current research this paper aims to explore Piaget’s constructivism theory. Children’ s development has been a topic of interest since the 1920’s, following the creation of an intelligence test developed by Piaget and his colleagues where Piaget discovered that younger children made systematic mistakes from those of older age, consequently proposing that children change qualitatively with age, Bremner et al. (2012). Studying his own children Piaget formed the constructivism theory arguing that children built their knowledge through organization (children organize their information in schemas, assimilation (using pre-existing information) and adaptation and accommodation (adapting to the condition of the environment), by searching for information from their environment to expand their understanding of the world, Beilin, H. (1992). Piaget proposed children take an active role in their cognitive development, and independently construct the world around them.He proposed that children face different problems as they move through the stages, and it is the solving of these problems that teach them and assist them in learning and developing their thinking. The knowledge they receive from solving these actions are not imitated or innate, instead are ‘actively constructed’ by the child. In this sense, Piaget suggests that thought is obtained from action, when actions are internalised, ones thinking increases. The child is influenced by their previous ideas and new experiences, and based on this they construct new ideas.Piaget suggested that cognitive structuring, actions representing specific ‘acts’ of intelligence, is developed and linked to stages of child development. Piaget proposed children undergo four developmental stages where cognitive structuring occurs. These stages are sensorimotor stage (from birth to two years of age), preoperational stage (from three to seven years of age), concrete operations stage (from eight to eleven years of age), and formal operational stage (from twelve years of age until adulthood) Piaget, J. & Inhelder, B. (1969).In the first stage, sensorimotor which Piaget divided into six sub-stages, intelligence is demonstrated through basic motor skills such as sucking to experimenting with external objects by using schemas in order to reach their goal. ). Piaget suggested that until the age of seven months (during their third sub-stage of sensory motor stage), infants do not understand that the world consists of permanent objects. He argues that if at this stage you hide an object in front of the infant they show disappointment or simply stop looking for the object as if the object disappeared.Not until infant reaches eight months (the fourth sub-stage of sensory motor stage), does the child start to look for hidden objects, which shows that at this stage infants start to understand object permanence, Piaget, J. & Inhelder, B. (1969). One of Piaget’s studies that received a great deal of attention is the A-not-B error study, which he explains that if an object is hidden in front of an infant (location A); at around eight months of age they would reach toward the hidden object.However if the object is moved to a different location (location B) infants until twelve months of age would still reach for the first location. The failure to reach the correct location Piaget explains as egocentrism clamming that at this stage children fail to see the situation in a different point of view thinking that because the object was placed in the first location that that object would permanently be there, Piaget, J. & Inhelder, B. (1969). Testing Piaget’s A-not-B theory Kaufman and Needham (1999) tested 40 six and a half month infants.Using habituation technique they concluded that infants looked longer when the objects were moved. Contrary to Piaget’s findings, they suggested that infant special orientation development happens at much earlier age, arguing that Piaget underestimated infant ability. The second and third stage Piaget proposed ar e the preoperational and concrete stage at this stage children understand object permanence (that objects continue to exist even though they cannot ee them) , spatial layouts and also the use of language for problem solving starts during the preoperational stage through constructing existing information and eventually expanding this information. However until the age of seven children still see the world from their egocentric view (i. e. refusing to see the world from a different point of view). At the concrete stage children are able to solve visual problems such as lining in order dolls from the tallest to the shortest, however they are not able to solve mental problems, Piaget, J. & Inhelder, B. 1969). The fourth and last stage that Piaget proposed is the formal stage. At this stage Piaget argues that children can think abstractly, consider possibilities and formulate hypothesis. Piaget’s formal operational stage has been criticised by researchers such as Kuhn et al. ,(198 2) who discovered that although constructing knowledge seems to be sufficient for the sensory-motor and preoperational stage, it does not seem to be the same case with the concrete and formal operational stage since not all adults show formal operational thought.There have been numerous studies conducted which provide support for constructivism theory. Guthrie et al (2004) compared different instructional methods for student’s reading skills, these methods included a strategies instruction approach, and an approach combining strategies instruction and constructivist motivation techniques, such as incorporating student choices, collaboration, and hands-on activities.The constructivist approach, called CORI (Concept-Oriented Reading Instruction) produced a high student reading comprehension, motivation, and cognitive strategies (Guthrie et al, 2004). Similarly Jong Suk Kim (Kim, 2005) found that when students were taught using constructivist-teaching methods, they achieved high er levels in academia compared to using traditional teaching methods. Students also voiced preferring constructivist methods over traditional ones.However, one of the biggest criticisms of Piaget’s theory has been the ignorance of social and cultural influences on child development. Contrary to Piaget, who believed that allowing children to experiment and express their own ideas enabled their constructive processes to develop knowledge, Vygotsky’s (1962) sociocultural theory proposed that learning and development are derived collaboratively from socialisation and education. He argued that simple knowledge such as perception and attention are mental abilities are innate, and although children actively developed their thought rocesses through the environment, they could also, with assistance from others, reach a higher level/stage of cognitive development than the stage they are at when they perform alone. Vygotsky named this ‘the zone of proximal developmentâ€⠄¢, â€Å"†¦the distance between the actual development of a child as determined by the independent problem solving, and the level of potential development as determined through problem solving under adult guidance or in collaboration with more peers Vygotsky (1978)† Vygotsky’s (1978, p. 56).Therefore, although his theory is similar to Piaget in that he believes cognitive development is restricted to a limited range at a certain age, he believes that with the aid of social interaction, for instance the help of a mentor, an individual/child can understand concepts and schemas that they would be unable to comprehend alone. In this sense it questions the extent to which children construct their own environment and developments as children’s knowledge may develop at a much faster rate through interaction and guidance of more experienced peers , such as older siblings, parent or teachers, Gauvain and Cole (1997).Evidence supporting Vygotksy can be seen in a stud y by Gauvain et al. , (1997). He found that if you test a group of nine year old pupils with a number of problem solving skills (at Piaget’s concrete operational stage) and test a group of twelve year old pupils (at Piaget’s formal operational stage), and not assist them, they would show the same level of intelligence, concluding that knowledge is not simply constructed through experience but also through techniques taught by others.Similarly, Mayer (2004) proposed that â€Å"a recent replication is research showing that students learn to become better at solving mathematics problems when they study worked-out examples rather than when they solely engage in hands-on problem, Mayer (2004, p. 18) Conclusion Piaget’s four-stage knowledge development theory is highly researched criteria within developmental Psychology. The use of constructing previously learnt information into new information through experience seems to be more effective at an early age. His theory seems to underestimate the children’s ability and knowledge; however it overestimates adolescence ability.It also is unarguable that constructivism theory fails to acknowledge the social effects that have been shown to play a crucial part in knowledge development. However it is not to say that Piaget’s constructivism theory should be discarded altogether, since Piaget was the pioneer in introducing clinical methods to explore children’s thoughts. This remains the fundamental theory used in child development research. Moreover, as mentioned above, Piaget’s constructivism theory is highly used in schools, guiding teachers in how to enable children to explore their own environment through expression and experimentation.In conclusion, knowledge development could be acquired through both construction of ones own experiences, and the help of more experienced peers. References 1. Beilin, H. (1992). Piaget’s enduring contribution to developmental psycholo gy. Developmental Psychology, 28, 191-204. 2. Bremner A. et al. , (1986). Developmental Psychology. Developmental Psychology. 3. Bodner, Gg. M. (1986). Constructivism a theory of knowledge. Journal of Chemical Education, 63, 873-878. 4. Gauvain M. and Cole. M. (1997). Readings on the development of children. W. H.Freeman and Company. New York. 5. Guthrie et al. , (2004) Increasing reading comprehension and engagement through concept oriented reading instructions. Journal of educational psychology, 96 (3), 403-423. 6. Kaufman, J. and Needham, A. (1999) Objective spatial coding in 6. 5-month-old infants in a visual dishabituation task. Developmental science, 2(4), 432-441. 7. Kuhn et al. , (1982), Systematic and metasystematic reasoning:A case for levels of reasoning beyond Piaget’s stage of formal operations. Developmental psychology, 53, 1058-1069. 8. Kim J. S. (2005).The effect of constructivist teaching approach on student’s academic achievements, self- concept and l earning strategies. Asia pacific and education review, 6 (1) 7-19. 9. Mayer (2004). Should there be a three-strikes rule against pure discovery learning? American Psychologist, 59 (1) 14-19. 10. Piaget, J. & Inhelder, B. (1969). The Psychology of the Child. NY: Basic Books. 11. Vygotsky L. S. (1962). Thought and Language. Massachusetts: The M. I. T. Press. 12. Vygotsky L. S. (1978). Interaction between learning and development. Mind and society, Cambridge: Harvard university press.

