adoption essays

adoption essays Usually the birth mother is contacted. You can contact the birth mother or natural parents by looking in some newspaper. You can also send letters of your family to such places as a crisis pregnancy center. You may also use sources over the Internet. The agency should help identify a child for you and assist you with all the legal proceedings. They should help you make the process go as smoothly as possible. Some agencies even go as far as providing counseling for all the parties involved. An extension of a private placement adoption is when the natural parents or birth mother find a family looking to adopt get together and go to an agency. A Step Parent adoption is when one spouse in a remarriage adopts the child of the other parent. One of the natural parents relinquishes all their rights to the child. Open adoptions are agreements and commitments between the birth parents and adoptive parents. In an open adoption there are open lines between the birth parents the adoptive parent a nd the child. Arrangements should be made before hand to avoid conflicts later on. An international adoption is when a United States resident adopts a child born and living in a foreign country. This type of adoption is becoming popular. In the March eighth New York Times edition of the paper they say that international adoptions are rising steadily, to 16,396 in 1999 from 7,093 in 1990. International adoption has been one of the most growing trends when adopting. Most people think that when they adopt internationally that all countries follow the same rules for adoption that the U.S. does. Many countries have different rules on allowing people from other countries to adopt their kids. Many think international adoption is too expensive. Dillon's Director Margie Wasielewski says adopting from many countries can cost less than adopting a child in the USA (Harty 4). In comparing Haiti to Hong Kong I have found some similarities and differences. Som...

Free Essays on The Affects Of Ethnocentrism

The Affects of Ethnocentrism: ETHNOCENTRISM – HOW IT AFFECTS INDIVIDUALS, SOCIETIES, AND MUTINATIONAL CORPORATIONS Abstract In sociology â€Å"ethnocentrism† is a widely used word to explain human behavior between different cultural entities or by definition as â€Å"the practice of judging another culture by the standards of one’s own culture†. Since multinational corporations can be characterized by high levels of interaction between individuals from diverse cultures, I think the affects of ethnocentrism is worth being considered. Especially, individual ethnocentrism might shape and influence the relation between multinational corporations and their cultures. This paper will address the deeper issues involved in ethnocentrism by answering the questions. What is it? Why are people ethnocentric? What is the problem or affect? And will identify the different areas of corporate strategy formulation which are assumed to be influenced by ethnocentrism. ETHNOCENTRISM – HOW IT AFFECTS INDIVIDUALS, SOCIETIES, AND MULTINATIONAL CORPORATIONS Watching a show on cable television (food network channel) called the â€Å"Iron Chef† in this episode a Japanese Chef was pitted against a French Chef in France the competition seem tense, the judges waited, commenting on the action, finally the end came and the creations were sit in front of the judges. There were four judges, two French and two Japanese. The two French judges give the French Chef very high marks and the Japanese Chef extremely low marks. The Japanese judges scored the competition fairly even giving slightly higher marks to the Japanese Chef. Based on the high scores from the French judges the French Chef was crowned the champion. The above comments is one example of ethnocentrism the French judges believed that only the French could prepare French cuisine and judged the Japanese Chef based on preconceived cultural ideas. In this sense, ethnocentrism could be defin... Free Essays on The Affects Of Ethnocentrism Free Essays on The Affects Of Ethnocentrism The Affects of Ethnocentrism: ETHNOCENTRISM – HOW IT AFFECTS INDIVIDUALS, SOCIETIES, AND MUTINATIONAL CORPORATIONS Abstract In sociology â€Å"ethnocentrism† is a widely used word to explain human behavior between different cultural entities or by definition as â€Å"the practice of judging another culture by the standards of one’s own culture†. Since multinational corporations can be characterized by high levels of interaction between individuals from diverse cultures, I think the affects of ethnocentrism is worth being considered. Especially, individual ethnocentrism might shape and influence the relation between multinational corporations and their cultures. This paper will address the deeper issues involved in ethnocentrism by answering the questions. What is it? Why are people ethnocentric? What is the problem or affect? And will identify the different areas of corporate strategy formulation which are assumed to be influenced by ethnocentrism. ETHNOCENTRISM – HOW IT AFFECTS INDIVIDUALS, SOCIETIES, AND MULTINATIONAL CORPORATIONS Watching a show on cable television (food network channel) called the â€Å"Iron Chef† in this episode a Japanese Chef was pitted against a French Chef in France the competition seem tense, the judges waited, commenting on the action, finally the end came and the creations were sit in front of the judges. There were four judges, two French and two Japanese. The two French judges give the French Chef very high marks and the Japanese Chef extremely low marks. The Japanese judges scored the competition fairly even giving slightly higher marks to the Japanese Chef. Based on the high scores from the French judges the French Chef was crowned the champion. The above comments is one example of ethnocentrism the French judges believed that only the French could prepare French cuisine and judged the Japanese Chef based on preconceived cultural ideas. In this sense, ethnocentrism could be defin...

