Statement of Goals, Research Interests, and Experiences Personal

Of Goals, Research Interests, and Experiences - Personal Statement Example In the current environment of advancing technology, GIS plays an important role in the development of nations, which is especially true for the UAE, where expertise in this area is the need of the hour. Pursuing a master’s degree in GIS would equip me with the necessary knowledge and skills to help develop various aspects of the UAE, like building infrastructure, developing crime analysis database to reduce crime etc. Bringing this essential knowledge back to my country would enable us to advance and improve our current security systems and the quality of life for citizens in UAE. UMD University is renowned for its value based academic programs that offer opportunities of personal and professional growth. The myriad modules of course curricula are essential ingredients that provide students with a strong learning experience. Moreover, the learning platform offered by the university caters to the needs and requirements of diverse populace thus facilitating greater understanding of cross-cultural values and preparing students to meet the challenges of time. As a foreign student from Abu Dhabi, UAE, the invigorating environment and the academic program of the university not only meet my expectations but also represent my ideals. Participating in the UMD GIS Master program would help me realize my dream of improving the GIS Field in my country. I therefore strongly believe that the state of the art technology and innovative curricula of the UMD university program would help me meet the changing demands of the times, and allow me to make important contributions to my community. It would equip me with excellent academic qualifications and skills that could be judiciously exploited for the advancement of my country. My interest in studying GIS sparked when I was growing up in Abu Dhabi where I used to admire those who supervised construction sites near my home place. It intrigued me how they could go to places that were bare,

Modern Business Statistics with Microsoft excel Essay Example for Free

Modern Business Statistics with Microsoft excel Essay When are you entitled to deduct interest? If you run a business in part of your home, you are entitled to deduct part of the interest on money you borrowed to buy your home if: part of your home is set aside exclusively as a place of business and is clearly identifiable as such, and that part of the home is not readily adaptable for private use, for example, a doctor’s surgery located within a doctors home. If you rent out part of your home with access to general living areas on an arm’s length basis, you are entitled to deduct part of the interest on money borrowed to buy the home (see Taxation Ruling IT 2167). In these situations you would satisfy the interest deductibility test. This means you would not obtain a full main residence exemption and so would have to pay tax on part of any capital gain made when you sell your home. You may satisfy the interest deductibility test even if you didn’t borrow money to acquire your home – you must apply it on the assumption that you did borrow money to acquire it. You also satisfy the test if you were entitled to claim a deduction for the interest, even if you didn’t actually claim the deduction. There is a special rule to work out the amount of your capital gain or loss if you first use your home to produce income in a way that satisfies the interest deductibility test after 20 August 1996. Last Modified: Tuesday, 30 June 2009 Main residence exemption the effect of using your home to produce income Where you first use your home to produce income after 20 August 1996 If you start using your home to produce income (in a way that would satisfy the interest deductibility test) for the first time after 20 August 1996, there is a special rule for working out your capital gain or loss. In this case, you are taken to have acquired your home at its market value at the time it is first used to produce income if all of the following apply: you acquired the home on or after 20 September 1985Â  you first used it to produce income after 20 August 1996 Â  you would get only a part exemption because the home was used to produce assessable income during the period you owned it, and you would have been entitled to a full exemption if you had sold the home immediately before you first used it to produce income. The effect of this rule applying is that the period before the home is first used by you to produce income is not taken into account in working out the amount of any capital gain or loss . The extent of the exemption for the period after the home was first used to produce income depends on the proportion of the home used to produce income. Example: Home first used to produce income after 20 August 1996 Louise purchased a home in December 1991 for $200,000. The home was her main residence. On 1 November 2001 she started to use 50% of the home for a consultancy business. At that time the market value of the house was $220,000. She decided to sell the property in August 2002 for $250,000. The capital gain is 50% of the proceeds less the cost base. Percentage of use X (proceeds – cost base) = capital gain 50% X ($250,000 – $220,000) = $15,000 Louise is taken to have acquired the property on 1 November 2001 at a cost of $220,000. Because she is taken to have acquired it at this time, Louise is taken to have owned it for less than 12 months and therefore cannot apply the indexation or discount method to calculate her capital gain.

