Acute Stress Disorder Rehabilitation

Acute Stress Disorder Rehabilitation â€Å"Up to 65 per cent of Australians are likely to experience or witness an event which threatens their life or safety† (19). Quite often trauma victims can recover by their own. However, with others it may have a negative reaction to a traumatic event which can then lead to an illness called Acute Stress Disorder (ASD) (16). This disorder is associated with mental and physical conditions combined thus causing reductions in a person’s quality of life and as a consequence includes economic burdens (12). (3) Due to the result of all the accumulating evidence, Diagnostic and Statistical Manual – fifth edition (DSM-5) has marked and modified goals and criteria for ASD. Under new criteria, ASD diagnosis will no longer predict chronic Post-traumatic Stress Disorder (PTSD). It will help to identify more severely affected survivors of trauma prior a diagnosis of PTSD can be made. Furthermore, the acuity people will perhaps get benefit from earlier interventions and sho rt-term rehabilitation programs that are the great help in the recovery process. Early rehabilitation interventions, including self-care strategy, thought control strategy, and cognitive behavior therapy (CBT) would speed up recovery and prevent chronic longer term problems. Besides that, family members, clinicians, and social support networks play an important role in support mechanism for recovery process. Inaddition, some potential barriers are also discussed in predicting of new problems and relapse which may occur in order to manage them. Potential recovery According to (2) DSM-5 in 2013, ASD was relocated in Trauma- and Stressor-Related Disorders. ASD is a psychological and physical shock which usually appears in response to a traumatic event in a person’s life. The acutely traumatized person can be directly exposed to or be the witness of a traumatic events such as serious accident (21%), physical assault (19%), rape or witnessing a mass shooting (50%) or natural disaster (10%)(19). (9) Symptoms of ASD occur immediately right after the trauma, and it lasts for more than 2 days and less than 1 month (4). The victim usually suffers from anxiety, distress, intense fear, helplessness, avoidance behaviours or re-experience the event (16). (15) It has been recorded that 15% to 45% of children and adolescents directly experience to at least one traumatic event. There is no statistics of how many distressed people can fully recover due to these traumas; however in many studies it has been confirmed that ASD patients can have a full rec overy under appropriate treatments. This study strongly emphasis on ASD rehabilitation rather than attempting to predict subsequent PTSD. Due to ASD timeframe is short, many victims are usually been ignored. Particularly, children and adolescent are in high risk of developing PTSD which leads to long-term psychological sequel in their life and causes a burden on health care systems. Therefore, (15) highlighted that recognizing ASD symptoms is an important step in toward enhancing intervention in the right time and speed up the recovery process. Additionally, with a formal diagnosis, it will allow highly distressed people to claim compensations from the health care service and payment for recovery treatment (4). In order to get appropriate diagnosis and early intervention, physicians play a critical role for assessments and monitoring all physical and psychological symptoms. Recovery process Whenever a referral from a physician has been made, the traumatized patients will go through a rehabilitation process. This process needs self-care strategy, thought control strategy, and CBT to support patients’ recovery and to decrease the future incidence of PTSD. (7) With self-care strategies, it focuses on personal strengths and their own judgment. Whether any kind of psychotherapies are provided to traumatic people, they should rely on their own recovery ability first. Without their own effort, all the supports will become ineffective. Traumatic patients, then, will receive reassurance and support, such as simple information and advices on self-care to overcome the normal recovery process. However, if the person cannot scope with these extremely severe events, and express a prolonged distress, or interfere with daily activities, they will need to be referral to another level of psychotherapy. Currently, it has been found that thought control strategy is an acceptable strategy for managing trauma related distress in the short term rehabilitation. Use of thought control strategy will aim to reduce the emotional distress by sharing the traumatic stories in the unforgettable period of time (14). There are four components (worry, distraction, social element and re-appraisal) which are the most commonly used to focus on helping the patient to normalize reactions to trauma (22). The first being Worry/Stress, it is best trying to get the patient to not concentrate on the stressful thought itself. Encouraging the patient to try and replace worry or stress with other day to day concerns that may hold a more minor bearing. The second is distraction. Finding a healthy distraction could be simple as think about things that provide a positive feeling or immerse the patient in an activity that is pleasurable. This will stop the patient concentrating on the traumatic event and allow them to go about a daily routine. The third would be social elements that could help. This could be asking or speaking with friends about their thoughts and how they have dealt with such events in their lives. Asking about what worked for them or what may have helped them avoid concentrating on the stressful event. This would be discussed fully so that the patient could reflect and understand how this could apply to their situation. The fourth is re-appraisal, trying and interpreting their feelings and understanding why these things are affecting them emotionally and rationalize their reactions to these feelings. From here they should challenge the validity of their emotions and feelings in order to control positive or negative feelings. If these self-care strategy and thought control strategy still have not worked well for recovery, CBT would be the next step of treatment in rehabilitation. (12) CBT will be given in five therapy sessions this comprising prolonged exposure (PE) and cognitive restructuring (CR). (12) found that these sessions provide brief forms of treatment in reducing acute symptoms of ASD in the initial month after trauma exposure. (8) PE focuses in emotional processing of thoughts. It helps interrupt and reserve recovery process by blocking cognitive and behavioral avoidance. This is accomplished through in vivo and imaginal expose. Vivo exposure involves repeatedly activities and situations that are avoided because of trauma. Overtime, the patient can reduce distressing emotion and fear. Then, they can cope effectively through these distresses. Imaginal exposure is related to repeatedly describe the event aloud in details, then recording. After that, they listen to their record in order to help t hem to realize their coping skill. Following initial assessment, patients were informed that they would be reassessed after 6 weeks Support mechanism Besides psychotherapy in rehabilitation process and early supportive care structure being delivered is an important step which supports the recovery process. Its result last long in reductions of ASD symptoms. Supportive care deliverers are family members, physician or social support network will help the traumatic patient go though the acute phase. (17on) In most cases, family members usually ask for advices on how to help their love in stressful situation. This will let the family to be able to utilize a communal experience in order to enhance the therapeutic growths. The use of positive family members has also been shown effectively assisted their traumatic member to manage their stressful conditions. They provide support, love and reinforce coping strategy with the trauma. The individual does not feel isolated, but also they feel warm and being caring. The individual, therefore, can describe what happened and how they response though this hard time. However in some cases family sometimes is not enough to support traumatic patients. If the trauma patients and their family feel unable to cope with this traumatic event, they can seek professional help from a physician such as an Australian Psychological Society (APS) psychologist. An APS psychologist will help the severe distress people to understand and manage the symptoms associated with the trauma. An APS psychologist would develop effective coping strategies for affected individual as well as their family to support the recovery process (18). If not, traumatic people also seek help from social support network such as Beyondblue, Sane or Mental Health organizations. Beyondblue is a support service designed to support, give advice and create actions. Whatever the situation is, Beyondblue always listens to their distress stories and share their misfortune. Beyondblue members can really help patients come to terms with their illness and help them to move forward (23). Similarly, Th e Australian Centre for Posttraumatic Mental Health is a not-for-profit organization which its aim to reduce the impact of trauma causing to the victims. They connect the capability of individual’s family with their organizations within the community. Therefore, they can understand about the traumatic victims, then, help them to prevent and recover from the adverse mental health effects of trauma. Barrier : wrong diagnosis, overwhelm with treatment, comorbid psychiatric disorders Due to a shorten timeframe of ASD, there appear some barriers which prevent the recovery process such as late diagnosis, overwhelmed treatments. Besides that some will subsequently develop comorbid psychiatric disorders. In case of traumatic events happen, the victims are late identified. Then, they will receive some simple advices how to overcome that situations. They are supposed to recover on their own. However, there are still significant people who cannot go through this recovery process by themselves. They need help from physicians to be assessed in order to receive a formal diagnosis. This process somehow is taken time which lead to a late diagnosis. If this is too late for appropriate treatment of stress disorder, it will develop further into PTSD. Furthermore, without this proper diagnosis, traumatic patients will not get the benefit from standard rehabilitation treatments (4). This problem can be predicted by the role of physicians who can manage clinical judgments in order to give their patient an early diagnosis. For those patients who have received treatments within hours or days after an acute trauma incident, they sometime do not response well to treatment plan due to overwhelm of different interventions. They will present a psychosocial and environment difficulties related to problems such as agitation, emotional pain, and dissociation. Quickly treatment but also slowly explanation and monitoring the response from patients will enhance effective support to recovery process. With patients that respond positively and appear to be recovered from ASD, they sometimes sudden relapse when new event happen to their life. They suffer from fear about safety for themselves as well as their family. The relapse can be recognized by close family members who help the patients to report it to physician in order to get continual treatment (17). Treatment of ASD is usually focused on its specific symptoms. However, some subsequently develop with ASD might be appear such as depression, withdrawal, shame or drug and alcohol abuse, and even suicidal behavior (17). The comorbid psychiatric disorders occur due to the inability scoping with that such traumatic events. These occurssing will significantly affect the recovery process; therefore, it is a requirement for careful attention in both pharmacologically and psychotherapeutically. The patient at high risk of suicide or drug and alcohol abuse should be highlighted during initial assessment. It is necessary to evaluate this potential harm which gets into the treatment pathway and the recovery process. Conclusions In conclusion, (4) the criteria set for ASD in DSM-V will allow identifying the people who had negative reaction to a traumatic event. Because of the short duration, it is necessary to assess severe traumatic people as quickly as possible. Then, they can receive an appropriate diagnosis in order to get benefit from rehabilitation treatments. Having an early treatment will move towards healing and recovery process. Moreover, as a result of suffering both physical and psychological conditions, these fragile people require a high level of support from family member, physicians as well as social support network to be back to normal life.

