Human Endocrine Physiology Assignment

Questions: 1) Explain why the endocrine system is regarded as one of the integrative systems of the body? What other physiological system also has this function?2) What is the difference between an endocrine, exocrine gland and a mixed gland? Give an example of each type of gland.3) What pancreatic tissues are involved in exocrine and endocrine secretions, outline their respective secretions.4) What is the difference between diabetes mellitus and diabetes insipidus? Outline the characteristic symptoms of diabetes insipidus?5) Outline the hormones secreted by the adrenal medulla? What are their respective functions?6) Why and what hormones produced by the adrenal gland are used in transplant patients? Answers: 1. The human endocrine system has integrative characteristics as the hormones generated by the endocrinal glands are the substances which act on a particular cell or tissue system at a distance and many others act in diverse body organs (Dubitzky, Southgate and Fuss, 2011). The human endocrinal system can obtain information from particular regions of the system ad can produce effects in the other areas. This system also provides functional assimilation for the body. The other physiological system which also has this function includes nervous system. The nervous system incorporates the system through a nervous network and connected to the peripheral and central neurons. The human endocrinal system integrates the system through hormones which travel through the blood circulation and are generated by the endocrinal glands. This designation is significant as both the nervous and endocrinal systems regulate and control biological functions and operate at distance obtaining information from different cells, tissues and organs and conveying efficient commands too tissues and organs, such as: hormones or nerve impulses and thus integrating the human system. 2. Endocrine gland Exocrine gland Mixed gland Secretions of the glands called hormones, collected by blood and contact the cells, tissues or organs through circulation Secretions of these glands are released through ducts externally into the intestinal lumen, mouth and skin. Have both endocrine and exocrine portions. Examples: pituitary gland, thyroid gland and adrenals Examples: salivary glands, sebaceous glands and gastric gland Example: seromucous gland, some sceretory cells are mucous and some secretory cells are serous. The cells of this gland secrete fluid intermediate varying between more thick mucoid substance and also watery substance (Goodenough, McGuire and Wallace, 2005). Pancreas is also an example of mixed gland. Ductless glands May or may not have ducts Pancreas secretes hormones within the blood circulation, for example: glucagon and insulin and also releases exocrine secretion, like: pancreatic juice. Discharge secretion directly to the blood Secrete enzymes Secrete hormones Secretion is directly poured at the action site or reaches the end Control long term function Control short term function 3. Pancreatic tissues are involved in endocrine and exocrine secretions. The exocrine secretion of pancreas is generated within the pancreatic acini. These are the aggregates of secretory cells, which surround tiny exocrine ducts. The exocrine cells of pancreas release digestive enzymes of pancreatic juice: trypsin, chymotripsin, amylase, carboxypeptidase, lipase, elastase, gelatinase, deoxyribonuclease and ribonuclease. The endocrinal secretion of pancreas is generated and secreted by tiny cell groups dispersed throughout organ, known as islets of Langerhans. These cells make somatostatin, glucagon and insulin. Several hormones take part in the carbohydrate metabolism regulation. Four of these hormones are secreted by islets of Langerhans within the pancreas: 2glucagon and insulin with major functions on the metabolism of glucose and 2pancreatic polupeptide and somatostatin with adjusting actions on glucagon and insulin secretion (Freeman, 2007). Other hormones that affect the metab olism of carbohydrate include: growth hormone, glucocorticoids, epinephrine and thyroid hormones. All these hormones are polypeptides. Insulin is released by beta cells, whereas, other hormones are produced by gastrointestinal mucosa. Both glucagon and insulin are important in carbohydrate regulation, lipid and protein metabolism. 4. Diabetes mellitus is said to be the disease reasoned by poor secretion of insulin by the pancreas or by damaged capturing of insulin by the cells. Diabetes insipidus is said to be the disease brought about deficient secretion of anti-diuretic hormone by pituitary gland or by damaged kidney sensitivity to this anti-diuretic hormone (Scobie, Samaras and Campbell, 2009). Hence, in a nutshell, diabetes mellitus is said to be a condition where an individual is suffering from high level of blood sugar and diabetes insipidus is a rare condition, which causes excessive thirst and frequent urinatiom and that is because of inadequate anti-diuretic hormone production by hypothalamus. Urination is less common in diabetes mellitus. In diabetes insipidus blood lacks anti-diuretic hormone and therefore, tubular water resorption is diminished within the kidneys and huge amount of urine is generated. Diabetes insipidus affected patients urinate extensively and frequently in a day (Parker and Parker, 2004). This indication can also present by polydipsia and by dehydration. Polydipsia is the condition while patient feels very thirsty and rise water ingestion (Shapiro, 2013). Other signs include wanting to get up to urinate during the night time, which is also termed as nocturia and bed-wetting. 