Prioritization in Nursing

Prioritization in Nursing TGP CASE STUDY 2 Q1. Prioritization is a vital skill in nursing profession. Management of patient loading depends on the sharpness of patients and relies on primacy environment. Brown Edwards said breathing, airway and circulation are very important to sustain life; each is precondition of the other and in that array. The work of ABC’s in a gush; if entire airway obstacle take place, It is impossible to breathe, as air does not go into the respiratory tract for ventilation, as a result; oxygen does not go into the lungs and transported to crucial organs and tissues. Furthermore, her ideology in prioritizing is to treat sensitive patients and present troubles over constant patients and possible problems. 1:- Phillip in bed 4 by way of a tracheotomy is the utmost main concern. Durbin said (, a tracheotomy is signify for patients with higher airway obstacle. while the tracheotomy tube is in position, this might cause frustration in the respiratory area instigate an enhancement in mucus creation. This leads to airway obstacle impose tracheal suctioning. Vigilant watch is necessary for patients with tracheotomy as this is openly occupied in airway patency and efficient inhalation .make sure a lucid and patent airway is as a result is primary, hypoxia arise if linger unprocessed. 2:- Colleen in Bed 5 has blood loss internally as this is indication of maelena and haematemesis, this may go ahead to hemorrhagic stun .This shock results from an failure of delivery of oxygen to tissues owed to the failure of blood volume in the vascular organism. To renovate blood volume, she was transfused through blood. on the contrary, this case is not honestly related to airway and inhalation although comparatively sort out underneath the circulatory module of the algorithm; hence still necessitate vital awareness following Phillip. 3:- In bed 6 Tony makes a diagnosis of type II diabetes through insulin plus dextrose combination should be focus. This kind of combination is developing to keep up normoglycemia, which is important for him as he is to have an endoscopy and kept nil by mouth. Notably, the patient is not presently belligerent of rigorous ache or in a hypoglycemic condition which is an instant life intimidating experience if untreated; therefore this patient must be monitored carefully; on the other hand, care can be tardy after Collen and Phillip. In bed 3 Max with constant mixture of pantoprazole as organization of sensitive GI blood loss resultant to peptic ulcer syndrome. He offered with haematemesis; though distressing, there is no sign of current blood loss, so Max requires caring monitoring relatively direct interference. Fifth one is Linda, an aged female with right higher quadrant abdominal ache which could be indicative of cholecystitis She is at present feverish which may be analytic of an contagious process. Even if an increase in temperature exists, there is no straight and instant hazard in the patient’s airway and inhalation condition. Finally, in bed number 2 Jayne was suffered with jaundice resulting to a liver disorder is attended. Likewise,the patient has a significant past of hepatitis C virus disease that can be gain by use of infected needles among intravenous-drug users. There is no warning of instant hazard for this patient, prompting her to be the less in priority. . As develop by Heller, the brain is mainly affected after blood glucose level fall. While glucose level in the blood downs to 3.6 mmol/L, efficiency of mind diminishes, as evident by the patient reply to voice in the AVPU balance. Notably, essential organs not adequately supply with glucose can potentially lead to stun. As a compensatory method blood course is force to the vital organs, this in return restrictions blood flow in apparent tissues causing fresh clammy skin .comparatively, a hormone that reduce blood sugar is insulin; however, patients with type II diabetes may have lack of this hormone; as an effect, insulin therapy is set up. Sam is to go through an endoscopy require him to be kept nil by mouth; as an effect, this can cause a important drop in the blood glucose. In the case, Sam’s blood sugar fall to 1.5 mmol/L which can lead to abduction and potentially coma? To argue against this, dextrose is used to sustain the blood sugar within constant levels. Infusion pumps are manage via a 50 mls needle driver. Actrapid insulin is included in a 50 mls bag of 0.9 NaCL. It is very important to check the blood sugar cautiously as this would be basis on correction of infusion rates. in addition actrapid insulin has an instant onset and can cause rigorous hypoglycemia Procedures to reverse hypoglycemia are as follows: A decrease in the insulin at the charted lowest rate. This is the instant action as this is the chief cause of hypoglycemia; this act prevents a further turn down in blood sugar stage . STAT dose of 25 mls of 50% dextrose, following 5 minutes a repeat BGL is done. The main purpose is to repair blood sugar within secure limits. Sam is planned for an endoscopy and kept nil by mouth. Hence, giving the prescription orally is held up. But in severe cases dextrose is given intravenously due to awareness condition of patient and for quicker absorption. Regular monitoring of BGL every 15-30 minutes until BGL’s are 6.6 mmol/L and beyond. Dextrose infusion might induce hyperglycemia. in addition, the insulin mixture is set at the lowest price, it is estimated that blood sugar will considerably raise. so, watchful BGL monitoring is compulsory to monitor efficiency of treatment Keep insulin infusion, as insulin manages ultimately will run out. Whole cessation of insulin may consequence to ketoacidosis. There is an impair usage of glucose as a variety of energy; the body make use of fat as a alternate which consequences to ketone formation. too much ketones can be a life threatening trouble due to intense acidosis. Reduce insulin infusion and stimulate the rapid reaction team if patient