Childcare and Education Unit 4

child Unit 4 – Assignment| Michelle Pieh| | Children & Play| | Rebecca Myring| 11/16/2009| | Introduction Play is the main way in which children learn and therefore play affects all aspects of a child’s development. Valuing children’s play: Props should be encouraged. Allow the use of their own experience. Own interests. Playing on their own should be encouraged. Work in a way that suits them. Adult encouragement to be engagement. Play as a way of communication. Recreate familiar themes. Transport resources to where they wish. Learn best when they are enjoying themselves. Allow for time and space. Facts about play: Through play children learn about their world. Play is considered to be a primary need of children. The stages of play change as a child grows older. The characteristics of play change as different stages of development are reached. All children go through the stages of play as they grow develop. Children develop at different rates therefore some children may take longer to go through a particular stage. D1/D7) Setting 1 – Zoo adventure play area Setting 2 – Park Setting 3 – Beach Setting 1 – A zoo adventure play area is an enclosed area containing play equipment. D7) It has wheel chair, pushchair/pram access. It has a variety of facilities ranging from a cafe with outdoor seating area for adults to sit and watch their children play to toilet facilities for all. In the play area there is specialised staff for children that have disabilities so they can help them join in with any games that are going on. The play area where the children can play has a safe outside area where children can play without parents worrying about the children getting hurt. The area is animal themed and the toys outside are animal shaped and patterned such as a swing in the shape of a lions mane and is yellow and orange to show it is a lions mane. A slide is in the shape of a zebra’s tongue the top of the steps is the head and the handles are the mouth opened wide and the slide is the tongue. Setting 2 – A park is an enclosed area where children can play without parents having to worry about their child going out of the park onto a street near a main road. There may be different parts in the park that are specially designed for each age range. For example: Babies/small children there may be a soft play area, bucket swings that a child can be harnessed into, small low sit on toys and a small slide. Aged 6 -10 children there may be a bigger slide, seesaw, roundabout, swings, small trampolines, climbing frames and tyre swings. Teenagers there may be basketball courts, tennis courts, football nets, running track, climbing wall/ abseiling wall, golf course, wire swings, zip wire, a weather pitch for all sports and a big trampoline that has a net around it to keep them safe whilst jumping. Setting 3 – The beach is a large area containing sand and water. The children like making sand castles. They also like feeling the different textures e. g. Water and sand mixed together. The children also have a chance to have a donkey ride. D7) There are also ramps for access for wheel chairs, push chairs/ prams. On the beach there needs to be parental supervision. D2) Age range for zoo – between 18-24 months to 16years Stage of play for the zoo is spectator aged between 18 months – 24months to 4 years and co – operative play for aged 4+ children. Age range for park – 2 years to 16 years Stage of play for the park is spectator 24 months to 4 years and co –operative for aged 4+ children. Age range for beach – 2 years to 16years Stage of play is spectator 24 months to 4 years and co –operative for aged 4+ children. Co – operative play is where children play together with shared goals. Play can be quite complicated and children are supportive. D3) The type of play that goes on is: Zoo – physical play Park – pretend play Beach – discovery play Zoo – At the zoo children would be involved in physical play. They would do this by finding different equipment to play on. Using all the different equipment they would exercising which would form their muscles, stamina, balance and Co-ordination. (Tassoni P, Hucker K, 2005, Pg 163) Park – At the park they would find different equipment to play on. They would pretend to act out things and pretend that they are other people. This will enable children to use their imagination and develop their own imaginative ideas. (Walker M, Beaver, M Brewster, J Neaum, S and Tallack, J 2008 Page 195) Beach – They would discover sand and water. They would also discover mixing sand and water. They may find shells, crabs, star fish and jelly fish. D4) Zoo is physical play – An example of a zoo play area would be playing on the monkey bars which would be developing their gross motor skills. This will develop whole body and limb movements, co-ordination and balance. Walker M, Beaver, M Brewster, J Neaum, S and Tallack, J 2008 page 194) Park is pretend play – An example of pretend play at a local park would be a child playing on a climbing frame that has a wheel on it and they are pretending it is a ship/boat, aeroplane/helicopter. Beach is discovery play – An example of a beach would be discovering different shells, sea life, boats, and textures of sand by building sand castles. Mixing sand and water together to make sand pies. Developing knowledge and understanding of the world. D5) Beach discovery play and Maria Montessori theory. The main points of Maria Montessori’s theory are: Children pass through particular development stages. This is the essential for the child to be able to learn. * Montessori developed a structured education programmed based on these stages, including a number of specially devised pieces of equipment that encourage children to develop certain skills. * Limited emphasis is placed on counting, reading and writing these will follow once the basic social and emotional development has taken place. * A Childs natural will to learn should be encouraged to foster a lifelong motivation for learning. * Children should be encouraged to work alone. Montessori felt the best learning occurred when children were focused, silent and completely absorbed in a task. * Montessori did not believe in free play and did not encourage children to develop their own ideas –play needed to have a learning focus. (Garhart M C, 2000, Pg 21-37) Maria Montessori believed that children learn by doing practical activities and by playing outdoors. D6) Setting 1 – zoo adventure play area * In the adventure play area with children aged 18-24 months to 16 years, an obstacle course could be arranged to include either a route over a high climbing frame or a lower route through it. The risks would be bumping into others, slipping and falling. I have chosen this activity as it will allow children to understand risks e. g. heights, bumping of the body parts. The challenge would be learning their limitations. Setting 2 – park In the park with children aged 2 years to 16 years, a park play area could be set up in the shape of a trim trail to include a variety of apparatus that provide challenges. The risks would be bumping into others, slipping and falling. The risks that the children will learn to understand are bumping into other children, slipping on play equipment and falling off of play equipment. The challenge that they might have to overcome is to see how high they can swing on a swing whilst feeling comfortable. Setting 3 – beach On the beach with children aged 2 years to 16 years, provide activities e. g. digging and making sand castles which challenges them to be sensible when handling the sand. The risk would be getting sand in their/other people’s eyes, risk of drowning in the sea, risk of being bitten by crabs and getting stung by jelly fish. The risks could be getting sand in their eyes, getting bitten by animals and drowning in the water. The challenge they will have to vercome is learning about what can happen if they touch certain animals. C1/D7) Setting 1 – zoo adventure playground Challenge and risk activity chosen in (D6) was obstacle course. Resources that would be used: * Climbing frame with monkey bars, lower and higher side. * Tunnels. * Under and over bars. Health and safety equipment: * Safe area. * Helmet. * Knee pads and elbow pads. * Safety mats, non slip floor. * Supervision. * Appropriate footwear, clothing. These resources have been chosen because: For children’s own welfare and safety. They allow children to achieve the learning outcomes that have been planned for. They meet individual children’s needs- D7. Provides different levels of play for age range and ability. Setting 2 – park Challenge and risk activity chosen in (D6) was trim trail. Resources that would be used: * Apparatus e. g. swings, balance walking logs, climbing nets, tyres, swinging logs. Health and safety equipment: * Safe area. * Knee pads, elbow pads. * Helmet. * Supervision. * Appropriate footwear and clothes These resources have been chosen because: For children’s own welfare and safety. They are appropriate to age range and stage of development of the children. They meet individual children’s needs – D7. Setting 3 – Beach Challenge and risk chosen in (D6) was digging sandcastles. Resources that would be used: * Spade. * Bucket. Health and safety: * Clean area. * Safe area. * Goggles. * Supervision from parent’s/carers. These resources have been chosen because: Encourages exploration. Encourages open minded play. They meet individual needs – D7. B1) Giving children activities that challenge them and make them understand risks by: Build’s up resilience as they become more aware of challenges that they will experience in the future and it will help them to become more comfortable, confident when faced with the kind of challenge. Bruce D. Perry M. D. Ph. D Professor of Child Psychiatry, Department of Psychiatry and Behavioural Sciences). Develops an awareness of potential hazards. Younger children's awareness of hazards is further raised through staff's gentle reminders, for example, prior to activities, such as cooking. Children benefit from individual towels and soap dispensers, which reduce the risk of cross? infection. To, ensure that the risk of potential hazards is minimised. Children also develop confidence and self-esteem because staffs build positive, trusting relationships with them. (Ofsted Creche report) Prevents boredom. As young children don't understand time the way grown-ups do but boredom is not always a bad thing, it can also get children thinking creatively and can pay to take a more active role in preventing boredom. (Sanders, M. R. ; Christenson, A. P. (1985). Pg’s 13, 101-117). Builds confidence. As they do the activities again again they will have confidence in doing the activity as they will know how to do it. Potential learning opportunity such as they learn that you have to follow instructions to get to the end product. Provides mental stimulation. E. g. helps children to function for longer. Maria Montessori developed a method for young children, which was rooted in the senses and involves manipulating everyday objects and following highly structured activities that engage children but rarely allow them to fail. Develops essential life skills. E. g. money, telling the time, addition/subtraction and measurements etc. Activities that provide children with a challenge and risks: Climbing frame – know their own limitations but not put off but to overcome it and be determine. Hopefully next time they won’t climb as high and only go half way so they learn from previous times. B2) Adult led sessions are often used to introduce children to exploration and investigation through play. This helps them to develop their own play agenda and ideas. Children appreciate adults who help to keep their play flowing as long as they don’t take over. How they would do this? Exploration: Involve them in activities. E. g. Building Sandcastles, Finding sea shells and stones. Encourage them to learn about new things. For example colours, numbers and letters. Plan activities that relate to children’s experiences. E. g. Places were on holiday. Encourage activities that encourage exploration. E. g. Making ice or jelly. Offer a variety of activities. E. g. collage making, beading or outdoor play. How they would do this for investigation: Provide equipment. E. g. Bucket and spade or binoculars and magnifying glass. Provide plenty of time. To allow children to finish the activity so they get the whole potential. Present activities that allow solving problems e. g. floating and sinking. Allow the children to work together. So they can work as a team member and listen to other children’s ideas and try to solve things together. Introduce new subjects and topics. To help develop further knowledge. A1) Name of theorist wrote about in D5 was Maria Montessori. Maria’s main ideas and theories are: Children pass through particular developmental stages. This is essential for the child to be able to learn. Montessori developed a structured education programme based on these stages including a number of specially developed pieces of equipment that encourage children to develop certain skills. Limited emphasis is placed on counting reading and writing. Children should be encouraged to work alone. To encourage confidence in what they think. Montessori did not believe in free play and did not encourage children to develop their own ideas. Influences on today’s practice: There are many Montessori schools throughout Europe usually privately run. The method promotes a carefully planned environment that neither allows children total freedom nor imposes activities on them. Some nurseries follow the plan completely and purchase Montessori equipment and use her theories with a flexible programme. (Garhart M C, (2000) Page 21-37) What difference (if any) might there be if the adult was aware of this theory? If the adult was aware of the theory the adult would be aware of discovery play and be able to plan activities in more depth. They will also be aware of the benefits of discovery play. How do you think the theory will affect an adults understanding of children’s play? They might think that something that the child is playing is not discovery. So this might not give the children as many opportunities. A*) The role of the adult in providing activities and supporting children’s play is to provide relevant resources to enable children to do specific activities e. g. ard making needs – card, glue, sticking things/materials. An adult also sets out a play area for the children to play in. Adults make suggestions to widen the children’s knowledge and to support them when playing. Adults should also ask the children questions to develop their understanding. The adult considers the children’s needs e. g. provide activities for different levels of needs â€⠀œ (D7). I had no idea that there was so much to play. I had no idea that there was a lot of planning towards play and how play was actually structured rather than just giving a child a toy and telling them to play. I am now more confident in advising children when they are playing. I am now in a better position as I would be able to extend opportunities by asking the child questions. I have learned all the different stages and types of play. The types of play are:| The stages of play are| Creative play. | Solitary aged 0-2 years. | Pretend play. | Spectator aged 2-2 and a half years. | Physical play. | Parallel aged 2 and a half – 3 years. | Manipulation play. | Associative – 3 – 4 years. | Discovery play. | Co – operative aged 4+ years. | Bibliography websites used www. teachingexpertise. com http://nationalstrategies. standards. dcsf. gov. uk www. ofsted. gov. uk Www. raisingchildren. net. au Bibliography books used Tassoni P, Hucker K (2005) Planning Play and the Early Years 2nd Edition. Oxford – Heinemann (Page 163) Walker, M Beaver, M Brewster, J Neaum, S and Tallack, J (2008) Child care and Education CACHE Level 2 Cheltenham; Nelson Thornes LTD (Page 195) Garhart M C, (2000) Theories of childhood—an introduction to Dewey, Montessori, Erickson, Piaget and Vygestsky. Redleaf Press – Yorkton (Page 21-37) Sanders, M. R. ; Christenson, A. P. (1985). A comparison of the effects of child management and planned activities training across five parenting environments. Journal of Abnormal Child Psychology, Pages 13, 101-117. Professional People Bruce D. Perry, M. D. , Ph. D. , is the Thomas S. Trammell Research Professor of Child Psychiatry, Department of Psychiatry and Behavioural Sciences, Baylor College of Medicine; and Chief of Psychiatry, Texas Children's Hospital, Houston, Texas.