5. The medullary region of adrenals exudes catecholamine group hormones, these are: adrenaline (epinephrine) and noradrenaline (norepinephrine) (Fox, 2013). Apart from their hormonal functions noradrenaline and adrenaline work as neurotransmitters. The neurons which utilize them as neurotransmitters are termed as adrenergic neurons. Adrenaline augments the process called glycogenolysis that means transformation of glycogen into glucose and thus raising basal metabolic rate and glycemia of the system. Nor adrenaline and adrenaline are secreted during risk situations, for example: flight response and these hormones strengthen the heartbeat rate and selectively adjust blood irrigation within some tissues by selective vasoconstriction and selective vasodilation. By the process of vasodilation these hormones increase blood supply towards the brain, heart and muscles and by vasoconstriction these hormones reduce the supply of blood to the kidneys, gastrointestinal tract and skin. Noradrenaline and adrenaline which promote vasoconstriction and vasodilation are known as vasoactive substances. 6. Glucocorticoids are used in transplant patients. These patients have a tendency to host versus graft rejection as their immune system has a propensity for attack the grafted organs. This is because of grafted tissue recognition as foreign substance. To treat and prevent this complication patients are administered with immunosuppressant or glucocorticoids. Glucocorticoids have immunosuppressant activity and therefore they diminish the antagonism of immune system against graft. Nevertheless, immune action is very important for individual. The immune system protects the human system against infection and invasion by pathogens, such as: bacteria, virus, and toxins. Individuals administered with immunosuppressant like glucocorticoids are under the risk of neoplastic and infectious diseases. References Dubitzky, W., Southgate, J. and Fuss, H. (2011).Understanding the dynamics of biological systems. New York: Springer. Fox, S. (2013).Human physiology. New York, NY: McGraw-Hill. Freeman, H. (2007). Pancreatic endocrine and exocrine changes in celiac disease.WJG, 13(47), p.6344. Goodenough, J., McGuire, B. and Wallace, R. (2005).Biology of humans. Upper Saddle River, NJ: Pearson Prentice Hall. Parker, J. and Parker, P. (2004).The official patient's sourcebook on diabetes insipidus. San Diego, CA: ICON Health Publications. Scobie, I., Samaras, K. and Campbell, I. (2009).Diabetes mellitus. Abingdon, Oxford, UK: Health Press. Shapiro, M. (2013). Diabetes Insipidus: A Review.Journal of Diabetes Metabolism, s6(01).

THE ELEMENT OF SATIRE WITH RESPECT TO CHAUCERS Essay Example For Students

THE ELEMENT OF SATIRE WITH RESPECT TO CHAUCERS Essay CANTERBURY TALESTHESIS:THE ELEMENT OF SATIRE WITH RESPECT TO CHAUCERS CANTERBURY TALESIt is human nature to laugh when an event goes wrong or to make a mockery of an all too serious person. But what if authors had the power to use this instinct within humans to drive a point across? In fact they do and they call this literary toolsatire. Many authors have used this tool as a backbone in their writings; others have only managed to throw in elements of satire here and there. However, there was one author who had mastered this literary tool, and who could use it to the extremes. He had the ability to use it as playfully and lightheartedly as if to just tease. But, in an instant, he could use it to denigrate a person and ruin all that was left of their self-dignity. His name was Geoffrey Chaucer and his weapon of choice, satire. We will write a custom essay on THE ELEMENT OF SATIRE WITH RESPECT TO CHAUCERS specifically for you for only $16.38 $13.9/page Order now Satire is one of the most effective ways of writing. It allows the writer to use his imagination to the fullest and be as malicious as he deems necessary, yet not cause the reader to leave in disgust (Highet 242). Satire is a form of literature that readers expect to find some form of profound ideas. However, with satire comes a variation of the truth. While satire is grounded in truth, it is a tainted form. Distorted by the writer as a way of expressing an idea (Highet 234). It is not quite certain where the origins of satire started, but most believe that it was the Romans to first coin the term satire (Highet 24). Satura, meaning dish of mixed ingredients (HTTP://WWW.GALENET.COM/SERVLET/DC). Two men that could be credited with the title of The Grandfathers of Satire are the Roman poets Horace and Lucilius who wrote volumes of poetry, which included their own views on world politics, social fads, and the characters of their friends (Highet 24). Now, one must ask oneself why would an author choose to write in satire? Possibly it was personal grudges (Highet 238). Or another reason may be to state an ideal. In this case, the satire is not just to belittle a particular idea, but also to send a warning as an example (Highet 243). Other reasons for a satirist include, their personal feeling of inferiority or the desire to better society (Highet 240-241). Chaucer was as straightforward as a man can get (Wagenknecht 72). He saw the world as a down to earth fellow who was regarded as sweet (Wagenknecht 141). Being the son of a vintner (victuallers were the peace party), he did not approve of war except that with a religious cause (Wagenknecht 56).It is said that Chaucer would naturally take and present the most unfavorable view of the clerical body, and a correspondingly favorable one of the military (Wagenknecht 56). This is why he is so critical of the Pardoner and Summoner who represent the church. This also explains why he holds the Knight with such high regard. Even though Chaucer wrote with much vulgarity towards the church it is important to note