Review of current literature on vocabulary acquisition in teaching and Essay

Review of current literature on vocabulary acquisition in teaching and learning English as a Foreign Language (EFL) - Essay Example (Brumfit 1978 1-2) As the usage of English spread to different parts of the world, it inevitably led to the divergence of the language leading to variations such as American, Australian, Indian, South African & etc. These variations are influenced by local culture, custom and language and are reflected in variations in grammar, meaning, spelling, syntax and pronunciation. The core of Standard English common for all English speaking countries is the reference point for all these variations. Vocabulary of the language is expanding at a phenomenal rate and many new words coined for use in diverse fields such as arts, humanities, science and technology. (Barber 1965 227-275) Developments in information technology and the advent of the 'internet' have added a whole new dimension to the teaching and learning of English as a foreign language. Motivational theories of learning: The motivation to learn a language is twofold: one, 'instrumental' in which case the language is learnt for operational purposes to be able to communicate with other speakers of the language and two, 'integrative', in which case the learner is trying to identify much more closely with the native speakers. The usage of English may be broadly divided into two categories: the usage of English as mother tongue (MT), its usage as second language (SL) or foreign language (FL). When English is taught or learnt as a foreign language it is mostly for operational reasons or the motivation is 'instrumental'. (Brumfit 1978 5-6) Reviewing the work of a number of researchers Lessard-Clouston, defines the characteristics of language learning strategies: they are learner generated, enhance language learning, are visible, involve information and memory, generate a desire for control or autonomy in the learner, allow learners a choice, allow learners to become more self-directed, expand the role of language teachers, are problem oriented, involve many aspects not just the cognitive, can be taught, are flexible and are influenced by a variety of factors. Transfer of strategy of one language skill to another is a related goal. (1997) Learning English as a second (or foreign) language depends on contextual factors (the impact of the learner's mother tongue), individual learner differences (cognitive factors like intelligence, aptitude and language strategies and affective factors like attitude, motivation and anxiety), learning opportunities and outcomes. Mitchell and coauthor base their thesis on Spolsky's "general model of second language learning." They opine that any theory that explains the dynamics of SLA should be able to state clearly and explicitly the ground it covers and claims it makes; systematize procedures for data gathering; explain L2 phenomena, the reasons for them and any mechanisms for change; engaging with other theories in the field. (Mitchell. et al. 2000 11-26). Any approach in researching SLA has to take into consideration that language is learnt in "context". This has to take into consideration both the internal and external realities and investigate the mode by which mental processes convert reality into contexts. Research methodologies, which rely on objectivity, cannot deal with the theory of context. There is a need to reappraise qualitative research methods to test their viability in research into language learning. While

Data Analysis Essay Example | Topics and Well Written Essays - 2000 words - 2

Data Analysis - Essay Example This indicates that the previous studies were unable to demonstrate differences other than experimental environment. Therefore, Eckel & Grossman (1998) introduced double-anonymous dictator game experiment to collect data to find the core difference of behavior of men and women while undertaking economic decisions (Eckel & Grossman, 1998). The authors of the study undertook testing of the hypothesis that exclaimed no difference between men and women and then the donations were taken under consideration. It was noted that men donated $0.82 on average while the amount was $1.60 among women. The statistical observation marked that p-value was less than 0.01. It is due to this reason that null hypothesis was rejected by further implying median test of the hypothesis (Eckel & Grossman, 1998). The research was able to conclude that women are more selfless in comparison to men. Furthermore, it was also marked that women donate or send out charity double the times of men. The focus of the research was to assess the difference between their economic decisions in order to formulate thesis for further research work. The authors have suggested that a number of studies could be undertaken to find out the factors that might impact the decision making process of both within the context of economic influence (Eckel & Grossman, 1998). Another research entitled ‘Fairness and Retaliation: The Economics of Reciprocity’ conducted by Fehr and Gachter (2000) states that people are more likely to react or behave differently depending upon their self-interest. Herein, reciprocity is defines as an action of a person to be nicer if he or she is approached by a friendly action of another person. This can also be applied in an otherwise situation i.e. if a person becomes unfair then the other person is also predicted to come up with a brutal