Developmental case study

It is important to know and understand the developmental milestones and be aware of the problems so children can be supported and offered the intervention if need. The bible provides a framework for Christian teacher's hereafter and actions that teachers can nature kindness, patience, humility and love of their own lives and the lives of their students (Galatians 5:22-26). By understanding children development is like a road map to explore the perspectives of children developmental theorists use to understand how children grow and change.The developmental case study is greatly improve the ability to interact with children with the better understanding of the stages of development, greater sight into how children behave, think and feel in certain ways which is a helpful way to gain and feel more comfortable in talking, playing and working with them. It is also important to realize that development is an ongoing process through out the lifespan and having a greater understand of how pe ople continue to grow and change can help appreciate and manage all stages of life.Participants Observation There are two participants in this developmental case study. First is a four years old boy, Monterey, who is a single child from African-American ethnicity. He attends NC Pre-K program, which provides high quality early educational experiences for four years old who are not attending preschool for various reasons and prepares children for kindergarten. Monterey is a very happy and high energetic child. He enjoys participate his friends in dramatic play center, running in the playground and eagerly to learn the new things during circle time.The second participant is ten years old girl, Kimberly, who is in fourth grade. Kimberly family are originally from Honduras, Kimberly is a bilingual student who speak fluently both English and Spanish. Her family moved to United States of America when she was three years old and she started to learn English when she attended preschool at th e age of four. Kimberly is very easy to get along and likes to play with younger children as she spends her late afternoon with mother, who is the reechoes assistant teacher. She likes to watch television, exercises with her older sister but not heavy active activities.She is a honor student, very bright and very curious about everything around her. The Whole Child Concept The â€Å"whole child† concept is based on the accepted principle that all areas of human growth and development are integrated. All areas of growth are knitted together in mutually supportive network creating the uniqueness of each child. Teachers learn what makes each child special, what they look like when the children move their bodies or change their expressions. The observant teachers read through the way they express the â€Å"whole child† (Gordon & Browne, 2013, p. 67).To define the â€Å"whole child†, observant teacher uses six developmental domains to express how children grow and de velop, which are developmental of social-emotional, physical, cognitive, language, cultural identity and creativity. In this development case study mainly focuses on three developmental domains in each participant, which are: Social-emotional development, includes children relationship with themselves and others, self-concept, self-esteem and ability to express their feeling. Physical placement, includes gross mother, fine motor and perceptual motor activities.Cognitive development, includes curiosity, ability to perceive and think, memory, attention span, general knowledge, problem solving, analytical thinking, beginning reading and computing skills. Developmental Case Study Monterey is four years old and according the social-emotional development during preschool years, a young child's social life evolved in relatively predictable way. The social network grows from the relationship with parents or other guardians and including family members. Social interactions extend from home t o child-care arrangement or preschool.Erick Erosion's theory of social development suggests that during the preschool year, children must resolve the personality crisis of initiative versus guilt. The child's successful solution in this stage results in a sense of initiative and ambition tempered by reasonable understanding of the permissive (Slaving, 2012, p. 62). Monotone's social-emotional development is age appropriated. He is learning what is acceptable and what is not. His emotional regulation skills expand and able to identify his feelings, as his language skill develop.Monterey enjoys being around his peers, during preschool years, peers begin to play the important roles. Peers conflict let children see that others have thoughts and feeling different from their own. Most of preschool interactions occur during play, which reflects the four levels of social interaction (solitary play, parallel play, associative play and cooperative play). Monterey spends most of the time in dr amatic play center and he achieves in the cooperative play level, which occurs when children Join together to reach common goals, sharing and taking turn.Play also allows boys to express themselves through dramatic play and to learn how to negotiate social-emotional challenges. It is through imaginary scenarios that young children work through family situations, pretend to be, negotiate role and problem-solve other real-life situations (Groper et al. , 2011, p. 36). Movement is a hallmark of early childhood and dramatic changes occur in both gross motor skills and fine motor skills (McDermott & Ramrod, 2013, p. 164). During preschool years, gross motor skills become smoother and better coordinated as a result of muscular control increasing.Young children infuse pretend role in into their physical play. In gender difference, boys have a larger proportion of muscle tissues Han girls, they are more physically active and participate in more rough-and-tumble play than girls (Gordon & Bro wne, 2013, p. 341). In this observation, even though Monotone's physical appearance is smaller than his friends in the classroom, he tends to play rough-and-tumble like other boys who are bigger than him, which in this case, size does not matter in his physical development.Monotone's fine motor skills make major strides in his age by dressing himself, eating with utensils, building blocks, putting small puzzles pieces together, writing his name legibly and cutting by using scissor to follow certain patterns. Level Weights believed that the adults in the society foster children's learning, engage children in meaningful and challenging activities and help them make sense of their experiences. Weights emphasized the importance of adult guidance in promoting cognitive achievements. Children's learning involves the acquisition of information from others and deliberate teaching.Development occurs as the child internalizes, be able to think and solve the problem without the help of others, this ability is called self-regulation. There are three key concepts in Weights theory, which are a zone of proximal development (ZAP), scaffolding and private speech or self-talk. As Monterey being observed, he clearly shows one of the key concepts of Weights theory, Private speech or self-talk. There are many times when he is working on play dough, puzzles and building blocks, he usually talks himself out loud about his plan in what to do next.When thought and language first merge, children often talk to themselves. Self-talk serves an important function in cognitive development. By talking to themselves, children learn how to guide their own behavior through complex maneuvers (McDermott & Ramrod, 2013, p. 17) and self-talk increases when children are performing more challenges task. Language development in children age three to seven years is tied with their thoughts, during these years, children talk aloud to themselves. After a while, self-talk becomes internalized so he child ren can act without talking out loud (Gordon & Browne, 2013, p. 09). Children talk to themselves for self-guidance, self-direction and help children think about their behavior and plan for their actions. ZAP and scaffolding are also important keys in helping children develop their cognitive skills. ZAP helps hillier master their skills with the assistance of another skilled person and scaffolding is a useful structure to support children's learning. Children who get advice to help them master the activities within their abilities tend to be more successful in their cognitive skills and development.Kimberly is ten years old girl, who is very curious about everything around her. By the time, children enter elementary school, they have developed skills for more complex thoughts, actions and social influence. The primary grade children will normally be spent working through Erosion's fourth stage, industry versus inferiority. They contribute to their sense of industry and accomplishment . During this stage, children start to prove that they are â€Å"grown up† or â€Å"l can do it myself† stage. This stage also includes the growth of independent action, cooperation with groups and performing socially acceptable ways.Most children make great strides in terms of their ability to recognize emotions in themselves and others, control their emotions and communicate about their emotion with language. As Kimberly was being observed, her emotional regulation continues to evolve. She can substitute one activity to another, change the way they think about troubling situation. Only one thing that she tends to do is keeping her feeling to herself. According to McDermott & Ramrod (2013), elementary and middle school students also tend to keep their feelings to themselves that suggest they are vulnerable (p. 37). Kimberly tends to move on to the new thing and does not like to be asked about the problem that bothers her. Throughout the school year, children have oppo rtunities to face many circumstances to develop their emotional regulations and how to properly express their social expressions. Most children have a similar appearance during middle childhood, the body size increases and their legs are longer in proportion to the body. This steady growth results in an increase in height and weight. Girls mature somewhat quickly than do boys.As children progress through middle childhood, they become increasingly sensitive about their physical appearance (McDermott & Ramrod, 2013, p. 165). This shows in Kimberly perspective of others in their appearances. She likes to ask why people wear certain types of outfit, hairstyles and the way people look. She was asked to explain about her ideas about her own curiosity, her answers give the result f what she wishes she could have or looks like. Self-conscious increases as children get close to puberty, which children start to notice the changes of their appearances.Many children exaggerate their own physica l flaws, the reality is that appearance is influential in social relationship and affect how they feel about themselves (McDermott & ramrod, 2013, p. 165). Jean Pigged referred the period of cognitive development of children age between seven to eleven years old is concrete operational stage. During this stage, children become increasingly skilled in the understanding of logical and concrete information. Even though, they still struggle with hypothetical or abstract concepts, they still be able to focus on multiple aspects of problem, thinking in different viewpoints and become less egocentric.They begin to have longer attention span and better able to remember information for longer period. Play still plays an important part in children during this age group. Middle childhood play fosters cognitive development. Children exercise their executive skills when planning pretense scripts. Using symbols in games, designing constructions and organizing games with rules (Bergen & Foregoer, 2009, p. 428). Play also shows the ability to use what they already know to construct new knowledge.During the observation, Kimberly shows how she relates her cognitive skills with play ideas by creating new games, rules and being adjust them to be appropriated to younger children in her mother's classroom. Play is the essence of creativity in children throughout the world, it is universal and reflects the children's growth, life and how they look at the world. Not only cognitive development, play promotes learning for the whole child, providing benefits for all developmental domains. Conclusion Once, everyone was a child. Learning about child development can provide additional insight of how a child becomes later in life.The better understand of the age process, the better prepare when the issues emerge. Teachers, educators, parents and educator are not only gained the process of understanding but will be able to recognize what is normal and not normal in the children development. Bible also makes clear that each person is unique. All are able to contribute to life in a special way, using their distinctive gifts (Romans 12:4-8). Study human development tends to follow remarkably predictable patterns, which indicate the typical placement of each ages and stages.

