Amygdalas Location and Function

Amygdala's Location and Function The amygdala is an almond-shaped mass of nuclei (mass of cells) located deep within the temporal lobes of the brain. There are two amygdalae, one situated in each brain hemisphere. The amygdala is a limbic system structure that is involved in many of our emotions and motivations, particularly those that are related to survival. It is involved in the processing of emotions such as fear, anger, and pleasure. The amygdala is also responsible for determining what memories are stored and where the memories are stored in the brain. It is thought that this determination is based on how huge an emotional response an event evokes. Amygdala and Fear The amygdala is involved in autonomic responses associated with fear and hormonal secretions. Scientific studies of the amygdala have led to the discovery of the location of neurons in the amygdala that are responsible for fear conditioning. Fear conditioning is an associative learning process by which we learn through repeated experiences to fear something. Our experiences can cause brain circuits to change and form new memories. For example, when we hear an unpleasant sound, the amygdala heightens our perception of the sound. This heightened perception is deemed distressing and memories are formed associating the sound with unpleasantness. If the noise startles us, we have an automatic flight or fight response. This response involves the activation of the sympathetic division of the peripheral nervous system. Activation of the nerves of the sympathetic division results in accelerated heart rate, dilated pupils, increase in metabolic rate, and increase in blood flow to the muscles. This activity is coordinated by the amygdala and allows us to respond appropriately to danger. Anatomy The amygdala is composed of a large cluster of around 13 nuclei. These nuclei are subdivided into smaller complexes. The basolateral complex is the largest of these subdivisions and is composed of the lateral nucleus, basolateral nucleus, and accessory basal nucleus. This nuclei complex has connections with the cerebral cortex, thalamus, and hippocampus. Information from the olfactory system is received by two separate groups of amygdaloid nuclei, the cortical nuclei, and medial nucleus. Nuclei of the amygdala also make connections with the  hypothalamus and brainstem. The hypothalamus is involved in emotional responses and helps to regulate the endocrine system. The brainstem relays information between the cerebrum and spinal cord. Connections to these areas of the brain allow amygdaloid nuclei to process information from sensory areas (cortex and thalamus) and areas associated with behavior and autonomic function (hypothalamus and brainstem). Function The amygdala is involved in several functions of the body including: ArousalAutonomic responses associated with fearEmotional responsesHormonal secretionsMemory Sensory Information The amygdala receives sensory information from the thalamus and from the cerebral cortex. The thalamus is also a limbic system structure and it connects areas of the cerebral cortex that are involved in sensory perception and movement with other parts of the brain and spinal cord that also have a role in sensation and movement. The cerebral cortex processes sensory information obtained from vision, hearing, and other senses and is involved in decision-making, problem-solving, and planning. Location Directionally, the amygdala is located deep within the temporal lobes, medial to the hypothalamus and adjacent to the hippocampus. Amygdala Disorders Hyperactivity of the amygdala or having one amygdala that is smaller than the other has been associated with fear and anxiety disorders. Fear is an emotional and physical response to danger. Anxiety is a psychological response to something that is perceived as dangerous. Anxiety can lead to panic attacks that occur when the amygdala sends signals that a person is in danger, even when there is no real threat. Anxiety disorders that are associated with the amygdala include Obsessive-Compulsive Disorder (OCD), Post-Traumatic Stress Disorder (PTSD), Borderline Personality Disorder (BPD), and social anxiety disorder. Sources Sah, P., Faber, E., Lopez De Armentia, L., Power, J. (2003). The Amygdaloid Complex: Anatomy and Physiology. Physiological Reviews, 83(3), 803-834. doi:10.1152/physrev.00002.2003

Understanding of electrical properties The WritePass Journal

Understanding of electrical properties 1. Introdution Understanding of electrical properties 1. Introdution1.1 Permeabilty 1.2 Porosity1.3 Electrical resistivity of concrete and its role in corrosion1.4 Test of Conductivity and Resistivity1.5 The electrical properties of cement and concreteRelated 1. Introdution The corrosion of steel in concrete is an electro-chemical process which creates a current flow causing rebars to dissolve therefore it could be assess the probability of corrosion of steel by evaluating the electrical resistance of the concrete. The factor is measured in terms of resistivity and expressed in Ohm. The electric resistivity of concrete is one of the major parameters which are controlled the propagation of reinforcement corrosion. Electrical properties are of concern in some specific applications such as railway ties or in structure in which concrete is used for protection from stray currents. Electrical resistance of concrete also influences progress of corrosion of embedded steel. Electrical properties are also of interest in studies of the properties of both fresh and hardened concrete and effective of admixture on it. Admixture generally do not reduce the resistivity of concrete, however, special addition can be use to vary the resistivity. For instance the addition to concrete of finally divided bituminous material, with subsequent heat treatment increase the resistivity, especially under wet conditions. It is common knowledge that there is a strong relationship between resistivity and permeability of concrete because basically we are interest in measuring the (pore connectivity which is function of resistivity) therefore it is Useful to clarify the permeability and the porosity. 