Judaism Religion and Theology Essay Example | Topics and Well Written Essays - 750 words

Judaism Religion and Theology - Essay Example One reason is that the Essenes formed one of the greatest sects during that time of Christ, in which the Jews were divided. Judaism is the way of life, philosophy and religion of the Jewish people. One might be interested in being part of these separatist societies because of the uniqueness of these societies. The Essenes for example had no women and also had no money. These were believed to be the major causes of sin and were therefore forbidden from these societies. They only had palm trees as their companions. This saw many people who were tired of life being driven to these societies to adopt their interesting mannerisms. This paper will discuss â€Å"The Damascus Document† and the â€Å"Rule of the Community† expanding on why someone might have been interested in being a part of these separatist communities. One would therefore be interested in being part of these separatist societies because they were thought to have advantage over the weariness that comes with li fe. â€Å"The land of the Essenes was also very fertile and it attracted people to it†. Another factor that would make one to be interested in being part of these separatist societies, first, according to Josephus and Philo, the members of the sect numbered 4000. Judaism is a religious system whereby everyone is under the rule of God. This was because becoming a member of Essene sect for example was not easy to achieve. Only the male adults were allowed to join the group. The Essenes for example believed in living very simple lives.... There are a number of factors that made their ways of life appealing. First, their days began with prayer and they believed in purification after working in their various occupations. That is why they would assemble for ritual purification at the end of each day. â€Å"Followers had communal meals which were prepared by the priest† (Brownlee, 1982). These meals were served to each member in order of their status in the society but each member would wear special garments for these meals. They would return to work after these meals and later on reassemble for another meal. They often recited prayers together at sunset. Their unique mannerisms and ways of life made them to be different and they were separated from their fellow Jews. One can therefore desire to be like them because of their unique mannerisms (Trans, 1942). These societies overemphasized on ritual purity in the sense that they would purify themselves several times after relieving themselves for example, after worki ng, after being in contact with people who were not members of their societies and before meals. According to the rule of the community, the character of these communities such as that which required one to undergo thorough examination before being allowed to join the sects made them to be desirable and appealing. Such an examination process would last for almost two years before one became a fully fledged member. Their celibacy, community of property and theology were unique and made them to be different. The Jews are considered to be an ethno religious group. The members of these separatist societies such as the Essenes only worked in certain occupations such as crafts and agriculture. They avoided other occupations that were considered as not being pure. These

