Month: March 2019
Donna Hendrix Autobiography
Introduction
I am a member of Association of Women's Health, Obstetric, and Neonatal Nurses (AWHONN). AWHONN is an association that improves the care and outcomes of mothers and infants. I attend the AWHONN convention yearly. I share my knowledge with other nurses as well as learn from them. This last year I reviewed over 50 research projects in the poster room during the convention.
I attended a class on Nurse Staffing Research: Update on Findings and Clinical implications this addressed staffing in labor and delivery and postpartum areas. Some of the other classes I attended was Intrapartum Mythbusters: Test Your Bedside Cred, Labor Support for Every Woman: Changing Unit Culture, The Challenges of Hurricane Katrina: Nursing Care, Leadership and Teamwork, Our Journey to a Healthy Work Environment, In Defense of Nurses: Legal Issues in Obstetrics, Nursing “ The Future is Ours, Research Symposium: Findings from AWHONN Grant Recipients, Poster Sessions (research projects done in the different states), Providing Culturally Competent Healthcare for the LGBTQ Patient, and Understanding Maternal and Fetal Oxygen Transport: Tools to Guide Methods of Intrauterine Resuscitation. I use AWHONN to look at evidence-based practices, new research, read articles, and receive journals.
Ethics is an important part of everyday work and life situations. At an early age, I discovered there were consequences for not completing my chores. Later in life, my outlook changed, and I now relate to the non-consequentialist, although in practice I use a combination of both. I use the principles of ethics when dealing with staff, the patients, the budget, and many other things. The nursing code of ethics is beneficence; improving or benefiting others, non-maleficence; due no harm to others, respect for autonomy; to make decisions on your own care or life, and principle of justice; the decision focuses on actions that are fair for everyone involved.
Some of the theories in ethics are Deontology states that people should adhere to their obligations and duties when engaged in decision making when ethics are in play. Utilitarianism based on one's ability to predict the consequences of an action the choice that yields the greatest benefit to the most people. There are two types of Utilitarian, act and rule. Act Utilitarian is the same definition of utilitarianism a person performs the act that benefit the most people, regardless of personal feelings or the societal constraints such as laws. Rule Utilitarian takes into account the law and is concerned with fairness.
Virtue judges a person by his/her character rather than by an action that may deviate from his/her normal behavior. Nurses must practice with all of these principles and theories in mind, as well as use them in their everyday life. Developing trust and respect between patients, staff members, and other professionals is very important to give exceptional care. The Behavioral values at Lakeside women's hospital I use to evaluate staff is Love, Learn, and Lead.
As things change in health care with budget cuts, state requirements, and insurance modifications, we have had to come up with some creative ways of managing. Finding ways to still provide safe, compassionate care and still have great patient experiences have been challenging. To continue to have great patient experiences is why I manage so many departments. It allows more nursing staff to take care of the actual patients, which is what counts.
Conclusion
In my current position, I have learned much more about management. I now can get a lot more in-depth with budgeting and productivity. I have learned about action plans and different ways to handle staff issues. I have learned different ways to handle grievances, and better ways to communicate. I have developed my leader standard work, which shows what I do daily, monthly, bi-monthly, quarterly and annually. This tool helps with organizing my time.
Cite this page
Donna Hendrix Autobiography. (2019, Mar 13).
Retrieved November 6, 2025 , from
https://studydriver.com/2019/03/page/20/
My Spiritual Autobiography
My Spiritual Autobiography
I am the only child of older parents. I was born in Plantation Florida. My mother was forty-one years old when I was born, and my father was sixty-one years old. My mother is third generation American also being born in South Florida, where she attended public and Catholic schools. Her ancestry is fifty percent Danish and fifty percent Irish. My father was born and raised in Costa Rica. His ancestry is fifty percent from Spain and fifty percent of the indigenous people of Costa Rica, whose origins are not really known. Both of my parents were raised within the Catholic faith. I have been raised in the Catholic faith, being baptized, receiving first Holy Communion and then participating in the sacrament of Confirmation.
We are a middle class working family. We are not wealthy, but we are comfortable. I have never wanted for anything. We have traveled throughout the United States extensively and I used to spend summers with my father's family in Costa Rica. We currently do not attend mass regularly as we are on twenty-four hour duty to care for my 100 year-old grandmother. My parents take care of her out of love, but it is emotionally stressful and takes a great deal time. They have tried to prevent any impact on me as much as possible, but I am called to help sometimes. As I started this essay, I looked up the definition of spirituality. According to the Oxford online dictionary, the definition is relating to or affecting the human spirit or soul as opposed to material or physical things.
Spirituality is something that will change over your lifetime. As Professor Peter Feldmeier states in his interview U.S. Catholic interview for the article What is spirituality? Building a relationship with God is a life-long process of transformation. The key is first figuring out where your heart lies,the purpose of spirituality is transformation. He also believes if you can define what is most important to you and imagine the world to be, then you on your way to figuring out your spirituality.
As Buddha said, just as a candle cannot burn without fire, man cannot live without a spiritual life. Because it is always transforming, there is no beginning and no end. It is constantly changing throughout your lifetime. I believe there will be doubts about your spirituality up until the moment you draw your last breath. That may be the most critical time, and that is when your faith will come into play. What do you believe? How have you behaved based on your beliefs? Are you worthy of salvation? Is there salvation? I agree with this position. I often question my faith and my spirituality. What is important to me changes over time as I learn more about people and the world. I have come to a greater understanding that we are all interconnected as human beings and with God's other creatures on our planet. As I learn more, my priorities change.
Throughout your life, spirituality and faith will guide your behavior, so it is important to always be aware of what you believe and what your priority are so you can act in accordance with both. My current state of spirituality has been shifting greatly the past few years. I was very self“centered and now I am shifting my priorities to family, friends and the community. I believe the change is the result of observing the love and care my parents give my grandmother. In addition, while completing my service hours, I have met so many other people whose situation in life is very difficult and it helped me know how blessed I really am. Often we feel sorry for ourselves, and as much as I do not like to see others suffer, it certainly changes one's perspective!
As I continue my journey, I definitely need to talk to others about their spirituality. I also need to read and seek out information so as not to be afraid of any change or transformation. It is easy not to focus on spirituality or faith as by definition they are a belief that you have to somehow convince yourself at each point, it is the right priorities and faith. Then because it is always changing, you are looking for ways to connect the dots, and that is not always easy.
Institutional church offers you guidance in determining priorities and explaining or justifying why those should be your priorities, what you should treasure. However, some churches can also provide mixed messages or as institution not have their priorities in the right order. I believe my relationship with God will strengthen in the future. As I mature, I seem to rely more on my faith, my spirituality and what means living a good life. I do not know if there is a heaven, but in a way to provide comfort for why we live, I would like to think there is and I will someday be there with God.
If I were to sit with Pope Francis, I would challenge him to somehow reduce some of the rigidity and complexity of the church. I am not suggesting to loosen the definitions of what is sinful, or how we should behave, but rather to allow more full participation by regular people and use technology and more modern tools to communicate with the members. I would also suggest the church spend more time helping the poor, elderly, infirmed and less time on collecting and spending money. On the other hand, one of the Church's strength is tradition. There are some traditions, like the sacraments which make us all the same, as one in God's love.
If I were ever blessed enough to sit with God, I would want to find out why as humans do we turn on each other the way we do? Why do we have instances of ethnic cleansing? Holocaust? War? Why do we do that? We each value, and when we hurt each other, we are turning our backs on what God has given us. My relationship with God in one word would be loving. I believe God loves all of us and all of creatures on the planet. As the Church teaches, all lives have value and deserve respect. This is the framework of a loving God. The color I see in God is blue. That is the color of the Virgin Mary who gave birth to Jesus. It is also a calm and peaceful color.
Top Social Issues
- Climate change “ Climate change is impacting our lives every day. From sea level rise, to rising temperatures, climate change is impacting plants and animals and is threating human existence. If we do not address it soon, it will become too late.
- Divided country and world due to racism and intolerance “ I think the world and our country is becoming more divided and we are less tolerant of one another. Racism is on the rise and people are acting out because of it. If I met God, I would want ask him to help me understand why humans act this way towards each other and how can we fix it?
- Hunger/Thirst “ Due to climate change and increased draughts, over farming, cutting of our rain forest, water is becoming scarce as are is food, crops, and animals. We also overfish our oceans and unless we find another way to get nutrition, we are threating our future.
- Homelessness and poverty “ It is hard to see someone on the street, dirty, hungry, tired and many with mental illness. We have so much wealth and technology and yet we cannot seem to solve the poverty and homeless issue.
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My Spiritual Autobiography. (2019, Mar 13).
Retrieved November 6, 2025 , from
https://studydriver.com/2019/03/page/20/
The Incidents in the Life
Introduction
The autobiography of the Incidents in the Life of a Slave Girl Linda Brent, reveals why she decided to make her personal story public. In the autobiography, we could see how her life was before she was enslaved and the struggles she had to go through when she was a slave. Her parents take care of her for her first six years. The death of her mother and her father resulted to be raised by her grandmother named Aunty Marty. Brent's parents did not mention to her that she was a slave. She grew up with a better mentality rather than a person who knew they were owned by someone from the start.
Margaret Horniblow was her slave owner, she taught her to do things that many slave owners would not teach a slave until she passed away. She knew about literature and how to sew thanks to her mistress. After her mistress Margaret died when Linda was twelve, Linda got a new mistress she was five years old named Emily Flint. The five-year-old father Dr. Flint was the one who told Linda what to do. He was like a villain in the story. We could see in that he abuses of the power that the slave system gives him. He never showed a sign of sympathy for the way he would abuse the slaves.
Dr. Flint abuses Linda sexually but she is not left with her arms crossed, she actually gets into a relationship with a white man named Mr. Sands who is successful but she doesn't love him and the result of that affair they had two children. Brent runs away from Dr. Flint and she hides for seven years in an attic. In this paper, I will form an argument on how the Incidents in the Life of a Slave Girl provides evidence in white and slave cultures that shows the social construction of gender shaped workspace, family, and the type of access of education.
Education was not given to slaves because many slave owners saw them as a property. In their eyes they thought they had no need to learn anything. Education was exclusive to slaves it did not matter if you were a male nor female. However, if a slave knew how to read was because their masters or mistress taught them to, these masters or mistress were considered to be a sympathetic master. To have a sympathetic mistress or master was very rare. An example, for this, would be the fact that Linda knew English literacy and she was taught by Margaret Horniblow. White people did receive an education, women, and men were able to get an education.
The family was very important to both white and black people. However, being black was hard due to the fact that their families would always get torn apart. White slave owners were cruel because they did not feel sympathy for the children who were taken away from their mothers. A mother would do anything to get their children back but it was not easy, if the mother wanted her child back she had to purchase them as if they were some type of toy they were buying from the store. In the autobiography, it states how families were torn apart.
An example of this is her grandmother, Aunty Marty was separated from her kids, Benjamin and Philip. Aunty Marty became her own mistress, she bought her son Philip but never knew what happen to her son Benjamin after he was free. The family structure of a slave is how we could imagine it, males were in charge, as part of their job they had to provide to his owner but if the male slave did not have a family it would be the same structure but what changed is that he had to only support himself. Linda remained hiding in a space above the shed of her grandmothers for seven years in order to get freedom not only her but her two children.
The sacrifice she did was an act of true love for her family. Families would get separated no matter your gender, female and male slaves were treated the same in that aspect. A white person had it easy, they did not have to worry who was going to buy them and how were they going to be split apart or if they had to have enough money to get their children back from a slave owner. In a white person's household was different they were never separated. The only reason a white person was separated from their family was that they were running away from them due to conflicts and different opinions that they shared.
Everybody would like to have a job in order to have money on his or her wallet and provide the bread for your family. If you were a female and male slave getting a job was not easy, typically slaves had a challenging job such as working in the plantation fields. Female slaves did everything at home, cook, clean, and bare children. In the autobiography states, how a female would cook for the master and if the master was not satisfied with food, the master would whip the female slave. Dr. Flit would force that slave to eat everything from her plate in front of him. Slave owners would have sexual desires for their slaves.
Slaves had to obey what their master told them to do if there was some type of resists they were punished. Having to be owned by someone was not easy, male slaves would get into arguments with their master and the arguments would escalate quickly when that happens they were punished, their punishment was not providing food for them. White people were not put through all of this, they did not have hard jobs because they would monitor slaves and owned slaves.
The autobiography was written during 1861. Her story was the beginning of a good change. Her story is mind-blowing, she had to face a difficult obstacle in order to be free, many people should read her story to learn about history. Throughout this course we saw males and female slaves were not very different. Both sex did not received education but males had more of an advantage the level of education they had was basic but it was something.
Conclusion
The family role was different for both sex because females had to do household activities and take care of the children in the other hand males had to provide income. Same goes with getting a job, women would not work and stayed home and males would work in the fields. White people's life was not as challenging. Both sex had the opportunity to have an education and a job. Family roles were similar to slave women roles, they had to take care of their children. However, this is her story we can not rely on her insight. The way things that happen to her were very heart breaking but she was not the exception, if we dig more into more female slaves story her story would be similar to the rest of them. It is a good thing that a woman shared her story, we are used to males having more power than women and society views that as a correct thing.
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The Incidents In The Life. (2019, Mar 13).
Retrieved November 6, 2025 , from
https://studydriver.com/2019/03/page/20/
Language Learning Autobiography
Language Learning Autobiography
Learning a new language can be a very daunting task especially when you do not have much exposure to them. My experiences with learning a new language did not begin till high school, and I honestly was not very successful at learning the new language. Mostly because I was not truly motivated to learn another language and only took it out of necessity and once in the class I was intimidated by the teacher and the pace of the class. The motivation to learn another language changed when I became a parent of a child with a cleft palate which impacted his ability to speak. But understanding language acquisition truly became important to me when I started teaching dually identified special education students and English Language Learners in the general education classroom. I was not sure how to meet their needs in the classroom. These different experiences revolving around language learning and acquisition impacted my thoughts about how much being able to access language impacts our lives, but understanding how my own life experiences played a part in my thoughts is important.