1.1 Permeabilty Permeability is the ease with liquid or gases can travel through concrete. This property is of interest in relation to the water-tightness of liquid retaining structure and to chemical attack. Although there is no prescribed test by BS and ASTM, the permeability of concrete can be measured by means of a simple laboratory test but the results are mainly comparative and also it can related to electric resistivity measuring. In such test the sides of a concrete specimen are sealed and water under pressure is applied to the top surface only. When steady state condition has been reached the quantity of water flowing through the concrete sample in given time is measured. The permeability is not a simple function of its porosity, but depends also on size, distribution, shape, tortuosity, and continuity of the pores. .(Neville, 1995) 1.2 Porosity Strictly speaking, strength of concrete is fundamentally a function of volume void in it.  And it influence by entrapped air, capillary pores, gel pores and entrained air, if present. Fresh cement paste is a plastic network of particles of cement in water but, once the paste has set, it’s apparent or gross volume remains approximately constant. The paste consists of hydrates of the various cement compounds and of   Ca(OH)2, and the gross volume available for all these products of hydration consists of the sum of the absolute volume of the   dry cement and the volume of the mix water. In consequence of hydration, the mix water takes one of three forms: combined water, gel water and capillary water. 1.3 Electrical resistivity of concrete and its role in corrosion The electrical resistivity of concrete plays a major role in the steel rebar corrosion. If   the concrete has low resistivity (high conductivity), there is a high chance for corrosion cells to develop due to high ions concentrations   at the rebar level as opposed to low conductivity concrete. Corrosion of steel occurs because of electro-chemical action which is usually encountered when two dissimilar metal are in electro contact in presence of moisture and oxygen. However the same process takes place in steel alone because of the electrical-chemical potential on the surface which forms anode and cathodic regions.   When chlorides are present and with low resistivity of concrete, more ions are present for this process to mobilize and spread corrosion. The corrosion that take place is manifested as the formation of corrosion, which when it is constituted has an expansive reaction. When the corrosion expands, the concrete is no longer able to withstand the cracks and tensile forc es. Cracking and spalling fetches more water, air, and the ions entering very quickly when cracks are exists, and thus propagate the corrosion. Conversely, with a concrete has low permeability there are less chloride ions present, therefore the reaction is much slower if it develops at all. This induces a sustainable structure caused by the reduction of corrosion in the reinforcement.   The strongly alkaline nature of Ca (OH)2, of pH13 prevent the corrosion of the rebar by formation of a thin protective film of iron oxide on the metal surface, this protection is known as passivity. However, if the concrete is permeable to the extent that carbonation reaches the concrete in contact with steel or soluble chlorides can penetrate right up to the reinforcement, and water and oxygen are present, then corrosion of reinforcement will take place. The passive iron oxide layer is destroyed when pH falls bellow about 11 and carbonation lowers the pH to about 9. These reasons are why we are me asuring the resistivity of concrete is crucial in concrete building  Ã‚   containing steel rebar.Hammond (2010) 1.4 Test of Conductivity and Resistivity The 4-point electrical measurement testing method (Wenner linear array), figure (1.1) was used by geologists to measuring the resistivity of soil; it has since been revised for use in testing some materials such as concrete. This method is one of the most commonly technique is used for measuring concrete resistivity, by using AC current. This method contains a 4-poin probe device (as shown in fig1.1) used to measure the electrical resistivity of a concrete, a small AC current, passes between the outer contacts, the result is difference of potential  Ã‚   between the two inner contacts. The resistivity of concrete is calculating by equation (1.1). This technique for this purpose is relatively new, about 11 years ago has been used for measuring the resistivity of concrete. Ï  = 2aÃŽ   Where, Ï  is resistivity, a is spacing between probes, V is Potential difference between inner contacts, I is current passed between outer contacts. Figure 1.1 wenner 4-point resistivity meter 1.5 The electrical properties of cement and concrete The electrical properties of concrete and cement are extremely variable and it depend on the size and shape of the particle, the mix proportions including the type and grading of aggregate, the age and curing conditions and the moisture content as determined by water/cement ratio and subsequent drying or moisture absorption. The most important electric properties of concretes and cements are their resistance to both direct and alternating current and their dielectric strength. The resistance can be of two form, volume resistance and surface resistance and it is through a failure to separate those two that much of the early work on the subject exhibits such inconsistence. (Orchard,)   It is difficult to generalise on the resistance of cement paste and concrete as it is so variable and depends on many factors. As very rough guide, however, the volume resistivity of a freshly made cement paste may be 1/5000 of a megohm centimetre and may rise to 1/20 of a megohm centimetre after storing in air for long time.