Corporations with lots of cash and doing little spending Essay - 1

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Economic Analysis of Pollution - Essay Example Many individuals as well as international organisations have been involved in advocating for ethical ways of conducting human activities geared towards mitigating the effects of these activities to the environment. It is important to consider the fact that, economists have also been involved in this advocacy. This paper contrasts the relative merit of taxes, legal regulatory limits and tradable emissions in controlling pollution using an economic analysis. Taxes In an economics perspective, taxes can be used as mechanisms or tools for the control of pollution. Levies known as green taxes can be imposed in an attempt to prevent and as well mitigate the consequences of pollution. These taxes can also be referred to as environmental taxes. In definition, green taxes are defined as levies and can be imposed on industries and countries or nations that produce high levels of emissions. The extent of damage to the environment is a significant factor in considering and determining the amount of levies that a country should impose. Unleaded petrol and use of vehicles amounts to the highest levels of environmental pollution hence industrialised countries generate a higher amount of revenues from taxes imposed on these commodities. Commodities that have less impact on the environment in terms of emissions generate low or decreased amounts of revenue. Emissions in terms of green taxes are easier to monitor and quantify as compared to tradable permits (Norregaard and Reppelin-Hill, 2000). Imposing green taxes in these developed and industrialised countries have significantly contributed to the decrease in the amount of emissions that leads to the warming of the environment. In the industrial sector, green taxes have focused on levies imposed based on the amount of carbon dioxide produced by a specific industry. Due to the fact that it is very hard to quantify the amount or level of carbon dioxide produced by a certain industry, estimates are used. The higher the carbon diox ide produced and released to the atmosphere, the higher the taxes. This helps in discouraging industries to use fuels that generate large volumes of gases particularly carbon dioxide and subsequently adapt cleaner sources of energy. Studies done over the recent past have indicated the fact that imposing green taxes can change consumption patterns of most commodities. Imposing high taxes on unleaded petrol force individuals to change to cleaner fuels as they attract fewer taxes. This in the long run cuts significantly the amount of dangerous gases such as carbon dioxide in the atmosphere. Taxes and tradable permits have divergent merits. According to Norregaard and Reppelin-Hill (2000:7), â€Å"Taxes minimise ex-post efficiency losses if the marginal cost function is steeper than the marginal damage function, while tradable permits are better if the damage function is steeper† Tradable permits Some countries some as the US have adapted the incorporation of tradable permits in the fight against environmental pollution. In contrast to green taxes, permits do not attain better and enhanced results on pollution control as they encourage industries to connive. In general, tradable permits are used with the main objective of managing and regulating the use of substances that contribute to increase in the level of emissions in the atmosphere. It is important for countries adapting this system to ensure they assess the significance and objective of these tradable permits and the benefits they will bring to the management of the environment. Plans of actions also need to be implemented to observe and monitor these emissions to the atmosphere. Permits should not be granted in a manner that would lead to

Trends in team building activities Coursework Example | Topics and Well Written Essays - 750 words

Trends in team building activities - Coursework Example In her article, team building is the way to go for any business. For any manager to be considered successful in their leadership roles; they must ensure they have sound, active and well-balanced teams working harmoniously towards achieving the organization’s long-term goals. Look at all successful business institutions, you will discover that the reason behind their fortunes is the composition of thelabor force that is relating well, with each other. Nothing positive can be achieved unless there is a good collaboration among people employed in an organization. She further says that, before any management directs its efforts towards moving the organization to the next level of success, it should ensure it makes team building its first priority. The author either gives examples of the classic Hawthorne Studies of between 1927 1nd 1932, where it was discovered that a group’s results are better compared to the totals of individuals working independently or in 1993, Elton Ma yo seconded this when he found out that a group was essential because of three unique characteristics it owned. They include a feeling of social support, a sense of group identity and cohesion. These characteristics are a strong motivation towards a group or team achieving its goals. The author goes ahead to support her findings of the importance by comparing two generations. That of 1960s that gave little attention to teamwork since most reward systemswasbased on individual performances and that of 1980s, which advocated for teamwork.

US Steel Essay Example | Topics and Well Written Essays - 750 words

US Steel - Essay Example The US steel industry justification for its request for protection is loss of jobs of many workers in the steel industry, as far as the workers unions are concerned, due to closure of business or folding up of some steel producers, due to lower import prices of steel products than those locally produced. As to whether the justification is legitimate should be gauged by a declaration of a body authorized by law to make determination. As far as the Bush administration is concerned, it may have believed that the justification was legitimate when it decided to self initiate Section 201 of the Trade Act of 1974. Section 201 is the law for the protection of domestic industry in addition to the antidumping and countervailing duty laws. Said law operates not on proof of unfair trade practices but by ITC determinations that the volume of a particular import constituted a substantial cause of threat of serious injury to a domestic industry. The president can impose a temporary import relief without violating the rules of the World Trade Organization and after initiating, in a give industry, the case will go straight to the ITC, which rules on the case and, if positive, will make recommendation to the President, who then has 60 days to come up with a remedy. The remedy could be no action at al l, a tariff, a quota, a tariff-rate quota or some form of trade adjustment assistance. The legitimacy as believed by the President is questioned by domestic steel consumers and free trade advocates, who claims that the tariffs were blatantly protectionist, and could damage US steel-using industries more than they would help producers, and were adopted for purely political reasons, such a gaining support prior to the November midterm elections, and positioning Bush for the 2004 presidential election [FN3]. Gerald O’ Dricoll, director of the Heritage Foundations’ Center for International Trade and Economic commented on the Bush administration self-initiating Section

Concepts of safety, assessment, and communications Assignment

Concepts of safety, assessment, and communications - Assignment Example Another issue of concern in Mrs. Thomas’s case is that the administration of hydromophine has possible side effect of initiating respiratory depression whose impact is fatal. Chance of postoperative complications occurring is influenced by factors such as the general health status, age, the type of anesthesia, urgency and the surgical site. Incidences of these complications are high during the first three days after the operation. In this case, the occurrence of these complications is likely to result from the age of, Mrs. Thomas. Postoperative complications can be prevented through evidence-based interventions such as optimal nutritional status, weight control, anemia correction (Crile, 1925). In addition, technical aspects such as incision type, drainage can be used to prevent occurrence of these Complications. The pain that Mrs. Thomas is complaining about might be due to wound infection. There is a tendency of superficial wound infections to occur during the first week after the operation. Initial intervention may include performing surgical repairs on the painful locations and biosynthetic mesh. Surgical injury is another possible diagnosis, which can also be corrected through surgery. Disordered wound healing is another possible diagnosis in this case. Proper diet is the most appropriate intervention method that can be offered to, Mrs.