High School
My first exposure to learning another language began in ninth grade. I was a mediocre student at best but because I wanted to attend college it was mandatory to take a foreign language. At my school you choose between French and Spanish only. Understanding that Spanish would be a more useful language for me to learn assisted me in making my choice. Entering the class for the first time was nerve racking because I did not know what to expect and so I was already intimidated. Meeting my instructor for the first time did not help with my feelings of intimidation and unease. He was a former Army drill sergeant, and he made it very clear on day one that he had certain expectations of his students and of how his class would be paced. Looking back I can see the way my teacher gave instruction was not very effective at least not for me, and my lack of motivation and my underlying feelings of dread and frustration did not help in my learning process.
When Brown (2014) discussed the models of teaching that many teachers use and stated “explanations of grammar points, memorization of lists, and exercises in translation “ (p. 15) in the book it took me right back to the class I took. My teacher focused most of our classes on explaining grammar points and how they were different in English, memorization of words to be tested on, and translating sentences. But the pace of the class moved too fast for me. He expected us to pick up the new vocabulary and be able to translate it from Spanish to English and vice versa within a week. The next week he would introduce the new words and vocabulary, and expect us to be able to translate sentences again. I was a very slow learner and truly struggled in the class. I was not able to make a connection between myself and what I was learning. Because I was not being successful at learning the words and vocabulary, I struggled with translating sentences. This was very frustrating for me, and the teacher’s demeanor towards me did not help how I felt.
He could not understand how much I struggled because he had my siblings in the past and they were great students in his class. This led to my feelings of dread and continued frustration. This teacher and class brought me a feeling of dread that I never was able to shake, and so I feel this hugely impacted my ability to be successful in his class. I understand now that my not being motivated to learn the language also hindered my ability to be successful. I can only imagine if this is how I felt about learning a new language how students with limited exposure to languages in their own home or beginning to take classes in an American school makes the students feel. My feelings about learning a new language changed once I had a child.
Becoming a Mom
Learning another language and being motivated to learn one changed once I became a parent. My son was born with a cleft palate that involved 50% of his upper palate. This deformity impacted his ability to eat but had an even bigger impact on his ability to speak. It not only impacted his expressive language but his receptive as well. He would get so frustrated because he was unable to communicate his needs. After discussing this frustration with his pediatrician and teacher, we all decided that teaching him some basic sign language would help ease the frustration he was having. We began with simple signs like more and done, and then got more elaborate as he got older until he was able to speak. Even after he began speaking he continued to struggle because he had teeth removed and this impacted his ability to make speech sounds. He was able to manipulate his tongue to create speech sounds that the majority of people used their front teeth for. He continues to struggle with manipulating his teeth and tongue to produce correct speech sounds so language learning has not been easy for him. This gave me a unique perspective of language learning and the challenges that some need to overcome. Some of these challenged I also see when working with dually identified students or English Language Learners in the general education setting.
Teaching
As a Special Education teacher I work with many students who have learning disabilities in reading but also have a ESOL classification because English is not their native language or students enrolled in our building with very limited formal education or English exposure. The exposure to these students has given me a first hand look at what struggles learning a new language can have on a student and how it can impact them socially, emotionally, and behaviorally. Pre-teens strive for acceptance by their peers, and when you enter a school with limited English or education it can have significant impact on them socially because they struggle to interact with their peers and with staff. Emotionally these students can struggle with depression and anxiety because they want to be accepted in school while maintaining their native culture and language. As Freeman and Freeman stated (2011) “we understand that our students must negotiate between the world of their families and their native countries and their new world” (p. xiv). These students have to learn how to transition between their home life where they still may use their native language and traditions and school where they are using English and exposure to other customs and norms. Behaviorally these students can also struggle because they are frustrated or bored, and this can sometimes lead to disruptive behavior in the classroom. These experiences with dually identified students and English Language Learners has had a huge impact on how I see language learning.
Conclusion
My exposure to language learning has come from my own experiences in high school learning Spanish, to being a mom of a child with speech issues, and through my opportunities to work with dually identified special education students and English Language Learners. Being able to analyze each of these exposures to language learning has given me insight into how my students may feel as they are learning a new language. I can only hope that by analyzing these experiences and truly thinking about how they have impacted my own thoughts about learning language can benefit my students. Understanding how they may be feeling and being able to relate can only make me be a better educator and assist me in helping them be successful.
References
- Brown, H. D. (2014). Principles of Language Learning and Teaching: A Course in Second Language Acquisition. Sixth Edition. Pearson Education, Inc.
- Freeman, D.E., & Freeman, Y.S. (2011). Between Worlds Access to Second Language Acquisition. Third Edition. Heinemann.
Cite this page
Language Learning Autobiography. (2019, Mar 13).
Retrieved November 6, 2025 , from
https://studydriver.com/2019/03/page/20/
Malcolm X Autobiography
The Autobiography of Malcolm X
Originally written and published in 1965, The Autobiography of Malcolm X sheds light on the lives of journalist Alex Haley and human rights activist Malcolm X. It is a spiritual conversation narrative that consists of different aspects or themes regarding Malcolm's philosophy of pan-Africanism, Black Nationalism, and black pride (X 12). Though Alex Haley co-wrote the book and contributed a lot to its global success, he chose to keep his tone down and stayed mute throughout the text in order to create the effect that Malcolm X is directly speaking to his readers; this is why modern scholars and critics do not consider Alex Haley a ghostwriter but an essential collaborator.
Born in 1925, Malcolm's original name was Malcolm Little, who took a little time to realize that the only way to gain popularity is by becoming a human rights activist. Starting with his mother's pregnancy, this book talks about Malcolm X's childhood especially the days he spent in Michigan (X 14). In the next chapters, we can read how the death of his father took place and how his mother's deteriorating mental condition led to her commitment to a psychiatric hospital. Since his childhood, Malcolm had seen various ups and downs in life, and this distracted his attention from his studies. Eventually, his involvement in organized crimes increased, and he was arrested and sentenced to ten-year prison. However, he served only six years, starting from 1946 and ending in 1952. Then this book highlights how he felt about the Nation of Islam and what were his opinions about Elijah Muhammad.
Malcolm X emerged as a human rights spokesperson when he grew up and understood the ugly truths of life. The book has documented his disillusionment along with his departure from Islam. He spent some years in Makkah and was a true follower of the religion of Islam (X 57). However, things did not go as he had expected and Malcolm was forced to quit on his religious and moral values. Afterward, he went to Africa and spent the rest of his life there. Before the book ends, journalist Alex Haley has beautifully summarized how the last days of his Malcolm's life had been. The most important things that are discussed in this part of the book are what made him become a human rights activist and how his conversation with the believers of Sunni Islam changed his mind during his stay in Makkah, Saudi Arabia.
After reading the book, I have learned that Malcolm X had to struggle a lot for his survival. However, the fact is that the religion of Islam is not as bad as is portrayed in The Autobiography of Malcolm X. In fact, it is one of the most powerful, beautiful and famous religions in the world. Whatsoever Malcolm's conversations with the believers of Sunni Islam had been in the past, this should have never affected his religious and moral values since the believers of Sunni Islam constitute only 35 percent of the total population of Muslims!
Malcolm was born and raised in a religious environment, so he was better to have a firm faith in God, but this could not happen. Instead, he chose to say goodbye to this religion and emerged as a human rights activist. Personally, I think that becoming a human rights activist is a good thing since Malcolm X was provided with plenty of chances of serving humanity. However, his departure from the Nation of Islam makes no sense to me. If he had some personal opinions, ideas or thoughts regarding a particular topic, he should have told it openly.
Alex Haley, whose interview with Malcolm X helped him to write such a marvelous book, has done a masterful job of rewording, editing and formatting the transcripts. Still, I think that it was better for him to add some personal opinions too. For instance, he could have shared whether he agrees with Malcolm X's decision of quitting on Islam or not. Throughout the book, I could not read even a single line depicting his own thoughts or beliefs.
I later decided to take up Maya Angelou, Walter Mosley, Alice Walker, Toni Morrison, and Paul Laurence Dunbar and found that none of those authors and activists did things like Alex Haley and Malcolm X. I am not here criticizing Alex for the quality of content. In fact, I am criticizing him for not sharing his personal opinions. As far as Malcolm's personality is concerned, he was an abrupt person because he changed his mind all of a sudden, quit on a beautiful religion like Islam, and did things his parents would have never allowed him to do.
In conclusion, I can say that The Autobiography of Malcolm X is an interesting book, but I do not agree with most of the things Malcolm did in his life as well as with Alex Haley for being quiet throughout the book. This could have been a better and more informative work if Alex had shared his thoughts somewhere, even in the last chapter, but he did not do so.
Cite this page
Malcolm X Autobiography. (2019, Mar 13).
Retrieved November 6, 2025 , from
https://studydriver.com/2019/03/page/20/
Childhood and Anger
If one witnesses or went through negative unstable events as a child, like violence, emotional and/ or physical neglect, lived in a traumatizing environment, they are likely to still show signs of that as an adult. As many may know, one's childhood and development become very crucial to the rest of their life. Children make meaning out of the events they witness and the things that happen to them and through this they go on to make their own perception of the world. Some factors of one's childhood may follow them as they grow older and result in them developing major anger issues. Having anger issues can affect and take a toll on one's everyday life in various aspects and many often may not know the reasons behind their anger or even why they have it.
In most recent studies like the one with Galambos, Johnson, & Krahn (2018), researchers analyzed and compared in three different models of the events that happen with expressed anger and depressive symptoms. There were four hypothesis that were kept in mind as it was being conducted. The first one hypothesized that those with higher expressed anger will show higher levels of depressive symptoms. The second assumed that the changes that all individuals have in expressed anger and depressive symptoms will vary together positively. The third hypothesis was that the relations between expressed anger and depressive symptoms will be observed in two different directions.
Lastly it was hypothesized that the social support one has will mediate the anger-depression relation so the more expressed anger will reduce social support, and on the other hand social support will anticipate increased depressive symptoms. This study consisted of a longitudinal-quantitative study. There were six different levels of the data collected from the time the participants were seniors and twenty-five years after. They were analyzed to compare the three models of the different occurrences between expressed anger and depressive symptoms and between-persons differences only model.
In the Rueth & Wild (2017) study they mediated the relation between parenting and psychosocial adjustment of the adolescents. In this study it was important to analyze the influences of parental control and independent support of the adolescent's problem and social behavior. In addition to this it was important to analyze the mediating role of adolescents' anger regulation and the effect to moderate the anger. Here they did and collected data from a three-year longitudinal questionnaire from parents and their children. When the adolescents were given the questionnaire to fill out the questions were on paper and were also read out loud for prevention of reading difficulty. Then they were given another questionnaire to give to their parents to fill out.
After everything was collected and analyzed it presented the mediating role of adolescent's level of adaptive anger regulation and bad adaptive anger regulation. In addition, it showed that parent support benefits the ability to regulate and socially adjust. Where on the other hand the opposite effects were shown in psychological control. In the category of gender, the only differences were found in the report of the parent's data not the adolescents.
In another article Maldonado, Walkins, and DiLillo (2015) the researchers examined three risk factors for intimate partner aggression, with trait anger and childhood abuse history and alcohol consumption. It was hypothesized a positive three-way interaction in which increased trait anger and childhood physical abuse would predict IPA most strongly when alcohol consumption was high but that this interaction would be weaker when alcohol consumption was low. In addition, in order to demonstrate the pattern in the three-way interaction, it was hypothesized simple effects for trait anger.
They predicted simple effects in which trait anger would be related to IPA at higher levels of alcohol consumption and higher levels of childhood physical abuse history, but weakly related when alcohol consumption and childhood physical abuse history are lower. This study was a quantitative study where the participants were 236 male and female college students in a committed heterosexual dating relationship who completed a battery of self-report measures assessing childhood physical abuse, trait anger, alcohol consumption, and IPA. The results showed a significant three-way interaction showing that as alcohol consumption increased, the interaction of the trait anger and childhood physical abuse, became increasingly more positive. Individuals who had high levels of childhood physical abuse and alcohol consumption were at greater risk of IPA when trait anger was high. These findings show that trait anger and a history of childhood physical abuse may increase tendencies to aggress against one's partner, where alcohol consumption may reduce individuals' abilities to manage these aggressive tendencies.
An article about anger in the trajectory of healing from childhood maltreatment, Thomas, Bannister, and Hall (2012), involved a study that examined anger is six different girls that experienced abuse during childhood. The six cases were purposefully selected because their interviews contained rich descriptions of anger experiences.
The data was collected through both a qualitative and quantitative study through interviews. The researchers found that their experiences all depicted five types of anger. Anger ranged from nonproductive, self-castigating behavior to empowering, righteous anger that enabled women to protect themselves from further abuse and to advocate for abused children.
This proposed study is important to get an understanding of the connections between the childhood trauma one experiences and the effects it has on one's anger. It is hypothesized that the experiences that one is exposed to as a child is the underlying factor of the anger issues they possess as an adult that effects their daily life and relationship with the people around them.
Participants
Information about the study was sent to colleges and universities of the Chicagoland area to recruit those students who were interested. The 800 students who responded to the flyer were required to be between the ages 18-29 and obviously had to be from a college or university in Chicago. From the 800, only 500 were randomly selected to be part of the actual study. The participants represented a mix of races/ethnicities that included Hispanics, African Americans, Caucasians, Asians, etc., and there was also an equal spread of males and females. Half of the participants (N=250) will represent low to normal scores of childhood trauma, while the other half (N=250) will represent high scores of childhood trauma.
Materials
Information sheet will be created containing a brief overview of the study and sent out to recruit participants. The setting of the study will be in a classroom at North Park University. Laptops will be provided so participants can use to complete several surveys/ questionnaires. The 2 surveys/ questionnaires will be accessed on surveymonkey.com. Once all the results are collected, a statistics software called SPSS will be used to find the correlation between childhood trauma and anger issues.