befall semi-comatose from hypoglycemia. As argue by Brown Edwards, hypoglycemia causes brain energy deficiency. A decrease in the insulin should reduce the probability of a further fall in glucose levels. Instant warning of RRT to intrude is crucial to check further corrosion of patient. Predominantly, harsh hypoglycemia is like to hypoxia, within minutes patients contain grave brain harm; therefore instant interference should be applied. It is the duty of Nurses to provide a safe and quality care. However, work in the ward can be very challenging; therefore, nurses must learn how to prioritize care. The fresh graduate nurse was incapable to document clarification and manage prescription in advance due. These actions are authentic apprehensions in the excellence of care give to patient as this can hurt patients; it is the job of the registered nurse to supply secure and appropriate supply of medications. Prioritization and allocation of care are necessary mechanism of cooperation in the nursing career; vigilant thought of the availability of assets and staff, their experience and work responsibilities. A nurse head overlook and administer the registered nurses. in addition, they offer update on condition of patients and assessment of care. CNS can offer maintain for new graduate registered nurses, in conditions of medication confirmation or specialist advices on exact nursing care., EEN’s can also support in manage medication .AIN’s are an vital part of the group. They can give basic nursing heed, support in activities of everyday living of patients and examination of vital signs. Allocation of work to additional member of the healthcare team is essential in completion of tasks. Fresh graduate nurses can also dialog with team leaders and the NUM in regards to issues in their responsibilities. During collaboration workload is common; as a result, this provides finest care and decrease burnout in the place of work Airway obstacle for a patient with tracheostomy is a main concern. The patient is coughing regularly and vehemently with blood stain sputum. This is a sign of extreme mucus accumulation and trauma in the airway. Obstruction from dry emission and mucus plugs, bleeding and irritation from the tube friction against the exterior lining of the respiratory tract are important issues of a patient with a tracheostomy Phillip is the uppermost main concern while airway barrier indicates a life threatening position; therefore a speedy reply should be started. Whereas waiting, the nurse should carry out a most important review to establish the acuteness of condition beside with appropriate clinical interference. Suctioning is very important for clients not capable to clear their airway efficiently. Saline is used an irrigation for solid emissions. It does not consider the secretions; however, it wet the airway, loosens mucus, and arouses an effective cough. Furthermore, supply oxygen 100% by means of bag valve mask or frankly in the tracheostomy. Hyperoxygenation of the patient is necessary as protracted suctioning can cause hypoxemia itself. Hypoxia lasting more than 4 minutes may possibly cause cardiopulmonary arrest and irreversible brain damage; therefore, enduring vital surveillance monitoring particularly oxygen saturation is necessary In bed 3 also has a critical distress but this can be delayed for the intervening time after the patient with an airway compromise is attended. In addition, pantoprazole’s half-life is just about an hour. Basically, a few minutes postponement to the patient in bed 3 would not guide to a life frightening situation

Anime on TV :: Essays Papers

Anime on TV Since the birth of Anime, the American television market has been a player in the industry. When Tetsuan Atom made its debut in 1963 as the dream of a humble comic book artist, few would have guessed the impact it would have on the world of entertainment and the economy of Japan. Discovered by a NBC executives in Japan selling shows for syndication, Astro Boy as it came to be known in the states, started a revolution in Japanese entertainment and giving America, and the world, its first taste of Anime. The success of Astro Boy led to the overnight development of an Anime industry filled with copycats, originals, and half way attempts that lead to what we see today. Famous names like Miyazaki, Otomo, and Rintaro all made their start in the industry that came from the humble beginnings as the gleam in the eye of a man named Tezuka. Over the next three decades anime made repeated leaps into the American market, Kimba the white lion, Speed Racer and Robotech gave way to Transformers, Voltron, and Sailor Moon. Eventually, Dragonball made its debut. All the while Anime was slowly gaining its place in America, meanwhile in Japan it was developing into a full-fledged industry. Today, the American industry of showing Anime has developed to a five plus hour per day airing across multiple networks and cable channels. While the early exposures where largely unchanged, as other, more mature titles where purchased for the US market the editing process began. Due to the US stigma of animation as a strictly children’s medium, shows where edited for language, content, and story. While it is debatable as to whether these changes ruined or improved the anime, it is undeniable that it gave Anime the one thing it needed most to make it in the American market: exposure. Exposure makes market High exposure leads to a larger fan base and while many have no clue or interest in what exactly anime is, carefull look at the TV industry allows one to follow a clear trend, if we have 100 pokemon fans in 1998, then in 2000 we have about 75 DBZ fans who now hate pokemon, in 2002 we have around 45 lovers of Cowboy Bebop, Outlaw Star, Inuyasha, and around 20 hard core otaku who have found the world of fan and digi subs. By 2010, we have an anime industry with accolades of fans swarming in unprecedented numbers, all because a few shows debuted on TV back in the day.