Communication †Differences Between Men and Women

Communication – Differences Between Men and Women According to Fiona Sheridan, â€Å"The consequences of differences in linguistic activity between men and women in the workplace are enormous (2007). † Women create feelings of closeness by conversing with their friends or loved ones. They have a tendency to communicate by consensus. This means, they use the information gathered by other women and make a decision based on the wishes of the group. â€Å"Men, on the other hand, seek to establish and maintain status and dominance (Tannen, 1990). †When communication is not effective, it can have severe consequences on an organization. Each gender must decide what it is that they are looking for, decide how they want to receive it, what order they want to receive it, and decide how they want to process it. We must realize that each communication style has certain strengths. â€Å"To have successful working relationships with members of the opposite sex, you also have to know why those differences matter and what to do about them. † (Kelley, 2010, p13) Both men and women can contribute and offer a lot.Margery Weinstein said it best when she said that, â€Å"Each gender is a culture unto itself, one that comes with certain norms and standards that can be misunderstood by those of the opposite sex (Weinstein, 2006, p8). † Below are some differences in the way women and men communicate: Ways Women communicate: 1)Women more likely talk to other women about problems. 2)Women are more relationship oriented. 3)Woman share experiences and ask questions. Ways Men communicate: 1)Men keep problems to themselves. )Status and dominance are important to men. 3)Men give information rather than ask questions. There is definitely an impact in the workplace when there is a difference in communication between men and women. The difference in the communication styles can lead to confusion between the two parties. This can create unnecessary tension betw een the two genders.The key is to realize that either gender can effectively communicate as long as they are equally valid in getting the message relayed to its intended target. Discussion The main topic was whether there was a difference in how men & women communicate and whether it has an impact in the workplace. â€Å"Beyond gender-related communication differences, awareness of gender-related communication barriers may play a key role in the effectiveness of communication (Schneider, 2007). † It would prove beneficial for companies to teach their employees how to have effective communication when gender may be involved.The bulk of my research was done by utilizing information gathered from the internet and ProQuest. Valuable insight was collected on this topic. Many people do believe there are differences in how the two genders communicate. â€Å"If we consider both communication styles and associated values in practice, we will increase chances of all people representin g either style to join the communication process, regardless of their gender (Rawluszko, 2009, p54). † ?

Information System Management Essay

A new concept in today’s IT world is offshore sourcing in Information Systems which is a paradigm shift from the traditional Business Process Outsourcing. Although the latter has been facilitated by the lucrative IT infrastructure, it is important to focus and emphasis on what has brought about offshore Information System sourcing. This journal article has theoretically explored on factors which the authors considers are the key drivers that can influence a company to go offshore. Additionally, to practically drive the point home, the article has exclusively carried out and explained a case study on ComputerInc, an Australian IT services company. Consequently, some of the key-driving factors include becoming and remaining competitive, reducing operational costs, and increasing the market share. Nevertheless, key challenges include overall strenuous management, staff demoralization, and lowered quality of services. This article is relevant in that the roles of the management for instance that of Chief Information Officer is critical in creating viable decisions. Such include venturing into IS offshore sourcing so as to drive organizations technologically and reap benefits such as reduced operation costs (McNurlin, et al. 2009, pp. 10-13). In the article, ComputerInc is argued to have increased its global market share as a result of IS offshore outsourcing (Beverakis et al. 2009, p. 35). In this regard, McNurlin, et al. (2009, pp. 17-20) have classified roles of IT infrastructure into three: working inward, working outside, and working across. Benefits include global positioning, partnering, and increasing the clientele base if/when proper IS planning is done by the decision makers. The article explains how viable decisions made by ComputerInc’s management drove the company into offshore outsourcing, attain a global position, and command a competitive market share (McNurlin, et al. 2009, p. 18). This corresponds to the learning outcomes of this course and for that reason I would award the article a value of four out of five on a score-scale. The Journal of Global Information Management is an academic journal published by the Information Resources Management Association. The Editor-in-chief for this journal is called Felix B Tan of Auckland University of Technology in New Zealand. Journal of Global Information Management is published on quarterly basis every year. In each year, a single volume is released but in each quarter the released journal is assigned a separate issue number. The journal is both online and in print and it is accessible at a personal level and to institutions. However, to access the journal subscription is a must whereby printed journal goes is sold at $ 545 and $ 195 to an institution and individual respectively (JGIM 2010). In all the issues of the Journal of Global Information Management emphasizes on all the concepts related to management of worldwide information resources. The journal creates a forum in which professionals and researchers disseminate current and surfacing information in both theoretical and practical perspective in relation to information technology and information resource management at global level. Therefore its main objective is put main emphasis on organizational and managerial aspects of Information Technology resources management. It covers on a range of issues such as policies, failure, usage, success, applications, and strategies of IT in business enterprises both in developed and emerging economies (JGIM 2010). The Journal of Global Information Management has laid out procedures whereby professionals and researchers especially in the field of information system management share their knowledge in regard to emerging challenges, posed by IT developments. Through its case studies, the journal proposes means on how to integrate information technology techniques into current managerial strategies. Therefore, it covers on the learning outcomes of this course such as role of IS managers, importance of IS/IT in driving companies to the global center-stage (JGIM 2010). In this article, it is acknowledged that information system offshore outsourcing has over the years increased drastically. In the research study, a number of steps involved in making such decisions at the management level have been identified. It states that IT managers weighs on the benefits and challenges of offshore outsourcing, evaluates the all the logistics involved in the process, and determines the prevailing geography. The research is based on literature review of existing companies’ statistical reports as presented in annual releases. The article states that offshore outsourcing surpasses onshore outsourcing in terms of benefits and risks involved. USA, UK, France, and Germany are the major IS offshore outsourcers in countries such as India, and China. Reduction in operation costs has been identified as the key motivator whereas it also stresses that quality services, security, and provider location must be considered. The key factors identified by Reyes, Jose and Juan (2006, p. 234) that influence offshore outsourcing are market and economic globalization, savings on operational costs in terms of salaries paid to the staff, shortage of skilled manpower, the need to reduce IS projects’ development time-cycle, and the growth or access to internet by large number of people (McNurlin, et al. 2009, pp. 7 & 33-39). This article demonstrates and emphasizes on key steps that information system managers of any organization have to take while making decisions on whether to outsource some of their services offshore. In comparison, McNurlin, et al. 2009, p. 11) in their book acknowledges the same that CIO’s should design policies, analyze possible benefits and risks so as to make informed decisions. In regard to the learning outcomes of ECOM20001, the article is explicit on what chief information officers are expected to do, have presented statistical evidence on how companies expand due to outsourcing and the impact of globalization on company activities in terms of risks and benefits. Considering such coverage on E-enablement and globalization I would award the article a score of five.

The Making of Modern Africa Final Exam Assignment

The Making of Modern Africa Final Exam - Assignment Example The industrial revolution of Europe and North Africa needed raw materials to fuel its growth. Through the vast resources within the African continent, European powers could obtain sufficient resources to cater to the needs of the Industrial revolution2. Inevitably in 1884 the Berlin Conference took place in order to determine how 13 European Nations and the United States could impose its rule on 50 African nations2. Consequentially, the Berlin Conference resulted in the partition of Africa without regard to issues such as Nationalisation, language, culture and other unifying factors2. The two most dominant colonial powers after the scramble and partition of Africa were France and Britain. The two powers were driven by several political, social and economic reasons for colonialism in colonial Africa. The European patriots were driven be the desire to colonize distant lands for the grandeur of their country’s3. One particular example is the conquest by Britain’s Cecil John Rhodes’. The British explorer was able to yield a huge chunk of central Africa for the honour of his king. Khapoya observes that through the scientific knowledge collected by geographers, European powers were able to determine if a certain area was worth laying claim to3. Great Britain used its naval and military advantage to secure Egypt, part of Sudan, Somaliland, British East Africa and most of southern African region4. Tvedt argues that British conquest of Egypt was essentially hydrological and related to Nile control upstream coupled with the beneï ¬ t of British economic interests in Egypt3.This British Nile Imperialism sparked British advances into tropical Africa from Egypt and further enhanced the Nation’s commercial expansion to other regions. The British understood the river system of the Nile and the commercial benefits accrued to this region. Therefore, driven by economic and political

Pro's and Con's of the Chain of Command Essay Example | Topics and Well Written Essays - 1000 words

Pro's and Con's of the Chain of Command - Essay Example It is largely based on the organizational hierarchy and the size of the business. The aspect of ‘Chain of Command’ is termed to be essential for an organization due to the fact that it assists the employees to understand their roles and responsibilities in the organization. It also assists the top managerial team to supervise the organisational operations in a systematic and organized form (Schulman, M. & Kowadlo, B. F., â€Å"Working Smart†). On the contrary, due to the changing scenario of business in the modern era, various disadvantages and complexities are arising in maintaining a specified ‘chain of command’ within an organization. With this concern, the paper shall aim at identifying the various pros and cons of ‘chain of command’ in the managerial aspect. 2. Advantages of ‘Chain of Command’ In the managerial perspective, the aspect of ‘Chain of Command’ is termed to be one of the crucial factors of organi zational behavior. It not only determines the organizational hierarchy but also signifies the roles and responsibilities of every associate in a specified manner. On the whole, it assists the executors of a business to form a well-structured organizational chart, which considers three aspects, i.e. line of authority, line of responsibility and line of communications in the internal environment of the organization (Schulman, M. & Kowadlo, B. ... Hence, it assists the top level managers of the company to organize the company’s operations in a systematic manner (Schulman, M. & Kowadlo, B. F., â€Å"Working Smart†). 2.2. Lines of Responsibility The ‘Chain of Command’ also assists the organizational structure by defining the lines of responsibility. To be precise, the line of responsibility signifies the responsibilities of every participant according to their power of authority and position in the organizational hierarchy (Schulman, M. & Kowadlo, B. F., â€Å"Working Smart†). 2.3. Lines of Communication Apart from determining the lines of authority and responsibility, the ‘Chain of Command’ also specifies the lines of communication, i.e. the flow of information from the top level management to the lower level workers in the organizational hierarchy; and the flow of accountability from the lower level worker to the top level management group (Schulman, M. & Kowadlo, B. F., â€Å"Wo rking Smart†). 2.4. Other Advantages Other than these basic advantages, the implication of ‘Chain of Command’ also has many other pros to benefit the organization and its stakeholders at large. They are as follows: By providing a firm structure of the organizational hierarchy and demonstrating the various lines of authority, responsibility and communication, the ‘Chain of Command’ assists the organization to utilize its resources with minimized wastage It also assists the employees to enhance their managerial, leadership and generic skills Helps eradicating confusion uprising in terms of authority, responsibility and communication in the internal environment of the organization Source: (Mukherjee,