Cognitive Development

Abstract This report looks at cognitive development of an adolescent through the use of Piaget’s pendulum task, and aims to assess the level of cognitive development with comparison to literature in the field and furthermore provide suggestions of how a teacher could enhance the subjects learning in one key learning area. Pieget’s studies have been based around cognitive development. The development has 4 major stages. Each stage enables the person to develop ways of knowing. This report concentrates on the fourth stage, the formal operational stage. Critics of Piaget’s work are looked at and ideas such as learning, mentors and structures are looked at. It was found that while the results of previous Piaget’s tests were replicated, the observations suggest that the results can not be assessed through Piaget’s work alone. Furthermore, to enhance the learning of the subject it was found that the NSW geography curriculum has the potential with appropriate teacher stimulus to adequately provide for the student, although literacy could be focused upon. Introduction This report looks at cognitive development through the use of Piaget’s pendulum task. The pendulum task asks a person to figure out the variable that makes the pendulum swing faster, that is, increase the frequency. The way in which someone goes about the task is supposed to give an insight into the person’s level of cognitive development. Fundamental to Piaget’s work is that the brain and the environment interact in producing cognitive development, and that this development can be broken up into four major stages (Gleitman, 1995). Berger (1998) in review of Pieget (1952, 1970) states that these stages are age related, in that children generally reach each stage within a particular age range in sequence. As a child enters into each stage they develop new ways of knowing and understanding (new ways of gathering intelligence) as defined by the boundaries of that stage. In respect to the age of the student that undertook the pendulum task it is the fourth stage (the last stage) of Piaget’s cognitive development (Inhelder, B. Piaget, J 1958) that will be looked at. Berger (1998) summarises the fourth stage, the ‘formal operational stage’, as developing from 11-12 years old through to adulthood and is ‘characterised by hypothetical, logical, and abstract thought’ (Berger, 1998, p. 1). Piaget’s studies by focusing on mental processors and structures of thought has led to a large body of work which has provided insight into the way that we understand certain aspects of human behaviour, for ‘we now have a greater appreciation of the capacities and limitations of the types of thinking that are possible at various ages’ (Berger, 1998, p. 41) . As such this has greatly influenced educators in seeking â€Å"explanations for the difficulties encountered by the students in learning and as a basis for the design of more effective instruction’ (Adey, Shayer, 1993, p. 1). For example, a major research topic was whether or not the development of cognition could be accelerated. Adey and Shayer, (1993) found that cognitive development could be accelerated and that the effects could be long term (Adey and Shayer, 1993, pp. 26-27). Furthermore, Adey and Shayer (1993) cite work by Hallam, (1967) and Jurd (1973) who found the notion of concrete (the third stage) and formal operations can be applied to history, and that Fusco (1983) found that it could be fully applied in the context of English comprehension and social studies (Adey, Shayer, 1993, pp. 26-27). Thus, while Piaget’s studies on cognitive development have made a major contribution to knowledge in the field, his work has also led to a large body of criticism. Berger (1998, p. 45) suggests that many people think Piaget ‘underestimated the importance of external motivation and instruction†¦the role of society and home in fostering cognitive development (Berger, 1998, p. 45). Whereas socio-cultural theory ‘seeks to explain the growth of individual knowledge and competencies in terms of guidance, support, and structure provided by the broader cultural context’ (Berger, 1998, p. 6). For instance, Vygotsky, (1978) (cited in Bergman, 1998) thought that the development of cognitive competencies was from ‘the interaction between novices and more skilled members of the society, acting as tutors or mentors, in a process called an (Berger, 1998, p. 47) â€Å"apprenticeship in thinking† (Rogoff, 1990 cited in Berger, 1998). In addition, Flavell (1 985 cited in Gleitman, 1995, p. 521) suggests that evidence shows a child’s mental growth is more a sequence rather then proceeding in simple stages. Thus, this report through the use of the pendulum task will aim to: †¢ identify one students level of cognitive development who is 11-14 years old †¢ to compare and contrast the results with existing theory and research †¢ suggest how a teacher can best meet this child’s developmental needs in one key learning area. Method Participant There was only one person studied for the purpose of this report. The subject was male. He was 12 years and 4 months old. The subject was born in China in moved to Australia when he was 2. The subject speaks a Chinese language at home and English would be classed as the subjects second language. The subject is in year 7 at school and attends a school in the Sydney metropolitan area. He is not from a disadvantaged background. The subject was nervous before the task but settled down reasonably quickly. Procedure The study was carried out in the subject’s parent’s home. Informed consent was asked from the mother of the subject, a consent form was signed. At this stage confidentiality was ensured to both the mother and the subject and the reasons for the research were explained. A pendulum was made out of varying lengths of string and different weights. A frame supported the pendulum. There were 3 different sizes and lengths of weights and strings. The height and the force at which the pendulum could be released could also be varied by the subject. A pen, paper and stop-watch was provided to the subject. A video camera was placed a few meters away from the pendulum to record the procedure. The subject was asked to use the pendulum to find out what makes it swing faster, that is swing more times in a shorter space of time. The subject was told that they could use the different lengths of string or different weights and could use the pen, paper and watch. The subject then proceeds to go on with the experiment until they are happy with their results. A transcript of the recording is in appendix A Results To assess the subjects level of cognitive development the subjects actions were observed and analysised to see if they correspond with any of Piaget’s stages of development. Perhaps the most fundamental aspect of the analysis was that the subject already knew the answer to the problem, for example: Researcher: â€Å"Your job is to figure out what makes it swing faster† Subject: â€Å"The length of the string† Researcher: â€Å"How do you know that? † Subject: â€Å"I don’t really know, don’t know† Researcher: â€Å"Do you want to test it anyway† Subject: â€Å"Yes† Thus, the subject started with the longest string, heaviest weight and recorded the findings on a piece of paper. Then proceeded to use the same weight but the middle length string and then the shortest string, recording the results and time each swing (see table below). Longest 0. 86 Middle 0. 54 Shortest 0. 16 The subject was asked if he wanted to try different weights and the subject said â€Å"no, because it is the same, it is the same with any weight†. The subject was asked if he had learnt that at school and he was not sure. From analysis of these results it can be seen that the subject had some prior knowledge. Due to this he used logically experimentation through the use of isolating the variable to the length of string to determine whether he was right or not. The subject did not want to check the other variable of weight or height as he was sure it was length of string. As such hypothetical reasoning was also shown in the subject’s assurance that it was the string and not the weights that affected the frequency of the string. Discussion and Conclusion The aim of this report was to determine the level of cognitive development of a child between the ages of 11 and 14 years using Piaget’s pendulum task and then suggest how a teacher can best meet this child’s developmental needs in one key learning area. It was found that the subject displayed signs of hypothetical and logical thinking, both are attributes of a person of his age and at the fourth stage of cognitive development, the ‘formal operations stage’. Thus, the results of Inhelder and Piaget’s (1958) studies and later studies were replicated. In relation to whether the development was in sequence as Flavell (1985 cited in Gleitman, 1995, p. 521) suggests, the fact that there was prior knowledge could cast doubt on the stages theory as it would suggest that performance in these tasks are made up of more then the ability to logically reason. Furthermore, the experiment being greatly influenced by the fact that the subject already thought he new the answer to the problem when the task was initiated opens up ideas on accelerated cognitive development and the debate between Piaget and his theories and the social and instructional theorists. For example, Siegler, Liebert and Liebert (1973) found that concrete operational attributes could be taught to younger adolescences. Thus, the subject being of boarder-line age could have had his cognitive development accelerated during primary school either intentionally or unintentionally, this would be unknown. This raises the question of whether the curriculum today has been developed with these issues in mind. As such, further studies with the same task with a larger sample could answer these issues. In addition, the subject’s sister questioned whether it was all the time spent on the computer, internet or watching the ABC that the subject gained the prior knowledge, sense of logic and hypothetical reasoning. Perkins, Jay and Tishman (1983) cited in Adey (1997) put it down to psychological disposition, the tendency to behave in a certain way, that what matters is a person tendency invest themselves energetically in areas that cause development, that question the person. This