Morality is timeless Essay Example for Free

Morality is timeless Essay Harper Lee’s To Kill a Mockingbird highlights examples of heroism and courage in a small Alabama town plagued with racism and poverty. The novel focuses on the experiences of the Finch family which consists of Atticus, Jem, and Scout. Scout serves as the narrator of the book; her story is based on her recollections of the events leading up to, during, and after her father’s defense of Tom Robinson, a black man accused of raping Mayell Ewell, a white woman. To Kill a Mockingbird is not only a critique of racism, but teaches valuable life lessons about moral courage and standing up for what is right. The protagonist, Atticus, displays both moral and physical courage throughout the novel. He is committed to instilling in his children the importance of living an ethical lifestyle regardless of the circumstances. For example, he explains to Scout that he accepted the Tom Robinson case because it is a moral obligation for equal representation. Specifically, he clarifies to Scout that the primary reason is if I didnt I couldnt hold up my head in town, I couldnt represent this county in the legislature, I couldnt even tell you or Jem not to do something again (Lee 83). Atticus believes that it is only fair to judge one in terms of that individual’s moral caliber not by the color of their skin. Furthermore, he does not condone retaliation. Even though Mrs. Dubose, a morphine addict, is prejudice and unkind, Atticus reprimands Jem for behaving heartlessly towards her. Atticus never loses his composure even when Bob Ewell maliciously spits in his face. He rationally explains, â€Å"He had to take it out on somebody and Id rather it be me than that houseful of children out there. You understand? (Lee 218). Harper Lee’s lesson is that a person’s morals should not be affected by other’s behaviors or beliefs. Honor Above All 1 Steiner 2 Harper Lee creates the narrator, Scout, to demonstrate that morality is not necessarily instinctive but can be taught. As the novel progresses, Scout realizes that moral courage is more difficult to carry out than physical courage. No one in the community wants to associate with Boo Radley; however, Scout comes to recognize his compassion and returns it with civility. Although initially fearful, Scout welcomes Boo’s gifts and embraces his differences. Again, Scout demonstrates that morality can be learned when a potentially violent situation arises at playground with another classmate; she refrains from using force. Her calmer nature proves effective at the courthouse. She harmlessly inquires about Mr. Cunningham’s family, â€Å"Hey Mr. Cunningham. I know your son, Walter he is a nice kid. We go to school together†¦Ã¢â‚¬  (Lee 81). Her kindness results in the scattering of the angry townspeople. Scout witnesses that kindness is effective tool to avert violence. The minor characters of Calpurnia, Tom Robinson, and Boo Radley are symbols of decency and respect regardless of their backgrounds. Calpurnia chastises Scout for mocking Walter’s unsophisticated eating habits. Hush your mouth! Dont matter who they are, anybody sets foot in this houses yo compny, and dont you let me catch you remarkin on their ways like you was so high and mighty†¦! † (Lee 33). Calpurnia is a maternal figure for the Finch children as she too, similarly to Atticus, helps them to differentiate right from wrong. Tom Robinson exhibits courage when he volunteers to help Mayella Ewell with household chores even though he is aware of his inferior social standing. His decision to speak only the truth in court by stating, I felt right sorry for her; she seemed to try moren the rest of em. ,(Lee 197) further demonstrates his caring demeanor and commitment to behave courteously. Lee includes the character of Boo to Honor Above All 2 Steiner 3 depict another type of prejudice: social discrimination. Despite his social alienation, Boo courageously abandons the safety of his home to help ‘his kids. ’ Boo is guided by his sense of what is right and puts aside society’s rejection. Calpurnia, Tom Robinson, and Boo are guided by morality. Courage can be defined as the ability to face fear, pain, uncertainty, and the unknown. Harper Lee effectively uses her characters to demonstrate moral and immoral choices and consequences. Atticus and Scout respond to the town’s racism with a resolute sense of purpose. Through her father’s and Calpurnia’s guidance she becomes more refined and tolerant. She averts physical confrontations at school and understands that morality should not change with each situation. The character of Tom Robinson symbolizes what it truly means to be a caring human being. Regardless of the racism that he endures, he is honest and compassionate. While racism plays a significant role in Lee’s novel; the importance of moral courage cannot be understated. As Atticus profoundly advises, â€Å"You’ll never know really understand a person until you consider things from his point of view † (Lee 65). Harper Lee conveys that since justice is blind to race, gender, and differences a moral code is the only hope for equality. Unfortunately, as exhibited in the novel, adhering to one’s moral code does not always guarantee the desired or just outcome. Lee, Harper. To Kill a Mockingbird. London: Vintage Classics, 2007. Print. Honor Above All 3.