Emotion and Behaviors Essay

This project requires that you observe two preschool-age children in the Child and Family Development Center (ground floor of the Alfred Emery Building) and, on the basis of your observations, report on a particular aspect of their development. In the following pages, three options will be presented–you may focus on either language development, play, or emotional behavior. Thus, the option you select will determine the nature of the observation you conduct, but it is also true that all projects must follow the same guideline. First, you must decide which of the three options you will pursue. Second, you should become familiar with the objectives of your observation (based on the descriptions presented in the following pages as well as any reading from the textbook that would prove useful in this regard). Third, you should begin planning your observation; this should include decisions regarding what you will focus on during your observations (e. g., behaviors, specific features of the physical and social context), what kinds of things you will try to take notes on in the course of your observation, which preschool class you will observe, and when you will plan to conduct your observation to assure that you will leave yourself enough time for a second chance should you fail to gather all of the necessary information on your first observation attempt. Fourth, you should conduct your observation, paying very careful attention to the behaviors and situations that you have (beforehand! ) decided are most import ant–in all cases, you will have to observe two children for 15 minutes each. Take notes and remember that these notes are all you will have to work from when writing your paper. I also would recommend that you allow yourself approximately 1 hour for your observation. This would allow you at least a few minutes at the beginning of the observation to get a feel for the classroom and the children in it and to identify the two children you will observe; ample time to observe each child for 15 minutes (which may be split into 5 minutes now, 5 minutes in a short while and 5 more minutes at the end of your hour); and even some time to make up for observations that don’t result in any useable information. Fifth, you must rely on your notes and the details of the assignment to prepare your paper. In all cases, I am asking that you provide some general, objective information about what you observed in each child, and that you interpret your observations in terms of what you’ve learned about preschooler development. In addition, the introduction of your paper should provide a brief description of who you observed, when you observed them and what was going on in the preschool classroom during your observation period. Finally, at the end of your paper, briefly comment upon your experience as an observer. For example, How easy or difficult was it? What did you learn? How confident are you in the representativeness of the behaviors you observed for each child? As usual, all papers MUST BE TYPED. You are limited to 3 typewritten pages so think carefully about how best to organize all of the information you wish to present. Papers are due at the beginning of class on Tuesday, April 15. *****The preschool schedule is as follows: There are three different preschool classes (children ages 3-5): one meets Mon/Wed/Fri, 8:30-11:30, one meets Tues/Thur, 8:30-11:30, and one meets Mon thru Fri, 12:30-3:30 pm). In all cases, there should be no problems if you observe (quietly) from the observation booths attached to each classroom, or from outside the playground fence. If you wish to observe from within the classroom, or if you wish to go onto the playground with the children, you will need the permission of the head teacher. Simply tell them about the project, mention the class and instructor’s name, and there should not be a problem (do this ahead of time! ). Following are descriptions of the three options, each focusing upon a different feature of preschoolers’ development. In this exercise, you will be concerned with describing and analyzing the child’s speech and determining such things as the depth and variety of his/her vocabulary. 1. It is important to look at the child’s speech in terms of Piaget’s concepts of egocentrism and sociocentrism. Egocentric speech is speech that does not take the other person into account; it is speech that, for all practical purposes, is private. There is no real effort to communicate with the other person; therefore, whatever is said is meaningful only to the speaker. Piaget identified three types of egocentric speech: (a) monologue, in which the individual talks only to himself and with no other persons present; (b) repetition, in which the individual repeats words and phrases over and over again as if to practice them or as if he simply enjoyed making the sounds; and (c) collective monologue, in which two or more persons are talking together but none of them is paying attention to what the others are saying. Each â€Å"conversation† is independent of the other conversation. Socialized speech, on the other hand, is public speech. It is intended to communicate with someone and each person takes into account what others are saying and responds accordingly. Q1: 2. Does the child engage in egocentric or socialized speech? What are the circumstances under which these types of speech are used? Vocabulary is the foundation of speech. We communicate by putting individual words together