psychological disposition could be inherited or could be developed through ways described in Vygotsky theories. That is through mentors, guidance and structure. In today’s technologically advanced society Vygotsky’s (1978) (cited in Bergman, 1998) theories may include the television and internet as providing instruction and guidance and basic learning. As Adey (2002) puts it ‘simple learning is relatively independent of maturation. Learning has no sense of direction’ (Adey, 2002, p. 19). Thus, it could be seen that the level of cognitive development obtained could be said to have been obtained through a process of development as described by Piaget in combination with a social process as described by Vygotsky (1978) and a simple learning process as described by Adey (2002). In suggesting how a teacher could best meet the subject’s educational needs in one key learning area, geography, the analysis of the subject was examined in reference to current junior geography curriculum. The NSW junior geography curriculum contains specified geography skills, tools and values that enable the teacher to integrate a range of teaching strategies that would enhance all areas of cognitive development, whether it be restrained to areas focused on by Piaget (1952, 1970) that Berger (1997) discusses or a broader range of areas as discussed by Vygotsky. As such, in suggesting that the subject is well catered for in these areas, the one area in which the subject may need help is literacy, in voicing his opinions. The NSW geography curriculum does specify an oral component, it is just that this could be emphasised. In addition, in relation to the study it has been found that acceleration programs in science have contributed to gains that are long lasting in English tests (Adey, Shayer, 1993). Consequently, continued tasks to develop the formal operations stage such as orally describing variable orientated tasks may have long lasting improvements. References Adey, P. Robertson, A & Venville, G. (2002). Effects of a cognitive acceleration program on Year 1 pupils. British Journal of Educational Psychology. 72, pp. 1-25. Adey, P. (1997). It All Depends on the context, Doesn’t It? Searching for General Educable Dragons. Studies in Science Education. (29), pp. 45-92. Adey, P. Shayer, M. (1993). An Exploration of Long-Term Far-Transfer Effects Following an Extended Intervention Program in High School Science Curriculum. Cognition and Instruction. 11(1), pp. 1-29. Berger, K. S. (1998). The Developing Person Through the Life Span. New York, NY: Worth Publishers. Gleitman, H. (1995). Psychology. 4th ed. New York, London: W. W. Norton & Company. Hallam, R. N. (1967). Logical thinking in history. Educational Review, 119, pp. 182-202. Inhelder , B. & Piaget, J. (1958). The growth of logical thinking from childhood to adolenscence: An essay on the construction of formal operational structures. New York: Basic books. Siegler, R. Liebert, D. & Liebert, R (1973). Inhelder and Piaget’s Pendulum Problem: Teaching Preadolescents to Act as Scientists. Developmental Pschology. 9(1), pp. 97-101. Appendix Transcript of interview between researcher and subject. Researcher: What we are going to do is called a pendulum task. There is no right or wrong answer, what ever you do is Ok because it is just research. Subject: Ok Researcher: You can use the pen, paper and watch if you like. Subject: Ok Researcher: Do you know what a pendulum is? Subject: Yes! Researcher: So what we are trying to do is find out what makes it swing faster, that is make it swing more times more quickly. Subject: Ok. Researcher: Ok so there are a few things that it could be, it could be the weight, the length of the string, the height you drop it from or how hard you push it. Your job is to figure out what makes it swing faster. Subject: The length of the string. Researcher: Ok, so take this. (handing subject paper, pen and watch). You said that it was the length of the string that made it go faster, why did you say that? Subject: I don’t know, don’t know. Researcher: Do you want to test it anyway? Subject: Yes. Researcher: What do you want to start with? Subject: Longer string and heavy weight. Researcher: ok, so this is your longest string and heaviest weight. Subject: (drops the weight and times the swing and records results). Researcher: Do you want another look? Subject: No, its Ok. Researcher: Which one do you want use now? Subject: Same weight on a smaller string. Researcher: The medium string or the smallest string? Subject: the medium string. (Subject, performs task and records results). Researcher: Which one do you now want to try? Subject: The shortest string. Subject performs task again and records result) The shortest one is the quickest! Researcher: Do you want to try different weights to see if they do anything? Subject: No. Researcher: So you think it is just the length that affects it? Subject: Yes. Researcher: How come you don’t want to try different weights? Subject: because it is the same, the same with any weight. Researcher: did you learn that at school? Subject: I don’t know. Researcher: Ok, well i t was the string that affected it, your too smart, thanks very much for your help. Cognitive Development Abstract This report looks at cognitive development of an adolescent through the use of Piaget’s pendulum task, and aims to assess the level of cognitive development with comparison to literature in the field and furthermore provide suggestions of how a teacher could enhance the subjects learning in one key learning area. Pieget’s studies have been based around cognitive development. The development has 4 major stages. Each stage enables the person to develop ways of knowing. This report concentrates on the fourth stage, the formal operational stage. Critics of Piaget’s work are looked at and ideas such as learning, mentors and structures are looked at. It was found that while the results of previous Piaget’s tests were replicated, the observations suggest that the results can not be assessed through Piaget’s work alone. Furthermore, to enhance the learning of the subject it was found that the NSW geography curriculum has the potential with appropriate teacher stimulus to adequately provide for the student, although literacy could be focused upon. Introduction This report looks at cognitive development through the use of Piaget’s pendulum task. The pendulum task asks a person to figure out the variable that makes the pendulum swing faster, that is, increase the frequency. The way in which someone goes about the task is supposed to give an insight into the person’s level of cognitive development. Fundamental to Piaget’s work is that the brain and the environment interact in producing cognitive development, and that this development can be broken up into four major stages (Gleitman, 1995). Berger (1998) in review of Pieget (1952, 1970) states that these stages are age related, in that children generally reach each stage within a particular age range in sequence. As a child enters into each stage they develop new ways of knowing and understanding (new ways of gathering intelligence) as defined by the boundaries of that stage. In respect to the age of the student that undertook the pendulum task it is the fourth stage (the last stage) of Piaget’s cognitive development (Inhelder, B. Piaget, J 1958) that will be looked at. Berger (1998) summarises the fourth stage, the ‘formal operational stage’, as developing from 11-12 years old through to adulthood and is ‘characterised by hypothetical, logical, and abstract thought’ (Berger, 1998, p. 1). Piaget’s studies by focusing on mental processors and structures of thought has led to a large body of work which has provided insight into the way that we understand certain aspects of human behaviour, for ‘we now have a greater appreciation of the capacities and limitations of the types of thinking that are possible at various ages’ (Berger, 1998, p. 41) . As such this has greatly influenced educators in seeking â€Å"explanations for the difficulties encountered by the students in learning and as a basis for the design of more effective instruction’ (Adey, Shayer, 1993, p. 1). For example, a major research topic was whether or not the development of cognition could be accelerated. Adey and Shayer, (1993) found that cognitive development could be accelerated and that the effects could be long term (Adey and Shayer, 1993, pp. 26-27). Furthermore, Adey and Shayer (1993) cite work by Hallam, (1967) and Jurd (1973) who found the notion of concrete (the third stage) and formal operations can be applied to history, and that Fusco (1983) found that it could be fully applied in the context of English comprehension and social studies (Adey, Shayer, 1993, pp. 26-27). Thus, while Piaget’s studies on cognitive development have made a major contribution to knowledge in the field, his work has also led to a large body of criticism. Berger (1998, p. 45) suggests that many people think Piaget ‘underestimated the importance of external motivation and instruction†¦the role of society and home in fostering cognitive development (Berger, 1998, p. 45). Whereas socio-cultural theory ‘seeks to explain the growth of individual knowledge and competencies in terms of guidance, support, and structure provided by the broader cultural context’ (Berger, 1998, p. 6). For instance, Vygotsky, (1978) (cited in Bergman, 1998) thought that the development of cognitive competencies was from ‘the interaction between novices and more skilled members of the society, acting as tutors or mentors, in a process called an (Berger, 1998, p. 47) â€Å"apprenticeship in thinking† (Rogoff, 1990 cited in Berger, 1998). In addition, Flavell (1 985 cited in Gleitman, 1995, p. 521) suggests that evidence shows a child’s mental growth is more a sequence rather then proceeding in simple stages. Thus, this report through the use of the pendulum task will aim to: †¢ identify one students level of cognitive development who is 11-14 years old †¢ to compare and contrast the results with existing theory and research †¢ suggest how a teacher can best meet this child’s developmental needs in one key learning area. Method Participant There was only one person studied for the purpose of this report. The subject was male. He was 12 years and 4 months old. The subject was born in China in moved to Australia when he was 2. The subject