Importance Of Contextual Theology In And Of Africa

Importance Of Contextual Theology In And Of Africa The subject of contextual theology in Africa is of current interest as it flows into the contextual theology of Africa in the wider world through its links with, and affect on the growth of, Pentecostalism within and beyond its borders, due to globalisation. As both of these areas of contextual theology in Africa and of Africa have their positive and negative aspects, I wish to ask the question, What lessons can we learn from understanding the impact of setting and the history of contextual theology in and of Africa which can guide other establishing theological contexts, particularly of the Emergent Church and LGBTQI contexts, regardless of geographical location. The enormity of the subject requires that the scope of this essay be limited to consideration of Christology only, and in that I will particularly consider the work of Kwame Bediako (Bediako 2004), and compare other models of contextual theology (Bevans Schreiter 2002). The debates in Christology, its historical emergence in the early the church and in the African contexts, help us again recognise the implications for ministry to mind and body with fresh understanding of Christ as God and as Man, and how these various aspects relate to our praxis and theological method. This is no less important for understanding the dialogue with Islam as it is for understanding the impact on the historical divide between modern emerging contexts in Western and Non-Western cultures (other than Africa). I will also consider the positive benefits of globalisation and its positive effects on transmission of content and the sharing of method to the possible benefit of the whole church, made possible through dialogues with non-traditional settings and approaches that are emerging using the grass roots approach advocated in African contexts. In this I will consider some alternative modern Christologys from the LGBTQI context and draw some comparisons. I hope to suggest a n embryonic model for contextual theology which I shall call the Incarnational Model of Contextual Theology. African Christology on the cusp Globalisation Past and Present. Global impacts through empires whether they are Persian, Roman, or Colonial are outdone in speed and reach by the modern means of communications and travel, yet there remains many places that are still not enriched, and remain disconnected and controlled and limited by the theological context they have both inherited and developed. This is possibly because in poorer areas there are still the problems of translation and transmission, as well as exposure to other views, which are not facilitated or enabled by situational and resource poverty. In this, the grass roots are still dependant on a third party bringing them the corpus of knowledge; in that respect, they have in some ways simply exchanged their overlords without changing their situation. This means that they still lack independence. Thus, the positive benefits of globalisation remain to be fully exploited and could provide an appropriate vehicle for transmitting the lessons of contextual theology in and of Africa to other geog raphical regions and into non-academic grass-roots settings beyond its normal reaches, as well as allowing these areas to have free unhindered exchange with other groups. Without this, the theology in and of Africa will become in-bred and undeveloped. Comparison between Western and Southern Contexts of Christianity à ¢Ã¢â€š ¬Ã… ½Lothar Schreiner defines Contextual Theology as: Contextual theology is theology predicated with reference to its context. Contextuality, then, means relation to the substance and nature of the context, which goes beyond merely the literary setting to include geographic, linguistic, social, political, cultural, and ideological factors. Contextual theology is faith-knowledge on the basis of both the biblical revelation and the contemporary reference. (Schreiner, in (Fahlbusch et al. 1999) In considering Christology in the Western and Southern contexts, represented by Northern European and North American contexts on one hand, and the African contexts on the other, there is a distinction which Tennent refers to as Theology from Below in Africa which integrates the work and person of Christ with the human situation and experience, compared to the more philosophical upper-side theology of the early church which has continued in the Western tradition. (Tennent 2007) However, Tennent does not give consideration to the current evangelical modernist approach to theology it adopted in engaging with post-Enlightenment challenges, which has an effect on openness to considering alternative methods in the first instance, let alone the conclusions one can draw from these methods. This has an effect on dialogue within the African contexts, especially where there are still some remnants of colonial influence, but more so in transitioning to a contextual theology of Africa in the Afri can Diaspora, the uncritical adoption of modern evangelicalism would stifle dialogue and raise contention in both academic and grass-roots settings of Western Theology. This is as important for inter-faith dialogue as it is for inter-contextual dialogue. (Musk 2008) à ¢Ã¢â€š ¬Ã… ½George Evers alludes to the recognition that African context exists in reality as a plurality of contexts, and notes that there is a desire for independent African theology, despite its theological roots in Christian History represented by the great North African theologians of antiquity, Tertullian, Cyrian and Augustine. (Evers in Fahlbusch et al. 1999) Bediako parallels the methods of early Hellenistic writers within the church, and how they approached the enculturation of the gospel within a peri-Christian Graeco-Roman context, with that of the modern approaches of African Christologys dealing with both their own pre-Christian past, as well as their adoptive history imported by colonial missionaries. In this he illustrates for example the use of Hellenistic terms such as logos and the transition to the use of kyrios in the early church and compares this to grass roots references to Christ as Ancestor (among others) anticipating a transition in time to other terminologies. (Bediako 2004, p.63) Tennent points to the work of Jaroslav Pelikan who shows that each epoch of the church has had a prominent image of Christ, which collectively builds our modern day Christology. Thus, he lists a Jewish Messiah, a Gentile Lord Jesus, a post-Constantinian King of Kings, the Universal Man of the renaissance, a war-time Prince of Peace, and moder n day liberator. Tennent rightly points out that these historical reflections can not dictate a moratorium on future Christologys (Tennent 2007, p.110). It is vital that we recognise that every context has the right to not just write in the margins of the depositum fidei, but must write in the corpus, adding their parts of the Christological puzzle. This is true for African contexts, as it is for any other, including the emerging and LGBTQI contexts. Therefore, the task of integrating Christian faith with authentic African identity becomes a central theme in the emergence of African Christology. (Tennent 2007, p.115) In throwing off the Great Chain of Being (Lovejoy 1990, p.59) African contexts offer an authentic and hopefully empathetic voice to emerging and alternative contexts held captive by the chains of others. But the message and methods need to spread beyond its borders, and out of its centres of academia to be of immediate benefit both locally and globally. Who do People say I am? Various pre-Christian references to Christ that have arisen from African Traditional Religions are explored by Bediako, as well as by Stinton, who also provides useful survey data for her conclusions (Stinton 2004, p.47) and by Tennent (Tennent 2007, p.105). Between them, they highlight several images of Christ that arise from the grassroots African Christologys listed below: Table 1: Images of Christ in African Christology Master of Initiation Healer Ancestor Loved one Chief Liberator Lord of the Spirits Host and Giver of Hospitality Christ as Ancestor is particularly well expounded by Bediako (Bediako 2004, p.25) and Tennent (Tennent 2007, p.122) and provides an interesting point of contention which ultimately demonstrates the pan-cultural relevance of Christ, as well as the immutability of His work, playing to the holistic approach of African Christology which integrates the person and work of Christ. Bediako struggles to link this to Western/Hellenistic parallel, and overlooks the concept of elder brother [a parallel concept within Ancestor] which can be found in the titles of Christ in Greek/Hellenistic thought, such as firstborn (Gk. Prototokos  [1]  ) which does not refer to first-to-be-born but rather the pre-eminent heir, or else only-begotten (Gk. Monogenes  [2]  ) that is the unique-one, especially when prefigured as Wisdom. Both these Western/Hellenistic images of Christ provide parallels of unique source, and therefore ultimate ancestor. There is also a clear parallel to ancestor as mediator a nd Christ as mediator par excellence. Similarly, in Christ as Healer, there is a potential over-lap of experience between African and LGBTQI contexts in their shared experience of HIV/AIDS. In my own experience, working as a trainer in healthcare in Transkei, East Cape, RSA among the Xhosa people of Masameni, we worked with Church leaders, tribal leaders, and local practitioners of African Traditional Religions (ATR) who carried out ritual-circumcision, and local healthcare volunteers. We were able to get them to adopt the use of a disposable scalpel and suggested this was a commemorative gift to the individual to mark their rite of passage. These scalpels were made available via local health partners free of charge. In this approach we were able to guard against transmission of infection while honouring their traditional religion. Alas, this message has not penetrated the wider community. (Meel 2005) Nonetheless, in the group we worked with, the notion of Christ the healer working through the body of Christ, his people, was embraced as a wonderful image and inspiration, which even the practitioners of ATR were able to support. In his essay, Ezekiel understands AIDS; AIDS understands Ezekiel LGBTQI writer Jim Mitulski speaks of his own journey with HIV/AIDS and parallels Ezekiel vision of the valley of dry bones with Christs unifying role in creation. (Mitulski in Goss M. West 2000a, p.155) For him, and for the people in the African continent living with HIV/AIDS, understanding Christ as healer and consummator unifier of faith enables difficult journeys through sickness, and perhaps towards death, to be based on a solid foundation of faith in Christ. There is no sophistry in this journey. There is no sugar coating. Nonetheless, Christ is central to the journey both as a fellow pilgrim and also as the object of pilgrimage. But, even when the bodies are dead and buried, there is a role for Christ unifying the body again from dry bones. This parallels Christologys of Christ in African where Christ i s Lord of the Spirits and/or Christ as Chief. Applied Contextualisation Relocating Christological themes again in and from the African context relies on careful contextualisation. Various theologians have used disparate methods and approaches. Both Sanneh Bediako place heavy emphasis on the use of African languages; this places them at one extreme of those who support the translational model of contextual theology. If humanity is the receptor of language as they contend, then culture should be both dictionary and thesaurus. Thus, to extend that metaphor, the Christological puzzle must be a polyglottal interlinear. What both writers go on to show is that the importance lies not just in linguistic equivalence, but in a cross-mapping of cultural domains of thought. Sannehs vernacular is balanced by Bediakos use of grassroots images such as Christ as Ancestor and Christ as Healer, with the latter author drawing close to an anthropological method. While Bediako insists that we ought to speak positively of oral, spontaneous, implicit or grass roots theology, as theology which comes from where the faith lives, in life-situation of the community of faith, he stops short of an anthropological model by stressing that alternative religions are not the source and do not shape Christian affirmations. (Bediako 2004, p.17) Yet, in this quotation I see great resonance with the approaches with LQBTQI communities to do likewise and allow the theology and Christology to come from where faith lives. The translational model presupposes a supra-contextual unchanging message, while a purely anthropological model uses the personal and communal encounter as its starting point, and in method, allows the grass-roots to self define. On this matter, Donovan here makes a clear distinction between the gospel as revelation and the communal response to this revelation as religion, and thus recognises the immutability of the gospel as well as stressing the importance of seeking the authentic commonality from within the context in all its richness. This parallels the who do you say I am approach from within LGBTQI contexts. (Bohache 2008) and would not differ much from other approaches employing reading against the scriptures as a hermeneutical tool. (G. O. West Shomanah 2000, p.250; G. West 1996) I have not found any Christological examples of this within Queer Christologys, but in essence, the reading-against approach is employed by Koch in employing a non-typical approach to hermeneutics, though it is not applied to Christology. (Stone 2001, p.169) We should note here that within African contexts there is a potential dichotomy between what is demanded for a context in and of Africa, and that which is granted or permitted by that context to other external contexts. Thus, it is sad to see the African church being so vociferous in the debate about homosexuality; a simple methodological analysis should surely grant other contexts the same privilege as was claimed and rightly demanded by African theologians in their quest for liberation. That is, for the gospel to be authentic, the gospel must operate from within the context. This is a major tenet on which I propose an Incarnational model of contextual theology; that is, Christs incarnation was the ultimate step of identification and required a transition into the human context but went beyond that in fully identifying with the marginalised of society in the face of religious opposition. The model therefore, in this respect, imitates that objective. In principle what I propose is a modified synthetic model, in as far as I recognise the importance of several models; Bediakos translational approach enables sympathy with Donovans anthropological approach. A liberationist approach would possibly go further in allowing the praxis within community to inform our Christology, but I am not aware of any such models emanating from the African context. Nonetheless, I disagree with Newbiggins Counter-Cultural model in as far as I disagree with the assumptions behind the use of the gospel. Like Donovan, I see it as immutable, and therefore while I agree with Newbiggins analysis that everything should be subject to the gospel, I disagree that the gospel should be seen as a tool for refutation and rejection of local context. There is no threat from syncretism when you view God and the Gospel as immutable, and when you merely use the notions within other contexts to continue to resolve the Christological puzzle. Bediako, in drawing short of a fu ll anthropological model, sides with Newbiggin in seeing the gospel as a refutation and rejecting tool. However, emerging from modern western contexts are post-evangelicals who are rejecting the modernist method adopted by post-enlightenment Christians as they engaged with opponents of their time. This approach was embedded into the western theology imported into the African context. This modernist approach is still evident in the post-colonial echoes as the remnant of adoptive history present in various contexts in Africa, and as it has survived in Western contexts also, it parallels with the contexts of Africa found in Pentecostalism in the west. Relationship, Re-appropriation and Redemption The Jewish atheist Buber has contributed to philosophy with his understanding the I-thou versus I-thee framework. Part of this work expounds the notion of deepening understanding of I-thee relationships (interpersonal, interfaith, inter-group) which comes from a deeper understanding of the I-thou relations (cosmic.) and vice versa (Buber 2004) One of the global problems the church faces in all contexts is the gap between academic theology and grass roots theology, and a lack of exchange between the two. Not only do different groups exist in silos, but there is a gap between academic and grass roots within silos. Thus, when cross-talk between the silos takes places, it is usually only at the academic level, and does not penetrate to the grass-roots. The Christological puzzle demands that the gospel be found within all contexts and that each contributes their own piece to the puzzle. However, each silo considers its own received knowledge as universal and normative. Thus we need to learn several lessons in considering Christologys in and of Africa. First that the gospel has nothing to fear from experimentation intended to unearth Christ from within the context. All the various models of contextual theology should be permitted. Secondly, we should allow each context to self-define in order to obtain both an authentic and relevant message which also has current rather than historical application. Thirdly, language and poverty are real obstacles to dissembling walls between academic and grass roots theology and are a major contributing factor to the failure in positive effects of globalisation. Despite non-textual approaches in some contexts, there needs to be greater dialogue between the silos including non-traditional groups from outside the normal scope of research, and also greater exchanges within silos between academic and grass-roots. I would include here post-modern and non-traditional groups such as the LGBTQIA groups. The Incarnational model therefore suggests that there should be not only a top-down and bottom up commun ication within silos, but there has to be communication between silos at all levels that is both practical and pragmatic, but also respectful. Conclusion The methods and models employed in various contexts in and of Africa provide a strong methodological foundation for other contexts seeking to discover Christ in their contexts and thus incarnate their spirituality in their setting. There is a lack of intra-contextual and inter-contextual dialogue connecting academia and grass-root settings both in Africa and in Western theologies. I propose that by adopting a post-evangelical approach, which engages with postmodernism, a foundation of empathy with alternative groups and settings would be facilitated. This avoids the certainty trap which inevitably locks groups in a head-to-head confrontational stance as they seek to defend their position rather than discover the truth. Instead, it is possible that the groups align side-by-side on the journey. In this, the Incarnational Model of Contextual Theology post-modernises the Synthetic model with a refining-redeeming gospel to mirror culture rather than refute and reject it. But it finds its deepest meaning in the lives of the groups discovering its depth, and therefore incorporates a deeply spiritual and deeply practical element of praxis. The final aspect of this incarnational model alludes to the need for publishing the outcomes and rooting them in not just the religious practices of various groups, but in their secular lives too. Most importantly is facilitating access to the materials and resources outside of academic circles. Poverty and language will continue to be obstacles to be overcome. While certain contexts are disbarred because the materials are not in an accessible language and while the positive effects of global spread of the message through the internet requires access to that medium, then there will continue to be substantial pockets of every context existing in effective isolation from their academic partners and isolation from other enrichment from other contexts. (Adeyemo 2006) (Akper 2007)(Ballard Pritchard 2006) (Bediako 2004)(Bevans Schreiter 2002)(Chike 2008)(Clarke 2005)(Countryman/Ritley 2001) (Dada 2010)(Donaldson 1996)(Goldingay 1996)(Goss M. West 2000b)(Jenkins 2009)(Mashau Frederiks 2008)(Moloney 1987)(Nadar 2007)(Sankey 1994)(Stuart 2003)(Tennent 2007)(Thomson 2006)(Wilson 1995) (Jenkins 2006)(Jenkins 2007)(Stinton 2004)(G. West 1996) (Culley 1976)(Elliott 1986)(Fahlbusch et al. 1999)(Jewett, 1985)(WILLIAM 2004)(Winquist 1987) Bibliography Background reading Adeyemo, T., 2006. Africa Bible Commentary: A One-volume Commentary Written by 70 African Scholars, Zondervan. Akper, G., 2007. The Person of Jesus Christ in Contemporary African Christological Discourse. Religion Theology, 14(3/4), pp.224-243. Ballard, P.H. Pritchard, J., 2006. Practical Theology in Action, SPCK Publishing. Bediako, K., 2004. Jesus and the Gospel in Africa: History and Experience, Orbis Books. Bevans, S. Schreiter, R.J., 2002. Models of Contextual Theology Revised edition., Orbis Books (USA). Bohache, T., 2008. Christology from the Margins, SCM Press. Brown, C., 1986. New international dictionary of New Testament theology, Grand Rapids, MI: Zondervan Publishing House. Buber, M., 2004. I and Thou (Continuum Impacts) New Ed., Continuum International Publishing Group Ltd. Chike, C., 2008. PROUDLY AFRICAN, PROUDLY CHRISTIAN: THE ROOTS OF CHRISTOLOGIES IN THE AFRICAN WORLDVIEW. Black Theology: An International Journal, 6(2), pp.221-240. Clarke, C.R., 2005. Towards a Functional Christology Among AICs in Ghana. Mission Studies: Journal of the International Association for Mission Studies, 22(2), pp.287-318. Countryman/Ritley, 2001. Gifted by Otherness, Thomas More Press. Culley, R.C., 1976. Semeia 5, Oral Tradition and Old Testament Studies, Society of Biblical Literature. Dada, A.O., 2010. REPOSITIONING CONTEXTUAL BIBLICAL HERMENEUTICS IN AFRICA TOWARDS HOLISTIC EMPOWERMENT. Black Theology: An International Journal, 8(2), pp.160-174. Donaldson, L.E., 1996. Semeia 75: Postcolonialism and Scriptural Reading, Society of Biblical Literature. Elliott, J.H., 1986. Semeia 35: Social-Scientific Criticism of the New Testament and Its Social World, Society of Biblical Literature, Scholars Pr. Fahlbusch, E. et al., 1999. The Encyclopedia of Christianity: (A-D) v. 1 (Encyclopedia of Christianity, Brill. Goldingay, J., 1996. Models for Interpretation of Scripture, William B Eerdmans Publishing Co. Goss, R.E. West, M., 2000a. Take Back the Word A Queer Reading of the Bible, Pilgrim Press. Jenkins, P., 2006. The New Faces of Christianity: Believing the Bible in the Global South, OUP USA. Jenkins, P., 2007. The Next Christendom: The Coming of Global Christianity Revised edition., OUP USA. Jenkins, P., 2009. The Lost History of Christianity: The Thousand-year Golden Age of the Church in the Middle East, Africa, and Asia, Lion Publishing plc. Jewett,, R., 1985. Semeia 30: Christology and Exegesis: New Approaches, Society of Biblical Literature. Lovejoy, A., 1990. The Great Chain of Being New edition., Harvard University Press. Mashau, T.D. Frederiks, M.T., 2008. Coming of Age in African Theology: The Quest for Authentic Theology in African Soil. Exchange, 37(2), pp.109-123. Meel, B., 2005. Community perception of traditional circumcision in a sub-region of the Transkei, Eastern Cape, South Africa. Available at: http://www.safpj.co.za/index.php/safpj/article/viewArticle/256 [Accessed December 7, 2010]. Moloney, R., 1987. AFRICAN CHRISTOLOGY. Theological Studies, 48(3), pp.505-515. Musk, B., 2008. The Certainty Trap: Can Christians and Muslims Afford the Luxury of Fundamentalism, Nadar, S., 2007. CONTEXTUAL THEOLOGICAL EDUCATION IN AFRICA AND THE CHALLENGE OF GLOBALIZATION. Ecumenical Review, 59(2/3), pp.235-241. Sankey, P.J., 1994. The church as clan: Critical reflections on African ecclesiology. International Review of Mission, 83(330), p.437. Spicq, C.E., 1994. Theological lexicon of the New Testament, Peabody, MA.: Hendrickson. Stinton, D.B., 2004. Jesus of Africa: Voices of Contemporary African Christology, Orbis Books. Stone, K., 2001. Queer Commentary and the Hebrew Bible, Pilgrim Press. Stuart, E., 2003. Gay and Lesbian Theologies: Repetitions and Critical Difference, Ashgate Publishing Limited. Tennent, T.C., 2007. Theology in the Context of World Christianity: How the Global Church Is Influencing the Way We Think about and Discuss Theology, Zondervan. Thomson, A., 2006. Learning from the African Experience: Bediako and Critical Contextualisation. Evangelical Review of Theology, 30(1), pp.31-48. West, G., 1996. Semeia 73: READING WITH: EXPLORATION OF INTERFACE BETWEEN CRITICAL AND ORDINARY READINGS OF THE BIBLE, Society of Biblical Literature. West, G.O. Shomanah, M.W.D., 2000. The Bible in Africa: transactions, trajectories, and trends, BRILL. WILLIAM, S., 2004. DOGMATIC THEOLOGY 3RD ED HB 3rd ed., EVANGELICAL PRESS. Wilson, N., 1995. Our Tribe: Queer Folks, God, Jesus, and the Bible, Harpercollins. Winquist, C.E., 1987. Semeia 40: Text and Textuality, Scholars Press.