Looking At The Child Protection System Social Work Essay

Looking At The Child Protection System Social Work Essay The literature looks previous and existing literature on how effective the local authorities are at promoting the needs of black African children and their families who are involved in the child protection system. In previous years there have been deaths of African children such Victoria Climbie and khyra Ishaq. There have also been deaths of other African children in Britain linked to witchcraft. A theme echoed by the majority of the literature is that if social work practice and policy is to prevent these tragedies there is need to understand and acknowledge different contexts of culture and diversity. The main theme is how to provide social work interventions and family support that are culturally sensitive and competent to both children and their families who are at risk of significant harm. There is need for social work professional to understand parenting practices in African families and protect children hence every child matters was implemented. The laming report (2009) set o ut challenges faced safeguarding children such as, training and workforce issues still need to be resolved and data systems need to be improved and there is still need improve knowledge and skills to understand children and their family circumstances. Also the laming report noted that despite the progress in inter-agency working there are still problems of day to day reality of working across organisational boundaries and culture, sharing information and lack of feedback when professionals raise concerns about a child. In this literature review I will be focusing on black African children and their families analysing their experiences of the child protection system that have come to live in united kingdom and how the children are protected in the child protection arena. I will be paying attention to key themes and debates in research, validity and generalisability of data, gaps in research and future implications to practice. I will be using the term black African throughout the review of literature; however I recognise that there are different races in Africa who share the same culture and beliefs. Literature search Material used for the literature reviewed varies; I included journals searched online, books from the library and articles from the internet and material published by the government. As I searched the online journals and books I discovered there was little material about my chosen topic and scarce research on the topic of the needs of black African children and child protection children. Most studies and literature focused on black and minority ethnics and mixed parentage children hence the proportion of black African children can be over-represented in these studies and the data cannot be generalised easily to the wider population. There is need for professionals to have knowledge about the identity and diversity of black African children and their families because Britain has seen an enormous growth of African people due globalisation and other environmental factors such as war, famine and work opportunities. However not all children from African families get involved in the child protection system. Review of the literature Research data and statistics on African black children are not constant and highlight mis-representations. According to the 2001 census the population of black African people was 0.8%. However, these statistics are from 2001 and the populations could have increased due to migration and the 2011 census will offer more up to date statistics. Also not everyone registers for the census especially black and minority people who are isolated and who do not have any immigration status might shy away from the census in fear of deportation. The department for education and skills (2006) estimated the number of African children in need to be 8000 in 2005. this accounted for 3% of the overall total- an over-representation compared with the 2001 census in which African children made up 1.4% of the population. Research highlights the over-representation of the African children and their families involved in the child protection system for example, data of African children is combined with afro-Car ibbean children and ethnic minority children- statistical data from British children represented 5% of the children on the child protection register in 2005, but census data 2001, black or black children made up 3% of the total population (national statistics, 2003). Research data continues to indicate that black communities are disproportionately represented across social welfare statistics (graham, 2006; barn et al 1997). Britain has experienced a massive increase in population due to people coming into Britain for better lifestyles, escaping war, famine, torture and looking for better job opportunities. Britain has experience a rise in the number of people claiming asylum and some of them are unaccompanied asylum seeking children. When looking at experiences of black African children and their families and how to offer them appropriate intervention it is important to acknowledge diversity in terms of religion, culture, language and beliefs (Bernard and gupta 2008; gibbs and huang 2003; robinson 2007). Research has shown that black families black African communities and ethnic communities are likely to live in poverty. There is well documented literature on social exclusion and poverty experienced by black African children which also is inclined to impact on the parenting abilities of parents. Also looking at histories and backgrounds of black African families is which add to poverty is also highlighted in research, (Bernard and gupta 2008; gibbs and huang 2003; robinson 2007). Research has shown some of the factors that affect African children and their families such as private fostering and asylum seeking, HIV/AIDS, poverty- highlighting grief, loss and separation, (Bernard and gupta 2008). Review of the research suggest that black African children are almost twice as likely to be looked after, however some of these children will be accommodated under section 20 of the children act 1989 due to being unaccompanied asylum seeking children (Bernard and gupta 2008; robinson 2007; barn 1993). Jones 2001, highlights the conflict between the children act 1989 and immigration legislation and policy and Jones argues that social work profession singularly failed to provide critical scrutiny on the status and relationship of immigration and child care law and the erosion of childrens rights. The number of refugee children arriving in uk is arising annually and the vulnerability of refugee children has legal, emotional and practical aspects (woodcock, 2003; chase, 2009). There is substantial evidence to indicate that many refugee children and young people from different cultures manifest symptoms of post-traumatic stress disorder (PTSD) and other mental health problems (Hodes, 2000 , 2002; Ehntholt and Yule, 2006; Dyregrov and Yule, 2006).Research on social work with unaccompanied children is limited (kohli and mather 2003). Research also states that there is risk of alienating black children in care by not meeting their emotional and psychological needs due to no contact with community with same culture, family and lack of black workers (bran et al 1997 pg 9). However, available research data paint a complex and contradictory picture and data is combined with other minority ethnic children Analysis of literature draws attention to that the way black African families parent their children and their daily lives had been neglected in many studies in child welfare literature and there is little empirical evidence especially about African parenting in Britain (Bernard, 2002 graham 2006). Research has looked at cultural values and how they influence parenting in African families involved with the child protection system (brophy et al 2003). Literature highlights that there is need to look at kin-ship and extended families. Family structures have been changed due to globalisation, war and other social factors. There is few research data on impact of culture, gender ideology, socio-economic status and religious belief influencing parenting and also notions of what constitutes harmful behaviour. The few data that exist states that; cultural practices appear to play some part in African children being involved in the child protection system, (mama 2004). Barn et al 2006 challeng e popular myth and stereotype that some cultural groups have more punitive punishment practices. They found no significant differences between ethnic groups with regard to physical punishment of children-thoburn et al 2005 pg 83 agree. Nobes and smith 1997s study of physical punishment by parents found physical punishment was universal in the 99 two parent families and Thompson et al 2002 found