speaks a Chinese language at home and English would be classed as the subjects second language. The subject is in year 7 at school and attends a school in the Sydney metropolitan area. He is not from a disadvantaged background. The subject was nervous before the task but settled down reasonably quickly. Procedure The study was carried out in the subject’s parent’s home. Informed consent was asked from the mother of the subject, a consent form was signed. At this stage confidentiality was ensured to both the mother and the subject and the reasons for the research were explained. A pendulum was made out of varying lengths of string and different weights. A frame supported the pendulum. There were 3 different sizes and lengths of weights and strings. The height and the force at which the pendulum could be released could also be varied by the subject. A pen, paper and stop-watch was provided to the subject. A video camera was placed a few meters away from the pendulum to record the procedure. The subject was asked to use the pendulum to find out what makes it swing faster, that is swing more times in a shorter space of time. The subject was told that they could use the different lengths of string or different weights and could use the pen, paper and watch. The subject then proceeds to go on with the experiment until they are happy with their results. A transcript of the recording is in appendix A Results To assess the subjects level of cognitive development the subjects actions were observed and analysised to see if they correspond with any of Piaget’s stages of development. Perhaps the most fundamental aspect of the analysis was that the subject already knew the answer to the problem, for example: Researcher: â€Å"Your job is to figure out what makes it swing faster† Subject: â€Å"The length of the string† Researcher: â€Å"How do you know that? † Subject: â€Å"I don’t really know, don’t know† Researcher: â€Å"Do you want to test it anyway† Subject: â€Å"Yes† Thus, the subject started with the longest string, heaviest weight and recorded the findings on a piece of paper. Then proceeded to use the same weight but the middle length string and then the shortest string, recording the results and time each swing (see table below). Longest 0. 86 Middle 0. 54 Shortest 0. 16 The subject was asked if he wanted to try different weights and the subject said â€Å"no, because it is the same, it is the same with any weight†. The subject was asked if he had learnt that at school and he was not sure. From analysis of these results it can be seen that the subject had some prior knowledge. Due to this he used logically experimentation through the use of isolating the variable to the length of string to determine whether he was right or not. The subject did not want to check the other variable of weight or height as he was sure it was length of string. As such hypothetical reasoning was also shown in the subject’s assurance that it was the string and not the weights that affected the frequency of the string. Discussion and Conclusion The aim of this report was to determine the level of cognitive development of a child between the ages of 11 and 14 years using Piaget’s pendulum task and then suggest how a teacher can best meet this child’s developmental needs in one key learning area. It was found that the subject displayed signs of hypothetical and logical thinking, both are attributes of a person of his age and at the fourth stage of cognitive development, the ‘formal operations stage’. Thus, the results of Inhelder and Piaget’s (1958) studies and later studies were replicated. In relation to whether the development was in sequence as Flavell (1985 cited in Gleitman, 1995, p. 521) suggests, the fact that there was prior knowledge could cast doubt on the stages theory as it would suggest that performance in these tasks are made up of more then the ability to logically reason. Furthermore, the experiment being greatly influenced by the fact that the subject already thought he new the answer to the problem when the task was initiated opens up ideas on accelerated cognitive development and the debate between Piaget and his theories and the social and instructional theorists. For example, Siegler, Liebert and Liebert (1973) found that concrete operational attributes could be taught to younger adolescences. Thus, the subject being of boarder-line age could have had his cognitive development accelerated during primary school either intentionally or unintentionally, this would be unknown. This raises the question of whether the curriculum today has been developed with these issues in mind. As such, further studies with the same task with a larger sample could answer these issues. In addition, the subject’s sister questioned whether it was all the time spent on the computer, internet or watching the ABC that the subject gained the prior knowledge, sense of logic and hypothetical reasoning. Perkins, Jay and Tishman (1983) cited in Adey (1997) put it down to psychological disposition, the tendency to behave in a certain way, that what matters is a person tendency invest themselves energetically in areas that cause development, that question the person. This psychological disposition could be inherited or could be developed through ways described in Vygotsky theories. That is through mentors, guidance and structure. In today’s technologically advanced society Vygotsky’s (1978) (cited in Bergman, 1998) theories may include the television and internet as providing instruction and guidance and basic learning. As Adey (2002) puts it ‘simple learning is relatively independent of maturation. Learning has no sense of direction’ (Adey, 2002, p. 19). Thus, it could be seen that the level of cognitive development obtained could be said to have been obtained through a process of development as described by Piaget in combination with a social process as described by Vygotsky (1978) and a simple learning process as described by Adey (2002). In suggesting how a teacher could best meet the subject’s educational needs in one key learning area, geography, the analysis of the subject was examined in reference to current junior geography curriculum. The NSW junior geography curriculum contains specified geography skills, tools and values that enable the teacher to integrate a range of teaching strategies that would enhance all areas of cognitive development, whether it be restrained to areas focused on by Piaget (1952, 1970) that Berger (1997) discusses or a broader range of areas as discussed by Vygotsky. As such, in suggesting that the subject is well catered for in these areas, the one area in which the subject may need help is literacy, in voicing his opinions. The NSW geography curriculum does specify an oral component, it is just that this could be emphasised. In addition, in relation to the study it has been found that acceleration programs in science have contributed to gains that are long lasting in English tests (Adey, Shayer, 1993). Consequently, continued tasks to develop the formal operations stage such as orally describing variable orientated tasks may have long lasting improvements. References Adey, P. Robertson, A & Venville, G. (2002). Effects of a cognitive acceleration program on Year 1 pupils. British Journal of Educational Psychology. 72, pp. 1-25. Adey, P. (1997). It All Depends on the context, Doesn’t It? Searching for General Educable Dragons. Studies in Science Education. (29), pp. 45-92. Adey, P. Shayer, M. (1993). An Exploration of Long-Term Far-Transfer Effects Following an Extended Intervention Program in High School Science Curriculum. Cognition and Instruction. 11(1), pp. 1-29. Berger, K. S. (1998). The Developing Person Through the Life Span. New York, NY: Worth Publishers. Gleitman, H. (1995). Psychology. 4th ed. New York, London: W. W. Norton & Company. Hallam, R. N. (1967). Logical thinking in history. Educational Review, 119, pp. 182-202. Inhelder , B. & Piaget, J. (1958). The growth of logical thinking from childhood to adolenscence: An essay on the construction of formal operational structures. New York: Basic books. Siegler, R. Liebert, D. & Liebert, R (1973). Inhelder and Piaget’s Pendulum Problem: Teaching Preadolescents to Act as Scientists. Developmental Pschology. 9(1), pp. 97-101. Appendix Transcript of interview between researcher and subject. Researcher: What we are going to do is called a pendulum task. There is no right or wrong answer, what ever you do is Ok because it is just research. Subject: Ok Researcher: You can use the pen, paper and watch if you like. Subject: Ok Researcher: Do you know what a pendulum is? Subject: Yes! Researcher: So what we are trying to do is find out what makes it swing faster, that is make it swing more times more quickly. Subject: Ok. Researcher: Ok so there are a few things that it could be, it could be the weight, the length of the string, the height you drop it from or how hard you push it. Your job is to figure out what makes it swing faster. Subject: The length of the string. Researcher: Ok, so take this. (handing subject paper, pen and watch). You said that it was the length of the string that made it go faster, why did you say that? Subject: I don’t know, don’t know. Researcher: Do you want to test it anyway? Subject: Yes. Researcher: What do you want to start with? Subject: Longer string and heavy weight. Researcher: ok, so this is your longest string and heaviest weight. Subject: (drops the weight and times the swing and records results). Researcher: Do you want another look? Subject: No, its Ok. Researcher: Which one do you want use now? Subject: Same weight on a smaller string. Researcher: The medium string or the smallest string? Subject: the medium string. (Subject, performs task and records results). Researcher: Which one do you now want to try? Subject: The shortest string. Subject performs task again and records result) The shortest one is the quickest! Researcher: Do you want to try different weights to see if they do anything? Subject: No. Researcher: So you think it is just the length that affects it? Subject: Yes. Researcher: How come you don’t want to try different weights? Subject: because it is the same, the same with any weight. Researcher: did you learn that at school? Subject: I don’t know. Researcher: Ok, well i t was the string that affected it, your too smart, thanks very much for your help.