into properly constructed sentences and paragraphs. Presumably, the greater the number of words in our vocabularies, the greater the number and variety of sentences and ideas we can utter and transmit to others. Words have different meanings and serve different purposes. Moreover, words must be placed in the correct position within a sentence; thus, there are rules of grammar and syntax. Q2: What do you observe about the child’s vocabulary? In particular, examine the child’s speech for words that express relations and oppositions, for example, words such as and, or, not, same, different, more, less, instead, if, then, and because. Also, how varied or rich is the child’s vocabulary when he/she talks about the world and the people/things in it? Think in terms of general classes or categories of objects, persons, and events, then assess how many different words the child uses to discuss those categories and/or how many different categories the child uses. B. Observational Objectives To learn about the language production abilities of preschool children, and how children of preschool age use language as a means of social interaction. C. Procedure For this exercise, your purpose is to observe and record the language behaviors of children as they are engaging in social exchanges. Basically, you will need to write about the vocabularies demonstrated, the ways in which children use their language for the specific purpose of communicating with others (either adults or other children), and the degree to which language appears to be influenced by the setting in which it occurs. For this purpose, select two children and observe each of them for 15 minutes during a time when they have opportunity to interact with others in a small group setting–free-choice periods are probably best. (Do not try to observe two children at the same time! ). As you observe, take notes regarding the nature and variety of words used by each child (writing down exactly what the child says would of course be very useful), the child’s specific use of language to communicate with others, and the context in which all of this is going on. For each child, your paper should include a brief description of the language used (including information about vocabulary, communication and context) as well as an interpretation of each child’s language behavior in terms of what you’ve learned about development during the preschool years. II. PRESCHOOLERS’ PLAY A. Background Information Play is considered by some psychologists to be the most important activity in which the young child engages. Indeed, play activities pervade the lives of children from infancy throughout childhood. Some play seems obviously linked to the child’s observation of adults; other play seems to stem from the child’s fantasies and from experiences that she finds particularly enjoyable. There are a number of explanations of the major purposes of play. These range from play as getting rid of excess energy to play as a means of socioemotional expression. Play can be a group or an individual activity. Play is distinguished from non-play by its special characteristics, the most important of which are its voluntary nature and its complete structuring by the participants, with little regard for outside regulation. When play is governed by consistent rules, we say children are playing games. These rules give play a social dimension. The participants must put their own personal wishes into the background and abide by the requirements of the game and the wishes of the larger group. It is important to note that not everything children do is play, although they will sometimes try to make play out of what adults intend to be serious. Parten (1932) has identified six types of play, which are given in an accompanying list (next page). Remember that play, like all behavior, occurs in a physical and social context. Therefore, include in your report information on the equipment and materials the child was using in his play and who the child was playing with, if appropriate. B. Parten’s Six Classifications of Play or Social Interactions 1. Unoccupied Behavior: Here the child is not engaging in any obvious play activity or social interaction. Rather, she watches anything that is of interest at the moment. When there is nothing of interest to watch, the child will play with her own body, move around from place to place, follow the teacher, or stay in one spot and look around the room. 2. Onlooker Behavior: Here the child spends most of her time watching other children play. The child may talk to the playing children, may ask questions or give suggestions, but does not enter into play. The child remains within speaking distance so that what goes on can be seen and heard; this indicates a definite interest in a group of children, unlike the unoccupied child, who shows no interest in any particular group of children, but only a shifting interest in what happens to be exciting at the moment. 3. Solitary Play: This is play activity that is conducted independently of what anyone else is doing. The child plays with toys that differ from those used by other children in the immediate area within speaking distance, and she makes no effort to get closer to them or to speak to them. The child is focused entirely on her own activity and is uninfluenced by other children or their activities. 