that Chaucer was indeed religious and a Christian at that (Wagenknecht 130). This becomes more evident when looking at how he satirizes the Wife of Bath in the following lines:From the Wife of Baths general prologueIn the whole parish there was not a womanWho dared precede her at the almsgiving,And if there did, so furious was she,That she was put out of all charity. (Wright 27)These lines illustrate how the Wife of Bath seems to be the first at the altar, and if she is not she becomes jealous of the other women. The Wife of Bath tends to represent herself as a woman who uses sex as a means of taking in husbands then holding them for their money, land, or even titles (Wagenknecht 99). Chaucer sees these faults clearly, and his saturations become a criticism, which hold that of Christian morals and principles (Wagenknecht 99). .u77494f281ab65947bf1ae9eef59e93e3 , .u77494f281ab65947bf1ae9eef59e93e3 .postImageUrl , .u77494f281ab65947bf1ae9eef59e93e3 .centered-text-area { min-height: 80px; position: relative; } .u77494f281ab65947bf1ae9eef59e93e3 , .u77494f281ab65947bf1ae9eef59e93e3:hover , .u77494f281ab65947bf1ae9eef59e93e3:visited , .u77494f281ab65947bf1ae9eef59e93e3:active { border:0!important; } .u77494f281ab65947bf1ae9eef59e93e3 .clearfix:after { content: ""; display: table; clear: both; } .u77494f281ab65947bf1ae9eef59e93e3 { 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; } .u77494f281ab65947bf1ae9eef59e93e3:active , .u77494f281ab65947bf1ae9eef59e93e3:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u77494f281ab65947bf1ae9eef59e93e3 .centered-text-area { width: 100%; position: relative ; } .u77494f281ab65947bf1ae9eef59e93e3 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u77494f281ab65947bf1ae9eef59e93e3 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u77494f281ab65947bf1ae9eef59e93e3 .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; } .u77494f281ab65947bf1ae9eef59e93e3:hover .ctaButton { background-color: #34495E!important; } .u77494f281ab65947bf1ae9eef59e93e3 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u77494f281ab65947bf1ae9eef59e93e3 .u77494f281ab65947bf1ae9eef59e93e3-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u77494f281ab65947bf1ae9eef59e93e3:after { content: ""; display: block; clear: both; } READ: The Causes Of The Great Depression EssayThough Chaucer was a man of religious standards he is also a man of tolerance (Wagenknecht 61). He knew all too well that he was, in fact, not perfect. And when he chooses to satirize the Monk he holds this into account. It then becomes clear how Chaucer was a person who saw the faults of people, but was able to look past it if the intent of the character was good:From the Monks general prologueI noticed that his sleeves were edged and trimmedWith squirrel fur, the finest in the land. For fastening his hood beneath his chin,He wore an elaborate golden pin. (Wright 13)These lines describe how the Monk was dressed which was very much out of the normal attire assigned to monks at that time. The Monk is a man who does what he wants with no regard for the church in which hes pledged his soul. Chaucer satirizes the Monk rather lightly compared to other criticisms. And what it amounts to would be a slap on the wrist, this is because Chaucer realizes the Monk has done wrong, but he is not hurting anyone. The Pardoners and the Summoners descriptions are more serious. This is due to the fact that Pardoner and the Summoner are more opportunistic than any other pilgrims. The Friar fits in with them but he is also not nearly as bad. Chaucers satire becomes more insulting and less joking when he writes about the Pardoner and the Summoner. This is to show his extreme disgust for the two. From the Pardoners general prologueThis pardon-sellers hair was yellow as wax,And sleekly hanging, like a hank of flax. In meagre clusters hung what hair he had;Over his shoulders, a few strands were spread,But they lay thin, in rats tails, one by one. As for a hood, for comfort he wore none. (Wright 39)From the Summoners general prologueWhose face was fire-red, like the cherubim;All covered with carbuncles; his eyes narrow (Wright 37). In both descriptions, Chaucer paints a picture of these men who are less than men, as disgusting as he can conceive. He loathes the two because they work and travel together. The Summoner produces false summons, while the Pardoner sells forged pardons. Chaucer makes them the epitome of all that is evil. His description of the Pardoner and his hair allows the reader to make the connection between him and that of a rat, an animal often associated with being very devious. Chaucer has endless amounts of satire usage in his works. As if spades up a card players sleeve, Chaucer can play his card at anytime. He truly uses all his imagination developing the characters and their approach to life. It becomes more apparent than not how Chaucers principles and standards affect his writing. Satire is not the greatest form of literature but one of the most energetic and memorable forms (Highet contents: ix). This becomes ever so clear in Chaucers writings. For he has the ability to make the reader laugh and cause him to think at the same time. He did not care for the reviews of others, he wrote on his own time.He was confident with himself in every aspect (Wagenknecht 72). Chaucer was a jolly old man who loved to make people laugh. BIBLIOGRAPHYHIGHET, GILBERT. THE ANATOMY OF SATIRE. PRINCETON: PRINCETON UP, 1962. WAGENKNECHT, EDWARD. THE PERSONALITY OF CHAUCER. NORMAN: UNIVERSITY OF OKLAHOMA PRESS, 1968. WRIGHT, DAVID, ED. THE CANTERBURY TALES. GREAT BRITAIN: OXFORD UP, 1985. SATIRE. GALE GROUP. DEC. 2000. MERRIAM-WEBSTERS ENCYCLOPEDIA OF LITERATURE 1995. NOV. 27 2001.