I'M NOT SURE Essay Example | Topics and Well Written Essays - 1250 words - 1

I'M NOT SURE - Essay Example One of the things outsiders are most interested in is the philosophies. Thus, names like Laozi and Zhuangzi are now better known than before. This paper shall focus on the philosophies of these two, hitherto, less known philosophers. In the paper I shall explain their philosophies, draw comparisons and contrasts, and then endeavor to point out the superior philosophy among the two. Laozi was born and died during the reign of the Zhou dynasty. He was a firm believer in Taoism. He was a philosopher in then ancient China. His best work was the Tao Te Ching. This has led to him variously to be anointed as the founder of Taoism (pronounced as Daoism). There are many controversies regarding his main work referred to above. There are those who believe that the Tao Te Ching was a compilation of several Tao sayings by several other people over time (Ivanhoe & Norden 113). There is also a side that believes that this was entirely the work of Laozi. This is a situation very much like what Shakespeare faces today. However, there is no contention that he was incredibly gifted. To show how influential he might have been during his time, there are works that seem to suggest that Confucius consulted Laozi on matters of morals. There are even myths regarding his birth. Zhuangzi on the other hand, also referred to as Master Zhuang was born in 369 BCE and died aged 83 years old. He is said to have been greatly influenced by the Daoism espoused by Laozi. Therefore they shared several philosophical viewpoints but inevitably there were differences too. His main work was also named after him (Ivanhoe & Norden 135). Unlike Laozi, less is known about Zhuang. Conversely however, when the researcher starts to find material relating to these two philosophers, Zhuangzi’s philosophies are more readily available. They are also better explained than those of Laozi. The main reason why this is the case is because many people see Zhuangzi as the inheritor of Laozi’s crown.

Classical Theorists Essay Example | Topics and Well Written Essays - 500 words

Classical Theorists - Essay Example Wilson did not believe in the principle of equality, implying that claims to superior wisdom cannot validate law or rule and that legalize government is based on the people’s consent. Wilson acknowledges that that expertise and skill is the title to govern or administer. Despite this, Wilson suggests that under certain circumstances and at certain times, certain systems in America will work. Wilson trusted in the expertise as the best way to administer which is coupled with a reflective of republican view of self-government (Cook, 2007). Democracy has enlightened many people of the stubborn, ignorant, foolish, and selfish to people who emanate from distinct nationalities. Despite this, Wilson believed that there was still hope in that his aim was to champion for bureaucracy from wise and intelligent people, generate from them, and open for the people a bureau of economical, knowledgeable, and skilled administration. Wilson’s views on administration and politics were har d to sell to the American people because they preferred and believed in democracy. Wilson believes that administration must be perceptive to public view. When assessing the dichotomy of politics and administration, Wilson argues that the establishment of a public office must be viewed as a public trust (Cook, 2007). Wilson’s views on an effective administration were based on the idea that trained and skilled servants would teach the people by enhancing public belief/views and thereby even governing them. Therefore, according to Wilson, the bureaucracy would educate and enlighten voters. This implies that Wilson was more concerned about civil service, which he believed was self-sufficient and cultured to act aggressively, and in relate with the popular vote by ways of constant public advice and elections in order to attain arbitrariness of class struggle (Cook, 2007). Wilson’s approach to politics and administration was not ideal because it failed

Transitions from a pre-school setting to primary school

Transitions from a pre-school setting to primary school Children entering school face a setting that is qualitively different from their previous experiences in terms of the curriculum, the setting and the people Margetts (cited in Fabian and Dunlop, 2002, pg.111). Transition is the term used to describe the period of time before, during and after the move that children make from a pre-school setting into primary school. In 2004 there was a Curriculum Review in Scotland which led to the development of Curriculum for Excellence which covers learners aged 3-18 years. The Scottish Executive have produced experiences and outcomes that are designed to ensure continuity within the education system and to create young people that are ready to face the challenges of the 21st century. The Scottish Executive stresses the importance of continuity in the curriculum between pre-school and primary school in Building a Curriculum 2. This essay will look at how active learning can be used in both pre-school settings and the primary classroom to engage an d challenge learners. The essay will discuss the communication between parents, pre-school staff, primary teachers and any other professionals involved in the transition process and will discuss the Scottish Executives views on the communication between these parties. This essay will look at the needs and wellbeing of children and discuss the challenges that children may face when they make the transition from a pre-school setting to primary school and it will discuss some of the key issues which should be considered when