4. Parallel Play: Here the child is playing close to other children but is still independent of them. The child uses toys that are like the toys being used by the others, but he uses them as he sees fit and is neither influenced by nor tries to influence the others. The chid thus plays beside rather than with the other children. 5. Associative Play: Here the child plays with other children. There is a sharing of play material and equipment; the children may follow each other around; there may be attempts to control who may or may not play in a group, although such control efforts are not strongly asserted. The children engage in similar but not necessarily identical activity, and there is no division of labor or organization of activity or individuals. Each child does what he or she essentially wants to do, without putting the interests of the group first. 6. Cooperative or Organized Supplementary Play: The key word in this category is â€Å"organized. The child plays in a group that is established for a particular purpose: making some material product, gaining some competitive goal, playing formal games. There is a sense of â€Å"we-ness,† whereby one definitely belongs or does not belong to the group. There is also some leadership present–one or two members who direct the activity of the others. This therefore requires some division of labor, a taking of different roles by the group members, and the support of one child’s efforts by those of the others. C. Observational Objectives To learn about the distinguishing characteristics of different forms of play, specifically according to Parten’s classification of play behaviors. D. Procedure Familiarize yourself with Parten’s classifications of play as described above. Select two children in the preschool and observe each of them for 15 minutes, preferably during a free-choice period when the children are free to move about the room and play with who or what they wish. (Do not attempt to observe both children at the same time! ) As you observe each child, look for examples of each type of play or social interaction as described by Parten. Also, in addition to classifying each child’s play behaviors, observe whether there are any patterns to their play. For example, are there particular situations in which a child tends to be an onlooker, but in other situations he/she engages in parallel or cooperative play? As you observe, you should take notes regarding these relevant issues so that you will have something to work from in writing your paper. For each child, your paper should include a brief description of the types of play exhibited (including information about which type(s) are exhibited most frequently) and the social context which characterized each type of play. Additionally, you should provide an interpretation of your observations based on what you’ve learned about development during the preschool years. III. EMOTION BEHAVIOR A. Background Information Emotions are such a basic part of our psychological beings that we sometimes take them for granted. Some of our emotions are clearly identifiable by us. We know when we are angry, frightened, or joyous. At other times, however, we can have feelings that are not so clear; we may not be able to label what we feel. Whatever the case, emotions are internal experiences that are private and directly accessible only to the individual experiencing them. This being so, we cannot state with certainty what emotion another person is feeling. She must tell us, or we must infer the emotion on the basis of the individual’s behavior, facial expressions, and the event that preceded and might have caused the feeling. A child’s emotional behaviors become more refined and extensive as she matures. Therefore, a four- or five-year-old will typically be more emotionally expressive than a two-year-old. In this exercise, you will be trying to gain some understanding of the child’s emotional behaviors, of the range of her emotions and the kinds of situations that prompt these behaviors. Again, you can only infer what the child is feeling and cannot observe emotions directly. Therefore, be cautious in your interpretations and concentrate on the child’s obvious behaviors and the contexts in which they occur. 1. There are several emotions that are commonly found in preschool children: aggression, dependency and fear. Aggressive behavior is frequently defined as behavior that is intended to physically or psychologically hurt another person (or oneself) or to damage or destroy property. An important issue is whether a behavior is intentionally aggressive or simply an accidental occurrence. Further, it is argued by some that in order for a behavior to be termed aggressive, the aggressor must feel anger or hostility toward the â€Å"victim† and must derive satisfaction from hurting the victim. This kind of aggression is called hostile aggression. In contrast to hostile aggression, there can be cases where the aggressor is interested only in getting some object from the victim or achieving some goal. This is called instrumental aggression, and it need not involve anger or hostility. Observe the child’s behavior for instances of aggression, either toward  another child or an adult, or towards objects in the environment. Be certain to differentiate between intentional, hostile and instrumental acts of aggression. What kinds of situations or frustrations make the child angry? What behaviors by other people anger the child? How does the child express his/her anger? Dependency consists of such behaviors as clinging or maintaining proximity to adults or other children, seeking