The Chronicles of Essay Writing Topics for Bank Exams

The Chronicles of Essay Writing Topics for Bank Exams In cricket, two kinds of matches are played. Therefore, it's necessary to compose an attractive paper if you want a simple time in school. How much you could earn while your paper work is being done by somebody, who knows the way to do it correctly! Explain how to earn a bed. Vital Pieces of Essay Writing Topics for Bank Exams Generally the toughest facet of developing a descriptive essay is picking the topic. The option of compare and contrast essay topics isn't a simple task because you have to demonstrate your analytical skills. Narrative essay is just one of the genres that enable students to produce their creative side and imaginations that may produce the composition an intriguing read. Narrative essays are told from a defined point of view, frequently the author's, therefore there is feeling and specific and frequently sensory details given to find the reader involved with the elements and sequence of the story. A seasoned professional will make an error-free assignment very quickly and can help you boost your grades. Telling a story isn't always simple and telling a fantastic story is even harder. For instance, you can opt for a topic for elementary, middle, or higher school. It isn't important if you teach English online or whether you're a classroom teacher, we wish to understand about your teaching styles. The Importance of Essay Writing Topics for Bank Exams Also, because of the advancement in medicine, doctors can tell whether a kid would be born with a chronic disease. After the mother's or child's life is in danger. A kid needs certain conditions so as to live. Some teachers will specifically state to assess something personal while some don't. Essay Writing Topics for Bank Exams Secrets Frequently teachers will tell you exactly what they are searching for in your narrative piece. Students should choose which position they need to take based upon the amount and caliber of the points they're in a position to come up with to support their position. With this implementation of uniforms, they do not have to worry about trying to outshine other students in dressing. They must have a high level of discipline to have on a uniform because this method of dressing does not allow you to dress in any other fashion or particular style that you desire. Using Essay Writing Topics for Bank Exams If you purchase essays online, it's really important to understand whether the work is still in process or has been finished. Turning into a writer for our firm is extremely challenging. Furthermore, you can capture reader attention with the aid of funny essay topics. Concentrate on the toughest sections of the interview and why you wanted so badly to find the job. You should have prepared your syllabus for those Mains paper by now. PaperCoach will be able to help you with all your papers, so take a look at this time! To assist you prepare, here are a couple sample essays. Explain how to create a paper airplane. When it regards narrative essay topics, there are many things you have to take into consideration. When you compose a narrative essay, you're telling a story. Do not be scared to look for a sample narrative essay to comprehend how others approached this sort of writing. If you're tasked with writing a descriptive essay there are lots of things which you can write about. Ok, I Think I Understand Essay Writing Topics for Bank Exams, Now Tell Me About Essay Writing Topics for Bank Exams! It is considerably more interesting to really recreate an incident for readers than to just tell about doing it. The tricky thing about the narrative essay is there are always some limits to the sum of content you'll be able to give your readers with. Since the content of narratives essay can vary when it has to do with unique institutions, we've resolved to supply you with examples in the event you face an issue. In some instances, a topic might already be given. The Key to Successful Essay Wri ting Topics for Bank Exams What's more, you must be somewhat distinct with the information that you use. Don't forget that you need to use vivid and specific particulars. As soon as you've determined the aim of your essay, you will know what information has to be included and the way that it has to be presented. If you're in search of the topic that would be well worth exploring, look closely at the little prompts presented for you in this informative article. There's, naturally, a limit on the variety of pages even our very best writers can produce with a pressing deadline, but usually, we figure out how to satisfy all the clients seeking urgent assistance. Some of the most important platforms in internet communication are sites like Facebook and Twitter. Well, the remedy is quite simple with our exceptional writing abilities. Our customer support will gladly tell you whether there are any special offers at the present time, together with make sure you are getting the very best service our business can deliver.

The Characters Of Nervousness In The Tell Tale Heart By...

In Tell Tale Heart by Edgar Allan Poe, the main character changed as a person through the duration of the poem due to the terrible crime he commited. Before our main character killed the old man he was living with, the character is seen as nervous, but also very gentle and loving. We start off the whole story with the main character saying, â€Å"TRUE! nervous, very, very dreadfully nervous I had been and am; but why WILL you say that I am mad† (Poe 1)? This proves that the main character was nervous because he states that he was in the first sentence. By saying that he was and still is nervous proves that the crime did not make him like this, the crime only made his nerves worse. The way our author, Edgar Allan Poe, writes this piece†¦show more content†¦I was singularly at ease. They sat and while I answered cheerily, they chatted of familiar things. But, ere long, I felt myself getting pale and wished them gone† (Poe 3). The man starts to see the officers c hatting gailey and he begins to feel less and less confident. Deep down inside our main character, a void is opening and this is causing him to become crazy paranoid with the sense that the officers know that he killed the old man and that they are playing some mind game with him. Continuing on, while the police men are talking to one another, our murderer begins to hear a faint ringing sound that becomes gradually louder. â€Å"I swung the chair upon which I had been sitting, and grated it upon the boards, but the noise arose over all and continually increased. It grew louder -- louder -- louder! And still the men chatted pleasantly , and smiled. Was it possible they heard not† (Poe 3)? By the man hearing a sound in his ears and becoming scared and reckless, he feels guilty because he is hiding away the remains of the old mans body in the floorboards that the officers are sitting over . When the story concludes, our murderer gives up on trying to hide his guilt away and admi ts that the did, in fact, kill the old man. â€Å" Villains! I shrieked, dissemble no more! I admit the deed! -- tear up the planks! -- here, here! -- it is the beating of his hideous heart(Poe 3)! The fact that the man heard a beating heart of the victim he killed, shows someShow MoreRelatedThe Black Cat And The Tell Tale Heart957 Words   |  4 PagesEdgar Allan Poe suffered through many unpleasant emotions through his life, the manner in which he expressed these emotions was his brilliantly horrifying short stories. In the two short stories â€Å"The Black Cat† and â€Å"The Tell Tale Heart† Poe uses characterization to portray the guilt of the narrator. â€Å"The Black Cat† short story’s writing has a morbid effect on readers and describes the torments of guilt. In â€Å"The Tell-Tale Heart† Poe explores the effects of the subconscious mind, the suppressing ofRead MoreMadness of Tell-Tale Heart1287 Words   |  6 PagesMadness! Edgar Allen Poe once said, â€Å"Words have no power to impress the mind without the exquisite horror of their reality.† There are many breathtaking horror stories, but none of them influenced literature as much as â€Å"The Tell-Tale Heart.