The Holistic Assessment of a Patient Admitted to a Hospital :: Nursing Medical Papers Surgery

The purpose of this essay is to describe the holistic assessment of a 66 year old male patient who has been admitted to hospital for bowel surgery following the diagnosis of a cancerous tumor. The operation will result in the patient having a part of his bowel removed after which the patient will require a colostomy bag for the elimination of feces (see patient profile in appendix 1 for further details). A Pseudonym will be used to protect the patient’s confidentiality and he will be referred to as ‘Peter’ in this essay which is in line with the nurses’ code of conduct guidelines (NMC 2002). The process of the assessment will be described along with the nursing model chosen. The nursing model gives the student nurse a framework to help direct and guide her throughout the assessment process (Aggleton and Chalmers, 2000). The Roper, Tierney and Logan model (1986) has been chosen as it is the model the ward follows for all assessment procedures. The assessment process using the Roper, Tierney and Logan model is holistic because it relates to the study of the human being as a whole rather than its individual parts. A holistic view point includes two basic beliefs: 1) The individual always responds as a unified whole, 2) Individuals as a whole are different from and more than the sum of their parts (Pearson, Vaughan and Fitzgerald, 2000). Thus the assessment process would not be as accurate if you concentrated on individual systems or parts of the human body. This holistic approach takes into consideration the biological, social and cultural factors that will affect the outcome of the assessment. The nursing process was introduced as a method of nursing that concerns itself with individual’s physical, social and psychological reactions to disease, and which takes into account that the patient is a member of society, which may affect his reaction to disease (Faulkner, 1996). The nursing process is a sequence of steps (Person, Vaughan and Fitzgerald, 1997) passed through in order to achieve the

Why Hamlet is a Tragic Hero and the Play a Classic Tragedy :: essays research papers