that 67 mothers in new forest are of England reported diverse behaviour management tactics and mothers who used physical punishment reported less behavioural problems in their children than mothers used reasoning. This supports the challenge the stereotypes that cultural groups have more punitive punishment practices because the majority of the above studies involved parenting by white culture in the United Kingdom. Studies on parenting by other black and ethnic cultures are scarce and there is need for research. A growing body of literature emphasises the importance of appreciating the socia l contexts of parenting and lived experiences of African children for making sense of child maltreatment (Holland 2004, Robinson 2007). Black perspective is based on the notion of common experiences that black people in Britain share and it is critical of oppressive research paradigm and theoretical formulations that have a potential oppressive effect on black people, (Robinson 2007). An understanding of black frame of reference will enable social work professionals to come up with more accurate and comprehensive assessments of African black children involved with the child protection system, (Robinson 2007). Ecological perspective is important in analysis of impacts of poverty, discrimination, immigration and social isolation on black and minority children (gibbons and huang 2003 pg 3). However there is the danger of over-generalisation and stereotyping because individual members of a culture may vary greatly from the pattern that is typical within that culture (Robinson 1998) Research argues that postmodern theories have gained a strong foothold in the profession of social work (pease and fook 1999; learnard 1997). However Their tenets have been strongly contested by those demanding a more complex understanding of identity, i.e., one that links the personal with the structural or collective elements of human existence alongside the individual ones (Dominelli 2002; graham 2002) and those drawing on the idea that what holds people together are what they share in common or their sameness (Badiou 2001). The lack of appropriate preventative suppoirt servives and lack of understanding of cultural of black families often result in social work operating against the interests of black children (barn 1993, graham 2002) Anti-discriminatory perspectives and incorporation of knowledge from service users Social workers contribute to the perpetuation of oppression through their practice by directly or indirectly engaging in structural oppression its institutional and cultural forms that are integral elements in the ways in which social relations in a globalising world have been organised, (dominelli 2007). Key to eliminating structural forms of racism is that of addressing the issue of binary dyads that reaffirm racist dynamics rather than challenging them. Nonetheless, resistance to its perpetuation is evident in many of the responses by service users and practitioners. Social work educators and practitioners have much more to contribute to the elimination of oppression. (dominelli 2007). Social work has operated within a problem oriented framework which is characterised by deficit and dysfunctional theories of black families (Robinson 2008). Dominelli (1992) argues that black children and families are over-represented in the controlling aspects of social work and under-represented in the welfare aspects of social work. Problems with communication and working in partnership have been highlighted in literature. Fifty-four young people participated in the research. Chase, 2009 study-The majority (80 per cent) of participants were identified through a single London local Authority, Young people often described complex relationships with social workers and other social care professionals and were also more mistrustful of the interplay between social care and immigration services: Hellen, from Ethiopia, said: Sometimes they dont understand you when you are sad. They keep asking you questions. It makes me angry, it makes me want to shout. It makes me remember all the bad things and they dont understand that. If they ask me (questions) I will suffer for months. The positioning of social workers within the asylum system is a difficult one to negotiate. They are expected to apply social care principles such as the best interests of the child, yet work within very clear organisational boundaries and regulatory codes-frequently dictated by resource and funding limitations. The Climbie inquiry (laming 2003) highlights the challenges faced by local authorities when developing information-sharing indexes for keeping insight of the children who are on the margins of society and whose lives are characterised by transitions. Literature highlights some of the challenges for social work assessing and making decisions about African children and families whose cultures differ from the majority white population (brophy et al 2003, laming 2003) The fear of being seen as a racist combined with cultural stereotypes can lead to a failure to make judgements and intervene appropriately regarding practices that are harmful (burman et al 2004 study) Whilst their views should form part of policy related discussions on current topics, respect for childrens rights may still be lacking. Meanwhile, such notions challenge us to take children seriously and to appreciate their contribution to social reproduction and change (Aubrey and Dahl 2006). Lots of research appear to focus on empowerment through cultural knowledge inviting new thinking about the challenges faced by black communities Relevance to policy and practice The complex social circumstance experiences by many African families pose challenges for parents, children and social work professionals working to safeguard and promote childrens welfare The framework for assessment of children in need and their families (DoH, 2000) based on the ecological approach places a requirement on workers to consider families histories and social circumstances and literature of anti-oppressive practice stresses the importance if consideration being paid to power relationships (dlrybple and burke 1995). There must be some understanding of the links between peoples personal experience of pressing and structural reality if inequality pg 123 In order to safeguard and promote welfare of African children acknowledgement of sources of discrimination and oppression, a commitment to human rights and social justice must be met. Through developing effective relationships with African children and families can professionals begin to understand their individual, emotional as well as practical needs. Global mobility and consequent changing nature of communities require local authorities to be proactive in gathering information and developing services including interpretation services that are responsive to the needs of African and minority ethnic families. Several authors have critically analysed the evidence on service provision for black families in general. A pathologising approach to black families may lead to unnecessary coercive intervention and on the other hand a cultural relativist approach may lead to a non-intervention when services are required (dominelli 1997, chand 2000). Either way appropriate intervention is not pr ovided for black and ethnic minority children. The quality of services in black communities is a focus for debate and raises important issues about the lack of policy initiatives based upon needs and aspirations of local communities (graham 2002) Subjecting cultural practices to scrutiny is a necessary party of the assessment process of professionals are to achieve better outcomes for children. A balance must be struck between sensitively challenging claims that certain types of behaviour are the norm in African families whilst at the same time not losing sight of childrens welfare needs. By drawing on strengths perspective professionals can illuminate how parents draw on cultures a s a resource to parents in circumstance of adversity whilst not excusing behaviour that is harmful to children. The issue of punishment is one of the most controversial areas relating to black families, child abuse and social work (chand 2000 pg 72) Conclusion This review has highlighted that multiple social, environmental and parental factors interact in complex ways to bring black African children into the child protection arena. Thus, making professional judgments regarding thresholds of concern for African children poses a major set of challenges and, ultimately, practitioners need the skills, knowledge and conceptual tools to distinguish between the styles of parenting that differ from those of the majority culture, but which are not necessarily harmful, and parents who seek to justify abusive and neglectful behaviour by drawing on cultural explanations to justify their actions.