† Poe uses the character and theme to make â€Å"The Tell-Tale Heart† one of his near perfect tales. His works often explored the inner workings of the human mind; in particular its dark side (Bouchard). This story shows the terrible war of superego upon the id, theRead MoreGuilt And Sanity Of The Tell Tale Heart By Edgar Allan Poe962 Words   |  4 Pageshappening. For example, In Tell-Tale Hearts by Edgar Allan Poe, a man with a lost soul tried to defend his sanity and yet confess to the damage that he had made. The man’s guilt crept up to him and was constantly haunting him. The narrator’s motives and intentions were to never commit the crime that he did. It was the old man’s eye that he considered as â€Å"the eye of a vulture† and it was the fear of his eye that lead him to do make insane and psychotic decisions. Edgar Allan Poe uses the fiction elementsRead MoreThe Tell Tale Heart By Edgar Allen Poe1427 Words   |  6 PagesMeghan Amorim ENWR 106:29 Professor Ghoshal 27 September 2015 The Tell Tale Heart In â€Å"The Tell Tale Heart†, by Edgar Allen Poe, the reader is presented with the short story of a madman who narrates his murder of an old man because, â€Å"he had the eye of a vulture --a pale blue eye, with a film over it† (Poe 105). The narrator has thought thoroughly about his plan to murder this old man, and the murderer then stashes his body underneath the floorboards. Eventually, his guilt overcomes him and he startsRead More Symbolism and Irony in The Tell-Tale Heart Essay2249 Words   |  9 PagesSymbolism   and Irony in The Tell-Tale Heart In Edgar Allan Poes short story The Tell-Tale Heart, the author combines vivid symbolism with subtle irony. Although the story runs only four pages, within those few pages many examples of symbolism and irony abound. In short, the symbolism and irony lead to an enormously improved story as compared to a story with the same plot but with these two elements missing. The Tell-Tale Heart consists of a monologue in which the murderer ofRead MoreAnalysis Of Edgar Allan Poe s The Tell Tale Heart957 Words   |  4 Pageswhether madness is or is not the loftiness of intelligence,† (Edgar Allan Poe). Edgar Allan Poe is a well known and beloved writer of the horrid and meticulous. Through emphasis on his personal life and personal insanity, we get a glimpse inside the world that might be our own minds as well as stories that teach us life lessons as well as make our blood curdle and ponder over the deep emotions of Poe’s life. Stories such as the Tell-Tale Heart teach us of these life lessons. In this story the narratorRead More Madness and Fear in Assignation, Cask of Admontillado, Fall of the House of Usher, and Masque of th1589 Words   |  7 PagesMadness and Fear in Assignation, Cask of Admontillado, Fall of the House of Usher, and Masque of the Red Death Poe’s madmen are all obsessed with death. Existence within reality eventually becomes impossible. Poe usually places his madmen within a room or other enclosure, but they are rarely ever outside. When we do come across an exterior, nature does its best to repress, confine and enclose the man. The protagonist in Poe’s â€Å"The Assignation† sums up the combination of time and space withinRead MoreEdgar Allan Poe s The Pit And The Pendulum2286 Words   |  10 PagesEdgar Allan Poe has written many different stories and poems throughout his lifetime and the common themes of death, horror, and mystery help to prove him as a Gothic Literature writer. Many of his ideas came from his own life because he had a very hard life growing up involving a lot of death of loved ones. Throughout his stories, he has a common motif of suspense that help to exemplify the Gothic Literature sense. He also used a third person point of view very often as to help portray the horrorRead M oreThe Tell-Tale Heart by Edgar Allan Poe1136 Words   |  5 Pagesthis story. The story gives characteristics that fit the profile of a murderer such as the opening sentence, â€Å"TRUE! - Nervous - very, very dreadfully nervous I had been and am; but why will you say that I am mad?† (POE). The narrator believes he is not mad, and thinks that this nervousness is simply caused by being hypersensitive proving his sanity. I felt as though throughout the story, the narrator is trying to convince the reader that he is perfectly sane and not a mad man. However, it is ironicRead MoreThe Raven A Man By Edgar Allan Poe1737 Words   |  7 PagesRomanticism has dated back since the 1780’s, the literature behind Romanticism is full with emotion, passion and wildness. The characters in these passages are very distinguished, they are also iconic. The stories are usually set a unknown place for example in a castle or in the woods, or they are set in a known place where something is out of the ordinary. There is something supernatural going on within the passa ge of writing. There are many thing that happen in the story that doesn’t happen in

Mexican Cartels - 1044 Words

I. Introduction A. Greeting/ hello hows everybody doing? B. Attention getter/ Bullets begin flying, armored soldiers and drug cartel members fight it out on the steets killing each other and the surrounding civilians that are innocently just watching as they are caught in the cross fire. Now you may wonder where is this happening..Irag? Afganistan? No Its actually just south of us its happening in Mexico. C. I know this because as crazy as it sounds one of my cousins is in a drug cartel and I’ve seen the bullet holes, the blown up buildings, the blown up cars and the blood on the streets from the people that got shot when I visited Mexico. D. Thesis statement/ Although Mexico has been a producer and transportation route for illegal†¦show more content†¦c. Why are they going with the cartels? The Cartels intimidate them, tell them there going to kill them and there families if they don’t do what they tell them to do. 3. Sub point/ This is where the personal impact comes into play. a. As I told you guys earlier my cousin josue is in a Cartel to be specific it’s called Los Zetas. b. When I went to Mexico in 2008 (testimony) *Transition* Now that I told you about the Political and personal impact the drug cartels have in Mexico I’m going to wrap it up III. Conclusion A. Signal closing B. Restate thesis/ There has been a large increase in the smuggling of contraband, such as drugs, and firearms, into the U.S, and violence spilling onto our border cities due to the drug wars between the drug cartels in Mexico. C. Review main points 1. Main point #1 History of drug cartels and how they began 2. Main point #2 What is going on in present time Mexico 3. Main point #2 Political and personal impact D. Memorable statement / Now 47,515 people is way to many people to have been killed in a drug war that is happening right across our borders and that is why its something we need to know about and hopefully this speech filled you in something that you might have not known about. E.Show MoreRelatedThe Mexican Cartel, The Sinaloa Cartel1403 Words   |  6 Pages The Mexican Cartel Imagine living with your family and having a fear of leaving your house or even being in it? Many Mexican citizens are being killed by the narcotics in Mexico. Mexicans are not living in peace in their cities. Narcs never really had a time where it started, it always been around, of course it has increased, but there is no specific date or year. Important groups of the cartel is the Sinaloa cartel, the Beltran Leyva Organization and many more. This issue is important becauseRead MoreMexican Cartels1869 Words   |  8 PagesWhat is the impact of Mexican drug cartels in the United States? Andres F Urueta Dr. Maugh LIB-495-GS001 December 5, 2014 Abstract This research paper examines the impact of Mexican drug cartels in the United States. Most Americans are not aware of how far reaching these cartels are in the United States. Their power has an influence in our government and communities. This project examines who the Mexican Drug cartels are, what their purpose is, where they have influences, and when did theyRead MoreMexican Drug Cartels1588 Words   |  7 PagesMexican Drug Syndicates Week Four Assignment – Research Paper Instructor: 12/20/2015 Table of Contents 1. Cover Page------------------------------------------------------- 2. Table of Contents----------------------------------------------- 3. Abstract----------------------------------------------------------- 4-10. Body-------------------------------------------------------------- 8. Tables Graphs-------------------------------------------------- 9. ReferRead MoreMexican Drug Cartels2004 Words   |  9 PagesMexican Drug Cartels; Can They Ever Be Stopped â€Å"The drug cartels are lucrative, they are violent, and they are operated with stunning planning and precision.† -Attorney General Eric Holder The Mexican cartels have been able to slide under the radar for quite some time now and are finally beginning to get the attention they deserve. But is this too late? Have they already done too much damage to their country and their people where emerging out of this horrific phase is even possible? ThisRead More Mexican Cartel Essay1524 Words   |  7 PagesMexican Cartel Drug War Mexico has a long history of cartels the deaths, drugs and weapon trafficking is in all time high increasing year by year. â€Å"Mexicos gangs have flourished since the late 19th century, mostly in the north due to their proximity to towns along the U.S.