Wall street journal Essay Example | Topics and Well Written Essays - 250 words

Wall street journal - Essay Example The largest beer company globally is Anheuser-Busch InBev. The company distributes products globally through an international supply network that [partners with local distributors. The company should partner with established Chinese brewers, this will enhance business expansion. Partnering with Chinese brewers enables the company to reach a wider Chinese market. The company can also share resources with the Chinese brewers; for instance, new production technology that caters for the interests of Chinese consumers (Tom, 2013). Transferring beer production activities to China is one example of off shoring. Off shoring entails the transfer of business or production processes from a given country to others like China. Off shoring also entails the outsourcing of production, administration and technical services, supporting international operations away from the home country (Tom, 2013). The top beer drinking nations are; Czec Republic, Ireland, Germany, Poland, and Croatia. The countries consume the highest beer volumes per capita. The company will market Anbev products in Germany, through partnering with local brewers and supply networks. This will minimize the costs involved in independent beer production and

Should All Tobacco Products Be Banned Essay Example | Topics and Well Written Essays - 500 words

Should All Tobacco Products Be Banned - Essay Example Tobacco industries are one of the largest sectors that raise the tax revenues. Banning it would, therefore, result in losing all these millions of dollars that tobacco industries provide. The tax returns from tobacco are also generated from its numerous advertisements and exportation and therefore the country will lose a lot of its income. Â  Thousands of citizens are addicted to tobacco and banning it will, therefore, have its own repercussions from the citizens who will not have been mentally and physically prepared to stop its use. With the sale of cigarettes and other tobacco products being high in some parts of the country, banning this product will, therefore, mean a massive loss of jobs for those working in the tobacco industry’s directly or indirectly and even loss of livelihood for the tobacco farmers. The government, therefore, must be prepared for the increase in unemployment as a result of this ban and also an increase in mentally incapacitated individuals who have been forced to stop tobacco intake whereas they had not been sufficiently prepared. Â  Having presented those arguments, it is time for the reality to be examined. Taxation loss is definitely going to dent the economy. On the other hand, however, the dent might not be as large as the opponents might want to indicate. This is because a ban on tobacco will reduce the negative health effects that accompany tobacco use as stipulated in the introduction sector. The government will, therefore, be saving on the health costs and this will almost balance the reduction in tax revenue. Â  Banning tobacco does not mean that the government will not come up with other industries which can accommodate those who were depending on tobacco for their livelihood. A campaign to ban tobacco and introduce other stimulants that are not necessarily harmful to the people like what happens in rehabilitation centers for those addicted to nicotine should be enforced.

Analysis of Ethnic Conflict in KOSOVO Essay Example | Topics and Well Written Essays - 2250 words

Analysis of Ethnic Conflict in KOSOVO - Essay Example Furthermore, the area needs proper management of these diverse societies so that such conflicts can be avoided since these altercations might escalate into a bloody civil war2. Such is the case of Kosovo, formerly a province of Serbia which have erupted into a bloody war towards the latter part of the 90’s. The carnage in the area was only halted by the intervention of NATO. Although this temporarily stopped the fighting and an independent state seems to be forming, the area remains in a precarious ceasefire as relative tensions remain between the Albanians and the Serbians wherein the secession resulted in the breakaway of an Albanian dominated Kosovo. This left the remaining Serbians in a quandary since they may be subjected to discrimination. The fear of possible persecution threatens to drive the Serbs away from Kosovo in effect dislocating them from their homes and towards a life of uncertainty3. Part 1 Kosovo Ethnic Conflict History has been teeming with ethnic conflicts and there have been numerous cases of violence that bordered on genocide. Through each of these conflicts, the diversity of culture as well as past excessiveness and offenses of one culture to another serve as fertile grounds for multi-ethnic conflicts to escalate into bloody wars. In Kosovo, the people of the neophyte state have been trying to lead a life of normalcy but as mentioned, considerable tension remains. After the breakaway, Kosovo was held by the majority Albanians that through the years have accumulated in the area. However, these people have experienced severe persecution when the autonomy of the then Serbian province has been revoked. There had been an apparent attempt to cleanse the area of Albanians when the ruling Serbs massacred numerous Albanians. This did not spare women, children and the elderly. Likewise, summary executions, kidnappings and arrests were rampant.4 The memories of these horrible events have been seared deep within the Albanians that now control Kosovo. As mentioned, there is a lingering anxiety within the remaining Serbs that have been relegated into the minority in the area. In a statement by Dr. Covic in front of the UN Security Council in New York over half a decade after NATO intervened and an uneasy ceasefire ensued, he advanced the concerns that the agreements have yet to be met by the Albanian authority. Dr. Covic lamented on the over 200,000 internally displaced Serbs and called on the council to act on these problems along with the need to implement court decisions in order to return properties to heir rightful Serbian owners. He likewise mentioned the seemingly disturbing solid line up of Albanians in the governing body of the area which may be detrimental to non-Albanians5. Hence, this essay will look into the situation of the now minority Serbs in Kosovo and the persisting multi-ethnic tensions between the two groups. Divisiveness and Scars of the Past The Albanians have constituted the majority of the populat ion in Kosovo long before the province split from Serbia in a bid to become independent. Previously, despite the lack of economic prosperity which was instrumental in driving most of the Serbs out of the area, the Albanians enjoyed a respectable degree of autonomy. This was shattered by the revocation of this autonomy paving the way for conflicts to arise. The human rights violations intensified and the massacres heightened to almost genocide

American History - Civil War Controversy Essay Example | Topics and Well Written Essays - 2750 words

American History - Civil War Controversy - Essay Example His men, who wanted to press on all the way to Richmond, took 400 Confederate prisoners. One hundred fifty of the enemy had been killed or wounded on the hillside. Out of his regiment of 386 men, Chamberlain lost 136, including 30 dead and many seriously wounded. A battalion of United States Sharpshooters had been acting as skirmishers for Brig. Gen. J. H. Hobart Ward's brigade of Sickles's corps, and while withdrawing from a stone wall in front of Round Top, three of its companies disappeared into the woods up the western slope of that towering landmark and began to fire into the right flank of the enemy line. Col. William C. Oates, commanding the Fifteenth Alabama Infantry, could not allow the sharpshooters' fire to enfilade his right from that hill, so he and his men laboriously climbed over the large rocks, trees, and bushes in their path to exchange fire with the sharpshooters. The Forty-seventh Alabama, commanded by its lieutenant colonel and minus three of its companies, continued his line of battle to the left. ... to the west of the Round Tops rolled up to the Union brigade waiting on Little Round Top, with the crash of artillery and rattle of muskets almost drowning out the shouts of the fighting men. The soldiers of the other regiments of the brigade to the right of the Twentieth Maine could see the dreadful sight of men in blue being overwhelmed by the vigorous onslaught of lines of figures in butternut and gray. The Union men fought with grim determination in the Devil's Den and the woods and fields around it. As men fell and cannon fired, here and there a horse would gallop away, eyes wild with terror. All seemed a mass of confusion and madness, and then the high, keening sound of the Rebel yell rose above the din and grew "as if all pandemonium had broken loose and joined in the chorus of one universal war whoop." The men of Michigan, New York, and Pennsylvania could see lines of determined men advancing at the double-quick, to swarm soon into the Plum Run valley and up the hill, bent on occupying their position. The Confederates, too, had seen the importance of Little Round Top and rushed to gain the advantage. But they arrived a few minutes too late--the timely actions of Warren and Vincent had caused the strategic hill to be seized by the Federals just in time. On the Confederate far right, Oates and his Alabama men, exhausted from marching about twenty-five miles before the attack began and their steep climb over the rocks and bushes of Round Top, rested for ten minutes at its summit. The Union sharpshooters had disappeared as if into thin air, and Oates did not know their numbers or where they were. Misled by their intense firing from behind rocks and trees and unable to judge their strength as he climbed, the Confederate commander thought he was driving a "heavy