Essay --

Hello everyone! I am thrilled to announce that I will once again be miniaturized along with my submarine and take you on another Fantastic Voyage inside the human body. In case you have forgotten the details of our last journey, my sub and I will be shrunken down to be 8 microns long. This time I will be swallowed by Fred, a 55 year old man, while he enjoys a hamburger, French fries, and root beer. As I pilot my way through his body, I will be describing the process of digestion and what major structures I see and come across. Can you imagine being part of someone’s meal? Neither can I, yet here I am being chewed and mixed with a juicy burger by Fred’s teeth. As Fred enjoys his meal, the first part of digestion is happening in his oral cavity. Fred’s burger is a mixture of carbohydrates, lipids, and proteins. As he chews and moves his food around with the help of his tongue, I can see his saliva coming from different angles and mixing with his food. There are three pairs of salivary glands, the parotids, submandibulars, and sublinguals. They secrete most (about 1L) of the saliva produced each day in an adult. (Thibodeau & Patton, 2008, pg397) Saliva contains mucus and a digestive enzyme called salivary amylase. As you can see here, the process of chewing combined with this mucus is allowing the food to break down into a small bolus. After this process I am now mixed up with the bolus and with the help of Fred’s tongue, I have began moving down into the pharynx and then down t o this muscular tube called the esophagus. The esophagus is a stretchy pipe, about 25 centimeters that carries food and liquids from the throat to the stomach for digestion after it has been chewed and chemically softened in the mouth. (InnerBody, 2013) ... ...nce: Thibodeau, G., Patton, K. (2008). Structure and Function of the Body (13th ed.). St. Louis, MO: Mosby Elsevier Publishing. InnerBody, Digestive System. (2013). Retrieved from http://www.innerbody.com/image/digeov.html KidsHealth (1995). Your Digestive System, On the way down. Retrieved from http://kidshealth.org/kid/htbw/digestive_system.html# Inner Body, Superior Mesenteric Artery. (1999). Retrieved from http://www.innerbody.com/image_dige08/card25.html Coffman, M. A. (n.d.). The Absorption of Food by the Human Body | Healthy Eating | SF Gate. Retrieved from http://healthyeating.sfgate.com/absorption-food-human-body-4100.html Oza, N., & Cooper, D. (2011, May 18). How Does the Human Body Maintain Homeostasis? How Chemicals and Organs Work Together to Keep the Body in Balance. Retrieved from http://www.brighthub.com/science/medical/articles/111342.aspx