planning an effective transition programme in Scottish schools which meets the needs of every individual pupil. The essay will also look at assessment of learning in the early years and look at the different approaches to assessment, how is assessing done and the importance of sharing assessment information. Throughout the essay examples of practice will be examined and their benefits will be discussed. Childrens needs and wellbeing In every pre-school setting there are a wide range of needs that the children will have. When practitioners plan for the transition from a pre-school setting to primary school they need to take into consideration the needs and wellbeing of each individual child involved, especially the children that have additional support needs (ASN). There are six basic needs that should be met to achieve high wellbeing. If any of these needs has not been fulfilled then the wellbeing of the child involved may be affected and this could cause disruption to their transition. Laevers (1997) believes that how well a child performs at school is affected by their wellbeing. It is therefore vital that early year practitioners work with children and their carers to promote a high level of wellbeing. Some of the attributes that Laevers (2005) associates with high wellbeing are: feeling great and enjoying life, exuding vitality, having an open and receptive attitude, having good self esteem and being resilient. The Scottish Executive (2006) recognised the importance of wellbeing when they published Building the Curriculum 1 which supported Laevers perspective. Good health and wellbeing is central to effective learning and preparation for successful independent living. Educators can develop these attributes in young people to help children to become confident individuals, successful learners, responsible citizens and effective contributors and to help them get ready for the transition. Role play is often used in nursery and early year settings to prepare childre n for changes such as transitions. Role play can help children to develop skills such as listening and showing empathy towards others which will help them to make new friends and build relationships when they make the transition to primary school. Role play can also be used to help children to learn how to deal with new situations and conflicts in their lives. The transition from pre-school to primary school can be a difficult time for many young learners as they have to cope with the differences and challenges that school may pose. Many children worry about making new friends and it can be intimidating for them to enter a new environment without knowing anyone. Some early years practitioners work with the feeder primary schools to try to ensure that the children making the transition are put into a class with a familiar face. Research by Margetts (1997) found that children who started primary school with a playmate were more sociable and progressed quicker than the children who did not have a familiar face in the class with them. Fabian and Dunlop also agree with Margetts and believe that children get more from school if they have friendships. Not all children will come from a pre-school setting that will enable them to be put into a class with someone who they know. To target this problem Hawthorn West Primary School run a valuable mento ring programme that relies on partnerships between parents of the children involved in the transition. The families are matched and the parents and children meet to build friendships and this means that every child entering the primary setting will have a familiar face in the class with them. This approach can also be beneficial to the parents as they can support each other during the transition and have someone to talk about any worries that they might have. To ensure that children have the smoothest transition possible it is crucial that early year practitioners, primary one teachers and parents work in co-operation to share information and knowledge about the childrens lives. The continuity of parental involvement in their childs education benefits the children and a joint effort between school and home helps effect a smooth transition. (Fabain, 2002, pg.49).Children that have ASN may find transitions more difficult to deal with than others. It is therefore crucial that there is an effective transition plan in place to support these pupils and their parents in the process. Communication between parents, pre-school staff, the primary one teacher and any other professionals involved is vital when planning a transition for a child that has an ASN. The more information that is known will help everyone involved to develop strategies to support the child. Some children may need extra time to adjust to the new environment and extra visits may be arranged to support them, other children may benefit from resources that could be recommended for them but it is important to recognise that every child will have different needs and it is important that each child is treated as an individual in order for them to have the smoothest transition. For some children with ASN there will be very little need to alter the transition programme and for others it may be necessary to change it significantly. If there has been good communication between everyone involved the transition should be effective and the children should settle into school life. The Scottish Executive (2007) stresses the importance of educators getting parents to be involved in their childrens education in Building the Curriculum 2: they can encourage parents to be involved in all aspects of their childrens learning from pre-school education and into primary school. The importance of active learning One of the challenges that children often