approval, recognition, assistance, attention, and reassurance, and striving for affection and support. It is important to recognize that all of us are dependent. The issue is to what degree and under what circumstances we show our dependency. It is also useful to distinguish between two basic types of dependency: a) instrumental dependency, which essentially is the necessary reliance we have on others for certain things that are beyond our capacity to do; and b) emotional dependency, which is a need to be near others and to have their support, affection and reassurance. It can also be the unwillingness or the selfperceived inability to do things for oneself that one can or should be able to do. It is important that, where possible, you distinguish instrumental dependency from emotional dependency behaviors. It is also important to note that as children mature, the characteristics of their dependency behaviors change. Very young children are likely to show clinging and proximity-seeking behaviors, whereas older children, who also have greater cognitive abilities, will likely seek attention and approval. Q3: 3. Fear is demonstrated by such behaviors as crying, withdrawing, seeking help, and avoiding the fear-producing situation. Fear can promote both dependency and aggressive behaviors. Nonetheless, fear can be expressed in such a way that it, and not aggression or dependency, is the primary emotion. Q4: 4. In what situations or activities is the child dependent, and, for example, seeks the presence, direction, or assistance of others? In what situations is the child independent and does not seek direction or assistance from others? What kinds of objects or situations appear to scare the child? In what ways does the child express his/her fears? How does he/she deal with his fears (e. g. , by withdrawing, confronting the fearful situation, seeking help)? In addition to the emotional behaviors just discussed, there are other feelings that children are capable of experiencing and expressing. You should be alert to as many of the child’s affective states as possible. For example, there are the feelings of pleasure and displeasure, frustration, boredom and sadness. Like adults, children will differ as to how accurately they can identify and/or express what they feel. Q5: What kinds of things does the child find pleasant? What activities, play materials, stories, games and so on, seem to be particularly attractive to the child? How does the child express that pleasure? Q6: What kinds of things are unpleasant or uncomfortable for the child? In what situations does the child appear to be ill at ease? How does she express her displeasure? Q7: Are all or most of the child’s feelings expressed with equal strength, or does their intensity vary with the particular feeling or situation? B. Observational Objectives To learn about the differences in children’s emotional behaviors and the range of emotional responses in preschool children. C. Procedure Select two children, observe and record each child’s behavior for a 15-minute period (do not attempt to observe both children at the same time! ). Record behaviors in as much detail as possible (attending to the kinds of things that would help you answer the above questions) and be sure to include descriptions of the physical and social context as they apply to the emotional behaviors observed. IT IS RECOMMENDED THAT YOU OBSERVE CHILDREN DURING THE VERY BEGINNING OF THEIR PRESCHOOL CLASS SO THAT YOU WILL BE ABLE TO SEE THEM AS THEY ARE BEING DROPPED OFF BY THEIR PARENTS AND THEN MAKING THEIR INITIAL ADJUSTMENT TO THEIR PRESCHOOL SETTING. Your paper should include a brief description of each child’s behavior (including the different kinds of emotions, the contexts in which they occurred and the relative frequency of each expression) as well as an interpretation or comment on each child using some of the questions and background information provided above. Finally, compare the two children, looking at the range of emotional expression, intensity of expression, and what evokes the emotional responses. In short, summarize how the children differ from each other in this area of functioning.

Helmuth von Moltke - Franco-Prussian War Field Marshal

Helmuth von Moltke - Franco-Prussian War Field Marshal Born October 26, 1800, in Parchim, Mecklenburg-Schwerin, Helmuth von Moltke was the son of an aristocratic German family. Moving to Holstein at age five, Moltkes family became impoverished during the War of the Fourth Coalition (1806-1807) when their properties were burned and plundered by French troops. Sent away to Hohenfelde as a boarder at age nine, Moltke entered the cadet school at Copenhagen two years later with the goal of entering the Danish army. Over the next seven years he received his military education and was commissioned as a second lieutenant in 1818. An Officer in Ascent After service with a Danish infantry regiment, Moltke returned to Germany and entered Prussian service. Posted to command a cadet school in Frankfurt an der Oder, he did so for a year before spending three conducting a military survey of Silesia and Posen. Recognized as a brilliant young officer, Moltke was assigned to the Prussian General Staff in 1832. Arriving in Berlin, he stood out from his Prussian contemporaries in that he possessed a love of the arts and music. A prolific writer and student of history, Moltke authored several works of fiction and in 1832, embarked on a German translation of Gibbons The History of the Decline