The Sound of an Utterance and Its Meaning Essay

The Sound of an Utterance and Its Meaning - Essay Example The theory of phonosemantics states that phonemes and meanings are inter-related, or that â€Å"phonemes are signs in some sense† (Gudwin & Queiroz 2007:177), which is a concept known as sound symbolism. Let’s first understand how mind interprets meaning of a word. Sign is something that refers to a property of an object, and when interpreted, leaves an effect on the interpreter’s mind. This effect is called meaning. If we talk about human language, words and phonemes (/st-/, /gl-/, /-ump/, /-at/) are the signs that leave an effect on humans’ brains, linking a specific meaning to the word. The study of this link between phonemes and meanings is called phonosemantics. It states that our minds process sounds quite unconsciously, like the invoking of emotions on the sound of music without the interpreter even understanding it. The hypothesis that the theory of phonosemantics holds is that, the relationship between phonemes and meanings must be arbitrary since every language has its own words for the same object or its properties. This arbitrariness is to be understood only in the sense that words acquire meanings randomly, and such words form connections with other similar-sounding or similar-meaning words with the passage of time. Once a word has acquired a meaning, both will stay interconnected forever for a specific language. 3. What is Sound Symbolism? Chan (1996:1) states that, â€Å"Sound symbolism is the study of the direct relationship between the sound of an utterance and its meaning. It is a special nature of human language, that the utterance of sound can be linked with some meaning. The sound of a child’s cry refers to his wanting attention. A loud scream refers to somebody who is in danger. Clearing the throat refers to one’s attempt to start communication. The name called to grab a person’s attention matches the acoustic restrictions of the environment in which it is being called, like we call a name unintentionally loudly if there is noise in surroundings. Sound symbolism is pervasive to human language, and plays a very important role in linguistics, â€Å"especially at the affective level† (Chan 1996:2). It explains a symbolic or metaphoric link between sounds and meanings because when we hear a sound, we interpret it and associate it with images and concepts, and respond to them emotionally. Phonosemantics goes one step further in claiming that even distinct sounds (like scream) have meanings, which are vague and metaphoric in nature. Sound symbolism involves two types of words: phonaesthetic words, and imitative words. Imitative words will be defined later. 3.1. Phonaesthetic words Phonaesthesia is the concept, originally presented by John Ronald Reuel Tolkien (Fisher 2011:85), that describes the link between phonaesthemes or phonaesthetic words and specific meanings (Trask 2000:252). Trask gives the example of â€Å"slime, slope, slush, sludge, slip slide, slosh, sl urry and slug.† All of these words start with /sl-/ and give off an idea of wet and slippery. These are phonaesthemes because they have the element of wetness in them, like when we hear these words, a kind of watery feeling comes into our minds. Hence, phonaesthetic words usually have the same combination of alphabets or consonant clusters at the beginning or ending of the words. Smith (2002:3) has given many good examples in his paper, like â€Å"

Discussion Questions for Sexism Readings Essay Example | Topics and Well Written Essays - 750 words

Discussion Questions for Sexism Readings - Essay Example Misogyny, hatred for one sex (females basically) leads to increased feelings of oppression and suffocation for the women and transgender people. This also leads to more abortions, and killing of infant girls. 2. Biological sex is basically a bodily aspect. If a person has primary sexual characters of male or female sex, he or she is biologically a male or a female. Gender is more like a concept. Essentially other than the primary sexual characters, human beings are alike. Gender studies are basically an approach towards how you perceive men and women. Biologically they are same other than primary sexual characters but gender considers them different. 3. Not all, but many men practice patriarchy happily as they have a lot to gain from it. They get to rule their households. This however is not always easy. Homophobia, the hatred people feel for lesbians and gays and sometimes for transgender people originates from this stress too. No extreme is good. When 50% population of any place is oppressed in the name of patriarchy, many react by becoming gay or lesbian. Normal life is disrupted by this extremism in favor of one sex. 4. Feminism demands equal rights for women. Biologically, women and men are equals but the sexist approaches don’t let that to be practiced in society. Although in theory it looks like United States is a very broad minded society, but there has always been a very strong negative reaction to equal rights for women and transgender people. One of the reasons is that it is always easy to follow the current trends rather than accepting changes. Also, with women getting equal rights, some of the men might feel insecure. 5. Ideal female beauty is a concept that leads a lot of girls to efforts of abnormal level to become acceptably attractive. This leads women to putting in extra efforts for acceptance and those who naturally lack it suffer a lot. From other point of view, this sometimes makes women easy targets

Head Nurse Essay Example for Free

Head Nurse Essay A head nurse has the following important duties and job responsibilities: * Planning and scheduling the work activities of junior nurses in her section. * Making sure that the medical reports and instruments are kept properly and safely. * Ensuring that the patients obey the instructions and advice of the doctors and follow their prescriptions sincerely. * Ensuring that the areas where the patients are admitted are sanitized properly on a regular basis. * Directing the patients to have their meals regularly and receiving feedback from them in case of faulty food items or other issues. * Making her patients relax in case of adversities and major surgeries being performed on them. * Comforting her patients and injecting them with the required medicinal doses as advised by the doctors. * Cleaning the areas that contained medical instruments, medicines and syringes in order to ensure safety for all those who visit these areas. * Sanitizing the rooms where the patients are dressed and changed in order to avoid microbial infections. * Assisting her patients with calling their relatives and helping the old ones move from one place to another. * Walking with the doctors during their routine rounds and check-ups and noting down the directions of the doctor with regard to the health and care of the patients. * Ensuring that she provides all the health care facilities and services to the patients with accordance to the rules, regulations and policies of the state. * Placing demands for new medicines and documenting their amounts properly and ordering fresh stocks of the medicines that have expired. * Ensuring that all the needs and demands of the patients are fulfilled during their stay in their hospitals. * Making sure that the patients are comfortable and feel at home. * Executing all other tasks that need her assistance and patient health care services. * Duties and Responsibilities of a Head Nurse: * Head nurses manage all the administrative duties of the departments which they are assigned to work in * They schedule shifts for the nurses and assign duties to them * They collect work reports from all the nurses regarding their day-to-day activities and maintains a record of them * They present the records collected from all the nurses to the respective doctorswho are handling cases of those patients * They assist and conduct training programs for the nurses who are new and need help * They also solve any issues related to the patients * Head nurses also come in direct contact with the patients and diagnose theirhealth problems * Inventory management is also one of the responsibilities of the head nurses * Head nurses review and supervise the pre-operative settings made by the nurses in the operating room and make sure that they have provided required equipments to the doctors * Head nurses often accompany the doctors when they go on their rounds to check the patients where they present the reports collected by them * They provide necessary help to the doctors such as carrying diagnostic equipments, etc., to the doctors while they are on round for check-up They maintain a log of the entries of the patients in their wards and their health Reports * Head nurses also look for the hygiene in the hospital and in the rooms and make sure that the patients are provided with enough facilities and entertain all types of complaints from the patients *