Dear Kylie, I noticed your submission to Culture Magazine, regarding Shakespeare’s great play â€Å"Hamlet†. Having recently studied â€Å"Hamlet† in Year 12 English, I think I can help answer one of your questions. You asked why is Hamlet regarded as a tragic hero and the play a classic tragedy? Before I can answer your question, you must first understand the difference between the meaning of tragedy today and what is meant by tragedy in drama. Whereas a tragedy in life may be considered something such as a death or accident, in drama a tragedy in drama is much more. In a tragedy, although the hero may be in conflict with an opposing force, the cause of his downfall falls ultimately on himself. This is usually because of a character defect – a â€Å"tragic flaw† which causes him to act in a way which ends up bringing about his own misfortune, suffering and ultimately death. â€Å"Hamlet† is very much a tragedy, but it is also different, being a revenge tragedy where the hero is driven by the need for revenge, not unlike a modern day horror movie. Prince Hamlet is a tragedy of character where it is himself that brings his downfall, not fate. Well Kylie, a tragedy is usually a story of one person, with both the hero victims in the play usually of a high standing of society. This is especially the case in â€Å"Hamlet†, with his victims being King Claudius, Queen Gertrude, Polonious, Laertes, Rosencrantz and Guildenstern, all being linked to the Royal Family of Denmark. A personality fault (the tragic flaw) causes the hero to act in a manner which brings about his own misfortune and eventually death, during which he lets the audience know he is dying by delivering a final speech. In â€Å"Hamlet†, it is his tragic flaw of his indecisiveness and inability to act, which brings his own suffering and misfortune. Had he been able to kill King Claudius in the beginning none of the suffering would have occurred. He also delivers his final speech telling the audience of his death, â€Å"I am dead Horatio. Wretched queen, adieu!† he exclaims after being poisoned by Laertes envenomed rapier. In a tragedy the pity and fear (known in drama as pathos) is ultimately replaced by an uplifting and suffering (known in drama as catharsis) Hamlet’s acts cause suffering but in the end ultimately achieve learning. Hamlet’s ultimate death teaches the country of Denmark about Claudius’s murder and brings them under the reins of a new ruler Fortinbras of Norway.

European Society During The Time of The Communist Manifesto :: History Historical Essays Communism

European Society During The Time of The Communist Manifesto At the time the Communist Manifesto was written, European life had become far more urbanized than the previous years. During this period, society in Europe was undergoing great change. This great change arose from many influential factors. Among these factors, modern education, social structure of the bourgeoisie and laborers, and Marxism had immense effects on the everyday life of European citizens. During the 1800’s, an integral step towards building a more modern society in Europe was the change in education. Formal learning and obligatory attendance began to take place in schools. The demand for children to attend school kept them out of the work place that they had inhabited for so many years. Another important aspect of schooling was the enforcement of teaching both sexes. The education of boys had been increasing for years, but at this point girls now had the opportunity to learn. As this change in education became more popular, literacy increased among young students. The ability to read and write became commonplace. The change in the way education was formatted increased the number of students willing to learn. The increase in the number of students caused even more change in the structure of education in Europe. Older schools were forced to offer new curriculum to keep up with the times. New schools had to keep bringing in new classes for students to choose from. It became hard for old universities to adapt to this societal change. As the schools began to change, they eventually became more expensive and necessary. Those who attended or worked for a university became more respected and honored in society. Professors were among those of the elite class and were thought of as extremely well educated. Their place in society was far ahead of that of pre-university teachers. They had a high salary, educational assistants, and good vacation time. Before this change in education, some teachers were not much farther ahead of their students and did not have the allowances of the professors in the late 19th century. The educational system change in Europe in the 19th century greatly improved the life of children. There were more agencies to help families and widows with children. The middle class became more considerate of their children and these children began to populate a large portion of the world.

Interpersonal interactions in health and social care Essay

In health and social care we use many various methods of communication and interpersonal interaction to communicate effectively in various environments. These methods can be influenced by many factors which may interfere with how the information we have communicated is transmitted such as language needs, self-esteem, proximity and sensory impairment. In my essay I am going to explain how sensory impairment and language needs may influence effective communication and interpersonal interactions in health and social care environments. The term sensory impairment encompasses visual loss, which also includes blindness and partial sight, hearing loss and multi-sensory impairment (Shaw Trust, 2014). I will now explain how sensory impairment may influence the way we effectively communicate and interpersonally interact within health and social care using Argyle’s communication cycle. The communication cycle is arranged into 5 stages, Argyle(1972) believed that communicating interperson ally was a skill that could be developed, much similar to learning to drive. In the first stage of the communication cycle Argyle states that ideas occur. An example of this stage of the cycle would be a doctor recalling the information they wish to communicate to a patient who suffers from multi-sensory impairment with complete loss of hearing and sight. The Department of Health defines individuals suffering from multi-sensory impairment if their combined sight and hearing impairment cause difficulties with communication, access to information and mobility (Action on Hearing Loss, 2011). During the second stage of the cycle the message that is being communicated is coded, during this stage a doctor would decide how to communicate their message towards their patient. In order to communicate effectively the doctor must take into consideration which method of communication fits the patients needs such as British sign language, visual sign framing or tactile signing. In the third stage of the communication cycle the message is sent, during this stage the doctor has now communicated their message to the patient , however the doctor has communicated his message using British Sign Language instead of tactile signing. In the fourth stage of the cycle the message is received by the patient, during this stage the patient should have successfully received the information that the doctor has communicated to them however the patient has not received the message as she has lost a complete loss of sight and therefore cannot visually see the signs the doctor is signing. During the  fifth and final stage the message is decoded, Agyle theory suggests that during this stage the information has now been received and understood and the cycle will now repeat. This stage of the cycle is dependant on if the person delivering the message has used the correct and appropriate form of communication based on the individuals needs and the circumstances, however this is where the communication cycle has been unsuccessful due to the wrong choice of method of communication. Another common factor which may influence the way we effectively communicate and interact with people within health and social care is the language needs of the individuals. The language needs of an individual will be based upon many factors, a common language need may include an individual who speaks English as a 2nd language moving to the United Kingdom, the needs of the individual such as the use of an interpreter will depend on how fluent the individual is in speaking English. Using Tuckman ’s theory of group formation I will explain how language needs can affect the way we effectively communicate and interpersonally interact in health and social care environments. Tuckmans theory of group formation is arranged into 4 stages, these stages are known as forming, storming, norming and performing. During the forming stage, the group of people are just getting to know each other, for example in relation to health and social care, this would be the stage where a group of newly employed student nurses meet the team they will be working with. During the storming stage, Tuckman (1965) explains how the group of people are unclear about each-others roles within the group and the aims of working together, this is the stage where the newly formed group of student nurses would be trying to communicate verbally and non-verbally with each other in order to discover their roles, strengths and weaknesses within the group. During this stage, the group of individuals would be asking questions about each other and assessing their roles within the group. Thirdly is the norming stage, during this stage the group of people develop a shared understanding of what each-o thers roles are and share a common aim, during this stage one individual in the team approaches the others and tells them he is a foreign exchange student and has only been speaking English for the past 5 years, therefore he is still trying to understand the different dialects around him. The student nurses may begin to ask and discuss with the individual about the extent of his knowledge in speaking English. During this stage the  individuals will also understand and be able to identify areas of weakness in speaking English and be able to adapt their methods of communicating with the individual in order to meet these needs. Any specific language needs of an individual should be met immediately when communicating in order to progress through to the final stage of Tuckman’s theory, the performing stage. During this stage the group of individuals are now working together effectively as a team, for example during this stage the student nurses are now able to meet the language needs of the foreign exchange student and can continue to work as a progressive team.

At the Edge of the Earth

Below the snowline is a treeless zone of alpine pastures that have for generations been used for the summer grazing of goats and cattle. Agriculture is confined to the valleys and foothills, with fruit growing and viticulture on some sunny slopes. Further down the mountin normal plants still cannot grow only plants that are adapted to the cold are able to grow. Forests of the pine trees grow higher up the mountain where it is colder. Forest of broad-leaved trees and a wide range of other vegetation grow at the base of the mountain. Typically in mountain ranges it is high on the mountaintop. It is so cold that plants cannot grow here. There is only snow and bare rock. Summit regions above 3000 m (about 9800 ft) are glaciated. Peaks and crests, however, rise above the ice, displaying jagged shapes (tooth like horns, needles, and knife-edged ridges). About 2 % of the total area of the Alps is covered in ice. The longest valley glacier, the aletsch Glacier in the Bernese Alps, is 18 km (11ml) long. My great grandfather used to be a farmer but nowadays people in this area are no longer relaying on agriculture. Now people tend to work in the tourist industry and farmland has been give up to build ski slopes and lodges. Older people feel that the area has lost its natural beauty but most of their income comes from the tourist industry. Oak, hornbeam, and pie trees dominate the warm foothill zones, and sheltered valleys opening onto the Upper Italian Lakes abound with subtropical vegetation. A region of beech forests encompasses the cooler zone and grades at higher elevations into the fir and spruce belt. Mountain maple, spruce, and larch extend to the timberline. Living in mountainous regions can bring problems with individual isolated areas separated by mountains and rivers. In past times communications would have been a problem but since 1981 tunnels have been built linking areas. Higher areas in Fold Mountains like the Alps are not available to live because of the jagged ice and it is to cold. Traditionally the economy has relayed on farming and forestry. Alpine pastures have been used for grazing goats and cattle below the snow line. Life has however changed in the Alps tourism has brought with it both benefits and problems. 50 million people visit the Alps every year. The attraction is mainly winter ski-ing. To cater for all these people forests have to be mown down to make room for the ski slopes and lodges for people o stay in. Effects of tourism include erosion and acid rain from the many vehicles. Areas of this nature are prone to avalanches. Benefits and problems can also be seen with the tunnels. There have been numerous accidents in the tunnels. Recently two trucks collided and exploded in the St. Gothard tunnel as a result a hundred people are missing. Long alpine tunnels are crucial in modern living but accidents have left officials questioning them. A distinctive Alpine pastoral economy that evolved through the centuries has been modified since the 19th century by industry based on indigenous raw materials, such as the industries in the Mur and Murz valleys of the southern Austria that used iron ore from deposits near Eisenerz. Hydroelectric power development at the end of the 19th and beginning of the 20th centuries, often involving many different watersheds, led to the establishment in the lower valleys of electricity-dependent industries, manufacturing such products as aluminium, chemicals, and specialty steels. Tourism, which began in the 19th century in a modest way, has become, since the end of World War II, a mass phenomenon. Thus, the Alps have become a summer and winter playground for millions of European urban dwellers and annually attract tourists from around the world. Because of this enormous human impact on a fragile and ecological environment, the Alps are the most threatened mountain system in the world. The first of the great tunnels through the Alps, the Mount Cenis tunnel between France and Italy, was built between 1857 and 1870 and opened in 1871. The St Gotthard line, with its spiral tunnel approaches at Goschenen, was built between 1872 and 1882. The Arlberg tunnel in the southwest Austria, connecting Vorarlberg with the Tyrol, dates from 1884, and the Simplon rail tunnel, the longest in the world, was built between 1898 and 1906. Construction of a new St Gotthard rail link began in 1990 with a 20-year completion schedule. Swift road travel between Italy and Germany became possible during World War II, when the totalitarian regimes of these countries linked their new motorway networks over the Fern and Brenner passes. The road tunnel under Mont Blanc was opened in 1965. Many truck roads now cross the Alps, such as the main motorway route from Switzerland to Italy, which runs from Zurich past the Walensee and the town of Chur. Causes: * Heavy snowfall compressing and adding weight to the earlier falls, especially on windward slopes. * Steep slopes of over 25 degrees where stability is reduced and friction is more easily overcome. * A sudden increase in temperature, especially on the south-facing slopes and, in the Alps, under fohn wind conditions. * Heavy rain falling upon snow (more likely in Scotland than in the Alps) * Deforestation, partly for new ski runs, which reduces slope stability. * Vibrations triggered by off-piste skiers, any nearby traffic and more dangerously, earth movements. * Very long, cold, dry winters followed by heavy snowfalls in spring. Under theses conditions, earlier falls of snow will turn into ice over which later falls will slide (some local people perceive this to pose the greatest avalanche risk). Consequences: Avalanches can block roads and railways, cut off power supplies and telecommunications and, under extreme conditions, destroy buildings and cause loss of life. Between 1980 and 1991 there were, in Alpine Europe alone 1210-recorded deaths.