and Fall of the Roman Empire. Promoted to captain in 1835, he took six months leave to travel through southeastern Europe. While in Constantinople, he was asked by Sultan Mahmud II to aid in modernizing the Ottoman army. Receiving permission from Berlin, he spent two years in this role before accompanying the army on campaign against Muhammad Ali of Egypt. Taking part in the 1839 Battle of Nizib, Moltke was forced to escape after Alis victory. Returning to Berlin, he published an account of his travels and in 1840, married his sisters English stepdaughter, Mary Burt. Assigned to the staff of the 4th Army Corps in Berlin, Moltke became fascinated with railroads and began an extensive study of their use. Continuing to write on historical and military topics, he returned to the General Staff before being named Chief of Staff for the 4th Army Corps in 1848. Remaining in this role for seven years, he advanced to the rank of colonel. Transferred in 1855, Moltke became the personal aide to Prince Frederick (later Emperor Frederick III). Leader of the General Staff In recognition of his military skills, Moltke was promoted to Chief of the General Staff in 1857. A disciple of Clausewitz, Moltke believed that strategy was essentially the quest of seeking the military means to a desired end. Though a detailed planner, he understood and frequently stated that no battle plan survives contact with the enemy. As a result, he sought to maximize his chances of success by remaining flexible and ensuring that the transportation and logistical networks were in place to allow him to bring decisive force to the key points on the battlefield. Taking office, Moltke immediately began making sweeping changes in the armys approach to tactics, strategy, and mobilization. In addition, work began to improve communications, training, and armaments. As a historian, he also implemented a study of European politics to identify Prussias future enemies and to begin developing war plans for campaigns against them. In 1859, he mobilized the army for the Austro-Sardinian War. Though Prussia did not enter the conflict, the mobilization was used by Prince Wilhelm as a learning exercise and the army was expanded and reorganized around the lessons obtained. In 1862, with Prussia and Denmark arguing over the ownership of Schleswig-Holstein, Moltke was asked for a plan in case of war. Concerned that the Danes would be difficult to defeat if allowed to retreat to their island strongholds, he devised a plan which called for Prussian troops to flank them in order to prevent a withdrawal. When hostilities commenced in February 1864, his plan was bungled and the Danes escaped. Dispatched to the front on April 30, Moltke succeeded in bringing the war to a successful conclusion. The victory solidified his influence with King Wilhelm. As the king and his prime minister, Otto von Bismarck, began attempts to unite Germany, it was Moltke who conceived the plans and directed the army to victory. Having gained considerable clout for his success against Denmark, Moltkes plans were followed precisely when war with Austria began in 1866. Though outnumbered by Austria and its allies, the Prussian Army was able to make near-perfect use of railroads to ensure that maximum force was delivered at the key moment. In a lightning seven-week war, Moltkes troops were able conduct a brilliant campaign which culminated with a stunning victory at KÃ ¶niggrtz. His reputation further enhanced, Moltke oversaw the writing of a history of the conflict which was published in 1867. In 1870, tensions with France dictated the mobilization of the army on July 5. As the preeminent Prussian general, Moltke was named Chief of Staff of the Army for the duration of the conflict. This position essentially allowed him to issue orders in the name of the king. Having spent years planning for war with France, Moltke assembled his forces south of Mainz. Dividing his men into three armies, he sought to drive into France with the goal defeating the French army and marching on Paris. For the advance, several plans were developed for use depending upon where the main French army was found. In all circumstances, the ultimate goal was for his troops to wheel right to drive the French north and cut them off from Paris. Attacking, the Prussian and German troops met with great success and followed the basic outline of his plans. The campaign came to stunning climax with the victory at Sedan on September 1, which saw Emperor Napoleon III and most of his army captured. Pressing on, Moltkes forces invested Paris which surrendered after a five-month siege. The fall of the capital effectively ended the war and led to the unification of Germany. Later Career Having been made a Graf (count) in October 1870, Moltke was permanently promoted to field marshal in June 1871, in reward for his services. Entering the Reichstag (German Parliament) in 1871, he remained Chief of Staff until 1888. Stepping down, he was replaced by Graf Alfred von Waldersee. Remaining in the Reichstag, he died at Berlin on April 24, 1891. As his nephew, Helmuth J. von Moltke led German forces during the opening months of World War I, he is often referred to as Helmuth von Moltke the Elder. Selected Sources Helmuth von Moltke: On the Nature of WarMakers of Modern Strategy: From Machiavelli to the Nuclear Age, edited by Peter Paret with the collaboration of Gordon A. Craig and Felix Gilbert. Princeton, NJ, Princeton University Press, 1986.Franco-Prussian War