Procedure
To begin to recruit participants there will be information provided to draw in volunteers. On the sheet the importance about childhood experiences and how they can cause anger issues in the future will be stated. It will also list the requirements that the participants have to meet to be part of the study. Volunteers will be asked to attend two survey sessions. One will consist of the process of identifying the different experiences of the participants. They will be presented with 10 questions that asks them about their childhood before the age of 18, whether they had a lot of childhood trauma experiences or normal/low childhood trauma. After taking the first survey, participants will come back after one day. The day in between the two surveys will be spent looking at the results and separating the participants into the two groups depending on where they fall. The second session of the study will consist of a survey that identifies the level of anger one has. After collecting all this data, the SPSS statistics program will be used to enter the data of the scores about their experiences and anger to see if there is a correlation between the two.
Coding and Measures
The childhood trauma questionnaire will consist of 20 questions that represent different types of childhood trauma measured in the survey. They will have to rate each of the questions on a Likert scale of 1-7 (1= not at all traumatic, 7 = extremely traumatic). If their answers were higher than 49 they experienced moderate to severe childhood trauma and if it was less than 49 it meant they weren't as traumatic.
One part will relate to themselves such as: physical abuse by being pushed, slapped, strangled, restrained, and things thrown at; verbal abuse by being name-called, criticized, belittled, blamed, and manipulated; sexual abuse by making threats or taking advantage of without consent; physical neglect by not being provided with enough food, clothing, and shelter; lastly emotional neglect by failure to be provided with enough affection or support. The other part will be related to other family members: a parent who's an alcoholic, a mother who's a victim of domestic violence, a family member in jail, a family member diagnosed with a mental illness, and the disappearance of a parent through divorce, death or abandonment. They will have to rate each of the questions on a Likert scale of 1-7 (1= not at all traumatic, 7 = extremely traumatic). If their answers are greater than 70 they experienced high levels of childhood trauma and if they are less than 70, they experienced normal/ low levels.
The survey that measures and asks about their anger will have a Likert scale of 1-5 and have a total of 20 questions. The answers they give will be added up and the total will be grouped in 20 points. If the scored 80-100- their anger expression is likely to get the, into serious trouble with other. It would be recommended that they seek professional help; 60-80- they may not need professional help but need to work on controlling anger in a very cautious manner; 50-60- they have plenty of room for improvement. Reading up on anger control could be beneficial; 30-50- they're probably getting angry as often as most people. They can monitor episodes of temper and see if you can lower their score on this test; and below 30- would mean that they are in good standing and don't have to worry much about their anger.
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Childhood Immunizations Essay
Can you imagine living a life where disease and sickness were a common epidemic? Long ago, entire communities were constantly falling under devastating and deadly sicknesses everywhere. People were helpless and did not know how to stop this sickness from killing loved ones. Thanks to experimental sciences, these devastating diseases have been contained and allow the majority of the U.S. population to live in a world where we can choose to live without deadly epidemics.
These experimental sciences called vaccinations come with life saving benefits but may also be accompanied with huge risks. The history of the vaccines began in 1796 by an England country doctor named Edward Jenner. Edward Jenner took pus from a cowpox lesion on a milkmaid's hand and injected it in an healthy 8 year old boy. Jenner discovered that the cow-pox protects the human constitution from the infection of smallpox. (Stern & Markel, 2005 p.2) Edward Jenner found success in this experiment, so he published a sixty-four page pamphlet about his experiments which he titled, Vaccine. (Nardo, 2002, p.33) After many experiments, the idea of vaccinology was formed.
The vaccination became such a necessity for other countries, the U.S. President Thomas Jefferson and Harvard professor Benjamin Waterhouse sent for the smallpox vaccination from Europe to be injected into citizens in the colonies to demonstrate their forward-looking stance toward science and to prove their commitment to the health of their citizens. (Stern & Markel 2005 p.5). It is not a cure for these deadly diseases, but it does provide immunity to vaccinated people so that they will have a lesser chance of getting sick from fatal diseases. As we research the benefits of getting your child vaccinated, the one common assertion is that it will help keep your child and the community safe. At one point in time, there was absolutely nothing that anyone could do to be immune from deathly diseases. When loved ones became sick, others accepted death as a part of what happens if you were sick.
Today, it is a relief to know that if we become vaccinated, we heighten our chances of being healthy and disease-free. It is important to note that child vaccination is an ethical issue according to the article Ethics and Childhood Vaccination Policy in the United States. The ethical implications concerning vaccine-related public health policy are numerous and at the forefront of much recent discussion- for example, mandating vaccines for school entry and excluding unvaccinated children from school in the case of outbreaks. (Hendrix, et al, 2016 p.274) Ethically, we would be doing a service to our neighbors, schools and communities if we were to support vaccination. Public schools inhibit huge populations of children which gives schools a reason to favor having your child vaccinated because it lessens the chance of having a disease outbreak in the school.
Although families can send their children to school not vaccinated with a signed note from the doctor's office, there is greater concern from families that it serves as a danger to the rest of the school population. There are some risks to vaccinations. Vaccinations are not one hundred percent effective: a vaccinated individual still takes a risk when injecting different chemicals into their body. There is a risk their body may reject all or some of the different chemicals that are injected. A person who is receiving the chickenpox vaccination still has a small chance of getting chickenpox. Another example would be a person who received the flu shot could still get the flu sickness.
Furthermore, many families who are extremely religious may believe that using medical practices goes against their religion so it is a risk of violating their religion. In addition to the religious belief for not vaccinating a child is the immense amount of information about side effects of vaccinations. Going back to the beginning of vaccinology, we know that the first experiment consisted of a country doctor extracting pus from animal disease on a human and injecting it into a healthy boy.
This knowledge begs the question of : What else are doctors putting in vaccines and injecting in the human body?
Many citizens may be worried about the ingredients in the vaccines and could also be rejecting vaccination because of a belief in a government conspiracy. (Hendrix, et al...2016, p.275) There was a huge conspiracy theory linking certain vaccinations to neurological problems in children. In 1986, The National Childhood Vaccine Injury Act was created by parents who vocalized vaccine safety in children. In the past decade , parents and their watchdog groups have noticed a rise in autism and linked it to the ingredient thimerosal (previously used in diphtheria, tetanus, and pertussis, Hib, and hepatitis B vaccines).
A series of scientific studies have demonstrated that there is no connection between thimerosal and autism. (Stern & Markel, 2005 p.9) The pros and cons of vaccination are equally important for doctors and scientists to take into consideration. As we all know, science is continually evolving and there are many new discoveries every day. If something is not working, it is essential to scientists and doctors to know every concern so that they can determine which information will help make vaccinations better for the future.
Vaccinations are successful through a trial and error process. They need to be tested in order to determine if it actually works. The evolution of vaccines is a rocky road, but one cannot deny that it has helped contain the deadly disease epidemic that centuries before us had to endure. In addition to containing the disease in our country, vaccines are also a bridge to peace with other countries.Vaccines are arguably one of humankind's greatest creations. B
ecause of vaccines' remarkable ability to halt great plagues and eliminate disease... vaccines could also be transformed into powerful agents of conflict resolution. (Vaccinations. 2003, p.79)
References:
- Hendrix, K. S., Sturm, L. A., Zimet, G. D., & Meslin, E. M. (2016, February).
- Ethics and Childhood Vaccination Policy in the United States. Retrieved from https://www.ncbi.nlm.nih.gov/pubmed/26691123 Nardo, D. (2002).
- Vaccines. San Diego, CA: Lucent Books. Rabinowitz, M., Latella, L., & Jost, J. T. (n.d.). Beliefs about Childhood Vaccination in the United States: Political Ideology, False Consensus, and the Illusion of Uniqueness. Retrieved from https://journals.plos.org/plosone/article?id=10.1371/journal.pone.0158382
- The History Of Vaccines And Immunization: Familiar Patterns, New Challenges. (n.d.). Retrieved from https://www.healthaffairs.org/doi/full/10.1377/hlthaff.24.3.611
- Williams, M. E. (2003). Vaccinations. San Diego: Greenhaven Press. Randi Waln Childhood Vaccinations Essay 12/07/2018
- English for Elementary Teachers Preparing Competent, Caring Teachers Brenda Rhone
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Childhood Vaccination
Childhood Vaccinations
Infectious diseases have ravaged the world since recorded history. In the year 400 B.C. Hippocrates described mumps diphtheria, epidemic jaundice, and other conditions (6), indicating that disease was a recognized problem dating back thousands of years. Infectious diseases are bodily disorders caused by microorganisms, such as: bacteria, viruses, fungi or parasites. All kinds of organisms are present on the human body, ranging from beneficial to harmful.
Under specific conditions, these organisms are given the ability to become diseases. Some examples of these microorganisms are pneumonia, tuberculosis, diphtheria, influenza and human immunodeficiency virus infection. Three categories are used to describe the intensity of an infectious disease: outbreak, epidemic, and pandemic. An outbreak is when multiple cases of a disease occur in an unexpected, but isolated, area. An epidemic is declared when there is a significant rise in the occurrence of a disease in a given region, while a pandemic occurs when an epidemic spreads worldwide and infects a large part of the human population.
Even in modern times, outbreaks of disease threaten our civilization. Malaria is still rampant in tropical climates, causing thousands of deaths annually. This disease still lacks a safe and reliable vaccine, however physical measures have been installed for protection. The outbreak of H1N1 in 2009 was unexpected and became the most recent pandemic. Now, H1N1 is covered by the seasonal flu vaccine. Due to a decline in vaccinations, the MMR (Measles Mumps Rubella) trio of diseases has had stronger outbreaks with more severe cases.
As history shows, vaccinations are undeniably good for the masses.
They control outbreaks and prevent death from controllable, infectious diseases. However, vaccinations and their implementation are controversial. There is a high cost of implementation of vaccines, especially since the government intervenes to try and make them affordable. There is also a strong belief that vaccines might have a detrimental effect on an individual's health, due to adverse reactions. Also, in some religions, vaccines are highly opposed. The delivery system of vaccines greatly affects the safe administration of the vaccine, through its manufacture and storage. Another controversial theory is that vaccines interfere with the natural order of things, causing viruses to evolve faster into more severe strains that vaccines with eventually be unable to prevent.
A large portion of the costs of vaccines comes from the initial development. The government's intervention, specifically within the school systems, has also greatly affected the rates of elimination of common infectious diseases in the United States, diseases like: diphtheria, tetanus, poliomyelitis, smallpox, measles, mumps, rubella, influenza, and meningitis. With the requirement that students are immunized before attending school, a larger percentage of students are continuing to be up to date on their immunization records. The impact of vaccines on the individual is immense.
There are many factors that contribute to successful vaccinations; therefore, there are many steps that could lead to an unsuccessful vaccination. The timing of the administration of the vaccine is important, is it more beneficial to inoculate early, or to inoculate a more mature immune system? There's also controversy concerning the idea that giving too many vaccines at once hinders a person's immune system, while others say that giving them all at once gives the body more time to recover from all of them. The government has now required certain vaccinations be given to children before starting school, but is this violating a person's right to education and privacy? Do the benefits of children being vaccinated and preventing minor outbreaks at school outweigh the costs of losing rights?
The delivery system of vaccines can impact the effectiveness and safety of vaccinations. The storage of vaccines, including location, temperature, and security, must be properly managed to ensure that the vaccine is able to prevent disease. Expiration dates cannot be exceeded for the same reason. Vaccines include preservatives that prolong shelf life. In the past, the common preservative was mercury or a related substance. Because mercury is believed to have adverse effects, it has been removed, but it is important that the preservatives are properly maintained to avoid causing problems for patients. Providers must handle the vaccines correctly to ensure that patients do not become ill because of improper sanitation.
Training is essential to making sure that mistakes are prevented. Proper training will ensure that the provider recognizes patient conditions, like existing illnesses or known allergies, which could result in adverse reactions.
One of the concerns that many parents have is that children are being inoculated against many diseases at such a young age. Parents fear that this aggressive timeline is too much for a young child's immune system to handle. Still others avoid vaccines because they believe that they will actually become sick with the disease they are being vaccinated against.
This has been proven not to be true, but the concern continues.
There are people who think that vaccinations should be stopped because they interfere with the natural order of life. Some proponents of that view believe that the deaths caused by the diseases are nature's way of controlling the population or eliminating the weak members of society. Others fear that the diseases being controlled will mutate into diseases that are more deadly and/or unmanageable. Some religions believe that vaccinations conflict with God's will, so they object to government requirements that children in school be vaccinated for certain diseases.
It is interesting to note that there has been a rise in recent years regarding parents against vaccinations. It could almost be thought that history is somehow repeating itself; as there is increased security and safety, those who wish to be contrary rises.
Even though there are many who have serious concerns about vaccinations, the vaccination programs in the United States and Europe have been so successful that they have inspired the 20th-century concept of disease eradication'.
This concept proposes that selected diseases could be eradicated from all human populations through global cooperation. The best example that supports this concept is that, in 1977, after a decade-long campaign involving 33 nations, smallpox was eradicated worldwide. Some parents also wonder, if the worst diseases have been eradicated, then why must their children receive vaccinations against them? Some are unable to see that diseases are still living organisms, which change and alter themselves over time. If there are many children that do not receive the smallpox vaccine, then that group is more susceptible to any disease that is derived of smallpox. Diseases are looking for ways to live too, which is why it is so shortsighted to believe that any kind of eradication would be a long-term solution.
Conclusion
Vaccinations are controversial, but they have been proven to save lives. Although individuals may have concerns about the safety, effectiveness, and/or appropriateness of vaccines and government vaccination programs, they continue to be developed and distributed worldwide. It would be highly beneficial, however, to begin providing parents with a more detailed explanation of what vaccines are, and what they do to protect children. Most distrust arises out of the fear of the unknown, so a very detailed immunization curriculum would likely aid in maintaining the percentage of youth and children being vaccinated.
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Childhood Caries
Introduction
Early childhood caries is not only a problem in underdeveloped countries, but in many well-developed countries as well. It is a world-wide problem. There are many influences that could increase the likelihood of early childhood caries. Childhood caries could be influenced by diet, genetics, exposure, and oral hygiene. Caries have no limitations and will affect any child no matter age, gender, or race. This is a significant health issue because children do not understand the importance of oral hygiene and need to be taught by their parents or guardian. However, parents often feel because they are baby teeth and will be lost anyway they are not as important to take care of.
Early Childhood Caries
Early childhood caries (ECC) is defined as having one or more primary teeth with decay, fillings/restorations, or missing due to decay in a child that is 3 years of age or younger. ECC remains the number one chronic disease affecting young children in the United States (cite). Although children who are part of a lower socioeconomical status or racial minority tend to have more severe dental decay it still affects all races and all socioeconomic classes. An article written by Brooke Jackson, DNP, APRN, CPNP (2015) states, despite ECC being largely preventable, it continues to be five times more common than asthma and seven times more common than hay fever in the pediatric population in the United States (p. 543). This is a huge indicator that something needs to be done in order to reduce the likelihood of ECC. Some children may have predispositions to developing caries, but they are largely preventable.
It is recommended a child should have their first dental visit by age one or when their first tooth comes in. Many parents are unaware of when to take their child to see the dentist, but they may regularly take their child in to see their primary health care provider. There is currently a disconnect between oral health care providers and primary health care providers. Primary care providers should communicate with the parent regarding dental concerns and recommend a time for them to take their child for a dental visit.
I can see this as a solution if this could become more routine amongst care providers and overtime could possibly lead to a decline in child caries. Some parents may not see the importance of regular dental visits for children because they are going to lose those teeth eventually. However, according to Kawashita, Kitamura, and Saito (2011) children experiencing caries as infants or toddlers have a much greater probability of subsequent caries in both the primary and the permanent dentitions. It is problematic for children who develop caries in their permanent dentition at a young age because those teeth are supposed to last them a lifetime.
Many parents understand proper nutrition is important for their child to grow and develop appropriately, but they may not understand how nutrition can affect their child's teeth. Children should be brushing twice a day to remove the biofilm on their teeth especially if their diet consists of softer foods that stick to their teeth. Kawashita et. al (2011) explains the process of how decay begins, the presence of a fermentable carbohydrate (e.g., sucrose, glucose, fructose, cooked starch) and bio lms on the teeth support the metabolism of acidogenic microorganisms, resulting in acidic substances, the hydrogen ions of which dissolve the carbonated hydroxyapatite crystal lattice of enamel, cementum, and dentin.
Overtime this repeated exposure and demineralization of the tooth will lead to caries. Parents
Children who experience dental caries may also experience some nutritional deficiencies. If a child has untreated decay they could be experiencing significant pain, and this could lead to them avoiding some meals. According to Khanh et al., children with ECC may experience acute and chronic mouth pain that can adversely affect their quality of life, eating practices, nutritional status, growth, and educational and economic potential (p. 2510). If a child has decayed or missing teeth they may also experience some psychologic distress because of embarrassment or lack of confidence.
Conclusion
Early childhood caries is a chronic disease amongst all types of children no matter their race, age or socioeconomic status. Although this problem has been addressed further efforts still need to be made. Primary care providers and dental care providers need to work together to provide the best possible care for their patients. Parents need to be educated on the importance of proper nutrition, proper oral hygiene, and the possible negative affects that can be associated with poor oral care. Parents should also be informed of the psychological problems that could be associated with ECC and correlations to poor nutrition. As a dental health care provider, I have seen children with severe decay and parents not understanding the importance of taking care of primary teeth. Parents need to be educated earlier during pregnancy by their doctors to take preventative dental measures to benefit their child.
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Inspiration to Take Ece Programme
- Abstract
- The Role Of Early Childhood Educator
- Characteristics Of A Good Teacher
- The Core Competencies Of Early Childhood Educator
- How To Become A Good Or Professional Educator?
- Reflection after working with a group of children
- Strength And Weakness On Becoming An Early Childhood Educator
- How to improve skills and weakness?
- Future Plan
Abstract
The inspiration to join early childhood education is the children. They are unique in certain ways. Children are God best gift. I believe that we can cultivate many wonderful skills in children. Before this, I went to Culinary arts programme. My initial plan was to do cooking classes for children. I finally realize that it is important for me to join this BCE because I have to learn child psychology and development first. The cooking skills I can easily acquire anywhere but not early childhood education. Therefore, I am so happy that finally can join this course and improve my knowledge in early childhood education.
Although pre-school teachers are often underappreciated, we are some of the most valuable people in our country. The country need excellent early childhood teachers to help strengthen our overall education system. Here are some reasons that inspire me to study early childhood education. Firstly, I get to learn how to work with different age groups. Early childhood education teachers typically learn to work with students who are anywhere from 2 or 3 (pre-kindergarten) to 8 or 9 (third grade). That is obviously a huge age range, and each different grade level has its own unique challenges and fun moments.
By studying early childhood education, I will open up the opportunity of teaching in different grades so that I can find the age group I want to work with. Furthermore, it also means that I will be eligible for more teaching work, which in this nowadays economy is very important. Next, I can get additional teaching certifications. Studying early kids is a good foundation if I want to work in a particular area I love, such as special education. By attending early childhood education and getting additional certification, I will open more job opportunities.
In addition, I became part of the moment of significant development. The human brain is actually growing during the first three years of childhood, and the pruning of important nerve connections begins when children are 12 months old. Little children need the right stimulus to begin developing important world skills such as problem solving, and as early childhood educators, I can help them grow and achieve this important milestone. Although I gained my degree, I would take a class that will teach me about cognitive development so I know how to work with children at different ages.
Next, I can help children develop essential behavioral traits. In addition to promoting cognitive development, early childhood education also helps students develop necessary behavioral traits like sociability, motivation, and self-esteem. Preschool is one of the first opportunities for many children to interact with other kids their age on a regular basis, as well as adults other than their parents. If I work in early childhood education, I will be helping the children to develop the personal and interpersonal skills that are necessary to live a happy and healthy adult life.
Besides that, I can get creative with my lessons instead of sitting behind the desk. Children under 5 years of age do not respond well to lecture sessions or old reading books, so as early childhood educators, I will be able to lead the children through many hands-on lessons. For example, instead of just expecting students to memorize the alphabet, I might use toys like plastic apples to represent different letters and sounds. I also have the opportunity to take students to field trips to places like a farm or a children's museum to help them gain valuable life experience. And while I'm still in the university, I might have had a lot of opportunities to leave my own college class and visit pre-school classes for a practical experience.
The next reason that inspired me to join early childhood education was that I would be an important member of the community. I have the opportunity to interact with your parents' parents and various community members who can help me connect to important educational resources. If the program I'm doing is non-profit, I can also spend time soliciting donations from community leaders.
Another reason is that I can be an education advocate. One of the main issues that has been gaining attention recently is the early education gap between the more privileged students whose parents can pay them to go to preschoolers and low-income students who just go straight to the public kindergarten when they are five. If I want to make a direct change, learning early childhood education will put me to work for nonprofit preschools or maybe even start my own kindergarten to give more opportunities to lower income students.
The Role Of Early Childhood Educator
The educator need to develop schedules and enforce routines, maintain a safe and comfortable environment, provide age-appropriate supervision and discipline, plan and implement lessons, observe and communicate and address cultural or special needs.
In details, the role of early childhood educator mainly interacting with children, managing the classroom, setting the tone, planning and evaluating curriculum, record keeping on children's learning progress, attending meeting for example staff meeting, parent-teacher meeting or home visit. Next role is organizing and collecting materials, making contacts and working with families.
Characteristics Of A Good Teacher
There are many characteristics that a good teacher should have. One of it is kindness. An educator should be kind to all children. For example, the teacher cannot scold the children.
Next trait is confidence. Confidence is a key so that the children will respect the educator who has confidence. For example, a teacher must speak confidently when deliver lessons to children. Children will pay attention if the teacher speak confidently to them.
Other trait is patience. A teacher must be patience and must not be hot tempered. For example, when facing problems with the children or the children's parents, a teacher must stay calm and patient and try to solve problems effectively without dragging into unwanted emotions.
Next trait is passion. Teachers must have this trait. Meaning that the teacher has great interest in teaching the children. For example, teacher try the best to serve the children's learning progress by doing many kind of interactive and fun lessons.
Last trait is flexible. The teacher must be flexible in teaching. For example, the teacher must follow the children's condition and capacity to absorb knowledge. The teacher must be flexible in carry out lesson plan and cannot be too strict to catch up with syllabus. In fact, the teacher must be flexible in teaching if the children are tired or do not have interest in learning.
The Core Competencies Of Early Childhood Educator
Levels of competence levels of competence refer to a progression of knowledge, skills, and abilities important to the provision of quality care for children. These levels of competence, however, are not necessarily aligned with the professional development steps. Some of the competencies may not be addressed at all in the earlier steps. These levels of competence have been aligned with bloom's taxonomy.
First core is awareness level-knowledge.
Professionals are developing an awareness of the core knowledge areas. Competence may be reflected by knowledge, skills and abilities such as: recognizing, identifying, labelling and observing.
Next is developing level-comprehension. Meaning that professionals are able to articulate core knowledge areas. Competence may be reflected by knowledge, skills and abilities such as: describing, discussing, explaining and paraphrasing.
Other than that, achieving level-application.
Meaning that professionals are able to apply core knowledge areas. Competence may be reflected by knowledge, skills and abilities such as demonstrating, illustrating, implementing and applying.
Next, extending level-analysis and synthesis. Meaning that professionals are able to analyze and create based upon core knowledge areas. Competence may be reflected by knowledge, skills and abilities such as: comparing, contrasting, developing, relating, creating, constructing, designing and modifying.
Lastly is advanced level-evaluation. Meaning that professionals are able to judge and advocate for core knowledge areas. Competence may be reflected by knowledge, skills and abilities such as critiquing, assessing, appraising, revising, justifying and advocating.
How To Become A Good Or Professional Educator?
There are many skills to be a professional educator. For skills, an educator must have interpersonal skills, communication skills, teaching skills, organizational skills, planning skills, artistic skills, technological skills, problem solving skill, critical thinking skill and creative thinking skills.
Firstly, an educator must have interpersonal skills which means able to interact successfully with a wide range of people or children and know how to interpret the children body language. For example, an educator must have a good interpersonal skill which is a soft skill to make children being attentive to listen to class lesson and know children body language which show whether the children are bored or tired.
Next, an educator must have communication skills which means the educator can communicate clearly with the children. For example, in the class, educator is able to deliver lessons and communicate effectively to the children.
Other skill is on teaching skills. Meaning that educator is able to help the children gain knowledge. For example, educator creating effective and fun learning environment for the children to explore and gain knowledge using various way of learning and effective teaching materials.
Next skill is organizational skill. Meaning that educator is able to organize information, children or things in systematic way and able to establish priorities and meet deadlines. For example, educator know how to organize the class schedule for the children.
Other skill is on planning skills. Meaning that educator able to plan projects, events or programs for the children. For example, educator can plan fun activities or games for the children. Meaning that the children can learn while playing.
Next skill is artistic skill for example use colour and design teaching materials effectively. Meaning that educator can design teaching materials creatively like posters, video, and many more.
Other skill is technological skill. For example, educator can understand technical system and operates effectively and able to understand technical specification for instance manuals on how to use the PowerPoint or projector and so on as an aid to carry out lessons in class.
Next skill is on problem solving skill. Meaning that an educator must know how to solve problem. For example, educator able to clarify the nature of problem in children and try to solve it for instance children that facing speech delay. The educator must know how to solve the problem.
Other skill is critical thinking skill. Meaning that an educator able to review different points or ideas in different perspectives. For example, when doing lesson plan, the educator should think critically and consider all aspects that influence the children learning process. Educator must think critically on the best way to develop the children learning progress.
Last skill is on creative thinking skill. For example, educator able to generate new ideas, invent new thing, find new solutions to problem and many more that help to improve the children's learning progress. For instance, educator provide games with learning input for children.
Reflection after working with a group of children
To be honest, I am happy working with children. I love to entertain them and response to their attitude and behaviour. I love seeing them happy and cheerful. I really have the passion in them. I feel that this early childhood education field really teach me to be sincere in working with children. I do not feel reluctant while interacting with them.
Really I feel I am comfortable working with children. They are true gems that need to be nurture and we should protect and guide them. Educators are like burning candles to light up other people's lives.
Strength And Weakness On Becoming An Early Childhood Educator
For me, the strength is when i have a true passion in becoming an early childhood educator. That is the source of strength which is passion. In life, we have to have passion in whatever we do. Therefore, I find that I really have passion in this field. Therefore, it is my powerful strength.
My weakness is lack of knowledge on understanding children behaviour and character and how to react on the children's behaviour. For example, if the children throw tantrum, I should know how to resolve the conflicts. I notice my weakness is that I do not know how to handle children's behaviour. Thus, I have to gain knowledge more so that I can understand children better.
How to improve skills and weakness?
How to improve skills and counteract the weakness is simply by gaining knowledge more on early childhood education. That is the most important thing that I should do.
Future Plan
My future plan is continuing my master at UPSI. Then, I want to establish my own kindergarten and do children enrichment programmes one fine day. Other than that, I still want to do cooking classes for children. I want them to enjoy simple cooking and baking skills. I want advocate more for the young children.
I want to contribute as much as I can in terms of knowledge, motivation and so on for the young children. I want all children to grow up as happy and healthy children.
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Inspiration to Take Ece Programme. (2019, Mar 13).
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Advantages of a Rough Childhood
Abstract
How did Oprah and others, who have had a terrible childhood, become such productive and successful adults? In fact throughout the world there are people who have had horrible childhoods yet rose to become productive adults. People such as Benjamin Franklin, Larry Ellison, and many more. There are also examples of this in Harper Lee's acclaimed novel To Kill a Mockingbird; Consequently, there is research that suggests that having a rough childhood can make a person into a stronger adult than they would be without; However there is the stereotype that people born into a terrible home grow up to be disastrous slobs. Those with awful childhoods can become productive adults because of their trauma.
Throughout the ages there have been countless individuals who overcame a difficult childhood to become productive, successful adults. Take for example Abraham Lincoln who was born to parents that owned less than the land they lived on. Lincoln had to walk for miles to find any book to read. Consequently, he learned resilience and persistence that allowed him to pull the United States together during the War Between the States. Another person who overcame an adversarial childhood is Scrooge McDuck. He may be fictional but his fictionality does not alienate him from being a great example of using a difficult childhood to become a strong adult.
Scrooge McDuck worked as a shoe polisher in Glasgow Scotland in the late 1800s. He decided to turn his life around when he was paid an 1875 U.S. dime, which was worthless in Glasgow at the time. There and then he vowed to never be taken advantage of again. He has Frain 2 since earned billions of dollars and instead of being taken advantage of he has taken advantage of others. Both of these people used the lessons they learned in their not-so-easy childhoods to rise up and become more than the circumstances of their birth. Tom Robinson from the novel To Kill a Mockingbird is perhaps the best example of a person born into a rough home that productive adults. He was born with what was the worst disadvantage a person could have in 1930s Alabama, being born black. Mr. Robinson didn't let the color of his skin stop him from working hard to make a living.
He even says I picks for Mr. Link Deas. (Lee, p 217). He works hard everyday picking crops on land he does not even own. As an African-American in the 1930s he almost definitely had a horrid childhood full of harassment; however, he does not let that stop him from making an honest living picking crops and raising a family. Robinson had to learn additional skills and work longer, harder hours than the white citizens of Maycomb ever did.
Everyone who was born into a rough home had virtually everything against them but most did not let that stop them. Atticus Finch from To Kill a MockingBird who is widely regarded as wise even says to his son I wanted you to see what real courage is, instead of getting the idea that courage is a man with a gun in his hand. It's when you know you're licked before you begin, but you begin anyway and see it through no matter what. (Lee 128). Those who have had atrocious childhoods often don't have the same development at those who had more fortunate upbrings and thus are at a disadvantage in school, at the job market, or even in the work environment after they have secured a job, but most try anyways. Sometimes, this knowledge that they have it rough, is what helps them overcome their disadvantages.
There was Frain 3 recently a study conducted where people who had an inclement or uncertain childhood and people who had a more privileged childhood were tested to see how they perform switching between tasks. The people who experienced unpredictability in childhood were substantially better at switching tasks than those with safe homes.
Conclusion
Being able to switch between tasks is vital in today's world, where everything is interconnected through the internet, and being able to do this quickly can allow them to be more successful than their peers. Parents that had terrible childhoods will often want their children to have the opposite upbringing they had. Take for example founding father and orphan Alexander Hamilton who grew up with no set structure in his life. To ensure this did not happen to his son he gave him a very strict schedule with only one hour a day to do with as he pleases.
So, Oprah and every other successful person from humble to downright awful beginnings managed to delete the circumstances of their origins and become better, stronger, more productive adults than they ever could have been by learning lessons from their disadvantageous childhoods.
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Unequal Childhoods
Unequal Childhoods
The way language is used by parents towards their children in both working and poor class homes is just one of the areas where author, Annette Lareau illustrates class inequality. The way children are taught to speak and use their language will further assist them in their future with their professional endeavors and how they act within society.
Through the process of concerted cultivation found in upper middle class homes, parents expose their children to a wider range of vocabulary and promote negotiating and reasoning skills throughout conversation. Children are able to negotiate with their parents due to the use of extended language and the use of directives. Parents tend to explain why an action or reaction needs to take place and promotes conversation with verbal skills and summarization. Children are taught to ask questions, thus obtain the knowledge and confidence to challenge people of authority.
Annette Lareau illustrates this process with Stacey Marshall who is directed by her mother to prepare a statement to why she does not intend to try out for the gymnastics team (pg. 174). Stacey Marshall while touring the YMCA proceeds to describe her gymnastics skills and her opinions on the length of the vaulting runway to the coach without interruption from her mother (pg. 176).
Stacey's mother encourages her to have opinions and treats her opinions with importance and weighs them into consideration when making choices about her extracurricular activities. Alexander Williams's parents engage in conversation to promote his verbal skills and his ability to summarize his ideas when asked how his day went (pg. 117). Alexander's mother also shows interest in to accommodation him and his opinions with certain home decisions such as what food preference will be served for dinner (pg. 117). Alexanders parents also use new language (i.e. medical and scientific terms) and discuss political issues into daily conversation to prepare Alexander for a range of life experiences.
When compared with children who reside in working class, where the process of natural growth is favored, exposure to words and conversation is less. Children tend to not challenge or question adults and they learn more from directives. Wendy and Willie Driver are not observed disagreeing or questioning their mother when given directives.
Unlike Stacey Marshall's parents, communication is used more as a tool other than an important dimension on their child's life. In the McAllister home, Ms. McAllister tends to be short with her conversations and does not seek the verbal feedback or opinions of her children. Ms. McAllister use of short directives (i.e. shower and go to bed) designates what needs to be done in the home. Protests are not highly observed in the McAllister household and the children quietly abide without comment. This is illustrated when Harold's sister is told to sit for over an hour to get her hair braided, and she quietly obeyed even though the task took over an hour to complete (pg. 147). This is also seen when Harold does not want to eat spinach and is loudly ordered by his mother to eat it without any explanation on why he has to (pg. 147).
Throughout the book, Laurea illustrates an understanding of diverse socioeconomic backgrounds within the middle and working class families in an attempt to show the reader that inequality does still exist in our society. When we hear the phrase, American Dream, as a society tends to assume that it is easily accomplished if one works hard to proceed no matter what economic or social background a person is born into. Society at times often overlook that opportunity is not equivalent within society and gaps between racial wealth and social class are still seen today within American households.
The statement, American Dream resting in the hands of individuals, I agree has some truth to it in regards to it due to many individuals have been able to overcome their hardships and succeed (i.e Houston Mayor, Sylvester Turner). But my perception of the American Dream, I feel as a Caucasian female was somewhat influenced on how I saw myself fitting into society. Where up to past current events, whites, mostly males, have been represented most of the political, economic and social class of America.
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Childhood Ravaged by War
Abstract
In the graphic novel Persepolis: A Story of a Childhood, Marjane Satrapi writes a memoir about her childhood using both words and pictures. Satrapi starts off at the earlier years of her life portraying the innocence she had when she was a child through Marji. As she was growing up, the Islamic Revolution began in 1979. The aftereffects of the Islamic Revolution greatly influenced Marji's childhood. Growing up in a hostile environment forced Marji to quickly shed her innocence as she became more informed about the world around her and experienced war firsthand. Marjane Satrapi, author of Persepolis:A Story of a Childhood, frequently uses objects from the physical world to symbolize the effects that war has on an individual by causing someone to mature quickly, thus experiencing a rebellious phase at an early age.
Satrapi utilizes the veil to symbolize the oppression women faced due to the Iranian government. During the Islamic Revolution, the Shah's regime made it mandatory for women to wear veils. When the veils were first made mandatory, Marji and the other young girls didn't really like to wear the veil, especially since [they] didn't understand why we had to (Satrapi 3). Satrapi depicts the children's nativity and innocence through their horseplay with the veil in the fifth panel of page 3. The children's negligence of a very important symbol of the Iranian culture, the veil, demonstrates their lack of understanding of the importance of the veil in their culture ( 3).Marji had to comply with the Islamic regimes since a very young age so much so that she immediately felt the repressive air of [her] country (96). The children were simply forced to wear the veil because it became obligatory to wear the veil at school (3).
However, as Marji grew older, she slowly understood the repressive idea tied with wearing the veil. Satrapi illustrates Marji's compliance to the Islamic regime through her attitudes by this conformity. On the panel on page 3, Marji is looking directly at the reader, depicting an emotion of fright and reluctance towards wearing the veil. She seems to feel as though her voice is hindered and folds her arm as if to literally isolate herself from the government's repressive ideologies. Marji's emotion shows no eagerness in wearing the veil as shown through the curved down lines for her eyebrows and her subtle frown. In the early years of Marji's life, she seems very innocent. Her mother's actions pushes her to also believe that veils are wrong.
As she learns more about politics, she sheds her innocence as she leans towards the Communist ideals her parents taught her. The Communist ideals was used as a motivation for Marji to fight for the freedom she yearns for. Women are forced to wear the veil because it is indecent to even show an eighth of an inch (125). Satrapi purposely makes the veil very dark throughout the book to show how the Iranian government turned a deaf ear to the outcries of the women in the country. The pressure of the regime was so astounding that whenever Marji would take off her veil at home, she would exclaim, how good it feels to walk without a veil on my head! (189).
Satrapi's use of curved lines around Marji's face portrays Marji's joy: the feeling that she experiences when she is finally able to take off her veil and breath freely rather than be suffocated by the regime in public. Marji's enthusiasm of having the freedom she yearns for slowly led to her rebellious nature as year by year, women were winning an eighth of an inch of hair and losing eighth of an inch of veil (189). The act of showing the slightest bit of hair in public is deemed as sinful. However, Marji's loss of innocence and rebellion towards the oppressive regime left her to only do one thing to do: stand up for herself. This goes to show how much this freedom means to the female population of Iran. Even a part of an inch is another victory for their fight for the choices they can make.
Satrapi utilizes cigarettes in Marji's life as a symbol not only for Marji maturing at a very early age, but also as major symbol for Marji's rebellion against the state's oppressive regimes as well as her mother's guidance. Marji lives in a state where her freedom is restricted and where each of her actions were surveilled by authority. The perpetual encumbrance of acting a certain way at all times resulted in Marji making rash and foolish decisions such as smoking. As Marji grew older, she would often take part in activities that many adults looked down upon. Marji feels as though taking in such indecisive actions at a young age, like smoking, would cause her to stand out and demonstrate her strong, hateful feelings toward the societal expectations and government actions that she believes to be unfair.
As Marji grows up during war, she learns to stand strong in her beliefs because she believes fear makes [women] lose [their] conscience[and] transforms [women] into cowards ( ). In order to stray from conformity and fear in her life, Marji attempts to live freely through her acts of rebellion. When Marji's mother simply advises her to be more mindful in regards to what she wears, due to the recent legislations of the way women should act and dress, Marji begins to revolt against the new polices saying that I sealed my act of rebellion against my mother's dictatorship by smoking a cigarette I'd stolen (117).
By taking part in such a prohibited action, smoking, in front of her her mother, Marji is trying to make evident that she is not afraid to go to the greatest extents to illustrate her strong hatred towards the government's unjust laws towards women. Marji quickly kissed childhood goodbye with her first cigarette, a symbol for Marji to feel as thought she is now an adult (117). Satrapi utilizes the cigarette to demonstrate how quickly Marji matured compared to most kids her age. While children would fear to take part in many daunting adult activities, Marji does not hesitate to develop into her rebellious nature as it is a pathway to her growing up.
Satrapi utilizes Marji's bed is important as it is symbolic to her change in mental state as she grew older. Marji would dream in her bed and it was also where she often spoke to God. While lying in bed, Marji dreamt of protesting in hopes for the ...justice and love that she longs for (9). The longing for love and equality for all, even when men were brutal to her, illustrates Marji's compassionate and childlike innocence as a young girl. Later in the book, Marji was finally able to join a protest. Before joining the protest, she was oblivious to the violence and the negative effect of war.
On page 76, Marji is depicted as a young girl who did not understand what was going on, which shows that Marji is not considered to be mature enough to take part in the violent protesting. On the third panel of page 76, all the protesters are wearing black and shouting, guns may shoot, knives may carve, but we won't wear your silly scarves (76). Satrapi depicts the mourning and repressed feeling through the color black covering up the majority of the panel. However, Marji is the only one wearing a white shirt. The white symbolizes Marji's purity as a young girl. In addition to wearing white in the protest, Marji was the shortest among all the protestors. Marji's lack of height compared to the others was significant as it symbolized the fact that Marji was not fit to become an adult just so quickly.It was on this same bed that Marji, when she was a teen, lashes out on God, her authority.
Marj is tired of dealing with and being forced to comply with the brutal regimes that she harshly tells God to shut up and get out of [her] life as Marji never wants to see [God] again. Marji's rebellious nature as she grows older is depicted her shift in attitude and loss of innocence through her change in the dreams and thoughts she has in her childhood bed.
Conclusion
Satrapi often uses realistic items to demonstrate the consequences war has on a person and how it causes them to mature quickly and develop a rebellious attitude. All throughout Marji's lifetime, she is repeatedly affected by external factors. She matured more quickly due to the violence of war that he grew up in. Persepolis is a memoir of Marji's journey throughout life, as she gradually matures and strays away from her youthful innocence. She goes through a rebellious phase, rebelling against both her parents and the regime alike. This novel represents the extent of influence the outside world can have on one's personality, and how it can change one's outlook on life.
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The Warped Memories Interesting Facts
Introduction
Remember Sleeping Beauty? Snow White, Cinderella, Rapunzel? Most of the world's nostalgic memories of these childhood-favorites are lies. Everyone knows that one's memory can fail them sometimes. Humans are a forgetful species, constantly not remembering what they walked into the room for, or bickering with their friends over an event that happened not even a day ago because they swear it happened differently than how they're being told. Well, if everyone knew the true background behind many innocent fairy tales, they wouldn't forget. Fairy tales have been around for thousands of years, no one knowing when exactly they started, being passed on both through verbal communication and by being written down. However, this classic literature tradition wasn't always intended for youth; it was actually a way for adults to document the hardships they have experienced or seen. Fairy tales have almost made a full circle in terms of the gore and horror that's included in these popular fables.
Fairy tales have been around for as long as one remembers, right? In fact, no one knows exactly when they started, even with all of the knowledge we've gathered about this captivating, extensive topic. Until about 4,000 bce all literature was oral, but, beginning in the years between 4,000 and 3,000 bce, writing developed both in Egypt and in the Mesopotamian civilization (folk literature). Although humans initiated writing things down and documenting some important baggage around 4,000 bce, the study of fairy tales didn't begin until the early 19th century (folklore). However, historians discovered that people would write down their stories when they're going through rough times. ...fairy tales originated in an age marked by wars, plague, and famine (Smith 105).
The origin of fairy tales, just like human language, is probably impossible to find out (folk literature). The start of fairy tales still have people all over the world scratching their head. Because every culture has experienced fairy tales in their own way, miscommunication is common when trying to gather accurate information about a time frame from when and where these classic fables originated. Although humans may not know how fairy tales started, they do know how the popular stories were passed along.
Using the knowledge already obtained through studies, analysts can conclude that fairy tales were passed along verbally for many, many years before the thought of writing a fable down ever came into anyone's mind. It is often difficult to distinguish between tales of literary and oral origin, because folktales have received literary treatment from early times, and, conversely, literary tales have found their way back into the oral origin (fairy tales). As stated earlier, there are many ways to communicate stories to others. Simply speaking to each other and writing notes are fantastic examples of this.
Although people know that fairy tales have been around long, long before their parents and grandparents, it still comes as a shock to some children when they find out their favorite stories weren't made and intended for their eyes.
Many people are baffled and surprised when they hear that fairy tales weren't initially for children. Of course different authors try and appeal to different audiences, but originally, they were limited to adults. Fairy tales joined the canon of children's literature...only in the last two to three centuries (Dewan 27). Children have been overhearing their parents talk for probably their entire life; not always on purpose.
They began as oral tales for all listeners, though mostly adults, passed down by word of mouth from one generation to the next. In the sixteenth and seventeenth centuries, Giovanni Francesco Straparola, Giambattista Basile, and Charles Perrault published some of the first collections of fairy tales in the Western tradition. During the nineteenth century, famous fairy tales authors such as Jacob and Wilhelm Grimm, Hans Christian Andersen, and Joseph Jacobs continued writing down oral tales (Dewan 27).
Though most fairy tales are now intended for children, that wasn't always the case. Trying to get back to their roots (within limits), some fairy tale authors are including more havoc and crime like they used to in the early times. Kids are more attracted to this aspect than they are to the soft-sides of things.
Fairy tales relate to people of all ages now. Different authors aim at different ages, but the majority have an underlying theme that connects all families. Some fairy-tale adaptations minimize the fear, evil, and violence, forgetting that many children enjoy dangerous situations, particularly in the safe environment of fiction (Dewan 28). It's becoming well known that kids don't want the happy-go-lucky stories they're used to being told. Fractured fairy tales...delight young readers because they violate the fairy tale conventions that children have learned to recognize (Dewan 30). By moving away from the safe side of tales, it exposes people to a new mindset. Children become adults in these tales by moving away from home and entering the wide world-a place filled with danger, challenges, and exciting adventures (Dewan 28). Although the children in the stories may not literally become adults, they grow up mentally and are more mature.
Many fairy tales begin with a domestic problem, one that propels children into the larger word. This movement away from home stimulates personal growth as characters face new challenges (Dewan 28). Fairy tales have changed a lot throughout the years. Some of the most famous, original fairy tale authors wrote in lots of gory details, not leaving out any carnage. People thought that was too aggressive, so some authors switched and became too soft, losing touch with their fanbase in the process.
All of the fairy tales we are told as kids are watered-down versions of the original. The original tales might be too gruesome for today's people; their horrific origins, which often involve rape, incest, torture, cannibalism and other hideous occurrences, are brimming with sophisticated and brutal morality (Ogden). Now, there is going to be an example of one of our favorite story origins, but be warned: it's cruel.
The tale of Hansel and Gretel could have been told to keep children from wandering off. But during the great famine of 1315-1317 A. D. that crushed most of continental Europe and England, disease, mass death, infanticide and cannibalism increased exponentially. Seeking relief, some desperate parents deserted their children and slaughtered their draft animals.
Or Hansel and Gretel might have stumbled upon the home of the successful baker, Katharina Schraderin. In the 1600s, she concocted such a scrumptious gingerbread cookie that a jealous male baker accused her of being a witch. After being driven from town, a posse of angry neighbors hunted her down, brought her back to her home, and burned her to death in her own oven.
This is just one case where a cute story was formed from a cold-blooded past.
To sum up, fairy tales have been around for a very long time. They've been passed down through generations, starting from when adults told their troubles and hardships to each other over a meal. They've come a long way from the intense, gruesome dramas that weren't intended for children and found a nice balance between being too intense and too soft. Fairy tales have existed for many millennium, battling the inevitable test of time and winning again and again. Although fairy tales weren't initially intended for children, the tales have almost made a full-circle and started including the gore and horror aspect that was there when the adults were the majority of the audience. Overall, it might be said these child-favorite fantasies have been around for basically forever. They're a wide and extensive topic, spanning all the way from before 4,000 bce, and there doesn't seem to be an end in sight.
To sum up, fairy tales have been around for a very long time. They've been passed down through generations, starting from when adults told their troubles and hardships to each other over a meal. They've come a long way from the intense, gruesome dramas that weren't intended for children and found a nice balance between being too intense and too soft. Fairy tales have existed for many millennium, battling the inevitable test of time and winning again and again.
Conclusion
Although fairy tales weren't initially intended for children, the tales have almost made a full-circle and started including the gore and horror aspect that was there when the adults were the majority of the audience. Overall, it might be said these child-favorite fantasies have been around for basically forever. They're a wide and extensive topic, spanning all the way from before 4,000 bce, and there doesn't seem to be an end in sight. To sum up, fairy tales have been around for a very long time. They've been passed down through generations, starting from when adults told their troubles and hardships to each other over a meal. They've come a long way from the intense, gruesome dramas that weren't intended for children and found a nice balance between being too intense and too soft. Fairy tales have existed for many millennium, battling the inevitable test of time and winning again and again. Although fairy tales weren't initially intended for children, the tales have almost made a full-circle and started including the gore and horror aspect that was there when the adults were the majority of the audience. Overall, it might be said these child-favorite fantasies have been around for basically forever. They're a wide and extensive topic, spanning all the way from before 4,000 bce, and there doesn't seem to be an end in sight.
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Assessment of Health and Nutrition Indicators of Early Childhood in India
Introduction
Early childhood health and nutrition is a true indication of countries’ level of progress and development. These health indicators are directly linked from beginning to end existing Govt. policies, plans and programmes to countries’ investment in early childhood and respect for children’s rights. Social determinants of health and nutrition are factors that characterize environments to which individuals and the population are “exposed” and which can influence lifelong developmental and health outcomes.
Social determinants act at various levels of influence, interrelate with each another and represent a broad array of characteristics that are not biologically or hereditarily based but rather are entrenched in interactions between individuals and socio-physical environments. For example of the most important social determinants of child health, nutrition and development include living conditions, child parents and peers inter-personal relations, family socio-demographics, learning environments in day care centers and schools, access to premises, neighborhood safety and socio-political context.
Early Childhood Care and Education builds a positive contribution to children’s long period development and learning by facilitating an enabling and stimulating environment in these foundation stages of lifelong learning. Universal brain research also imposes the significance of early years for brain development. Parents as caregivers are critical in providing a stimulating learning environment to the child and the first two and a half to three years need not be in a formal learning environment. The National Curriculum Framework acknowledges the significance of involvement of parent’s family and community.
Early childhood is a stage in human development. It generally includes toddlerhood and some time afterwards. Play age is an unspecific designation approximately within the scope of early childhood. Some age-related development periods and examples of defined intervals are: newborn (ages 0–5 weeks); infant (ages 5 weeks – 1 year); toddler (ages 1–3 years); preschooler (ages 3–5 years); school-aged child (ages 5–12 years); adolescent (ages 13–19) The first few years of life are a critical period during which lifelong patterns of health vulnerability are determined by the complex interplay of social determinants. As action can be taken on environmental conditions in order to improve the people’s health outcomes, researchers, governments and policy makers have increasingly been attempting to improve their understanding of the conditions under which children achieve optimal health and developmental outcomes.
Early childhood health and nutrition is a true reflection of countries’ level of development. These health indicators are directly or indirectly linked through existing policies, plans and programmes to countries’ investment in early childhood and respect for children’s rights. Analysis of health and nutrition indicators should include the environmental and social determinants of disease, mortality, poor population, quality of life and the yawning inequality gaps between and within countries.
There are three broad stages of development: early childhood, middle childhood, and adolescence. The definitions of these stages are organized around the primary tasks of development in each stage, though the boundaries of these stages are malleable. Society's ideas about childhood shift over time, and research has led to new understandings of the development that takes place in each stage.
Basic newborn care include immunizing mothers against tetanus, ensuring clean delivery practices in a hygienic birthing environment, drying and wrapping the baby immediately after birth, thus providing the necessary warmth: The promotion of immediate and continuous breastfeeding, immunization and treatment of infections with antibiotics could save the lives of 3 million newborns annually. Improved sanitation and access to clean drinking water can reduce childhood infections and diarrhoea. More than 40% of the world's population does not have access to basic sanitation, and more than one billion people use unsafe sources of drinking water.
Hunger and malnutrition are an unfortunate reality of the world. While people in industrialized societies live in plenty, malnutrition contributes yearly to the death of 5.6 million children less than five years of age in non-industrialized societies. In the developing world, millions of children develop too slowly and millions of people cannot develop their potential to the fullest. Malnutrition has particularly serious effects on children, above all, infectious secondary immune deficiency, learning deficits and, subsequently, school drop-out.
Furthermore, malnutrition threatens girls’ ability to have healthy children in the future and perpetuates the generational cycle of poverty. Good nutrition, in turn, is the cornerstone of survival, health and development not only for current but also future generations. Well-nourished women face fewer risks during pregnancy and labour, and their children develop much better physically and mentally.
An Indian Conceptual Framework for Integrated Child Development
As the word suggests, an indicator gives an "indication" that is intended to reflect a particular situation or an underlying reality, usually by providing an order of magnitude, which means that it is difficult to meet the criteria directly. Indicators are variables that attempt to measure or objectify a quantitative or qualitative collective (especially biodemographic) event in order to support political action and evaluate achievements and goals.
WHO defines them as "variables used to measure changes” Information sources Some indicators may be sensitive to more than one situation or phenomenon; for example, the infant mortality rate is a population health indicator and it is also sensitive enough for use in assessing the general population welfare. However, it may not be specific to any particular health measure because the reduction rate may be the result numerous factors of social and economic development.
Health indicators are used to evaluate the effectiveness of courses of action and effects. An indicator requires a reliable source of information and technical rigour in its construction and interpretation. The principal sources of data used universally are the following:
- Records of demographic events;
- Population and housing census;
- Routine health services records;
- Epidemiological surveillance data;
- Sample surveys (survey population);
- Disease registers;
- Other data sources from other sectors (economic, political and social welfare).
The above are sources of routinely and regularly compiled primary data. If these data are unreliable or non-existent, alternative sources may be sought that are generally indirect estimates of the real value.
The various health-related items for which indicators are constructed are the following:
- health policy (resource allocation, % of GDP invested in child health services, and
number of hospital beds per x number of inhabitants, etc.); - socioeconomic conditions (housing, poverty, food availability, literacy rate etc.);
Performance in Public Health Care Health Status:
(a) activity – availability of services, accessibility, indicators of quality of care, coverage indicators could and hopefully would be disaggregated by population subgroup so that gateways for strategic action could be identified;
health status indicators – these are the most used and can be divided operationally into 4 types:
(1) mortality indicators – widely used, since death is universal, occurs only once and is recorded frequently and systematically;
(2) birth – population’s reproducibility, there being a clear correlation between birth rate and health, socioeconomic and cultural standard;
(3) morbidity – indicators that attempt to estimate the risk of disease (disease burden) to quantify the magnitude and impact; they are difficult to obtain owing to problems of definition, phenomena to be measured and protracted change over time;
(4) quality of life – generally composed of indicators designed to objectify a complex fact such as people’s functional capacity, life expectancy, adaptability to their surroundings, and others.
An indicator is not confined to data on which it is based; it usually contains elements (a threshold, a point of reference, a mode of expression, etc.) that can be used universally to assess the information transmitted and facilitate comparisons in time and space. The use of such indicators has been covered extensively by literature in the various sectors concerned. In fact, information associated with an indicator can cover more than the mere quantification of phenomena and should therefore be selected, analyzed and interpreted by a specialist. Data on the malnutrition prevalence rate will, for example, evaluate its severity in public health terms or its likely implications for the broader development context, taking into account its known effects on health, productivity, schooling and social dynamics. The analysis must therefore be conducted by inter-sectoral groups, when many indicators are involved.
Indicators of the nutritional situation
These indicators should be suitable to characterize each type of malnutrition, which is associated with features of malnutrition itself, the people who suffer from it, where they are, etc., to obtain an indication of the level of risk to various population groups and thus obtain an overview of the situation for the purposes of diagnosis and formulation of overall evaluation strategies – some differentiated and others targeted. It is difficult to determine a person’s nutritional status accurately, and even more so that of a population. This is a global concept that can be gauged only through a series of clinical, physical or functional characteristics, which may be used as additional indicators if a threshold value for separating the malnourished from the well-nourished is incorporated. This task was accomplished after achieving a consensus, mainly on child and adult malnutrition and the widespread lack of three micronutrients with serious implications for people’s health (vitamin A, iodine and iron). First, the individual’s parameters or indices (e.g. weight, arm circumference, haemoglobin level, etc.) were measured. Then, the information was expressed for the population group concerned as a prevalence rate or as the percentage of well-nourished or malnourished people showing the particular type of malnutrition, according to the selected thresholds.
There is no single global indicator to provide a picture of "nutrition". consequently, the particular aspect of nutrition to be characterized energy state, protein, iron, vitamin. A must be stated specifically. That said, there is no synthetic indicator, even on the energy state for example. For this reason, the indicator most relevant to the priority issue will be collected: physical, biochemical, functional, and so on. With regard to the measurement of the population’s general nutritional status, a number of individual physical measurements must be taken to be compared with reference values for determining the status of persons (or the population at large) and constitute the set of relevant indicators to be used in preference to any other. However, in using these indicators, their limited validity must be borne in mind: they provide synthetic nutrition information but do not represent all aspects.
Cause indicators
Once the population groups’ nutritional status and their geographical or socioeconomic distribution are known and goals for improvement have been set, information is needed on the factors that have determined such situation, for example the factors, events or characteristics that affect to some extent the nutritional status of individuals in a particular population.
(a) Nutritional insecurity:- includes food production or supply problems, issues of family and community access to food of good nutritional value, in particular regard to purchasing power, but also includes access to fortified foods, supplementation and treatment in certain cases. These data are collected regularly through information systems in ministries of agriculture and trade.
(b) Environmental health: - access to health services covers water supplies and healthy foods, environmental sanitation, including infectious and parasitic diseases health care systems and their use. The various ministries of health units are responsible for collecting these indicators.
(c) Provision of care and care practices:- this concerns care within the family, social protection afforded by the community or State, of household or community members’ attitudes and practices in providing maternal and child care for the most vulnerable, and the providers’ level of education. This type of indicator is rarely collected on a regular basis. In most cases, information collected through specific community surveys must be supplemented, with emphasis on qualitative aspects.
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Assessment of Health and Nutrition Indicators of Early Childhood in India. (2019, Mar 13).
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Early Childhood Journey
Maria Montessori is an icon in history. She has influenced my professional philosophy particularly due to her firm belief that there exists a difference in learning among children and adults. From this vein, Montessori once said: follow the child and let the child's interest take lead. This denotes the belief that through the stages of development the absorbent minds of children are exposed to learning experiences that are ideal thus facilitating the growth of their mind.
Play Environments
The healthy development of a child's brain is heavily influenced by creative and active play. As such, teachers are required to develop and sustain a positive learning environment for children both inside and outside the classroom. The wholesome development of children is supported by the aspect of play as it involves thinking, moving, sensing, creating and communicating with others (Feeney, 2016).
Hard-Soft Environments: softness changes the environment in terms of comfort, security and the way of doing things in a context. Thus, early childhood classroom should be furnished with soft decorations, carpets, pillows, rugs, furry animals, soft toys, warm physical objects and sufficient lighting. Hard environments include colors that are unattractive, indestructible materials such as cement and insufficient lighting that denote disrespect for children.
Open-Closed environments and materials: Innovation is inspired by open materials. Closed environments have the potential of being rewarding if they provide ideal challenges. Young children generally require open materials as they are easy to use. Closed materials are suitable for children that are older and have more experience. Frustration and boredom among young children denote an inappropriate balance between open and closed experiences.
Low-High Mobility: Activity denotes high mobility while sedentary activities infer low mobility. Both kinds of activities should be encouraged throughout the day, both outdoors and indoors.
Observation
The role of teachers in facilitating play among children includes the provision of sufficient play time between 45 minutes and 1 hour of uninterrupted play several times a day. The activities can either be outdoors or indoors depending on the weather. The play materials should be sensitive to the interests and needs of children. Teachers should learn through observation and add materials to support play activities. Further, they should also participate in play but ensure that the children are the leaders. Unless there is a threat that can cause harm, play should not be interrupted. When guiding or participating in play the teacher should be child-oriented and avoid inculcating adult judgments and concepts into the play (e.g., How many are there? Was that nice?). Teachers also need to be able to redirect play (when necessary) in a way that supports the children. (Feeney, 2016)
Curriculum
Skilful curriculum design ensures that there are additional activities to the planned activities hence factoring space, time and interesting aspects that can be explored. Children should be provided with choices in a well-planned curriculum. The curriculum provides guided activities to engage with children individually and in groups. A planned curriculum factors all the domains of development. For example, it can be designed to help children master a skill in single or multiple subjects. In early childhood curriculum, each subject area contributes to all domains of child development but emphasizing on one or two study areas.
Health Safety And Nutrition
Some of the important aspects of supporting children's healthy eating habits include:
Food should never be used as a reward or form of punishment. All children have a right to food and thus withholding it leads to a breach of trust.
The eating environment should be pleasant and relaxed. Meal times should not be hurried and should involve everyone taking part in the activity.
Develop appreciation of healthy food through compliments such as Yum, these crunchy carrots are delicious,. For new healthy food: We never had this for lunch before”I'm looking forward to trying it.
Children should be provided with opportunities to try unfamiliar foods. According to Eliassen (2011), young children required 10 to 15 experiences with unfamiliar food to enjoy it.
Train Children to listen to their bodies and hence know when they are full and when hungry.
When possible, children should be encouraged to opt for healthy snacks thus gain control of their eating habits.Food preparation and cooking should be entrenched in the curriculum by giving the children opportunities to wash and tear lettuce salad for example.Children should be allowed to serve themselves and if this is not possible have them offer snacks as a self-service activity to nurture competence among them.Children should be involved in meal set up and cleanup activities.Food and nutrition should be a topic of discussion with the children e.g. on how food helps in body growth or the significance of certain foods such as Milk has calcium in it. It helps your bones grow and be strong.Ensure families have access to resources for meal and food planning. Mention some of the ideal healthy snacks for children in newsletter besides share recipes that children have enjoyed preparing while at school (Feeney, 2016).
Family Partnerships
Keyser (2006) noted that the most productive programs for early childhood education are those where the unit of the family is valued by both teachers and administrators. In such cases, the staff ensures they develop relationships, make decisions and policies that treat each child as a part of a family. This practice is child-centered and focuses on developing meaningful relationships between the families and the teachers (Keyser, 2006). Family-centered programs require constant communication with each family and subsequently making decisions aligning to their preferences. Thus, the practice is intentional and significant. This practice goes beyond focusing on the child only but also the respective families involved hence the need to understand differences in cultures. Through interaction, teachers learn the different foods, holidays and environments the children are brought up in. Teachers should seek the help of families in the quest to support each child's needs. The dialogue can begin by asking families to inform you on how birthdays and holidays are celebrated.
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Early Childhood Journey. (2019, Mar 13).
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Story about Childhood
Abstract
In Light in August, Wuthering Heights, and the poetry of William Blake, society disrupts the link between childhood and nature. Like the motherless boy in Blake's "The Chimney Sweeper" who is manipulated through the promises of religion, or the group of children paraded through England's streets in "Holy Thursday," a child's natural link to motherly love and nurture is cut, and instead the child is molded to fit society's image. Like in Blake's "London," society is more masculine, structured, and unforgiving, with citizens degraded to identities as prostitutes or beggars out of necessity, all wearing society's "mind-forg'd manacles" (8).
These themes are especially prevalent in the two novels: Joe Christmas' childhood racial and sexual trauma results in a crippling inability to accept any motherly figure or romantic partner, while Catherine, imprisoned and domesticated at Thrushcross Grange, yearns for the freedom and even savagery of her childhood. In both novels, the characters use violence to try to express and achieve dominance over their frustrations. Christmas' violent outbursts are related to control, to try and find order in a life ridden with a split identity and the unpredictable, fluid female characters he meets.
Catherine's violent impulses, rather, are almost more feminine, related to freeing herself and reclaiming her childhood self and ferocity that she sees embodied in Heathcliff. Both regress in their violence, seeking to piece together or return to a childhood development which was interrupted by society. There is a sense of the primal link between childhood and nature, like a mother and her child tied as one through the umbilical cord. Perhaps to break this link and superimpose society's rules, to try and "domesticate" a human being at such an early age, will inevitably lead to such tendencies of reverting to wildness, of an identity constantly in search of its fundamental roots.
In Light in August, society's interruption of Joe Christmas' childhood development leads him to a lifelong fixation on finding order, not only in terms of his identity but also with him grappling to understand femininity and sexual relationships. Beginning with his birth, Christmas loses his mother, Milly, when his grandfather purposely refuses her medical assistance. His grandfather despises him, disowning him to an orphanage and working as a janitor to "watch him and hate him" (127) out of his Puritan values.
Doc Hines states that Christmas is "the Lord God's abomination, and I the instrument of his will" (380), an example of society's religious doctrines invading and overriding a child's sacred bond with his mother. As with many of the male characters in Christmas' life, there is a rigidity and absoluteness to his grandfather's hate, which is juxtaposed to his grandmother, who immediately "built up the fire in the stove and heated some milk" (379) upon receiving Christmas. Doc Hines' firm religious hate is contrasted with Mrs. Hines' motherly instincts, which are arguably more in tune with nature than society. However, because of Christmas' eventual childhood trauma, he will come to cling to the more masculine, patterned responses toward him and come to distrust the more fluid, unpredictable female characters he meets, especially when it is love and safety they offer.
Christmas' greatest disruption to childhood occurs at age five, when he witnesses the dietician's sexual encounter. The moment is an especially vulnerable one for him both sexually and racially. During the scene, he eats and sucks from his finger a tube of toothpaste. Robbed of a mother to nurse him, it is almost a scene of Christmas regressing back to his infantile impulses; it is as if he is trying to emulate breastfeeding, an act that not only embodies a mother-child bond but is also one of a child's first Freudian steps in sexual development. Because of this, Christmas is in a sensitive, vulnerable state in the scene. In addition, the contrast between the "pinkcolored" appearance of both the dietician and toothpaste as well as Christmas' own "parchmentcolored finger" (120) perhaps also hints at the racially charged trauma that will be inflicted upon him. Once the dietician discovers Christmas, she calls him a "little nigger bastard" (122), and it is at that moment when Christmas' entire racial and sexual awareness becomes disfigured.
Unlike at the orphanage, Christmas is now old enough to understand the societal lines he has transgressed. He learns his racial identity is undesirable and is vilified by the closest mother figure he has. At once, the innocence and motherly safety he felt prior are wiped away: The toothpaste is now the cause of sickness and is "no longer smooth pink-and-white" (122). The curtain which symbolizes a childlike illusion of safety is torn away and the dietician, who used to be Christmas' only sense of a motherly figure, "[drags] him violently out of his vomit" (122). In the scene, Christmas not only becomes aware of society's rejection of part of his race, but the dietician also tears away his innocent acceptance of refuge and nurture. From age five, Christmas is disillusioned to the motherly net of safety that is so integral to childhood, and he instead confronts the prejudices of society.
Christmas' trauma is further cultivated by the McEacherns. Mr. McEachern sternly adheres to his religious beliefs, and through him Christmas becomes accustomed to a lifestyle of strict discipline and suppression. Under Mr. McEachern, Christmas continues to subdue his sexual impulses and even the urge to eat, associating them with emotions of shame and withdrawal. Through Mr. McEachern, Christmas almost develops an attachment to the patterned and ordered restrictions of his life, "as if the whole situation were perfectly logical and reasonable and inescapable" (159). When Mrs. McEachern brings him food after a full day of fasting, Christmas violently lashes out, "dumping the dishes and food and all onto the floor" (155).
In a tragic manner, because of his experience with the dietician, Christmas feels threatened by such a mother figure, seeing her very offer of food and safety as something threatening and out of the ordinary. Christmas and "the man could always count upon one another, depend upon one another; that it was the woman alone who was unpredictable" (159). To Christmas, "It was the woman: that soft kindness which he believed himself doomed to be forever victim of and which he hated worse than he did the hard and ruthless justice of men" (169).
In heartbreaking sense, Christmas' strict religious conditioning and past trauma have reversed the way he views any maternal figure, seeing them as a kind of volatile threat. It is only through the more masculine structure and order of society that he finds any hint of something dependable. There is a sense of how twisted a child's development can turn when the safety and primal education that only a mother can bestow is replaced by the harder conditioning of society. Perhaps a mother's love is affirming, possessing its own kind of power in supporting a child's first steps in forming a sense of self, sheltered from what society will dictate the child to be. In Joe Christmas' case, however, it is this motherly love and safety that has become poison to him.
Conclusion
Furthermore, throughout his interactions with women, Christmas uses violence as a means to try to control or defend against the more unpredictable female characters he meets. In his first sexual encounter, trapped in a shed with a girl, "there was something in him trying to get out, like when he had used to think of toothpaste" (156). As a result, he strikes out: "He kicked her hard, kicking into and through a choked wail of surprise and fear" (157).
When Christmas is with the waitress Bobbie, he has a similar response when she forgets about her menstruation, hitting her after she remarks that "I'm sick tonightYou haven't ever had a sweetheart, yet. I'll bet you haven't" (188). Christmas' violence in these scenes is contracting, almost defensive. Whenever the situation becomes intimate and sexual, such as in his first sexual encounter, his distrust of femininity again manifests itself in the fear of abandonment and hurt. There is a sense that his violence is linked to control, so that, in a twisted way, he may land a first blow and try to seize the situation, rejecting his partner first before he is again abandoned or traumatized.
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Story about Childhood. (2019, Mar 13).
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Adapt Scaffolding to Early Childhood
The article I read was Adapt Scaffolding to Early Childhood. I chose to read this article because my field of study is Early Childhood Education and I like learning as much as I can about the field. This article discusses scaffolding which is an instructional technique that helps guide students to a stronger understanding of an educational topic and being more independent in the learning process. The article discusses modeling the expectations and letting the student practice meeting those expectations before letting them venture out on their own in the learning process. It is helpful for both the student, and the educator if the educator documents lessons in the form of photos, this will help the child see their learning progress and it will also help the educator see where the student is at in the learning process.
In the scaffolding process, the educator must learn the strengths of each of his/her students. This will help build on the learning process and the educator can build lessons based on the strengths of each child which will build on their skills. In the early childhood classroom this can be done with hands on learning, and the educator asking the students questions which begins the process of the children thinking on their own about the hands on lessons. Once you know what your students strengths are and where they are in their learning process, you can begin pushing them to learn more and question the what and why of the lesson being taught. Scaffolding helps children learn in different ways, it helps push them to want to know more and to be more independent in the learning process.
Reaction/Point of View
While reading this article I would have to agree with everything that was said. This is such a great way to get children not only to learn but to start taking more of an independent role in their learning. I believe as an educator we should learn what our student's strengths and interests are whether we are using the scaffolding technique or not. Knowing the student's strengths and interests can be helpful in knowing which lessons may interest them more, if one lesson isn't the most interesting to them then finding a way to make it more interesting. I think documenting the learning process in photographs is a great idea, young children love looking at photos and to see themselves learning gets them excited to learn.
How to Use Information
I would use this information is setting up lesson plans and activities for the early childhood classroom. I would use this information to find ways to get the students to start asking themselves questions while they are learning such as why am I learning this and what comes next. I could use this information while setting up the classroom as well, putting up some posters with photos that help them learn what things to be looking for while learning in any lesson and what questions to ask in any lesson. The information in this article helps me as a future educator learn the steps/process of scaffolding and how to model this technique. Documenting the learning process for children is so important, using photos for young kids is something I would do.
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Adapt Scaffolding to Early Childhood. (2019, Mar 13).
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My Transition from Childhood to Adulthood
There are some critical moments in life that cause a person to really change and have a different perspective on life. It causes them to understand how significant a thing is that they take for granted, simply because they do not see the importance of it until it almost slips past their grip and they can only see life pass them by like flashes or moments that they wish could end or have taken a different, less tragic, course. I can still visualize those moments like they were yesterday and remember every detail, no matter the insignificance. I remember how I used to think that grades and doing good in school were the most important things in the world. Last summer has completely changed my perspective of what I hold to be most dear in life. It has changed how I view, and will view, every single person in it. My father had a life-threatening experience that changed everyone in my family for what I believe to be the better. It is that specific event that marked my transition from childhood to adulthood.
I distinctly remember my father coming home one day saying that he felt different, like he had a hard time breathing. He had never had any major problem before then, so it seemed odd that he felt that way. He was taken to the emergency room and hospitalized a couple of days later. I had slightly mixed feeling of being sad and scared but did not give much thought to them because I thought everything would go back to normal. Little did I know that it would change my life.
A couple of day after that, I got a call from my mom saying that my dad was in critical condition and on a ventilator (A machine that breathes for you). That is when I got a glimpse of the full capacity of the situation. It was one of the most devastating things seeing my dad helpless and fighting for his life. It completely shattered me and it felt like part of my life was slowly slipping away, and I could do absolutely nothing to stop it. I know me and my siblings had to be strong because my mother felt the pain of it the most and we had to calm her down and try to make her feel like everything will be alright. I know that I could not slack off and be careless anymore because it literally felt like that was my only chance to grow up and it is now or never.
I took whatever responsibilities I could because I know that the world would not stop, even if it felt like mine did. I did all of the chores and errands that I was capable of doing, anything that would take the load off of the others. No matter what I did, I could only see the image of my father lying on the bed. I felt frustrated with many mixed emotions and tried to channel them into doing anything that would have a positive outcome.
He is alive and doing better as the days go by, but those moments in the summer will be with me and change my life forever. I am happy, simply knowing that he is still with us; but I have to grow up and continue taking responsibility, knowing that anything can still happen and I have to be prepared for it. I used to think that grades were the most important thing in the world, until this incident occurred, which opened my eyes to the real truth and dangers of the world. A person should never take anything for granted and I learned that the hard way. Although grades still hold a degree of great importance to me, I now understand the real problems and that is what caused my transition from childhood to adulthood.
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Childhood’s End
As we are ushered into an era of unprecedented technological advancement, the capability of human ingenuity has always questioned. Where is society going to go now? and What new technological advancements are still yet to come?, are two commonly asked questions by those who are intrigued with the future of mankind and the technology that the generations ahead will possess. As some people metacognate over the future predicament of mankind, others are known for writing what they believe may occur in the future as a result of technological development. These writings or prophecies as to what the authors believe will come true in the future, are often encapsulated in a genre of literature called science fiction, often monikered as sci-fi.
What is science fiction?
Science fiction is a genre of literature in where an imagined future is present with colossal advancements made in society technologically which have not yet been made at the time of the writing, a detail which helps explain why this genre is a fictional genre rather than non-fiction. The genre of science-fiction came into full prominence in the early and mid twentieth century when books like Fahrenheit 451 by Ray Bradbury and The Foundation Trilogy by Isaac Asimov received critical acclaim. One very famous sci-fi book which helped inspire many sci-fi works for years to come is Arthur C. Clarke's Childhood's End. This novel by Arthur C. Clarke showcases a future in which otherworldly beings assume control of mankind and effectively disrupt it. The novel Childhood's End exhibits several different science fiction elements. Three different science fiction element used in the writing of Childhood's End are extraterrestrial life, time travel, and also biblical imagery , all three of which are connected to the central theme of control.
Extraterrestrial Life
Extraterrestrial life is one of the science fiction elements that are forefront in the novel Childhood's End. In the late twentieth century (which was the future at the time the novel was published), The United States and the Soviet Union were fighting for aeronautical supremacy as the race between the two nations was to see which nation would be able to develop rockets with nuclear drive/power. The space race between the two nations was also fueled by the military advantage each nation would get. As the rocket commandeered by mission commander Mohan Kaleer reaches space, Kaleer notices something very peculiar, there were other ships out in space. The ships that Kaleer noticed were commandeered by extraterrestrial life which would later be known as the Overlords. The Overlords immediately prohibited travel through space for humans and they took control over the humans.
The Overlords supervised the human race and interfered with them only when they deemed fit. The Overlords set rules for the humans to follow such as no more wars and no more hunting animals for sport. The Overlords enforced their rule and authority over humans quite strictly. The Overlords had ordered the Republic of South Africa to dissolve their discriminatory policies (Apartheid) and when they refused to do so, Karelllin, the supreme leader of Earth, decided to block out the sun which had squashed any further demonstrations of defiance. Despite the negative connotation associated with being ruled over by an extraterrestrial life form, mankind experienced positive changes as the Overlords kept on enacting their changes.
The positive effects of the alien presence on Earth would soon become overshadowed as the Overlords rounded up children (children had began to show signs of superhuman mental capability) to appease the Overmind, an abstract being or thought commonly referred to in the novel. This would spell the end of the human race as many people died as a result of nuclear detonation and suicide and sheer havoc was being wreaked upon humans. The science fiction element of extraterrestrial life correlates with the central theme of control in the novel as the extraterrestrial lifeforms in the novel, the Overlords, had authority over the humans and in a sense, controlled them.
Time Travel
Time Travel is one of the science fiction element used in the novel Childhood's End. Time travel is one of the most quintessential science fiction elements which is used in many works of science fiction. From H.G Wells's The Time Machine to The Clay Lion by Amalie Jahn, time travel has been used in science fiction works many times. In the novel Childhood's End, time travel was used as result of the commands of the Overlords. In addition to the rules the Overlords had set, the Overlords had given mankind a time machine with the intention of enacting positive changes. The Overlords had gave the humans a time machine so they can go back in time and eliminate the mistakes they have made. The science fiction element of time travel connects to the central idea of control as the Overlords gave the humans a time machine with the intention of controlling human society and to help regulate how they live.
Biblical Imagery
In addition to extraterrestrial life and time travel, another science fiction element present in the novel Childhood's End is biblical imagery. Biblical/Christian imagery was used very extensively throughout the novel Childhood's End. The use of biblical imagery can be seen right in the beginning of the novel when the Satan looking Overlords take control of Earth. This can be perceived as the arrival of the Antichrist, or Satan himself. Later on the novel, the time when the Overlords tool the children of the last generation can also be seen as biblical imagery as it can be seen as the Armageddon as the taking of the kids can be seen as the end of the world. The science fiction element of Biblical imagery correlates with the central idea of control in the novel, as the devils were in control of the humans and the Armageddon effectively controlled the human race by controlling the population.
Childhood's End is one of the most legendary sci-fi books of all time. This novel has helped influence many generations of sci-fi works such as sci-fi movies like Predator and The Maze Runner. The future that Arthur C. Clarke had envisioned through his writing of Childhood's End is a quite daunting one. The idea that through technological advancement, the human race can be held as subjects of a higher power is quite an ominous one. Throughout the whole novel, the central idea of control had been portrayed a great amount of times through the different elements of sci-fi present in the novel. Extraterrestrial life, biblical imagery and also futuristic technology are three science fiction elements that were present in the novel.
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The Significance of Childhood and Teen Depression
The Significance of Childhood and Teen Depression Everyone encounters moments when they feel gloomy or unhappy. These are normal emotions that are a part of being a human. It is difficult, however, for people to notice the difference between feelings of sadness and feelings of depression. Depression is a self-destructing, unhealthy disorder that produces a lot of harm to one's mind that affects every aspect of a person's life- the way they feel thinks, and behave. To differentiate the difference between being sad or being depressed, there are many signs and symptoms that can help people see if they are depressed.
Common traces of depression are shown in people that have a loss of energy, mood swings, or suicidal thoughts. When children or teenagers demonstrate behavior of increased anxiety in a relationship, the effects are emotional health, withdrawal, and suicidal thoughts that are alarming signs that they have depression. Emotional health is a necessary part of a person's overall well-being. Emotionally healthy people are focused, flexible, and creative during good and bad times because they can recognize and appropriately express their emotions (Heather).
People that have a poor emotional health are most likely struggling with depression. Everyone goes through rough times in life; however, the difference between those that have a good emotional health verses those who have depression is how they act during those times. Some of the many signs known to insure if a child or adolescent has depression are frequent sadness, decreased interest in favorite activities, and increased irritability (AACAP). Mental and emotional health is an important part of children and teenager's overall health. Everyday it is worsening that in a five year period, rates of severe youth depression have increased and of those with severe depression, 76% of youth are left with no or insufficient treatment (The State of Mental Health in America).
Access to treatments are provided for this serious mental illness, yet many still choose to not get the help they need. Some of the main reasons for this can be because of fear, shame, and hopelessness. These barriers prevent people from seeking care to relieve their affliction. (Add a transition sentence) Children and teenagers have an urgency to isolate themselves from people when struggling with depression. They slowly lose interest in activities they used to love causing them to discontinue doing the things they used to enjoy. The three common types of social isolation include emotional withdrawal, social withdrawal, and colleague withdrawal. Emotional withdrawal is seen in children and teens that pull away from family members or close friends.
They do this because they feel worthless and misunderstood by people. Emotional withdrawal ties in with social withdrawal because they both lead up to an individual having a lack of social interaction. Colleague withdrawal is specifically targeted towards teenagers or adults with jobs. Signs of this behavior is shown when workers are present at work but are not contributing any effort in conversations with coworkers. (add more detail here). It is common for individuals to get confused on the key difference between social isolation and loneliness. Loneliness associates with people who feel sad or distress about being by themselves by feeling disconnected from the world around them. Social isolation occurs when a person is physically separated from other people and their environment (Loneliness and Isolation). While both loneliness and isolation differ, they are both associated with the increased risk of depression. (Add a transition sentence) When children and teenagers go through stressful events in their lives, it is usual to encounter suicidal thoughts.
When undergoing these thoughts, individuals feel lonely and isolated- two emotions associated with increased suicide risk. In America, over 50 percent of all people who die by suicide suffer from major depression (AFSP). The most common signs of people that are considering taking their own lives are seen in people who have a change in personality, aggressive behaviors, or drastic mood changes. Suicide and depression are related but not everyone diagnosed with depression will attempt suicide. Both of these issues are mental disorders that can be treated with proper treatment plans.
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A Memorable Childhood Event
Most of my childhood could be described as memorable. My mom and dad were excellent parents and were very involved in my life. My most memorable childhood experience most definitely has to be winning my first golf tournament. My dad spent countless hours on the practice range and green with me, playing with me and preparing me for competition at the next level. Without his constant support and energy for helping me become better I wouldn't have won any tournaments.
For many years i spent my summers and after school at the golf course. i would spend hours upon hours on the driving range pounding golf balls trying to perfect my golf swing. During the summer months my dad would take me to the course early in the morning on his way to work, then in the evenings he would show back up and we would fine tune the things that went wrong during my playing that day. After the range we would go to the putting green and work on my chipping and putting. One of my dads favorite sayings was "You drive for show and you putt for dough!" I was very competitive and kept coming up short in tournaments, but my dad was convinced that with work i'd win, "Practice makes perfects," as he loved saying to me. There no telling how many hours I spent practicing or how many golf balls we hit to achieve that first victory.
My dad was a scratch golfer for a long time. A scratch golfer means you play the course at whatever par, which is different from course to course. We used to play almost every weekend and i would always come up short beating him. Usually not by much and if it was close he would get into my head and talk into hitting a bad shot and messing up on the last hole. Muleshoe Country Cub last hole was a par 3 which played 140 yards with a tee shot that was over water the whole way. It was by far the hardest hole at the course and was always my enemy when the game was close between me and my dad. On this particular day, it was very cold and into the wind. I was beating my dad by one shot going into the finishing hole.
I remember or conversation to the tee as clear today as that day. He kept saying, "Its along way over that water son, don't get wet." Needless to say, I hit my first ball in the water as i normally did when the pressure was on and my dad hit his ball on the green. Knowing that the game was on the line, i tee the next ball up and having a one stroke lead i basically need to hole this shot. I hit the prettiest shot that day, and when i hit it i knew it was close. I holed it! On the way to the green my dad couldn't believe that the shot went in until we get to the green and I remove the ball from the hole. I had finally beaten my dad in a round of golf and while I didn't realize it at the time it was the one event that propelled me to winning my first golf tournament.
Every experience I've talked about lead up to me becoming capable of winning my first golf tournament. Just a few months have passed by since the victory over my dad. I'm a sophomore in high school and had made a name for myself a competitor on the golf team but couldn't seem to get a outright win. We play three golf tournaments in district and the lowest team total and the three lowest individual totals go on to regionals. After two events my team was in first place and i was in fifth place individually. It's March in west Texas, maybe fifty degrees and the wind is blowing twenty to thirty miles a hours.
Miserable conditions to play a golf tournament in. Before we start, my dad tells me to concentrate on hitting the fairways and the greens because its a hard day to score low and par will win. For me to say that day was magical for me would be a understatement, for the first time in my life i was in total control of the golf ball and my emotions. I shot 36 on the front nine, which was one over par. At the time I didn't realize how good of a front nine that was and that was a good thing. The magic continues and i shoot a 37 on the back nine. That's a total of 73 for the round. As the tournament officials are postings the days scores form all the players i start to realize the significance of the round of golf i had just posted and that there was a possibility i might win this tournament and qualify for regionals individually too. The closest score to mine was a 81, and a 8 shot difference.
I had just won my first tournament and qualified first in district and was on my way to regionals not just with the team but individually too. All the hard work, sweat and tears had finally pain off not just for me, but for my dad also.
I worked extremely hard through out my childhood and teens to be the best golfer i could be. It took years of dedication and practice and many failures in tournaments for me to finally achieve my first victory.It was all worth it. My happiest childhood memories are with my dad at the golf course either practicing or playing a round of golf. Without my fathers love and support i don't think i could have ever won a tournament or even been competitive. All the hours we spent together practicing, playing he molded me into a winner and I am forever great full that he was willing to share it with me.
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A Memorable Childhood Event. (2019, Mar 13).
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