What Is a Perfect Square

What Is a Perfect Square SAT / ACT Prep Online Guides and Tips What is a perfect square? How do you know if a number is a perfect square? In this article, we’ll define perfect squares, provide a list of the first 25 perfect squares (and the integers that make them up), and teach you how to tell if a number is a perfect square. What Is a Perfect Square? A perfect square is a number that can be expressed as the product of two equal integers. What does that mean? Basically, a perfect square is what you get when you multiply two equal integers by each other. For instance: $$5 * 5 = 25$$ 25 is a perfect square because you’re multiplying two equal integers (5 and 5) by each other. You can also express $5 * 5$ as $5^2$. That’s where you get the term â€Å"perfect square† List of Perfect Squares Here’s a list of the first 25 perfect squares. A hint: if you want to create a perfect square, simply square an integer! Square Integers 1 $1 * 1$ 4 $2 * 2$ 9 $3 * 3$ 16 $4 * 4$ 25 $5 * 5$ 36 $6 * 6$ 49 $7 * 7$ 64 $8 * 8$ 81 $9 * 9$ 100 $10 * 10$ 121 $11 * 11$ 144 $12 * 12$ 169 $13 * 13$ 196 $14 * 14$ 225 $15 * 15$ 256 $16 * 16$ 289 $17 * 17$ 324 $18 * 18$ 361 $19 * 19$ 400 $20 * 20$ 441 $21 * 21$ 484 $22 * 22$ 529 $23 * 23$ 576 $24 * 24$ 625 $25 * 25$ How to Tell If a Number Is a Perfect Square You can tell if a number is a perfect square in a couple of different ways. First of all, if you create a square by multiplying two equal integers by each other, then the product is a perfect square. So, $1 * 1$ is a perfect square. So is $10 * 10$ and $1,000 * 1,000$. You can also tell if a number is a perfect square by finding its square roots. Finding the square root is the inverse (opposite) of squaring a number. If you find the square root of a number and it’s a whole integer, that tells you that the number is a perfect square. For instance, the square root of 25 is 5. The square root of 26 is not a whole integer. So, 26 is not a perfect square. Key Takeaways: Understanding Perfect Squares A perfect square is a number that can be expressed as the product of two equal integers. You can tell if a number by finding its square root and seeing if that square root is a whole integer. What's Next? Getting ready to take the ACT? We have a list of31 formulas you must know to conquer the ACT. Taking the SAT instead?Here’s a list of our favorite SAT Math prep books that will help set you on the path to success. Looking to brush up on your fundamental algebra skills?A good place to start is mastering systems of equations.

Social policy development for the aged in the modern day context Dissertation

Social policy development for the aged in the modern day context - Dissertation Example Over the past couple of decades, the senior citizens have become contributing members of the society in their own way (Chung, McLarney and Gillen, 2008). The complete change in the perception about the elderly in the past few decades warranted for a change in the way policy makers devised policies to meet their meets. In 2002, under the aegis of United Nations, the Second World Assembly was conducted in Madrid and the Madrid International Plan of Action on Aging was declared. The conference proposed a strong plan for providing social care and social development for the elderly, and for providing supportive environments for the same (DESA, 2002). This plan forms the basis of several countries own policies. Though the awareness regarding the need for a social policy for the elders is a recent development, many nations have already formulated policies regarding this. For most developed nations, these policies for the elderly revolve around improving the social status that the senior cit izens have and ensuring that they continue to function at their optimum (Voit and Vickers, 2012). Policies continue to focus on their safety and healthcare, but also endeavor to enhance participation in cultural and social activities. The overall aim is therefore to improve the quality of life for the elderly members of the society. Most nations like the United States and Canada have active Elderly Assistance Programs that function with the help of the government and the non-governmental organizations and help provide a supportive environment to the elderly citizens (Litwin, 2000).On the other hand, in the developing nations, such policies are in a nascent stage only. However, much of the policymaking related to the aged is undertaken in a normative manner with the government paving the way to develop new benefits or incentives for the elderly in a bid to make their life more comfortable. There appears to be little focus on understanding the perceptions of the elderly and their opin ions on what social policies related to them need to imbibe. The current research therefore endeavors to fill this gap by exploring the perceptions and opinions of the elderly and hence to present an assessment of their needs from their perspectives. The following research questions will guide the research: Research Questions 1. Are the senior citizens of XYZ satisfied with the quality of social policy aimed at them? 2. What are some of the changes that are needed for social policy so that the needs of the older citizens are adequately met? Literature Review A review of the available literature has highlighted the fact that The Elderly Assistance Programs of several countries are found to have become more and more responsive to the needs of the overall development of the seniors (Everard et al 2000). For example, in the European Union (EU), several innovative policies have been implemented that provide for the elderly to engage themselves more with their lives. Countries in the EU p rovide facilities that enable the elderly to have free or subsidized access to the cultural institutions. Also, there are several initiatives and programs that the elderly can participate in or lead, like the EU environment care programs that

American vs. UAE Culture Essay Example | Topics and Well Written Essays - 1000 words