Brain Compatible Strategies

One of the most important avenues of debate when it comes to education is the question on how to make the learning experience in school be also connected with real life. There are many hurdles to answering this question. For example, the feeling of being closed in during learning makes the students feel that school is an entirely different world and is an entirely different experience, and when classes and end and they rejoin the real world, they tend to leave the things that they relate to school in the recesses of their mind and shifts their cognition by turning on the brain they use for real life.This is just one of the many different factors, and because of this reason, experts are consistently looking for a way to ensure that what the children learn is something that they also apply in real life. The effective designing, formulation and use of brain compatible strategies are important in the learning experience of the students; but more importantly, the brain compatible strategi es should also be updated and up to date.As Sousa (2003) explained, â€Å"the sit-down-be-quiet-and-listen model is not compatible with the brains of many students who now cross the thresholds of our schools because the environment has affected the contemporary student brain compared with that of just 20 years ago (Sousa, 2003, p. 101). †The use of brain compatible strategies are strategies which do not just help in the effective teaching and lesson retention inside the classroom; more than that, the application of these approaches of this type of style is also usually connected with approaches that individuals take in real life when they are faced with different scenarios, picking a system which the individual feels is suitable for a particular situation.Because of this, brain compatible strategies help not just in the learning process of school-based education but also close the gap found between school life and real life. According to Karten (2007), one of the basic princi ples of brain-based learning strategy is the use and the presence of the effect of â€Å"activities such as simulations and role (that) provide real-life emotional connections (Karten, 2007, p. 57).† This is one of the proofs that through the use of brain compatible strategies in teaching and in the learning experience of children, the lessons learned are applied in real life, closing the gap found between school life and real life. What is the gap between school life and real life? For some students, the problem with going to school is that they see lessons in school as purely limited for use inside the school or inside formalistic educational grounds.They see math solutions as tools to achieve problems inside the classroom as well as history notes as the key to answer the midterm history exam. The manner by which the students are thought sans brain compatible strategies isolate school life and real life, and when this happens, the students feel that whatever it is they lear n in school is exclusive for school use alone, which should not be the case because the lessons learned in school should be transformed as intellectual tools that should be used in real life so that a person can react correctly and rationally in real life situation.This is the gap present in school life and real life, and there was a point that the gap grew bigger and bigger simply because of the fact that the teaching style does not make the learning experience of the students a way for them to realize that what they learn in school should be applied in real life – that math solutions should be applied for counting changes when buying in a store, that the critical thinking during science experiments should be extended in real life. Take for example the different types of brain compatible strategies being used today.In cooperative learning, the student is learning school based education while at the same time learning the value and use of cooperation between individuals, and because of that, the student transfers this knowledge about cooperation in real life. The same is true with the use of problem-solving, which infuses in the child’s conscious and unconscious mind the need to use critical thinking not just to solve school examinations but real life problems as well (Cooperative Learning, Collaboration, Problem-Solving etc. ), not only increase student learning but also help bridge the gap between school and â€Å"real life.† Experts are inclined also to believe that as much as most people believe that brain compatible strategies for learning should impact not just school-based scenarios but real life as well, the truth is that proponents of brain compatible strategies who teaches this system to teachers are advocating the use of not just school-based examples but also to use real life examples to teach the students how the lessons in school are actually usable as well in real life scenarios and not just limited to school experience.As T ate (2006) explained in her book about integrating brain compatible system in teaching inside the classroom, â€Å"a third way to gain student's attention is to connect the learning to real life. It stands to reason that if the brain was meant to survive in the real world, then the closer a teacher can get the instruction to the real world, the more memorable it becomes (Tate, 2006, p. 51). †Conclusion – The use of brain compatible strategies to teach students today has already garnered many followers, if not something that is already widespread, and people ask why such phenomena occurred. Brain compatible strategies are always changing, based on the changes happening on the target audience, and it is important that everyone is on the same page. Maybe the shift in the education paradigm has happened. Before when education was limited to a select few, the idea was to teach things that cannot be easily learned by sheer experience alone (i. e.technique in arts, formula in sciences, strategies in politics), but now educators are looking the reality that what the students needs is a good dose of traditional educational content and lessons which have practical application to assist in the refinement of the actions and reactions individuals make when faced with circumstances, using the knowledge transmitted and embedded in a child’s brain through the use of brain compatible strategies that closes the gap between school learning and real life learning. References Fisher, Robert (December 2005). Teaching Children to Think. Thornes Nelson.Karten, Toby J. (April 2007). More Inclusion Strategies That Work! : Aligning Student Strengths with Standards. SAGE Publications. Sousa, David A. (May 2003). The Leadership Brain: How to Lead Today's Schools More Effectively. SAGE Publications. Tate, Marcia L. (August 2006). Shouting Won’t Grow Dendrites: 20 Techniques for Managing a Brain-Compatible Classroom. SAGE Publications. Tracy, Kim (May 2000). Brai n Compatible Learning: Another New Program†¦ or Is It?. The Teachers. Net Gazette. Volume 1 Number 3. Retrieved June 14, 2008, from http://teachers. net/gazette/MAY00/bcl. html