Multiple Intelligences Theory and Sternbergs Triarchic Theory

Multiple Intelligences Theory and Sternbergs Triarchic Theory I will write the corrections between two theories Gardner`s Multiple Intelligences Theory and Sternbergs Triarchic Theory .I will discuss what are the aspects of similarities and differences between the theories. This assignment attempts to show how Gardner and Sternberg drew similar conclusion regarding human capacity and potential, examine Gardners eight intelligences and Sternbergs three kinds of intelligences (Vardin, 2003). I choose these theories because they are alike to some extent as well as that they are very famous and comprehensive these days. Some countries have made in the application of the schools and succeeded in doing so as USA (infed.org/thinkers/et-schon-htm-49k.). I choose Gardner`s theory in a particular because it supports that each person has a unique profile of intelligences but to varying degrees from others. Gardner said that intelligences are not only hereditary, but they also become acquired, so that we can strengthen the strong points and do not lose hop e of the weakness points but work to raise them (Gardner ,1997 ). What Gardner says raises our morale. Therefore I choose Gardner`s theory to compare with Sternberg theory in addition to similarities between of them. I will evaluate each theory in my teaching practice in primary school which of these theories I will agree or more strong than another. I will arrange my assignment first I will mention every aspect of both theories and discuss each one separately and provide differences and similarities in this capacity of this attribute and then I will apply each aspect in my context which is primary schools in Libya. The key aspects which I will compare are: both theories are critical of the unitary of intelligence, what these intelligences are in their opinions, both of them are holistic view and more inclusive notion, both of them generate ideas and provide feedback as the curriculum is developed, what both of them said for teaching approaches and assessment approaches, both theori sts view that culture contexts are important in relation to intelligences. Both of these theories are about intelligences and against the traditional concept of intelligence. Gardner multiple intelligences theory and Sternberg triarchic theory are about intelligences and both of them opposed intelligence is a general which asserts that intelligence is ability logical and linguistic. They are proposing that intelligences are thought of as a wide range of abilities. Sternberg`s and Gardner`s (1982) summarized the general intelligence theory by stating general intelligence can be understood componentially as deriving in part from the execution of general components information processing behaviour (http://www.personality research.org/papers/paik.html) .The traditional view of intelligence is defined success in problem solving ability to learn, capacity for producing nodegenetic solutions, understanding of complex instructions or simply all round cognitive ability. (Eysenck, 1982, p.8). However, Sternberg and Gardner defined intelligences in another way. According to Sternberg intelligence is mental activity directed toward purposive adaptation to, selection and shaping of, real-world environments relevant to one`s life (Sternberg 1985 p .45). Intelligences in this view mean that how an individual treats the environment change through his/her life and adapts with it. (Ibid, 1985). However, the definition of intelligences according to Gardner are ability to solve problem or fashion products that are of consequence in a particular culture setting or community (Gardner 1993: p, 15) and he also defined it in 1999 as a bio psychological potential to process information that can be activated in a cultural setting to solve problems or create products that are of value in a culture (Gardner 1999 p.34). Each of those theories has merits and evidences to support its claims (http://www.personality research.org/papers/paik.html).The traditional view of intelligence was measured by Stanford Binet intelligence scale for children IQ, Wechsler intelligence scale for children WISCIV, Woodcock Johnson test of cognitive ability and Scholastic Aptitude Tes t. However, in contrast, multiple intelligences theories opposed that. They say that short answer test cannot measure deep understanding but it indicates memorization skills. Furthermore, the traditional view of intelligence mentioned that people are born with intelligence and this intelligence cannot change over the life whereas the writer of multiple intelligences believes that intelligences are both genetic and acquired, and human being can improve intelligences through life. In teaching practice teachers in the traditional view taught students in the same way whereas in multiple intelligences theories teachers use a variety of ways to teach and assess students. Sternberg and Gardner agree that people have different types of intelligences (http://web.Cortland. Edu/and ersmd/ learning/traditional%20intelligence.htm). In my experience, I agree with Sternberg and Gardner that intelligence is multiple while I oppose the intelligence with the traditional view that intelligence is unitary. For example, in my educational context in primary school, it is not fair to describe a student as is not intelligent because he or she has not done well in the traditional test(paper and pencil) which is focused only on logical and linguistic intelligences and do not take account of other types of intelligences . This student maybe successful in other life skills, but he could not to be completed in the traditional exam. In addition, from my learning experience and what I hear from my fellow teachers, some students are giving new creative solutions to mathematical problems have not been studied before while they do not achieve in examinations measured by conventional paper and pen. Sometimes, I and my colleagues notice that some students are not smart in a particular area for example writing and reading while they a re smart in other areas therefore I support Gardner and Sternberg that human being has multi intelligences not just one. How Sternberg and Gardner consider the intelligences. Both of them agree that a human has different intelligences, which are independent of each other. In their views that individual differences intelligences, begin from the earliest years of life and when someone has strength in one area of ability, this is not ensuring strengths or weaknesses in other areas (Vardin, 2003).They state, in fact, that everyone has a unique profile (ibid, 2003). Both of them see individual development as a result between genetic and environmental factors (ibid 2003). However, the theorists did not agree on the number of intelligences. Gardner (1983) believes that there are seven types of intelligences linguistic, logical, bodily-kinaesthetic, musical, spatial, interpersonal, and intrapersonal (Campbell, Dickinson, Campbell, 2004). Whereas Sternberg believes that there are three kinds of intelligences creative, analytical and practical (Sternberg, 1985). According to Gardner he asserts eight evidences for MI theory as follows, isolated two abilities from ea ch other by brain damage, exceptional individual such as prodigies and idiots savants, some core information processing operations, experiment psychology and cognitive psychology, symbol system, evolutionary biology (Gardner, Kornhaber, Wake, 1996) and psychometric findings (Gardner 1983:62). He describes two kinds of traditional intelligence which can easily practice in schools and next three kinds he classified them in art and the last two kinds they are more personal (Gardner 1999). The eight Kinds of intelligences according to Gardner as follow. Linguistic verbal intelligence. It contains sensitivity to the sound, rhythm, spoken and written language, and the capacity to learn usage language to express the meaning and to explain concepts and remember information as formal system such as writers, lawyers, speakers. Some forms in this intelligence include telling jokes, discussion and writing poems (Campbell, Campbell, and Dickinson: 2004). Logical -mathematical intelligence. We use our logical /mathematical intelligence to analyze problem logically, determining relation such as cause and effect and achieve mathematical operation. Some forms in this intelligence involve creating thinking, analyzing problems and discovering and using logical sequences (Kagan, Kagan, 1998). Bodily -kinaesthetic intelligence. Ability to use whole body or parts of the body such as movement gestures , facial, and hand gestures and enjoy in physical activities .( Kagan Kagan ,1998).This intelligence may see different from traditional views of intelligence.Bodily kinaesthetic intelligence involves the use of all or part of one`s body to solve problems of fashion products. And core operations associated with this intelligence are control over fine and gross motor action and the ability to manipulate external objects. (Gardner, Kornhaber, Wake 1996 p.209). Such as found in athletes, dancers and surgeons. Musical intelligence. In this intelligence Sternberg and Gardner agree on it and Sternberg call it creative intelligence .According to Gardner musical intelligence gives chance to people to creative, communicate, and understand meaning made out of sound .It is different from linguistic intelligence (Gardner kornhaber, wake 1996). People can gain a high degree in musical skills. Gardner himself has high degree in this intelligence and states I believe that I think musically I need music to work. I also hear music all the time in my head I think that my major activities to think and to read and to write occur in a very musical way. My literary work reflects the sorts of organization that I observed in composition I studied and played i.e. the development of themes ,the effects that something introduced at one point has much later back and forth(Gardner 1997,p 10). Spatial intelligence. We express this intelligence through pictures, sculpture, and arranging objects. Those strong in this intelligence enjoy designing, doodling, and drawing. Some forms this intelligence takes include map interpreting and making decorating, page, layout , design and make collages .(Kaga ,kagan 1998). It concerns the ability to perceived spatial information to transform this information, and to create visual images even without original references. Blind people also can use it because it is not dependent on visual sensation for example to build mental image of their homes or figurers out routes to work. Core abilities in this intelligence are ability to build images in three dimensions (Gardner, Kornhaber, Wake 1996). The last two intelligences are the personal intelligence. Interpersonal intelligence. It is ability to interact successfully with others. Some forms of this intelligence are leadership skills, friendship skills and ability to understand strength and weaknesses points for others (Kagan, Kagan, 1998).Interpersonal intelligence makes use of core capacities to recognize and make distinctions among others feelings, belief and intention In early development of this intelligence will be ability young people to distinguish from other individuals in their environments and enable them to carry out their work (Gardner, Kornhaber, Wake 1996 p.211). Intrapersonal Intelligence. It concerns ability to understand our own feeling images, dreams, moods and states. Gardner defined the intrapersonal intelligence over the years. After frames of mind(1983), Gardner focused on the feeling life in his original conception of intrapersonal intelligence, but that he had come to stress instead, the importance of having a viable model of oneself and of being able to draw effectively upon that model in making decisions about ones life (Gardner, 1993, p.xviii). This statement reflects cognitive learning. Defining intelligence in this view ways of thinking associated with different types of information. Gardner argues that intrapersonal intelligence is human only. (Kagan, Kagan 1998). According to him, each of these seven can be observed and measured. Moreover, everyone has seven kinds of intelligences in different levels; someone might be strong in musical intelligence and poor in logical intelligence so individuals are distinguished by their particular profile of intelligences (1999, 1983). More recently, Gardner opens the door to additional candidate intelligences (naturalist, spiritual, existential and moral intelligences). Naturalist intelligence. It is ability to classify and recognize natural patterns through encounters with natural world that involve appreciation for and understand flora and fauna (Lazear.2004). It enables people to recognize certain feature of the environment. It combines a description of the core ability with a characterization of the role that many cultures value (Gardner 1999, p.48). Inclusion of naturalist intelligence appears straight forward. He has added a naturalist intelligence in his list. Spiritual intelligence. Is more complex and seem more responsible (ibid 1999). Existential intelligence. Although existential intelligence might be attractive and concern with ultimate issue, Gardner is not arranging to add it in his list .Gardner state I find the phenomenon perplexing enough and the distance from the other intelligences are vast enough to dictate prudence at least for now(ibid :66). Moral intelligence:it is a concern with those rules, behaviours and attitudes that govern the sanctity of life in particular, the sanctity of human life and in many cases, the sanctity of any other living creatures and the world they inhabit (ibid p.70). In the other hand, Sternberg`s theory comprises three parts: componential, experiential, and practical. Sternberg labelled three components the met components, performance components, and knowledge -acquisition component (Sternberg 1985). Sternberg explains that different contexts and different tasks require different kinds of intelligences. He divided his theory the three parts as follow (Sternberg, 1985). Componential/Analytical sub theory. This is the sort of thinking which involve critical and problem solving, and is usually measured by traditional tests. Unfortunately, individuals with only this type of thinking are not necessarily able to creating unique ideas of their own because analytical giftedness often is tested without other. It is involved when human being responses such as compare and contrast evaluate, Critique, explain (Sternberg 1997). Experiential/creative sub theory. This is a second kind of thinking to generate new ideas and he divided it two parts novelty and automation. A novel situation. It is ability to solve problems in different and unfamiliar ways never experienced before (Sternberg 1997). Automated .It is familiar. It has been performed multiple times with the same or other processes. Practical thinking. Deals with the mental activity involved in attaining fit to contrast . (Sternberg, 1985 p.45), and it occurs when learners apply what they know to everyday life (Howie, 2009b). This thinking is dependent on three processes. Adaptation. It occurs when someone adapt to changes around him/her (Sternberg 1985). Shaping .It occurs when someone makes changes to adapt to the real world (Sternberg 1985). Selection. It concerns when a completely new alternative environment replaced the previous one, to meet the individual`s goals (Sternberg, 1985). Most people who are successfully intelligent are not equal in these three abilities, but they find ways of making the three abilities work harmoniously together (Sternberg, 2008). Sternberg agrees with Gardner in creative or musical intelligence but in other six abilities he classified practical and analytical intelligences. In my teaching practice, I agree with Gardner and