American vs. UAE Culture - Essay Example The culture of this country has unique social and cultural characteristics, which include dialects, music, art, social habits, cuisine, and folklore. This has made the country unique and diverse ethnically and racially. One major contributing factor was the large-scale immigration from many different countries through the history of the country (Graham, 2008). The major influencers of American culture came from the British. That is, English, Scottish, and Irish settlers who colonized the colonial America. This contributes greatly to the spread of English language, the legal system, and the cultural inheritances. It resulted to formative influence. The rest of the influences came from Germany, France, and Italy. The culture of America encompasses both liberal and conservative elements. The country also has military and scientific competitiveness, political structures, and risk taking expressions. This has challenged me in a great way and I have always admired this culture. Their polit ical structures are accommodative of the foreign investors who contribute in large scale in the USA economy. Their political structures have influenced the world over and play a major role to determining and overseeing that democracy and peace have been maintained in the world. I am a great advocator of democracy and I feel that the will of the majority of these people should be respected. In this country, I would feel free to interact with various business people who have been my mentors (Marsden, 2006). The American culture is also characterized by consistent ideological principles such as individualism, egalitarianism, and faith in freedom and democracy. The culture is also shaped by the variety of expressions due to the countries lager geographic scale and demographic diversity. The culture is also flexible and it is highly symbolic. It has invited researchers to research on it and most of them have found out that the culture is mythic. They mean that the culture of this country is a mystery that is yet to be unveiled. Other researchers say that the culture is exceptionalism (Neil & Kean, 1997). The culture also includes some principles, which evolved from the Native Americans including other cultural and ethnic subtitles. The dominant of these cases is the inclusion of the culture of African Americans and different cultures from Latin Americans. These cultures are highly exported to the modern world through mass media such as television, which are the greatest influencers in the modern world. Other influencers have been radio, music and books (Plotnicov, 1990). There is no official language in the US but 30 federal states have passed a legislation, which makes English the official language. However, the culture of this country accommodates other foreign languages. There are 891 different languages spoken in this country Spanish being the second language spoken by many people. I am conversant with the English language and this would not pose a threat when I go there to do business. Being from United Arabs Emirates, the dominant religion in my country is Islam. The Muslim people are mostly conservative in their culture and like to uphold what they believe in. However, the religion of America is mostly Christian. This has shaped the country a lot in terms of their attitude. Majority of the Americans claim that religion played an important role in their lives. This is according to Pew Global Attitudes Project, of

Reflective essay behaviour management

Reflective essay behaviour management The purpose of this paper is for prospective teachers to reflect on major issues that are associated either with positive or negative behaviour management. I have chosen to focus on the topic of behaviour management problems in a classroom setting, based on the particular experiences of an eight-year-old Afro- French boy called Dean, who grew up in a two-parent household in an urban neighbourhood. The case scenario presented in this assignment took place at The Kingston Primary School in London  [1]  where I did my eight week school placement. The observation took place in a third grade classroom, which consisted of about 26 pupils. The first question that this raises is why focus on behaviour management problems? The answer lies in a multitude of observations I have made in most schools I have worked in. Educators face a variety of challenges in the classrooms. Behaviour management is a major issue they are confronted with. Disruptive pupils are ubiquitous in a classroom setting. These pupils come to school with all sorts of emotional and behavioural problems ranging from defiance, attention deficits, aggression and hyperactivity, resistance to authority, temper tantrums and low motivation, which may cause them to be inattentive during lessons. No matter how well organized, interesting or thought- out a lesson is, it is difficult to hold their interest. Inappropriate behaviour is dealt with by using different methods of interventions to promote development and learning opportunities which enhance pupils self-control while promoting their positive achievement. The incident was as follows: Mrs Bucks has been a teacher at the school for 30 years. Dean, one of her pupils has a reputation for disrupting lessons. Whenever the whole class is on the mat, Dean has difficulties paying attention so he distracts himself with looking about the classroom instead of at the teacher or Smartboard. When a topic captures his attention, he is very alert and interrupts the lesson by shouting out the answer, mainly because he is too impatient to wait for his turn. Mrs Bucks is firm with him and disciplines him as a result of his behaviour. She sternly tells him to go move his name onto the Red Light Traffic System from the Green Light Traffic System. Annoyed she adds Dont you ever learn to raise your hand? With his head down he does what he is told, and calls her a stupid cow under his breath. Several of his peers hear this and giggle. Unfortunate for him, Mrs Bucks hears him too and sends him to stand outside in the corridor. In addition she angrily says I ha ve had enough of you, I do not think I want you in my class anymore. Defeated the boy walks out of the class with his head hung even lower. Dean disturbed the class with his hyperactivity. Surprisingly enough his inability to behave did