face when making the transition from a pre-school setting into primary school is the change of structure in the way that they learn. Pupils might find themselves sitting at a table doing work and listening to the teacher for longer periods of time which contrasts with their previous experiences of learning that are more practical in most pre-school settings. The Scottish Executive recognised the contrast in the way that these stages plan and developed a new curriculum that promotes active learning, especially in the early years. Active learning is learning which engages and challenges childrens thinking using real-life and imaginary situations Scottish Executive (2007). Learners get more from their education when a variety of teaching approaches are used particularly if they involve the children in the learning process. Scottish Executive thinks that children learn better by doing practical tasks, exploring things and being supported if neces sary. Piaget shares similar beliefs to the Scottish Executive regarding active learning when he said children learn from actions rather than passive observations (Smith et al, 2003, pg.413). Many pre-school centres and primary schools work together to plan transition programmes which aim to make the process of transition smooth and easy for everyone that is involved. The Scottish Government has recognised that communication is important: Close communication about childrens previous experiences and learning is crucial at the time of transition (Scottish Executive, 2007).The nursery staff and Primary one teacher at Lainshaw Primary School and Nursery, Stewarton, have developed a partnership which aims to give nursery and the primary one class more continuity in the curriculum while promoting active learning. Throughout the year the classes share topics and both the primary one class and the nursery class visit each other regularly in the different settings. The visits help the children in the pre-school to familiarise themselves with the setting of a primary classroom and also gives them a chance to get to know the teacher and become confident about the environment. The p rimary one class also benefits from the visits as they get to use materials and resources that they normally do not have access to in their classroom. The Scottish Executive believes that some classes need to review the structure of the P1 day to make active learning more achievable. Some schools start the day with a free choice session where the children get to choose what activity they would like to do. This type of plan is similar to pre-school setting. This activity may seem completely child led as the child is taking responsibility and choosing the activity they would like to do, but there is room for changing the activity into an activity that have been set up by the teacher. For example, a child may choose to visit the water station and play with the toys in it and they realise that some of the items float and some sink. It may be a coincidence that the materials in the water table share these properties but it is possible that the teacher had set up the resources to allow the children to explore and investigate items that float and sink. It may also be appropriate for the teacher to join the child playing at the water table and do some focused learning and teaching. Fisher (2004) argues that The minute an adult has a predetermined task or goal in mind, then that activity cannot be play. The activity could be classed as play even if the teacher has an idea of the learning outcome which they hope the child will meet before the activity because the children will be actively involved in their own learning, experimenting and having fun as they learn. It is important that educational practitioners are able to be flexible and reactive to the children in their class and make learning meaningful to the pupils. Active learning could be based on events and pupils experiences. For example, the teacher may have set up the water table activity as a reaction to an event or activity that the children are interested in, such as boats. Parents are the first and most influential educators of their children (Scottish Executive 2007). Parents can help to make learning relevant to their children by communicating with teachers about their childrens lives. Some children might be shy and not want to speak to their teacher about their interests which could make it difficult for the teacher to build up a relationship with them. If a teacher is able to cater lessons and show an interest in their pupils lives the children may be more motivated to learn as they feel included in the lessons. In many pre-school settings the children spend a lot more time outdoors than they will when they make the transition into primary school. The Scottish Executive has recognised the benefits that the outdoor environment can have on learning. The outdoor environment can be used to make learning active and motivating for children in a number of ways. A lot of the learning in all curricular areas that takes place inside a classroom could be taken outside and made active and enjoyable while still achieving the same learning outcomes. To make the transition smoother from pre-school to primary school teachers can make use of the outdoor environment and take learning outdoors. Maths lessons on shapes can be made active and be taken outdoors by having a shape hunt. This is a relevant learning experience because the children are identifying shapes in the environment and meeting the learning outcomes while having fun and being motivated to learn. The importance of sharing assessment information Assessment in the early years setting plays a big role in making transitions smooth. The Scottish Executive is working on developing