Sternberg that each student has different intelligences from others. For example, in my class I have smart student in conservation while another student is smart in writing. The intelligent student in the conservation is not needed for intelligence or stupidity in other skills because each of these intelligences is independent of other intelligences. I also agree with them that intelligences are influenced by environmental aspects for example, if person has been done a particular work in a certain country, he/she may consider smart while if he/she does the same work in other country may classify him/her as not intelligent and vice versa. From my teaching experience I have two twin girls in my class; they have lived in different environments and circumstances. I have found these girls have different intelligences from each other. This may be some evidence that environment has a big role to refigure our intelligences into development or foil. On the other hand, I agree with Gardner that intelligences divide into eight intelligences, and it is possible to add others whereas I dispute with Sternberg those intelligences are just three. In my experience, I have noticed that intelligences of the students are not only creative or practical or analytical. For example, some students do not own those three intelligences so they cannot learn practical, analytical and creative ways. Does this mean they are not smart? However, these students may have other types of intelligences as Gardner said because when I explain the lesson in other ways by signals or move my body, they understand better. This means that they have Bodily -kinaesthetic intelligence, or when I read the lesson in a melodic way, student who has musical intelligence understand better than any other ways. Therefore, I have tendency with Gardner Multiple intelligences that students have eight kinds of intelligences as I mentioned them above. Inclusion view or holistic view. Both of psychologists put tendency forwards theories with multiple abilities or intelligences, which are a much more holistic view of abilities, learning to a much more inclusive notion of how individual can be able. When Gardner`s original listing of the intelligences in frame of mind (1983).There are discussions to other possible for inclusion. After many researches Gardner reached to three possibilities: A naturalist intelligence, a spiritual intelligence and existential intelligence (Gardner 1999:52). The final one for inclusion is moral intelligence; if people accept moral intelligence then it is possible to add it. It is inclusive to add intrapersonal and interpersonal intelligences. Although he emphasises intrapersonal intelligence as near to met cognition, the non hierarchical nature of this list, he wishes to see executive function as an entity which emerge from other intelligences (ibid, 1999). Gardner points out that two people have not exactly the same profile of strengths and weakness and we can enhance any intelligence by concerted effort (Montessori, 2003). On the other hand, According to Sternberg when he did some studies in the diversity of students in different cultures, findings in these studies that students who achieve high analytical groups were mostly white and middle class, the high in creative and practical groups were not. He said when you expand the range of abilities considered, the range of student identified as gifted increase as well.(Sternberg, 2008 p.60). I agree with both theories that ability of human being is a more holistic view. Through my experience I have found that students capabilities are multiple, and they have abilities to do a lot of things. I have found some students who have natural abilities where they could learn by exploration a nature as an animals or plants around them. There are some students who have moral intelligence. This is very important to have in my religion and culture. We cannot avoid it, and I hope that Gardner add it to his list officially. There are a lot of intelligences which indicate the universality of human ability such as culinary, industrial intelligences and others. In addition the way in which intelligences present in different cultures is not limited to a certain category for example students from Europe or the Middle East or from Africa, all exhibit different kinds of intelligences. In my experience, it is possible to find creative ability in Europeans students and analytical ability in Afr ican students and vice versa. Both of them said about developing curriculum and teaching. Both of theories Gardner (1983) theory of multiple intelligences and Sternberg (1985, 1988) triarchic theory of human intelligences generate ideas and to provide feedback as the curriculums are developed. Schools have moved to organize their curriculum according to MI theory. They start to use videotapes and net works to explore abilities in students and to teach them away adapt to their potentials. MI is encouraged by the educational community in three reasons first, MI emphasizes that children have many intelligences, not just one, and these abilities are defined shaped, and combined by the environment. Second, MI focused on children. Finally, MI emphasis intelligences are different from culture to another. Many of schools focused on MI to arrange their curriculum and MI help teacher how to create ways to teach lessons to students. (Torff: 1997, 1998). Gardner`s urges that teachers must pay attention to unique intelligences profiles and individual differences when they teach their students. He believes that there are one way to teach for individual differences in intelligences profiles, teacher can teach students through taking a topic or domain and explains it in different intelligences approaches, or by using entry points to helping them grasp new material according to their intelligences ( Howie, 2009a). In addition, he argues that practical intelligence curriculum which includes two parts: The Yale portion of the curriculum, designed to teach skills used across content areas. This is taught by content teachers for two or three period per week separately. (Sternberg, Okagaki, Jackson 1990, p. 36). The Harvard portion of the curriculum, which emphasizes individual subject -matter infusion of the skills within the content class.(ibid, 1990, p. 36). According to Sternberg, teachers need to teach their students with three abilities for increasing achievements. In his view, teaching involves helping students to capitalize their strength and to correct their weaknesses. This means that teachers must use a variety of ways to teaching students some of the time, they encourage students to analyze, critical, evaluate, compare and contrast and in other times to create, imagine, invent, and other times to apply, implement and practice. Sternberg and his colleagues have carried out a study in the United States. In this study, they used the Sternberg triarchic abilities test. The children were divided into four groups : High analytical ,high creative, high practical, high in all abilities or low in all abilities, all students listened to the same introductory psychology lecture in the morning but different among them were the type of lesson in afternoon section with one approach critical, analysis, compare and contrast, second approach , i magine, discover, invent and explore, the third approach practical, apply and implement, and the fourth approach in the memory condition. They might ask to memorize the main aspects of a major theory. Their results suggest that students who were placed in afternoon sections that matched their abilities performed better than did student who attended afternoon sections mismatched (Sternberg .2008).In the other words when students learn in ways matched their abilities , they can perform better at least some of times. So a good teacher uses a variety of teaching methods which adapt with abilities of their students. Sternberg (1985) has found practical intelligence for schools PIFS curriculum is based on the four kinds of knowledge to adaptation to any environment: managing oneself, managing tasks, and working with (managing) others. Self management, the teacher and student discuss styles of thinking of student multiple intelligences (Sternberg 1988, 1990) and each student chooses own individual style which adapt with him/her. Managing tasks, which deals with topics such as put strategies to solve problems, to correct bad habits, understanding questions and taking tests. Cooperating with others (practical discussion in class, shift places with others, and solving communication problems. I agree with psychologists that the development of the curriculum must be commensurate with the needs and students capabilities. The teachers should use a variety of ways to teach students such as video, participation, collaborative groups, advanced technology and others to adapting with learners themselves. While I disagree with Sternberg that teachers use three ways to teach and assess students practical, analysis and creative because there are some students cannot understand in these three ways, does this mean they are not smart so I strongly agree with Gardner that teachers must teach students in eight ways or more. .This view is fitting with my plans in my future teaching practice and to give me a great help to understanding the capacities of the students and to help them to understand the lesson through unique profile of abilities. Each student has the right to discuss with the teacher the pedagogical approaches which best fit with him/her. This will be benefit the learning and teaching process in both the teacher and the student. In the future I will apply this theory in my teaching practice. For example, if I have class which it contains group of students, I will identify their abilities according to their responses or understandings in the class then I will teach them and assess them in ways that fit their abilities. For example, with linguistic intelligence group I may ask them to write story or to read text with correct pronunciation, mathematical intelligence group for example, I will give the numerical activities, computer programming, and solving mathematical problem, Intrapersonal intelligence group I will leave them to work by concentrating the subject themselves because they tend to work alone. I will explain the lesson by bodily movement to facilitate understanding the lesson for Bodily Kinaesthetic group. Students who have interpersonal intelligences I will learn them by putting them collaborative groups. Visual Spatial groups I will show the m visual images. Musical groups, I will read the lesson as song or may play musical instrument although this intelligence is difficult to apply in my religion because we do not have music in our schools. Nature intelligence group I will learn them outside the school in the nature environment although this intelligence also difficult as other one because we have limited time in class and we have a big number of students in the same class. Both of them consider intelligences in teaching and assessment approaches. Both of these theorists agree that teaching and assessment approaches consider in their theories but in different ways. Both of them agree that intelligence can be improved at any age the more we practice the more we become. According to Sternberg, he suggests that tests of intelligence are not complete in both sides either in applying or in design; they are not adequate in design, because they heavily depend on analytical ability and do not pay attention in practical and creative abilities. As well they are not adequate in implementation because they are predicted that ways are fixed rather than flexible (Sternberg, 2008). Sternberg and his colleagues designed studies which are the Rainbow project and SAT Reasoning test which measures practical, creative analytical skills. They tested 1,013 high schools and colleges; they gave them analytical questions as available in conventional test but also gave them crea tive and practical questions. The creative questions required from students to imagine for example, they may ask them to write new story or may show them pictures and ask them to create a story orally. The practical test required asking students to solve problems in real life as consequence their studies, there were critical findings. First, they discovered three factors on their tests one was creative thinking, a second factor was practical thinking, the third factor was multiple-choice problem solving (Sternberg, 2008). Second, they discovered that using broader tests for college admissions can enhance academic excellence. Third, they discover that they could substantially reduce ethnic-group differences on the tests. There are a lot of students from the majority group who learn in ways that are different from those who assessed from standardized tests. These children may have abilities to success in real life, but these abilities may not appear in conventional tests. There are al so other projects called Kaleidoscope project (ibid, 2008). He also adds that assessment approaches must match to each type of intelligences (Sternberg: 2000). However, in contrast, according to Gardner, he refers to the weak performance of standardised test two reasons first, test is too narrow, and it just measures linguistic and logical abilities and does not take account spatial, bodily, kinaesthetic, interpersonal, intrapersonal and musical abilities. Second, pencil and paper testing are far away from real life. The MI has driven a critique of standardized testing; it suggests alternative assessment that captures the wide range of intelligences. He opposed assessment by pencil and paper type. He points out that rather advocates building up profile by teacher observation and project. We can use contextualised assessment such as the Project Spectrum Approach which contain from variety of settings in pre schools and primary schools assessments including teacher observation and telling stories, activities and games to determine strength and weaknesses for children. As well there are other projects used as alternative teaching, learning and assessment for schools by Gardner and his colleagues such as Mather and ATLAS projects and Project Zero (Troff, 1997,1998). He suggests s that we can possess eight types of intelligence. Moreover, he believes there are probably others that we have not yet been able to test. Each of us is unique and unrepeatable. We are complex than any standard testing instrument can reveal. We must stop labelling children because labelling is an unfair practice (Lazear, 2004, 12, 16). In multiple intelligences :Howard Gardner (1993) says Now a huge body of experimental evidence exists to indicate that assessment materials designed for one target audience cannot be transported directly to another cultural setting ,there are no purely culture fair or culture build materials . Every instrument reflects its origins. There is also an accumulation of findings about the cognitive abilities of various kinds of experts. It has been shown that experts often fail on formal measures of their calculating or re asoning capacities but can be shown to exhibit precisely those some skills in the course of their ordinary work in such cases, it is instruments which purported to document the person level of competence (Gardner 1993 p.172). Gardner is concerned to help students creating unique intelligences profiles and he suggests that creating should be the main goal of intelligence testing. Furthermore, he believes that teach students in the same way and assess them only by using one kind of assessment written or standard tests are simply unfair. Students are different from each other and we must take these differences into account when we are looking to structure our schools and when we assess our students. For example, when student does not perform well on a writte