not come into conflict with his academic performance. He was a very intelligent boy, and he proved this in oral and written work. He also was placed in the high attainer group. Different teachers interpret a child ´s action as a breach of discipline depending on who misbehaves, where it happens, when the incident took place, why it happened and so on. Age, class, gender and ethnicity may also play a role in judging the incident. Steed, Lawrence and Young (1983) suggest that educators perceive the incident more seriously if the pupil ´s misbehaviour recurs on a regular basis. (Watkins Wagner, 1987; pg 9). Although Mrs Bucks shouted a lot to get the children ´s attention, she was not quick to discipline her other pupils as often as she did Dean. In an attempt to explain why her pupils misbehave Mrs Bucks said Back in my day corporal punishment was used to keep pupils in place. Children had more respect then. That explanation gave me an insight into her personality. She had lower tolerance for him and labelled him as one of her problem children Was it an urgent need to try to cope and carry on with school life although she feel powerless with using the school disciplinary system? After 30 years of teaching, and with retirement looming, she openly admitted that she was ready to start a new chapter in her life. Unfortunately the strategies where largely ineffective as evidenced by the fact that Dean repeated the same disruptive behaviour every time he was under Mrs Bucks supervision. Some pupils are definitely harder to manage than others but teachers have to stay calm at all times. Pupils bring their own diversity into the classroom. Mrs Bucks should have regained her composure before she responded to Dean. Secondly she should have avoided humiliating, intimiding and isolating him from the rest of the class. Mrs Bucks is a very good teacher but the vital key that she was missing was building relationships with Dean. I had a feeling that after she had labelled him as a problem child she treated him thus. Disciplinary systems are applied in the classroom setting by educators in order to enable effective teaching and learning. Maintaining good discipline controls student behaviour which leads to the establishment of a healthy learning environment. In 1987, the Secretary of State Lord Elton, created a legislation (Discipline in schools, Reports of Committee of enquiry) for classroom teachers who were facing difficulties in the area of discipline (Adams, 2009).The publication of the Elton Report on Pupil Behaviour was altered however in 2005, by Sir Alan Steer who conducted a review (Learning behaviour) which put emphasises on how the quality of learning, teaching and behaviour in schools are inseparable issues (Ibid). The legislation was guidance to schools on procedures to overcome disruptive behaviour, which includes mild behaviour (interrupting the teacher, entering the classroom late) and aggressive behaviour (bullying and verbal/physical abuse) (Blandford, 1998). The legislation al so advices each school to formulate a whole school plan that includes a code of behaviour that encourages students to develop a strong sense of personal responsibility towards others and towards attending and participating in classes on a regular basis. The legislation emphasizes the role parents play in moulding the attitude which produces good behaviour in school, therefore it is very important that educators, parents and pupils communicate and work together on a regular basis (National Educational Welfare Board). Reacting to a students disruptive behaviours seems to have the effect of reinforcing that behaviour. This is evidenced by the strategy implemented a couple of days later when a substitute teacher, Mrs Hartbrot, takes over the class for the duration of the morning. The very first thing she did when all the pupils sat on the carpet was place Dean at the very back where he did not come into contact with any one of his peers. He was fidgeting about, shouting out answers, moving the nearby chairs about, but he got no response from her, so eventually he calmed down. Mrs Hartbrot took the time to understand Deans behaviour. As a result, she was in a better position to avoid or prevent any negative behaviour. Even when he shouts out the answer she praises him for saying the correct answer but will kindly remind him that he should raise his hand or if it recurs too often he is ignored, but once he actually raises his hand he is praised for it. Many teachers would agree that to prevent misbehaviour is by encouraging good behaviour. Certain behaviours are not harmful to others but rather annoying for educators, but they should take the time to decide whether or not to intervene or not. (Wright, 2005) Looking at Dean ´s home situation might explain a few things about him. Dean lives with both of his parents and 3 siblings, 2 older brothers and a baby sister. His father works and his mother is a housewife. Often he would come to school in the morning exhausted and bragging about how he spent the night playing with the Wii box accompanied by his teenage brothers or how his new puppy would cry all night so he would have to comfort him. It is questionable whether he suffers from middle child syndrome, a syndrome which generally arises when parents give the oldest and youngest child more attention than the middle child. Could lack of attention or sleep be the root cause of the problem? Whatever the case, Mrs Bucks could have diffused his inappropriate behaviour by meeting his needs. In 2005, the psychologist David Wright drew on the theories of Abraham Maslow to explain personality and human motivation. Maslow developed a theory called the hierarchy of human needs which include general types of needs such as physiological, safety, love, and esteem that need to be met. As long these needs are met, individuals can move towards growth and towards self-actualization. Maslows ideas can be applied to the classroom. Maslow would probably explain Dean ´s behaviour as seeking to fulfil the need to feel safe. The behaviourist strongly believes that humans are good hearted and that instead of making violence (or lying, stealing and cheating) they