-Mexico border. But it was the American appetite for cocaine in the 1970s that gave Mexican drug cartels immense power to manufacture and transport drugs across the border. Early Mexican gangs were primarily situated in borderRead MoreMexican Drug Cartels1310 Words   |  6 PagesCartels Mexico’s is at its thinnest line of being uncontrolled. Cartels are a big problem in Mexico and are ruining the country; they are a serious mater in the world we live in today. The cartels are formed in groups and structures to control the production and distribution of narcotic drugs. They are criminal groups that develop and control drug trafficking operations. Mexico, the state that is right now is a very heavy situation that is difficult to control. Cartels range from wacky managedRead MoreThe Fight Against Mexican Drug Cartels1743 Words   |  7 PagesThe Uphill Battle Against Mexican Drug Cartels â€Å"Drugs continue to kill †¦ 200,000 people a year, shattering families and bringing misery to thousands† states Yury Fedotov, the Executive Director of the UN Office on Drugs and Crime (UN 2012). A modern crisis, drug abuse takes the will and freedom of hundreds of thousands, plunging their lives into despair. But this is only one side of the coin; those who supply the hazardous euphoria of drugs build their own volatile empires on foundations of violenceRead MoreMexican Cartels And Its Effects On America2267 Words   |  10 PagesThe Mexican cartels have impacted the society by violating many rights that human have and that are protected. The Cartels are causing too much trouble to the world especially in Mexico and its neighboring countries. They have trafficking tons and tons of drugs to world and spread its violence to nation that live in peace. The cartels have been operating for while and keep growing becoming more powerful each day and nothing has stopped the m yet. The Mexican cartels have constructed their empiresRead MoreThe Mexican Cartel On A Global Scale1582 Words   |  7 PagesThe Mexican Cartel on a Global scale The Mexican drug cartel is a major actor on the world scene. Even though it is not seen this way by the general public, those who pay attention know how far their reach is. The Mexican cartel has expanded. There seems to be no sign of them slowing. They have the perfect storm of money, military backing, political connections and Public intimidation. Their empire is growing by the minute. Unfortunately most people have not given these ruthless criminals the attentionRead MoreMexican Cartels And Its Effects On America2374 Words   |  10 Pagesby several drug cartels, and leaders. These drug cartels have been increasing their territory, murder tolls, and power. The cartels have started to take over the government and Mexico has been becoming known as a lost state. Drug cartels are rising to power because of the lack of government, and structure which also brings fear to all the regular citizens throughout Mexico. Many citizens regularly get murdered for lying to the cartel, informing the authorities about the cartels, or antagonizing

The Mosaic floors at Fishbourne Free Essays

The Mosaic floors at Fishbourne have been damaged in a variety of ways. In this essay I am going to describe and explain how several of the floors have been damaged before explaining how the damage might have been caused. In addition, I will then explain what this damage can tell us about the changing function of the site. We will write a custom essay sample on The Mosaic floors at Fishbourne or any similar topic only for you Order Now I will now organise the damaged floors into different categorises of 4 types, and those 4 types are:- Natural-natural damage such as weather erosion. Structural- structural damage such as post holes or ditches or drain marks. Accidental-accidental damage such as JCB marks, or plough marks. Vandalism-vandalism damage made on purpose such as rubbish site. I will now describe and explain each of the 4 different types of floor damage. I will start off with Natural damage. There are 2 clearly visible effects of natural damage at Fishbourne, the first is Subsidence, subsidence is the motion of a surface as it shifts downward relative to a datum such as sea-level, there are clear and visible marks of subsidence at Fishbourne as one of the floors is decomposed and has signs of floor sinking, and tiles crumbled down also sinking, this tells us that the place could have been used as a rubbish tip site before because there are clear dips around that particular floor so people could of just thrown rubbish into it and then buried it, then built over with mosaic and now dug up again, subsidence also occurs in brittle areas of the Earth’s crust and by ductile flow in the hotter and more fluid mantle of the Earth caused by the footwall of normal faults. And the second natural damage is Fire, one of the floors at Fishbourne shows heavy erosion by weathering, this is because during Roman rule, a fire was reported and burned most of the place, when the fire ended, it burned and completely destroyed the roof in that particular area, so there was then no roof and the mosaic floor was then exposed to the harsh English weather which slowly eroded it and eventually was then covered over by Earth and then eventually dug up, the fire did not actually cause any damage, but it burned down the roof so it collapsed onto the floor creating the first part of the damage, and then the weather erodes the floor and creates the second part of the damage. I will now explore Structural damage, there are 2 clear visible effects of structural damage, and the first is Granary Posts, one floor at Fishbourne has clear post holes left in it, they are equal length apart from each other and are opposite to each other. This shows that if there were Granary Posts, there was a Granary store used to store goods such as food, weapons, jewellery, and other valuables, when the Granary store was taken down, posts were left there and the wood oxidized and rotted. This tells us that the people that put up the Granary store and took it down were probably in a rush and wanted to do it quickly, and the Granary store could of be used for military purposes, also the wooden posts were left there after granary store was taken down, this tells us that maybe the Romans did not really know about objects like wood rotting, and they could have been in a hurry to take down the granary store as posts were left in there this could show they did not have time to take out the posts. The second Structural damage is a Drainage Ditch, a floor at Fishbourne has damage which can suggest that a Drainage Ditch could have been placed there earlier on because there is a massive dip in the shape of a ditch on one of the mosaics, in the Medieval period this drainage ditch could have been used for growing various crop, and might have been used as a burial ground or even a rubbish tip again, there is evidence of it being a burial ground because a skeleton was found under that mosaic. I will now look at the Accidental damage, there are 2 cases of accidental damage at Fishbourne, the first is a JCB channel concrete mark, one of the mosaics at Fishborne has been damaged by a channel of concrete that runs through the mosaic floor, it is clearly visible and was caused when the site was first discovered, the concrete was used to fill in the ditch that had been dug by a mechanical digger in order to lay water pipes in the 1960s, this tells us that the Fishbourne site had been completely overgrown, no-one knew of the site’s existence until the 1960s, by then 3 quarters of the site had already been destroyed by this time. And the second damage is Medieval ploughing, one of the floors at Fishbourne has deep parallel line plough marks in the floor probably caused by a Medieval plough, this tells us that the place could possibly of been used to grow various crops on farm land in medieval times. I will now finish off the different types of damage by exploring the last type of damage which is vandalism, at Fishbourne there is 1 case of vandalism damage, near one of the mosaics there is a burial site with a number of graves and skeleton bones found in them, but some of the mosaic floor patterns are still visible under the skeleton, dug through the tiles, there could of probably been robbers trying to get to the bodies and could of smashed through the grave looking for valuables, this tells us that the site could have been used as a burial ground, and maybe in a hurry to burry someone. To conclude this essay, from the evidence that is available to me at the site and through other sources such as photographs and extracts I can successfully prove how the floors were damaged at Fishbourne and explain  about the different types of floor damage as I have already done this earlier  on in this essay in the main body of evidence. How to cite The Mosaic floors at Fishbourne, Papers

Overview And History Of Lambada Dance Art Essay Example For Students

Overview And History Of Lambada Dance Art Essay LambadaA HistoryA is really interesting, A becauseA itA is composedA ofA manyA narratives and it is rather hard toA hearA one and the sameA storyA of Lambada.A But doubtlessA remainsA the fact that the LambadaA is oneA of theA most celebrated and popular LatinA dances, whichA are known andA are dancingA around the universe. The wordA lambada refers toA the rhythmA ( a mixture ofA karimboA andA merengue ) A and danceA thatA combinesA elements ofA ForryA ( forro ) , A obeche, A merengue andA maxixe ( Brazilian danceA of the 19th century ) , which hadA hugeA successA in Europe. Lambada became the most popular dance in 1989 and early 1990s.A This fiery dance which was born in Latin America, ruled the full planet, and in Europe it sold over two million records with Lambada music.A Peoples were amazed with this music that reminded the rustling of thenar trees, the imbrication of the warm ocean, vocalizing of birds. That s why in the early 90 s about every twenty-four hours on American and European telecasting was shown picture of Lambada dancing by professional South American dancers.A That was true musical public presentation picture, which was sort of a dance school, and opened a whole universe of Latin American civilization. Europeans and Americans took lambada with enthusiasm, they admired the fiery and the brightness of Hispanics, and shortly Lambada was dancing in the whole Europe and America. The history of lambada and its relationship with