The Differences Between Athens And Sparta History Essay

The Differences Between Athens And Sparta History Essay Athens and Sparta may be on the same country and even on the same continent, but many differences can be found between these two city-states, They were close together on a map, yet far apart in what they valued and how they lived their lives (White, 2010). Some of the things they have differences, are the types of government each of then used to rule their cities. The education may have some similarities but at the end they differ in little things, as the military organization. The citizens on these two cities were in some part similar but also a little different as many of the things I had already talked about on the above. Both, Sparta and Athens did different things for their benefits and this things gave them the opportunity of unite more and the formation of a new government call democracy. There were three types of governments used by this two cities; monarchy, oligarchy and democracy. Each of them with different characteristics and that it identity and differ them from each other. Monarchy for example, is a type of government that consists that a king or a queen are the ones that rule the city, making everyone do what they order to do. Oligarchy, on the other hand is a government in which a small group of citizens gather together and they are the ones that control the taking of decisions (White, 2010). This were the types of governments that Spartans and Athenians used to control they cities, which at the end created the formation if a new government called democracy; a system of government in which citizens vote to make governmental decisions. On Sparta, the people that could be citizens were only the men and they need to be 30 years old. No women were allowed to be considered a citizen and of course they were only used to be housekeepers. Some of the women in Sparta owned lands and that was one the reason they were the freest women in Greece. Like in here, this author says: Citizen women were free to move around and enjoyed a great deal of freedom. Spartan women could own and control their own property (Unknown Author, Lets Compare at the time of Pericles, about 475 430 B.C).On Athens, the wealthy noble people that owned land were the ones that were consider citizens. One similarity between this two cities, were that no women where consider citizens but on Athens they werent allowed to own land. They also divided themselves into common people that didnt own land and the helots, which were free Greeks that had lived in Sparta before they were conquered. Not all the things between Sparta and Athens were completely different, there were some things which they had similar things. For example, on the way of government they both had a person or persons which were the ones that control the city and the things they were suppose to do. For example, Both Athens and Sparta had an Assembly, whose members were elected by the people. Sparta was ruled by two kings, who ruled until they died or were forced out of office. Athens was ruled by  archons, who were elected annually (White, 2010). Their military tactics and movements werent completely the same but they both had an army that Ortegà ³n 2 could help them. Also the weapons they used were similar, as helmets and swords. The educations for these two cities were similar in the way that they teach things, not the same things but they learned things. Also this education was mostly for men in both of the cities. Some differences they had on the things I just said were notably marked and they were constantly seen. On their government for example, the Spartan form was called  oligarchy, but it had elements of monarchy  , democracy, and  aristocracy(Unknown Author, Athens vs Sparta). They had a king which went with them to war and all the things they assisted, but he wasnt the one that took the decisions; the citizens were the ones that decided things. Instead on Athens, they used the democracy as they way of governing, which for them was more organized, but they were impartial because only the wealthy noble people were the ones that could vote. On their military part, Sparta only focused themselves into teach their people to fight and know how to defend themselves, instead Athens gave the options to men to take the decision if they wanted to join the army or not and study another thing. At the end, both of these city-states helped to the formation and evolution of the democracy, which in now days are used in most of the countries around the world. Sparta in somehow used the democracy but only a little group and even more in a group of old men which they didnt had knowledge of the things that were happening. Athens, on the other hand already used the democracy but a very restricted way which limited the common people to vote. Both of this forms of government opened the eyes of many tyrants and rules which at the end, when Greece united for the fight of power between Persia. It evolved and in a way it expanded around, giving new options to the world. Ortegà ³n 3

Biological Causes of Anorexia Nervosa and Bulimia Nervosa Essay

Biological Causes of Anorexia Nervosa and Bulimia Nervosa Anorexia nervosa and bulimia nervosa affect millions of people each year in the United States (1). Popular thought holds that these disorders are caused by women trying to fulfill a culturally imposed ideal body image which stresses thinness. As anorexia and bulimia have proven difficult to treat solely with a psychological-based treatment plan it is likely that there are many factors contributing to these disorders. Research has shown, however, that there is a significant biological component which leads to a manifestation of these disorders (2). Current ideas on the biological origins of anorexia and bulimia will be explored in this paper. These include areas ranging from genetic factors to neurotransmitter and hormone imbalances. Genetics appears to play a significant role in predisposing a person to developing an eating disorder. Abnormal neurotransmitter levels have been shown to exist in people with both bulimia and anorexia. Hormone functioning and levels are also atypical in people with eating disorders. While most studies focus on one area, and usually on just one neurotransmitter or hormone, the different biological causes of eating disorders seem to be related to one another. How these possible biological causes influences the I-function (which is the term for the components of the nervous system which give a sense of being oneself) will be examined as well in this paper. Anorexia nervosa is described as a disorder in which women and men intentionally starve themselves, losing at least fifteen percent of their normal body weight. This self imposed emaciation usually begins during puberty and is most common among middle to upper class Caucasian women, affecti... ...nclusion, however was very useful. http://www.ama-assn.org/sci-pubs/journal/archive/psyc/vol_54/no_6/oa5354a.htm 9. Research Re: Treatment of Bulimia Nervosa. This page is a list of absrtacts from research articles centered on the treatment of bulimia. It is good for a quick overview on what is being done currently in this field. The anstracts were generally easy to understand and follow. http://www.mentalhealth.com/dis-rs2/p25-et02.html 10. Scientific American: Explorations. This page, from Scientific American, is an article from that journal. It focuses on the discovery of two new hormones related to weight control. http://www.sciam.com/missing.cfm 11. Eating Disorders. This is an extensive web site on eating disorders from The Harvard Mental Health Letter. It is well written and very complete. http://www.mentalhealth.com/mag1/p5h-et03.html Biological Causes of Anorexia Nervosa and Bulimia Nervosa Essay Biological Causes of Anorexia Nervosa and Bulimia Nervosa Anorexia nervosa and bulimia nervosa affect millions of people each year in the United States (1). Popular thought holds that these disorders are caused by women trying to fulfill a culturally imposed ideal body image which stresses thinness. As anorexia and bulimia have proven difficult to treat solely with a psychological-based treatment plan it is likely that there are many factors contributing to these disorders. Research has shown, however, that there is a significant biological component which leads to a manifestation of these disorders (2). Current ideas on the biological origins of anorexia and bulimia will be explored in this paper. These include areas ranging from genetic factors to neurotransmitter and hormone imbalances. Genetics appears to play a significant role in predisposing a person to developing an eating disorder. Abnormal neurotransmitter levels have been shown to exist in people with both bulimia and anorexia. Hormone functioning and levels are also atypical in people with eating disorders. While most studies focus on one area, and usually on just one neurotransmitter or hormone, the different biological causes of eating disorders seem to be related to one another. How these possible biological causes influences the I-function (which is the term for the components of the nervous system which give a sense of being oneself) will be examined as well in this paper. Anorexia nervosa is described as a disorder in which women and men intentionally starve themselves, losing at least fifteen percent of their normal body weight. This self imposed emaciation usually begins during puberty and is most common among middle to upper class Caucasian women, affecti... ...nclusion, however was very useful. http://www.ama-assn.org/sci-pubs/journal/archive/psyc/vol_54/no_6/oa5354a.htm 9. Research Re: Treatment of Bulimia Nervosa. This page is a list of absrtacts from research articles centered on the treatment of bulimia. It is good for a quick overview on what is being done currently in this field. The anstracts were generally easy to understand and follow. http://www.mentalhealth.com/dis-rs2/p25-et02.html 10. Scientific American: Explorations. This page, from Scientific American, is an article from that journal. It focuses on the discovery of two new hormones related to weight control. http://www.sciam.com/missing.cfm 11. Eating Disorders. This is an extensive web site on eating disorders from The Harvard Mental Health Letter. It is well written and very complete. http://www.mentalhealth.com/mag1/p5h-et03.html

Letters from a Birmingham Jail Essays -- American Literature

Letters from a Birmingham Jail Aristotle is a very citable man when it comes to the way we think today. His rhetoric techniques are still being used in today's society. The Neo-Aristotelian Criticism is three different appeals of persuasion. This is ethos, pathos and logos, which makes one heck of a convincing argument. Ethos gives credibility, pathos shows emotion and logos uses words. In the text, Letter from Birmingham Jail, we find many examples of the criticism. Martin Luther King Jr. is writing a letter from inside the jail of Birmingham in April of 1963. This letter King wrote was in response to a letter he received from the religious leaders after King is making a stand against the racial issues in Alabama. These leaders stand firm in their letter when they say that when rights are being denied, they should be handled in the courts with negotiations and not in the streets. The authorities have placed Martin Luther King Jr. against his own will after his demonstration of desegregation. While incarcerated, King managed to find anything and everything to write this letter that is now famous for being a link to the end of public racism all over the nation. The content of the letter is filled with appeals of ethos, pathos and logos, which is necessary to make a strong argument. The first area of the Neo-Aristotelian criticism we are going to look at is the ethos. As defined earlier, ethos gives credibility. This deals with the ethics of right and wrong as society sees fit. A strong point of ethos appeals is its powerful effect on the reader. The down side to this is it's hard to get yet easy to lose. As we analysis this artifact, we find an example in the second paragraph. King gives a brief description of his backg... ...l for those who left their example and for those who are going to follow his example. In Conclusion, A Letter from a Birmingham Jail met its intended purpose to those of the audience being the clergymen and the reader today. Martin Luther King, Jr. has proven himself to the clergymen of Alabama, in regards to his reasoning for a more equal nation. The bottom line is that every man was created equally, so we should all have the same rights as the next person. In my own opinion, I think the letter was very necessary. These men of faith were more focused on what man thought rather than their creator's. This piece by King is very affective to the reader as well as the audience. It is evident that Martin Luther King, Jr. works went unnoticed, because we are living in a mixed racial society. The reader is very affected by the letter's history and how it came to be.