want love and peace. Violence is only used when their human needs are hindered. By Mrs Bucks saying that she does not want him to be part of her class anymore she excluded him, making him feel alone, unaccepted, and unsafe. That sense of belonging was thwarted. One of a teachers main responsibilities is to make a pupil feel safe and comfortable in their environment and she emotionally or physically abandoned him, leaving him to feel unloved and unworthy. Although he did wrong, belittling him in front of his peers was not necessary. Regardless of any behaviour issues, the boy should still have the feeling that he is a valued part of the class, that he is unique, respected and appreciated. Naturally children who experience traumas such as sexual/physical/ verbal abuse, neglect or in some cases those that are victims of war may experience a blockage in their mind that prevent them from functioning normally(Wright, 2005). Many children who are unhappy fail to inform us what is troubling them; instead they show us through their behaviour that they are unhappy, scared or troubled about something. Is Dean ´s constant disruptive behaviour a cry for help? Behaviourists, B.F. Skinner and Albert Bandura, also established different theories on the learning behaviour of human beings: the theoretical perspectives of O perant Conditioning Theory developed by B.F. Skinner and Social Learning Theory developed by Albert Bandura. The behavioural theory, which was promoted by Burrhus Frederic Skinner (originated in the first part of the 20th century), indicates that a persons behaviour is influenced by the environment. This is called operant conditioning, which is based on the idea that actions taken by a person have consequences, which can either result in reinforcement or punishment. The concept of reinforcement is rewarding desired behaviour with a stimulus (sweets or money) and this process encourages behaviour to be repeated. On the other hand, undesired behaviour is punished (McLaughlin Muncie, 2006). Skinner demonstrated the idea of operant conditioning through experiments involving animals (rats, dogs and pigeons) in which they were taught to respond by using food as positive reinforcement as a result of the response. In this way he trained or shaped animals into what he wanted them to become. Skinner transferred this knowledge to explain human behaviour. Unlike animals, however humans have the freedom to make choices of their own and can choose not to be easily manipulated. The main weakness in Skinners behaviourist model is the dismissal of the human variable. In Beyond Freedom and Dignity the psychologist (1972) reduces behaviour strictly to stimulus and response. Skinner fails to acknowledge that human beings have thoughts and feelings that influence them to react the way they do in certain situations. In Deans situation Skinner would have probably claimed that his behaviour was reinforced by his peers giggling, and that punishments would discourage from such misbehaviour in the future, but that was not the case. Dean got himself into trouble on a daily basis, and mostly for the same reasons such as interrupting lessons by being disruptive, defiant, and disrespectful. The boy was repeatedly disciplined whether it was moving his name on the Red/Green light traffic syst em, missing out on his break, or standing in the corridor. In the course of my eight week placement it appeared that he was becoming more and more rebellious with each punishment that he received. I realized that he was experiencing a sense of a sense of low self-esteem and worthlessness after he had been sent into the corridor. After the incident I approached him to see how he was doing and he told me he wanted to be moved into another classroom. Clearly, he knew he was not wanted and may have acted the way he did so that his chances of being moved into a new classroom were higher. He was hoping to receive some type of response, and he did although it was in the form of punishment. Dean was definitely seeking attention. At the age of four, D was diagnosed with Attention Deficit Hyperactivity Disorder (ADHD). For that reason he was identified as a perfect candidate for an Individualised Educational Plan (IEP).The rude disruptive behaviour was unjustifiable, for children should know that all people should be treated with respect. However, if Mrs Bucks had taken the time to accept that he learns differently, and accommodated the differences, like Mrs Hartbrot did, she could have avoided the situation from escalating. All she saw was a child who failed to respond to her behaviour management methods and whose misbehaviour persisted over time. ADHD is also known as minimal brain dysfunction or hyperactivity. ADHD is a common behavioural disorder, which is recognized as an important social-medical problem among children but also found in adolescents. An estimated 3% to 5% of school aged children are diagnosed with the disorder, but boys are more likely to be affected than girls (Porter, 2003). Hinshaw (2000) states that having ADHD leads to a lack of emotional regulation, poor judgement, lack of organisational skills, problems with self-monitoring, a high rate of accidental injuries, impaired relationships with peers and family, emotional difficulties including depression and anxiety, and learning difficulties such as poor phonological awareness (despite having average intellectual abilities overall) (Porter, 2003; 152). Neuropsychological researchers imply that the cause of ADHD could be the result of family environment, the mothers health during pregnancy or genetic processes in the body. The use of medication such as Ritalin is an intervention that is used to help reduce the severity and frequency of challenging behaviour. Due to side effects (loss of appetite, nausea and headaches) other forms of non- medical intervention such as behavioural therapy or Individual Behaviour Plan (IBP), are also used to discipline behaviour with controlling discipline methods (Porter, 2003, Wright 2005). Skinners idea of negative and positive reinforcement is used in these therapy sessions by therapists to help patients overcome maladaptive behaviour. (Rabiner, 2010) Wright (2005) states that ADHD is not a learning disability but it will limit the childs school performance. The child may say something hurtful or act before s/he thinks about the consequences of her/his actions. Southall (2007, pg. 64) claims that often teachers, physicians and parents misdiagnose children with ADHD. They tend to forget that behaviour is a result of adapting to their environment they live in and things that they experience. Along with genes researchers believe that environmental factor contribute to children`s mental health. Southall (2005) suggests that in the 21st century there is a decline in families spending time together. Parents seem to have less time to monitor or teach their offspring. Parental involvement and lack of communication is affecting many families. Children are not encouraged to play outside anymore instead many hours are spend with the children glued on video games, on the computer or television screen, which with their fast pace tend to overlo ad their senses. It is not surprising then that their ability to focus in school is limited and that they have short attention spans. The brain gets used to being overstimulated by the flickering lights and the loud noises and fast moving action on the screen. By comparison school life is boring so they seek to create the same level of stimulation by being hyperactive and impulsive. (Southall, 2005) Banduras Social Learning Theory, also called observational theory, derives from Skinner ´s learning theory. The theory states that children learn by observing then imitating their models (peers, parents and teachers). In many cases children imitate their models, even behaviour that the latter would like to discourage such as smoking or cursing. Children are constantly learning whether it is good or bad behaviour by observation. Unlike the counterpart theory the learner has a more active role and it singles out self-regulation in explanation of behaviour. Rosenthal and Bandura (1987; 80) acknowledge in their theory that learning occurs through direct experience; a large body of research across different contexts and populations has supported the idea that observation of others influences individuals self-referent thoughts. Lickona (1991) points out that teachers should be role models, who exemplify the qualities they wish their pupils to follow such as responsibility, tolerance, fai rness, honesty and respect. (Earl, 2008) When trying to explain why Dean was disrespectful one has to consider his peers and the adults that influence him. If he is treated with little or no respect, he will probably not know how to treat others with respect. If for example his father or his siblings dismiss him as unimportant or belittle his mother, he too will see no wrong in disrespecting women in general. He needs someone to display good character, but if his teacher also belittles him, then the message that he gets is that it is fine to behave in that manner. Basically all children look to teachers who are fair, who admit when they are wrong and who are honest; all these qualities are ones that can be easily imitated by children. The influence of teachers can be life changing or damaging. Behaviour will always be an issue of concern, but it is our job as teachers to establish a supporting and trusting relationship with our pupils and their families in a collaborative manner. Only by promoting pupil`s self control and self esteem teachers can positively influence their learning, well being and academic achievement. Word count: 3,213

Love and Emily Dickinson Essay example -- Biography Biographies Essays

Love and Emily Dickinson I am going out on the doorstep, to get you some new—green grass—I shall pick it down in the corner, where you and I used to sit, and have long fancies. And perhaps the dear little grasses were growing all the while—and perhaps they heard what we said, but they can't tell! – Emily Dickinson to Susan Gilbert Dickinson (L 85, 1852) Seventy-five years after the 1890s publication of the premier volumes of Emily Dickinson's poetry, critics still squabble about the poet's possibly lesbian relationship with her sister-in-law, Susan Huntington Gilbert Dickinson. Indeed, the specifics of Dickinson's relationship to Susan are ambiguous at best. All of the critical attention that her mysterious sexuality receives reflects our culture's urge to sectionalize great literary icons into our own personal niches, thereby absorbing them as our â€Å"group's† own voice. The poet, not the poetry, assumes the center of the discussion. The critics, whether arguing for or against a lesbian interpretation of the famed couple, are like two disgruntled neighbors arguing over a tree known for its particularly incendiary wood. They no longer focus on this evergreen's innate beauty but, rather, on whose property it resides and who has the right to cut it down to ignite their cause. In all actuality, we will never know the tr uth about the pair's physical relationship; the evidence is too ethereal to assume a definable substance. And, in part, this predictable public response motivated Susan Gilbert's reluctance to release Dickinson's poems and letters after the poet's death. Emily Dickinson's life has been thoroughly explored by scholars and critics. Her extensive correspondence with all of her family and frien... ... longing for another, which transcend physical intimacy. Emily Dickinson's eloquent, overwhelming, consuming desire for a true companion is expressed as intensely in her words as it is felt in our souls. Works Cited Hart, Ellen Louise. â€Å"The Encoding of Homoerotic Desire: Emily Dickinson's Letters and Poems to Susan Dickinson, 1850-1886.† Tulsa Studies in Women's Literature 9 (1990): 251-72. Koski, Lena. â€Å"Sexual Metaphors in Emily Dickinson's Letters to Susan Gilbert.†The Emily Dickinson Journal 5.2 (1996): 26-31. Sewall, Richard. The Life of Emily Dickinson. 2 vols. New York: Farrar, 1974. Smith, Martha Nell. â€Å"The Belle of the Belle of Amherst.† Harvard Gay & Lesbian Review 3.1 (1996): 25-27. â€Å"Susan and Emily Dickinson: Their Lives, in Letters.† The Cambridge Companion to Emily Dickinson. Ed. Wendy Martin. Cambridge: Cambridge UP, 2002. 51-73.