Free Essays on Mexicos Treatment Of The Zapatista Revolutionaries

Mexico’s Treatment of the Zapatista Revolutionaries The EZLN(Zapatista National Liberation Army) members get their name from the revolutionary hero Emiliano Zapata who fought in the Mexican Revolution {1910-1921},73 years ago.The remebrance of Emiliano Zapata has faded into the history books . The people who heired to the betrayers of Zapata are headed by the Institutional Revolutionary Party and President Ernesto Zedillo. Now, the heirs to Zapata have come back to claim what is rightfully theirs, which are the rights of having their own land, fair voting rights, and the right to equal representation within political affairs. The EZLN is established among the indigenous people who live in and around the jungle in Lacondona, east of the high plains of Chiapas. Chiapas is a very poor area. 41% of the population has no running water. 34.9% don’t have electricity. 63% of the people live in one room houses for large families. 19% of the labour force doesn’t have income and 67% of the labour force live on only minimum wage. Article 27 promises Land Reform in the constitution, yet nothing has changed here. Northern Mexico has developed factories and has become more industrialized, while in the south, it has been left a wilderness. The EZLN fears that NAFTA (North America Free Trade Agreement will keep Chiapas more isolated and inderdeveloped. The Zapatista area has around 32 rebel groups who refuse to acknowledge the Mexican or local government. They send representatives to the council that is in charge of organizing the rebellion, the Clandestine Revolutionary Indigenous Commitee. This is organized through a delegate based democracy. Its made up of delegates of from each town. Its responsible for the politics and organization of the EZLN and its highest power. â€Å"So we decided that there is no way other than to organize and rise up like this in armed struggle. So we began to organize ourselbes like that, secre... Free Essays on Mexico's Treatment Of The Zapatista Revolutionaries Free Essays on Mexico's Treatment Of The Zapatista Revolutionaries Mexico’s Treatment of the Zapatista Revolutionaries The EZLN(Zapatista National Liberation Army) members get their name from the revolutionary hero Emiliano Zapata who fought in the Mexican Revolution {1910-1921},73 years ago.The remebrance of Emiliano Zapata has faded into the history books . The people who heired to the betrayers of Zapata are headed by the Institutional Revolutionary Party and President Ernesto Zedillo. Now, the heirs to Zapata have come back to claim what is rightfully theirs, which are the rights of having their own land, fair voting rights, and the right to equal representation within political affairs. The EZLN is established among the indigenous people who live in and around the jungle in Lacondona, east of the high plains of Chiapas. Chiapas is a very poor area. 41% of the population has no running water. 34.9% don’t have electricity. 63% of the people live in one room houses for large families. 19% of the labour force doesn’t have income and 67% of the labour force live on only minimum wage. Article 27 promises Land Reform in the constitution, yet nothing has changed here. Northern Mexico has developed factories and has become more industrialized, while in the south, it has been left a wilderness. The EZLN fears that NAFTA (North America Free Trade Agreement will keep Chiapas more isolated and inderdeveloped. The Zapatista area has around 32 rebel groups who refuse to acknowledge the Mexican or local government. They send representatives to the council that is in charge of organizing the rebellion, the Clandestine Revolutionary Indigenous Commitee. This is organized through a delegate based democracy. Its made up of delegates of from each town. Its responsible for the politics and organization of the EZLN and its highest power. â€Å"So we decided that there is no way other than to organize and rise up like this in armed struggle. So we began to organize ourselbes like that, secre...

Seperate Views of Architectural Design essays

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