the universe music The beginnings of Lambada dance came from karimbo at the clip when Brazil was a Lusitanian settlement ( 1500-1822 gg. ) in the northern portion of the state there was a popular dance called karimbo, that was really animal dance of adult male and woman.A Over clip the dance has changed, and changed the music: because of the propinquity to the Caribbean part, the Caribbean music civilization had a strong influence on Brazilian music ( even today we can experience it if you listen to Caribbean wireless station in the northern provinces of Brazil ) .A This close relationship gave birth to some new rhythms Sirimbo and Lari Lari ; so karimbo dance finally changed so much that gave birth to practically new one. After some clip theA localA wireless stationA BelemA ( capitalA of Para ) A began to callA this new sort ofA musicA percussionA beat andA the beat ofA Lambada A ( the word lambadaA meansA a strongA rhythmicA beatsA of music ) .A This lastA name Lambada A became really popul ar andA becameA associatedA with theA new imageA of the oldA dance manner. LaterA people once more began to dance karimboA in braces, and it wasA really much likeA merengue, A but had aA largerA figure ofA spinning.A In the terminal, A a mixtureA of metalA and electronicA musicA of the CaribbeanA one time againA changed theA face ofA karimbo, A andA the musicA quicklyA spread throughout theA northeasternA part of BrazilA ( the mostA touristicA topographic points ) , onlyA thisA newA karimbo wasA alreadyA calledA Lambada. Lambada long traveled along the seashore, and eventually reached Bahia ( the oldest of the Brazilian province ) , where it began to see the consequence of dance Forry ( another old Brazilian manner with the tonic beat ) .A Gradually, the timing of Lambada from a 4 / 4 changed to 2 / 2, so it can be confidently said that it was so lambada wholly lost its resemblance to the karimbo. Lambada was danced with dead set legs, stairss were made from side to side and neer from forepart to back.A In a manner were tight skirts, and it happened so that they began to be associated with the lambada, and lambada with them.A Even presents in some topographic points ( for illustration in AÂ «LambarAÂ » in the cabaret of the metropolis of Sao Paulo ) we can steel run into the authoritative twosomes: a lady in a narrow skirt and a adult male in long pants. ( Kempley 1990 ) .u34d7216abac37e49956d6cfe736061cd , .u34d7216abac37e49956d6cfe736061cd .postImageUrl , .u34d7216abac37e49956d6cfe736061cd .centered-text-area { min-height: 80px; position: relative; } .u34d7216abac37e49956d6cfe736061cd , .u34d7216abac37e49956d6cfe736061cd:hover , .u34d7216abac37e49956d6cfe736061cd:visited , .u34d7216abac37e49956d6cfe736061cd:active { border:0!important; } .u34d7216abac37e49956d6cfe736061cd .clearfix:after { content: ""; display: table; clear: both; } .u34d7216abac37e49956d6cfe736061cd { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u34d7216abac37e49956d6cfe736061cd:active , .u34d7216abac37e49956d6cfe736061cd:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u34d7216abac37e49956d6cfe736061cd .centered-text-area { width: 100%; position: relative ; } .u34d7216abac37e49956d6cfe736061cd .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u34d7216abac37e49956d6cfe736061cd .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u34d7216abac37e49956d6cfe736061cd .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u34d7216abac37e49956d6cfe736061cd:hover .ctaButton { background-color: #34495E!important; } .u34d7216abac37e49956d6cfe736061cd .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u34d7216abac37e49956d6cfe736061cd .u34d7216abac37e49956d6cfe736061cd-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u34d7216abac37e49956d6cfe736061cd:after { content: ""; display: block; clear: both; } READ: Why Software Systems Fail EssayTogether with the AÂ «Trio-eletricosAÂ » ( great nomadic platform in which instrumentalists perform dancing and singing during the Carnival ) lambada began to distribute along Bahia and settled in the town of Porto Seguro.A During the first roar of Lambada in the south-eastern part of Brazil ( the most economically developed ) it refered to the beat that came from Bahia, and were assumed that all these rhythms live merely in the summer and so decease. WhileA allA acknowledgedA that theA lambadaA wasA a realA rushA of the summer, A many earlyA lambateriiA ( placesA where theA lambada was danced ) A wewreA closed closed in winter when tourers left.A However, lambadaA did notA dieA The narrative of LambadaA spreadA to EuropeA saysA thatA one dayA inA lateA summer, A severalA Gallic businessmenA cameA to BrazilA andA bought theA musicA rightsA to 300A songsA in the manner of Lambada.A Then theyA returned toA FranceA andA organizedA a groupA AÂ «KaomaAÂ » , A investingA batch of money in itsA promotion.A In that manner theA lambadaA styleA became knownA throughout the worldA and reached even theA Far East, A where itA has remainedA to this twenty-four hours. The universe febrility of Lambada was so strong that it even returned to Brazil, to the most economically developed south-eastern part, that has already forgotten it.A The fact that today in Brazil there are 1000s of schools of dance hall dance, great competitions and 10s of 1000s of terpsichoreans is a virtue of the Gallic AÂ «KaomaAÂ » and their international success.A ThisA secondA waveA was calledA the SecondA BoomA of LambadaA and thisA event greatly influencedA the universe culture.A First of all lambadaA became an internationalA phenomenon, when 1000000s of youngA peopleA againA began toA danceA in braces, and evoked a moving ridge of interestA to the Latin American civilization. Having spread around the universe, A the danceA has changed dramatically.A Due to theA factA thatA in Europe there was deficiency of good dancersA of Lambada ( forA illustration forA films andA shows ) , mostA professionalsA hadA to makeA alterations to it: theA lambadaA was addedA with whirlingA and steppe-likeA elementsA from jiveA and EastA CoastA swing, A every bit good asA someA acrobaticA motions. Many dancersA have begunA to mixA lambadaA with otherA musicalA manners, A tryingA to make somethingA newA andA unusual. As to theA LambadaA music, it wasA playedA on allA wireless Stationss, A andA someA musiciansA ( eg, Sidney MagalA andA Fafa de Belem ) , seeking toA followA this new vawe, created new realA hits on its basis.A However, reasonably soonA people discovered thatA their interestA to theA lambadaA was based solelyA onA effortsA to gain moreA money, and theseA instrumentalists wereA quicklyA forgotten. After someA clip, A manyA composersA of Lambada seemed to be forgotten, these musicA and dance were losingA their power, A andA 1000000s ofA fansA around theA worldA wereA helplessA before it. Another musiciansA have begunA to mixA lambadaA with otherA musicalA manners, mixA Lambada withA CaribbeanA Soca, Merengue, SalsaA andA Zouk. Anyway, A nowA Zouk isA aA kid, aA nativeA sonA of ourA belovedA oldA Lambada. ThusA we can sayA thatA lambadaA isA a realA beat ofA LatinA America, whichA has aA richA and brightA national culture.A History ofA successA andA spread ofA LambadaA throughout the universe showsA that the cultureA of LatinA AmericaA is really popularA andA interesting toA people aroundA the world.A Latin AmericanA dancesA areA alwaysA really popular, A 1000000s ofA peopleA aroundA the worldA love to dance them.A Besides, A Latin AmericanA musicA attractsA Europeans andA Americans with its incendiaryA beat, A alone power.A LambadaA becameA oneA of the mostA brilliantA and incendiaryA dance, A which dancedA the whole universe, A andA despite the fact that itsA successA is alreadyA lost, the epoch ofA LambadaA opened theA brightness ofA theA cultureA in Latin America to the universe and brought new sound and rythms to the universe music industry. .u2cc44a15242d0843f5b876a330be5dc0 , .u2cc44a15242d0843f5b876a330be5dc0 .postImageUrl , .u2cc44a15242d0843f5b876a330be5dc0 .centered-text-a rea { min-height: 80px; position: relative; } .u2cc44a15242d0843f5b876a330be5dc0 , .u2cc44a15242d0843f5b876a330be5dc0:hover , .u2cc44a15242d0843f5b876a330be5dc0:visited , .u2cc44a15242d0843f5b876a330be5dc0:active { border:0!important; } .u2cc44a15242d0843f5b876a330be5dc0 .clearfix:after { content: ""; display: table; clear: both; } .u2cc44a15242d0843f5b876a330be5dc0 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u2cc44a15242d0843f5b876a330be5dc0:active , .u2cc44a15242d0843f5b876a330be5dc0:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u2cc44a15242d0843f5b876a330be5dc0 .centered-text-area { width: 100%; position: relative; } .u2cc44a15242d0843f5b876a330be5dc0 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u2cc44a15242d0843f5b876a330be5dc0 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u2cc44a15242d0843f5b876a330be5dc0 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u2cc44a15242d0843f5b876a330be5dc0:hover .ctaButton { background-color: #34495E!important; } .u2cc44a15242d0843f5b876a330be5dc0 .centered-text { display: table; height: 80px; padding-left: 18px; top: 0; } .u2cc44a15242d0843f5b876a330be5dc0 .u2cc44a15242d0843f5b876a330be5dc0-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u2cc44a15242d0843f5b876a330be5dc0:after { content: ""; display: block; clear: both; } READ: Intro Essay