Improve own performance in a business environment Essay

1.1 – The purpose and benefits of continuously improving performance at work is important to enhance your career, moving up the organization that you are working in or getting a new job with the new founded skills. Also means that you have great pride in your work and before more efficient. Once you have improved in one thing there will always be something else you can improve on. Having monthly or yearly reviews in your workspace allows you to note down what you are good at and what you need to work on, allowing you to set goals for you to work at. 1.2 – The purpose and benefits of encouraging and accepting feedback from others is important to improve oneself in your work. When you gain feedback from others it enables you to have an outlook on what you are doing correct and what you are doing wrong. If you just go by your own feedback you will never work to your best ability because you wont criticize yourself. Take notice of feedback in all its forms – put all feedback in a curiosity frame: ask yourself how you can use it to avoid failures, or to repeat successes. Feedback can be both formal and informal in nature. For example, formal feedback can be in a meeting and informal feedback can be between colleagues asking how you were or how you did the last assignment. Ignoring feedback means you will just continue to do the same thing in the same way without improving on the way you are doing it. 1.3 – Learning and development can improve your own work, benefit organizations and identify career options by succeeding in workplace training courses, college based courses, private training courses and on the job training, such as shadowing a colleague. These courses may ask for a fee but they are always worth doing. It allows you to learn new skills or try out skills that you have not yet used. Team building exercises are always good if you work alone because it puts you in a different environment, it tests you to see how you would cope. You will gain leadership from these experiences but will also learn how to follow someone other than yourself. This will not only improve your work life but will always show through your work. You will become independent but also know to ask for help or feedback on your work. 1.4 – Possible progression routes for your career would be either moving up in your career for example into management. Or it could be moving to another department you in your work space. This means that you will have to meet new people, use new skills and progress as you would when doing a course. Another progression route would be to change your career completely. You may be doing a job you like but there may always be something you would love to do. Searching on behalf of this dream, you can find courses to do, research how to do it, become an independent company. This will further your career and be useful for future job roles. 1.5 – Possible development opportunities are increasing the skills to do the job at hand or a future job that you are trying to get. Some of the ways to do this are shadowing a colleague, reading articles and journals. Taking notes on new things will help with this. Experience with a new skill, such as meeting new clients. This type of skill you can do at home in front of a mirror or just ask someone to help and let them be the client. The possibilities are endless but being prepared will always be the first thing to remember when you want to develop.

Western European History

Western European history dates back to the time of the very first evidence of Homo sapiens in the regions during Paleolithic times, to the Neolithic, and then the Bronze Age, during which man was better developed and civilizations shaped, to the Christian Era when Christianity was formed and gained popularity, and Churches gained in power, to the time of the colonization, to the time of the famed Industrial Revolution when the modern day economy based on manufacture and trade came into being, to the present day western Europe. Historical evidence points to the fact that in ancient times, that is, the Paleolithic times of man, there exited several developed civilizations in different parts of the world. The Cro-Magnons were people, who lived during these times, and according to archaeologist Carleton Coon, the Cro-Magnon man was large, heavy boned and muscular in appearance, and he also had a powerful jaw and an inordinately large head. (Leonard R Cedric) One must remember the fact that Cro-Magnon is the term used by historians to describe the people who lived during the Ice Ages, and according to archaeologists, the physical dimensions of these ancient people were not sufficiently different from modern man to warranty a separate term, and therefore, they could be referred to as ‘AMH’s’, or ‘Anatomically Modern Humans’. Life for the common Cro-Magnon would not have been too simple; he had to hunt for his food with crudely made implements like the Aurignacian blades, as archaeologists refer to them. These were long slivers of stones sharpened to a knife like point, which would then be converted into all types of hunting tools. The Atlatl, a sophisticated hunting tool with a short dart and a pocket into which the dart would be fitted, was also used by these people, The Cro-Magnons lived civilized lives, and this is a fact that can be exemplified by the discovery of a child’s body before it was interred in a sophisticated burial ritual, about 24,000 years before today. (Hirst, Kris, K n. ) They used sophisticated shelters as well, and wore refined tailored clothing made out of animal skins, and jewelry carved out of stone and animal bone and teeth. Historians often state that this was a period of cultural florescence in the history of man. (Stone, Linda 2007) However, historians also state that one of the most far reaching and transformational influences of human culture that have ever taken place in the history of man is the Industrial Revolution that took place in eightee nth century Europe. The direct consequences of this revolution would have such an impact on human labor, consumption, social structure and even on the thoughts of man that it could be stated that the world would have been a different place today if the Industrial Revolution had never taken place when it did. It is important to remember that this revolution did not just happen overnight; it took place gradually over a period of time, with changes taking place all over the world in small doses, these changes influencing the basic social structure of man at the time. With the coming of the Industrial Revolution, however, Europe, as well as other parts of the world, was able to move from being a primarily agricultural economy to an industry based urban economy. The structure of the family, the social obligations that had to be fulfilled and so on brought about such great change to man that even today, one has not been able to come to terms with them fully. The European economy at the time of the Industrial Revolution had become a sort of global economy, with European trade and manufacture extending to several continents close to home, except Antarctica. The demand for European goods grew as Europeans started selling in foreign markets, and this made the conversion of Europe from an agricultural economy to an industrial manufacturing economy complete. Europe became one of the top world players in international markets. Life for the common man was however an entirely different issue. The social system was not adequate enough to provide for the rapid changes taking place, and as a result, the fast increasing population was growing increasingly confused. Business was based on exclusive monopoly, and as a consequence, many people were out of jobs. â€Å"The Industrial Revolution† n. d) Furthermore, the new factory system reduced free man to virtual slavery, and he became poorer than ever before; he could barely subsist on his wages. It even destroyed family life, and health and well being of the people. (Mises von Ludwig 1993) To conclude, it could be said that the life of common man is always at risk of being exposed to and influ enced by the changes taking place in society; neither do they possess the wealth nor do they have the expertise with which to deal with the situation in an effective manner. It is the life of common man that is subjected to the greatest changes in a country, and as exemplified by the life of the Cro-Magnon as well as the common man during the Industrial Revolution, he was forced to undergo several changes, and bear the consequences on himself, his wealth, his welfare, and his relationships. This is the way of the world, and one cannot avoid these changes as they occur; one must learn to accept them and deal with them as one sees fit, or else, suffer the dire consequences. Works CitedLeonard R Cedric â€Å"An Atlantean Outpost† (2006) Retrieved on December 15 2008 from: Hirst, Kris, K â€Å"Why don’t we call them Cro-Magnons any more?† (n.d) Retrieved on December 15 2008 from: Stone, Linda â€Å"Genes, Culture and Human Evolution† (2007) Google Book Search Retrieved on December 15 2008 from: < http://books.google.co.in/books?id=zdeWdF_NQhEC&pg=PA43&lpg=PA43&dq=Cro-Magnons+in+Paleolithic+Europe&source=bl&ots=wbEgEGkAGQ&sig=2HL9EByPHFl_J804fGJ5SnGxk78&hl=en&sa=X&oi=book_result&resnum=4&ct=result >Mises von Ludwig â€Å"Facts about the Industrial Revolution† (1993) Retrieved on December 15 2008 from: â€Å"The Industrial Revolution† The European Enlightenment (n.d) Retrieved on December 15 2008 from: