The effect of day care on their children Essay Example for Free

The effect of day care on their children Essay I would generally agree with the view that parental characteristics highly affect how the environment of their childs day care would be; indeed this will influence the social learning of the child. If a decision was made for the child to attend day care regularly, this obviously would be made by one, or both, of the primary caregivers/ parents. Therefore, it is their choice into which establishment their child will attend to. This extremely depends on the characteristics and lifestyles of the family unit, thus affecting the childs wellbeing in day care. The environment in which the child is raised in vastly affects how they view, and are viewed, later on in life. As a result, choosing the right day care for the earlier years in life would be beneficial for the parents, and especially the child. Since each family has a different wealth status, this has an effect on which major decisions are made in life. A family in which are highly wealthy would choose a higher status day care, while in comparison a family which is less than middle class would choose a poorer quality day care. Even if both the higher and poorer quality day care supports children while primary caregivers are away, the day cares differ in individual quality. Higher standards of day care obtain high health and safety requirements, responsive and warm interactions between children and staff, developmentally appropriate curriculum and adequate staff training. While poor quality care puts childrens development at risk: theyre likely to obtain lower language and cognitive scores, and lag on social development. Different quality day cares are chosen by parents who are correlated with different circumstances. For instance, single working mothers or low incomes are more likely to experience low quality care. Yet, according to the views of Scarr (1998), we cannot be sure whether its the quality of day care or the parental characteristics which influence childrens development. However, it is the parental characteristics which affect the quality of day care. If a family is sinking in debts, they could not afford an elite day care which has a high price. By choosing a high priced day care, this would consequently lower the familys wealth, since they already have balance which is due. As a result, this will have an effect on the child, as the child will notice stress occurring in the family. Therefore, higher quality day cares are not an option. In comparison, higher class families will choose the best day care for their offspring, since they have the money and time, for this approach. What I mean by time is that, they get involved in the childs day care, such as PTA, fundraising and volunteering. This would not be present in lower class families, as they are much more preoccupied with work, rather than spending more time with their child, which they keep in day care. In conclusion, I would agree parental characteristics highly affect the quality of a childs day care, and the childs life itself. Since it has been stated that childs attachment will highly affect how they will be attached later on in life, day care also inspires and implies this. Day care provides further attachments to be formed; therefore a childs social life would have more security and stability. Thus, choosing the wrong day care provides less of this comfort, and less of a childs desirability to learn efficiently.

Review of Research Paper on Insulin :: Biology Diabetes

Missing Graphs BACKGROUND: Let's go back to the 1920s, when diabetes was discovered and the study of glucose began. There was a scientist named Minkowsky, and he wondered what caused diabetes. So, he did something crazy: He took a urine sample from a normal patient and a sample from a diabetic patient, and tasted them! He observed that the sample from the diabetic patient was sweet, so he concluded that diabetes had something to do with high glucose levels (lots of sugar in the blood). In the same decade, two scientists named Benting and Best performed another experiment to see which chemically made pancreas would do the best job in lowering glucose levels. This led to the discovery of insulin. Moving on to the 1940s, scientists were curious about what exactly insulin had to do with glucose. Basically, insulin increases the amount of glucose that gets transported to the plasma membrane of every cell in your body, so the breakdown of glucose will be faster. Now, the question was quantity vs. quality: did insulin actually make the glucose transporters work better, or did insulin simply increase the number of glucose transporters within each cell? This is what this paper answers. PROCEDURES: When looking at the methods in this paper, it is easy to get lost and confused amidst all the scientific terms and complicated language. However, when broken down into simpler terms, the methods used in the experiment in the paper become much clearer and create a basis for understanding for the remainder of the paper. Following is a short and understandable explanation of the methods used in the paper and also an explanation of the experiment that was performed to reach to conclusions in the paper. * The first method mentioned in the paper is the collagenase method. This method refers to the collagen that holds the fat cells that were extracted from the rats together. * This method is simply the breaking down of the collagen between the cells in order to separate and isolate them. * Another method used in the paper is refereed to when talking about homogenizing the cells. * This method refers to mixing up and grinding of the fat cells to make into an evenly distributed soup like substance that can then be used in the experiment. # When the homogenized soup is prepared, it is them put into a centrifuge tube and centrifuged.

Romeo and Juliet: in Love or Hit with Infatuation

Romeo and Juliet: in love or hit with infatuation To the person that has these feelings infatuation and actual love are very difficult to differentiate. Even if these two emotions are very similar they have different effects on ones life. In infatuation usually develops to quickly such as â€Å"love at first sight†. On the other hand real love grows moderately and takes time, but the effects last longer. In my opinion this â€Å"star struck† couple was simply hit with infatuation not love.In this Shakespearean story feelings of love are portrayed, when actually most of the events that occur relate to infatuation such as Romeo and Juliet’s instant feelings toward each other. One of the signs of infatuation according to June Callwood, a writer from the Globe and Mail archives, is an instant feeling of affection, â€Å"love at first sight†. Romeo and Juliet experienced this when they met in the party held by the Capulets. Even On the balcony Juliet barely kno ws his name and already she was talking about her â€Å"love† for Romeo.Not only did this â€Å"love at first sight† occur quickly, but Romeo had this feeling after the incident with Rosaline. The fact that this event happened to Romeo after the event with Rosaline, only serves to further on support the definition of infatuation. When Romeo met Juliet he was as one would say â€Å"on the rebound†, which caused him to fall in the state of infatuation. These along with many other events could have been the cause of Romeo falling for Juliet. Their quick affection for each other didn't allow them to think things thru and caused them to rush into a relationship they were not ready for.Another sign of infatuation is the great feeling one has to marry the other person. Romeo and Juliet rushed into a marriage without knowing much about each other. Their quick marriage was an event that might have had a lot to do with their death. This rush into actions without thinking is a result of the effects of infatuation. Some might say that their marriage occurred because they â€Å"loved† each other, but research has shown that the relationships that last longest develop slowly.These long lasting marriages did not occur as quickly like Romeo and Juliet’s, instead they took their time to make sure one is ready. Romeo and Juliet not only married quickly, but most of the time they all they wanted was physical enjoyment. In act 2 scene 2, the balcony scene, Romeo says â€Å"O wilt thou leave me unsatisfied? †. Those who are in real love are patient and don’t just want sex. This dissatisfaction without physical enjoyment is one of the greatest signs of infatuation.

Compare/Contrast: Antigone and Creon

Compare / Contrast Antigone and Creon There is always going to be some kind of conflict in a family. It may happen often, and sometimes rarely. In the century-old story Antigone there is a huge conflict. Antigones brother, Polyneices, refuses to pass on the throne. Therefore, he and his brother Etheocles go to war, and they both end up killing each other. Therefore, it resulted in Polyneices death. When he died, Creon; the ruler of Thebes, refuses to let anyone bury him.So he will be left in public shame. Not regarding any of the laws Creon created, and ignoring what her family says, Antigone goes ahead and covers him with some dirt and â€Å"buries† him. To begin with, Antigone has gone through a hardship. She has lost her brother and her family is very mad with her, since they have also been brought into the conflict. Antigone is very strong; she does what she wants without thinking twice. She is also very sneaky. She buried her brother without anyone noticing.The blame was even put on her timid sister, Ismene. Who was later questioned by Creon, and also was held by him until she was found innocent. But Antigone already knows her consequences, so she is ready if she is caught. Antigone also follows the Gods law. She believes that manmade law must harmonize with the Gods law. She is lead by her emotions and what her heart tells her to do. Antigone strongly believes that both of her brothers deserve burial rights, therefore she fights for it.On the other hand, Creon differs somewhat. Creon inherited the throne after Oedipus was killed. He only honored Ethocles, and announced that no one would be allowed to bury Polyneices. As you can tell, Creon likes to go by the laws he created, not by the Gods. Creon doesn’t like to listen to others opinions about the situation. Haemon, his son, tries to convince Creon to not bury Antigone. Yet, he doesn’t even take a second to think about it. Haemon then mentions Creons ruling is tyranny, not government .

Due Process of Law in the US Constitution

Due Process of Law in the US Constitution How important did America’s Founding Fathers consider the concept of â€Å"due process of law?† Important enough that they made it the only right guaranteed twice by the U.S. Constitution. Due process  of law in government is a constitutional guarantee that actions of the government will not impact its citizens in an abusive manner. As applied today, due process dictates that all courts must operate under a clearly defined set of standards crafted to protect peoples’ personal liberty. Due Process of Law in the United States The Constitution’s Fifth Amendment adamantly commands that no person may be â€Å"deprived of life, liberty or property without due process of law† by any act of the federal government. Then, the Fourteenth Amendment, ratified in 1868, steps up to use exactly the same phrase, called the Due Process Clause, to extend the same requirement to the state governments.   In making due process of law a constitutional guarantee, America’s Founding Fathers drew on a key phrase in the English Magna Carta of 1215, providing that no citizen should be made to forfeit his or her property, rights, or freedom except â€Å"by the law of the land,† as applied by the court. The exact phrase â€Å"due process of law† first appeared as a substitute for Magna Carta’s â€Å"the law of the land† in a 1354 statute adopted under King Edward III that restated the Magna Carta’s guarantee of the liberty. The exact phrase from the 1354 statutory rendition of the Magna Carta referring to â€Å"due process of law† reads: â€Å"No man of what state or condition he be, shall be put out of his lands or tenements nor taken nor disinherited, nor put to death, without he be brought to answer by due process of law.† (emphasis added) At the time, â€Å"taken† was interpreted to mean being arrested or deprived of liberty by the government. ‘Due Process of Law’ and ‘Equal Protection of the Laws’ While the Fourteenth Amendment applied the Bill of Rights’ Fifth Amendment guarantee of due process of law to the states it also provides that the states may not deny any person within their jurisdiction â€Å"the equal protection of the laws.† That’s fine for the states, but does the Fourteenth Amendment’s â€Å"Equal Protection Clause† also apply to the federal government and to all U.S. citizens, regardless of where they live? The Equal Protection Clause was mainly intended to enforce the equality provision of the Civil Rights Act of 1866, which provided that all U.S. citizens (except  American Indians) should be given â€Å"full and equal benefit of all laws and proceedings for the security of person and property.† So, the Equal Protection Clause itself applies only to state and local governments. But, enter the U.S. Supreme Court and its interpretation the Due Process Clause. In its decision in the 1954 case of Bolling v. Sharpe, the U.S. Supreme Court ruled that the Fourteenth Amendment’s Equal Protection Clause requirements apply to the federal government through the Fifth Amendment’s Due Process Clause. The Court’s Bolling v. Sharpe decision illustrates one of the five â€Å"other† ways the Constitution has been amended over the years.   As the source of much debate, especially during the tumultuous days of school integration, the Equal Protection Clause gave rise to the wider legal tenet of â€Å"Equal Justice Under Law.† The term â€Å"Equal Justice Under Law† would soon become the foundation of the Supreme Court’s landmark decision in the 1954 case of Brown v. Board of Education, which led to the end of racial segregation in public schools, as well as dozens of laws prohibiting discrimination against persons belonging to various legally define protected groups. Key Rights and Protections Offered by Due Process of Law The basic rights and protections inherent in the Due Process of Law clause apply in all federal and state government proceedings that could result in a person’s â€Å"deprivation,† basically meaning the loss of â€Å"life, liberty† or property. The rights of due process apply in all state and federal criminal and civil proceedings from hearings and depositions to full-blown trials. These rights include: The right to an unbiased and speedy trialThe right to be provided with notice of the criminal charges or civil action involved and the legal grounds for those charges or actionsThe right present reasons why a proposed action should not be takenThe right to present evidence, including the right to call witnessesThe right to know the opposing evidence (disclosure)The right to cross-examine adverse witnessesThe right to a decision based solely on the evidence and testimony presentedThe right to be represented by a lawyerThe requirement that the court or other tribunal prepare a written record of the evidence and testimony presentedThe requirement that the court or other tribunal prepare written findings of fact and reasons for its decision Fundamental Rights and the Substantive Due Process Doctrine While court decisions like Brown v. Board of Education have established the Due Process Clause as sort of a proxy for a wide range of rights dealing with social equality, those rights were at least expressed in the Constitution. But what about those rights not mentioned in the Constitution, like the right to marry the person of your choice or the right to have children and raise them as you choose? Indeed, the thorniest constitutional debates over the last half century have involved those other rights of â€Å"personal privacy† like marriage, sexual preference, and reproductive rights. To justify the enactment of federal and state laws dealing with such issues, the courts have evolved the doctrine of â€Å"substantive due process of law.† As applied today, substantive due process holds that the Fifth and the Fourteenth Amendments requires that all laws restricting certain â€Å"fundamental rights† must be fair and reasonable and that the issue in question must be a legitimate concern of the government. Over the years, the Supreme Court has used substantive due process to emphasize the protections of the Fourth, Fifth and Sixth Amendments of the Constitution in cases dealing with the fundamental rights by constraining certain actions taken by police, legislatures, prosecutors, and judges. The Fundamental Rights The â€Å"fundamental rights† are defined as those having some relationship to the rights of autonomy or privacy. Fundamental rights, whether they are enumerated in the Constitution or not, are sometimes called â€Å"liberty interests.† Some examples of these rights recognized by the courts but not enumerated in the Constitution include, but are not limited to: The right to marry and procreateThe right to have custody of one’s own children and to raise then as one sees fitThe right to practice contraceptionThe right to identify as being of the gender of one’s choiceThe right work at the job of one’s choiceThe right to refuse medical treatment The fact that a certain law may restrict or even prohibit the practice of a fundamental right does not  in all cases mean that the law is unconstitutional under the Due Process Clause. Unless a court decides that it was unnecessary or inappropriate for the government to restrict the right in order to achieve some compelling governmental objective the law will be allowed to stand.

The Basics of Adult Learning

The Basics of Adult Learning Do you remember what it was like to sit in a classroom? Rows of desks and chairs faced the teacher at the front of the room. Your job as a student was to be quiet, listen to the teacher, and do what you were told. This is an example of teacher-centered learning, usually involving children, called pedagogy. Adult Learning Adult learners have a different approach to learning. By the time you reach adulthood, you’re most likely responsible for your own success and you’re perfectly capable of making your own decisions once you have the information you need. Adults learn best when learning is focused on adult students, not on the teacher. This is called andragogy, the process of helping adults learn. The Differences Malcolm Knowles, a pioneer in the study of adult learning, observed that adults learn best when: They understand why something is important to know or do.They have the freedom to learn in their own way.Learning is experiential.​The time is right for them to learn.The process is positive and encouraging. Continuing Education Continuing education is a broad term. In the most general sense, any time you return to a classroom of any kind to learn something new, you are continuing your education. As you can imagine, this encompasses everything from graduate degrees to listening to personal development CDs in your car. Common types of continuing education: Earning a GED, the equivalent of a high school diplomaPost-secondary degrees such as a bachelor’s, or graduate degrees such as a master’s or doctorateProfessional certificationOn-the-job trainingEnglish as a second languagePersonal development Where It All Happens The methods involved in achieving continuing education are just as diverse. Your school can be a traditional classroom or a conference center near a beach. You might start before dawn or study after a day of work. Programs can take months, even years, to complete, or last just a few hours. Your job can depend on completion, and sometimes, your happiness. Continuous learning, no matter how old you are, has clear benefits, from finding and keeping the job of your dreams to remaining fully engaged in life in your later years. It’s never too late. Should You Go Back to School? So what is it you want to learn or achieve? Have you been meaning to go back to school to earn your GED? Your bachelor’s degree? Is your professional certificate in danger of expiring? Do you feel the urge to grow personally, learn a new hobby, or advance in your company? Keeping in mind how adult learning differs from your childhood schooling, ask yourself some questions: Why am I thinking about school lately?What exactly do I want to achieve?Can I afford it?Can I afford not to?Is this the right time in my life?Do I have the discipline and the freedom right now to study?Can I find the right school, the one that will help me learn the way I learn best?How much encouragement will I need and can I get it? It’s a lot to think about, but remember, if you really want something, you’re likely capable of making it happen. And there are a lot of people available to help you.

Human Resources Cross Cultural Differences and Leadership with respect Essay

Human Resources Cross Cultural Differences and Leadership with respect to Motivation - Essay Example The study only endorsed prevailing scholarly position by the remarkable success stories of the case studies. So the present study concludes that training in cultural diversity can be incorporated in the development of global managerial skills. The face of workforce in the globalized setting is divergent. This can be area for conflict or an opportunity for growth. "Society today is a global ambiance where national cultures inevitably mingle together. The world of technological innovation, multinational organizations, international trade, and diplomatic conflict resolution creates a necessity for nations to come into contact with each other, to learn, work, and create together, as well as to exchange ideas and resources (human resources included). Organizations function because of people gathered together around a common goal. However, before an organization is formed, people belong to other settings and perform other roles that precede their organizational roles. Various disciplines differentiate culture based on numerous criteria born by the different scientific worldviews they hold." (Dimitrov 2005, p. 22) One definition of culture states that, "Culture is the collective programming of the mind which distinguishes the me mbers of one group or category of people from another" (Hofstede, 1997, p. 5). Adler (1997) defined culture as the "complex whole that includes knowledge, beliefs, art, law, morals, customs, capabilities and habits acquired by a man as a member of society" (p.14). This makes it a challenge for the global manager to motivate their employees from different cultural back rounds. Basically, ever since Psychology became an independent branch of enquiry, motivation came under the microscope of scientists and can be viewed as "the willingness to exert high levels of effort to reach goals, conditioned by the efforts' ability to satisfy individual needs." (Dimitrov 2005, p.38). However, the study of motivation in the cultural context is new, early theories form a good beginning. "People are by nature ethnocentric and believe that the way things are done in their culture is the best way" (Mendenhall, Punnett, & Ricks, 1995). Therefore this literature review focuses on the theory of motivation concerning the two topics cross-cultural differences and leadership from an international perspective. Purpose and Scope of the study General perception of the academia in the available literature across the world is in favour of the advantage of assimilation of cultural diversity as tool for the global managers. In order to ascertain the veracity of this position after identifying the key theoretical foundation establishing the efficacy of cultural diversity, an investigation was undertaken of five cases to find out whether cultural diversity really helped them to progress or some other factors were behind their success. The companies examined were IBM, McDonald, IKEA and Reebok. UAE, though not a company, as a unique case of cultural diversity was also studied. In all the case studies the advanatage