Mobey Dick Essays -- essays research papers

Herman Melville's Moby Dick is a book which can be read as a general metaphor for the battle between the evil powers of the Devil versus the divine powers of God and Jesus, both try to obtain the souls of mankind in order to assist in each other's destruction. In this metaphor, the Devil is shown through the person of Captain Ahab, God becomes nature, Jesus is seen as the White Whale, and the representation of mankind is the crew. The voyage of the Pequod, therefore, is a representation of a similar voyage of mankind on earth, until the death of Jesus, during the whole thing the influences of these three â€Å"supernatural forces† are connected. Thus, the basis of this idea is that in the plot of Melville's book, there are also peeks of the "plot" of the Bible. "As they narrated to each other their unholy adventures, their tales of terror told in words of mirth; as their uncivilized laughter forked upwards out of them, like the flames from the furnace; as to and from, in their front, the harpooners wildly gesticulated with their huge pronged forks and dippers; as the wind howled on, and the sea leaped, and the ship groaned and dived, and yet steadfastly shot her red hell further and further into the blackness of the sea and the night, and scornfully champed the white bone in her mouth, and viciously spat round her on all sides; then the rushing Pequod, freighted with savages, and laden with fire, and burning a corpse, and plunging into that blackness of darkness, seemed the material counterpart of her monomaniac commander's soul." (p.463) Based on the developed metaphor, the quote above can be seen as showing the role of Ahab as the sign of the Devil, within Moby Dick. The entire passage shows the effects of his manipulation with the crew. The words such as, "flames," "blackness," "howled," and of course, "huge pronged forks" turn the Pequod into a satanic representation of hell itself. Thus, the influence of the hellish commander can easily be seen upon the innocent men, whose only mistake was failing to see the true warning behind mad Ahab's mission. This notion of 'savageness' suggests not only a lack of religious morality, but also a dislike of it. Thus, the men are fully "unholy" as they stand on board a ship that is "la... ...Jesus. This manipulation is obvious in Ahab's spirited speeches, detailed mappings, and eagerness, all of which are methods to rush the detrimental encounter. The craziness of Ahab's mission of revenge can be compared to the same type of craziness in the Devil seeking out the death of the Son of God. The metaphor is also strengthened with the final battle of the Pequod and Moby Dick, which last for three days from the moment the â€Å"White Whale† is first harpooned. These facts repeat the crucifixion of Christ, where Christ died and went to hell for three days in order to defeat Satan before rising into heaven in glory. Because of this accomplishment, the few who are faithful to the Lord are saved into eternal life, while all those who are unfaithful, are damned. Therefore, the entire crew goes down with Ahab except for Ishmael, who was theoretically faithful. Thus proving the metaphor of the battle between the evil powers of the Devil versus the divine powers of God and Jesus, both try to obtain the souls of mankind in order to assist in each other's destruction. The Relationship between Moby Dick and The Bible, and the Symbolism Behind it 6404 GHE II Hour 3 11/30/00

Australia – the Unknown Southern Land

â€Å"The Unknown Southern Land† Even in medieval times there were stories about a large continent in the Southerh Hemisphere. But Europeans had never seen it. They wondered what it was like and whether it inhabited. They called this land terra australis incognita 1 or  «the unknown souther land » – Australia. Nowdays when people speak of Australia they can mean three things: 1) Australia as a continent; 2) Australia as an island and 3) Australia as an indenendent country. Australia is the world's largest island and its smallest continent. Asia is the continent nearest to Australia in the north. The icy shorts of Australia lie to the south. New Zealand is to the east. To the west of Australia stretches the vast Inddian Ocean. In the east the continent is washed by the Pacific Ocean. Australia is a land of striking differences. In the centre of the continent and in the west more thab 50% of the land is desert – dry and uninhabited. There are three – the Great Sandy Desert, the Great Victoria Desert and the Gibson Desert? Situattd between them. Naturally very few people live there. Most of them live on the narrow coasts of the tast and southeast. Main cities, where people live among tall office buildings? Automobile plants and busy factories, are situated there. In the nothearst? Tropical forests cover the coast. In the mountains of the southeast the snow lies for ceven months of the year. Australia is divided into six states and two territories. 1terra australis incognita (Latin) [`tera aust`r? :l? s ? n`k ta] New South Wales is Australia's leading indastrial state. Most people live along the east coast, and most of them are in Sydney. Sydney is also the largest city in Australia. It was founded on January 26, 1788. It is a pretty and indastrial city. Population of 3,700,000. In Victoria most people live in the south. Melbourne is the cfpital of the state and the largest city. Sheep and peaches and apricots are grown along the Muurray River. Population about 3,200,000 Queensland is Australia's second largest state. Drisbane, its capital, is . sitbated on the east coast. It is important export center exportihg wool, meat, wheat, sugar. Population over 1 mln people. Queensland has long beatifull sahdy beaches. Its coast is a popular place for holidaymakers. The climate along the east coast is hot and humid. It is the tropical corner of Australia. Bananas and other tropical fruits are grown here. Most of the land in the south is too dry for farming. Some of Australia's unprodnctive desert lands occupy the bigger part of the state. The state of Western Australia is dry and inhospitable except the southwestern corner of the state. Nearly all of the state's farms, sheep stations and fruit gardens are situated there. The rest of the state is dry desert land with very few towns or lonely cattle stations. South Australia is the third largest state. Most of South Australia's people, farms and industry are in the southeastern pert of the state. Adelaide is the capital and the largest city. Population over 1 mln people. It is a large center exporting wine. Most of South Australia is too dry for farming. Farming very much depends on irrigation1 or underground water. Some of Australia's most unprodnctive desery lands 1 irrigation [? r? `? e n] 2 nectaries [`nekt? r? nz] occupy the greater part of the state. Wheat and fruit (apricots, pears, peaches, nectaries2 and grapes) are grown along the lower part of the Muurray River. Tasmania, the island, is sometimes called the apple isle becaus it produces most of Australia's apples. Tasmania is one of the few plaaces in Australia that have enough rain all year. Tasmania is Australia's leading produes of pears and berries of different kinds. Potates are also grown in some areas. Northern Territory is the least populated and least developed part of Australia. Crocodiles still live in some of the twamps along the coast. Darwin is its capital and the only large settlement in the norsth. Population of about 70,000. Alice Springs, generally called Alice of the Alice, is th eonly town in the south. The capital of Australia is Canberra. The city doesn't belong to any state. It is situated on the Australian Capital Territory, which occupies an area of 2,432 square kilometres. It was builting in 1923-1927. Population of about 300,000.

The roles of the Advance Practice Registered Nurse Essay

The utilizations of the cost increase Practice Registered take hold (APRN), Clinical Nurse Specialist(CNS), Nurse Practitioner(NP),Certified Registered Nurse Anesthesia(CRNA),Nurse Educator, and Nurse executive ar not reflective of our present-day(prenominal) needs in health criminal maintenance. I protest with this statement as I see that APRN play a vital role in todays and in the future of our health oversee needs. In the hospital setting that I work in I train come across many APRNs in different modalities such as nurse navigators (CNS), ARNPs, CRNAs and nurse administrators. universe able to work side by side with this individuals and specifically NPs and CRNAS when needed prescription at night or even when round with them to see patients they are there to take heed to the concerns and take the time to educate them. They are highly appreciated and recognized by patients and their families.APNs go to areas physicians leave behind not go, they volunteer in clinics t hat have no some other form of health care, saving the babies in the rural areas and go into the shelters in the inner city. They teach the children in the schools how to be healthy and assist the parents with the health care system. In the hospitals they are the safety plunder that holds the trust together, with communication, collaboration and expertise inwardly their clinical practice. Hamric, A. B., Spross, J. A., & Hanson, C. M. (2009). mod practice breast feeding An integrative approach (4th ed.). St. Louis, MO ElsevierAdvanced care for practice refers to the work or what nurses do in the role and the design of advancement further defines the multi-dimensional scope and distinguishes differences from other types of nursing roles. Advanced practice nursing refers to the whole field, involving a variety of such roles and the environments in which they exist. as the affordable care act has been implemented the APRNs will be very useful in the realizing the full potential of these roles through die planning and efforts to address environmental factors, structures, and resources that are necessary for advanced nursing practice to take place.