the fifth part of Building the Curriculum which will concern assessment in the education system. At present many schools are teaching towards a Curriculum for Excellence experiences and outcomes but still using 5-14 levels and national testing. Assessment can be an intimidating word for children and many pupils will fear being assessed. Children can be assessed on a number of different criteria in the early years before they make the transition to primary school. Some areas that can be assessed are wellbeing-emotional and physical, use of fine motor skills and gross motor skills, social skills. There are many forms of assessment that are appropriate to use in the early years and they all suit different activities and experiences. Observation is a method that practitioners use to assess children and it is used most often as it can be done in everyday activities and contexts. Effective practitioners use the information that they gather through the observations to identify the strengths and needs of the children and to identify the next steps. The Scottish Executive has recognised that it is important for practitioners to share assessment information with parents: To help parents support their childrens learning, it is importa nt that teachers share full and open accounts of each learners progress (Scottish Executive, 2009). It is also important that parents are informed of any difficulties that have been unearthed through assessment because they may be able to offer suggestions that can help their child overcome the difficulties. When children make the transition from nursery into primary one it is necessary for the primary one teacher to receive as much assessment information as possible from the early years practitioner and parents of the children to enable them to plan and cater for the individual needs in the classroom. In some authorities the assessment information that is received by the primary one teacher is basic and consists of a simple checklist that states if a child can do a task such as complete a jigsaw. This information is valuable but a more comprehensive way of sharing assessment information is needed to enable teachers to get the full picture of each individual child and plan lessons which meet their needs. Communication is essential in every transition programme and a relationship has to be built between the parents, early years practitioner and primary one teacher to ensure that assessment information is clearly shared and that the interests, wellbeing and education of the child is the m ain priorities in ensuring a smooth transition. A Curriculum for Excellence has made a big difference to the way that some pre-school staff and primary one teachers plan for learning as they are now both using the same experiences and outcomes. Some pre-school centres and primary schools are using team planning effectively to ensure that the children will be receive an education that has continuity and builds on their previous learning experiences. This approach works on the basis that each child has their own set of CfE outcomes in their learning file and when they have achieved them or made some progress on them it is highlighted. The file is normally started in nursery and can be carried through the rest of their learning years. Documentation such as pictures, photographs and recordings of some of the learning experiences is also kept with this file as evidence of the learning outcomes being met. This method of record keeping and passing on information fits in well with the CfE design principle progression and gives each child a record that is flexible and individual to their achievements. Conclusion It is clear that there are many factors that need to be considered when planning a transition programme that allows for a smooth transition. The health and wellbeing of a child is important aspect that determines how successful the transition will be and appropriate strategies need to be in place to ensure that high wellbeing is being promoted. Friendships and relationships help to smooth the transition process. To decrease the contrasting environments of the nursery setting and primary one classroom the Scottish Executive are encouraging more active learning and outdoor learning to take place in primary classrooms. Assessment is a fundamental part of the learning experience and it is appropriate to assess in the early years in order to identify strengths and next steps. It is important that assessment information is shared with parents and others that are involved in the transition of the child to make sure that the needs of the child are being met and the more information that is k nown about the child then the easier it will be to create a transition programme that meets their needs. It is important that parents are involved in their childrens transition as they will be able to contribute and share information about the child. The transition from a pre-school setting to primary school is a time of anxiety and contrasting experiences for some young learners. The Scottish government has now recognised this and designed a curriculum which aims to stop this. Young people should experience continuous progression in their learning from 3 to 18 within a single curriculum framework. Each stage should build upon earlier knowledge and achievements (Scottish Executive, [accessed 19/11/09]). REFERENCES: Fabian, H., Dunlop, A. (2002) Transitions in the Early Years- Debating continuity and progression for children in early education. London, New York. Routledge Falmer. Moyles, J. (2007) Early Years Foundations: Meeting the Challenges. Maidenhead: Open University Press. Scottish Executive (2009) Assessment for Curriculum for Excellence- Strategic Vision Key Principles. Available at http://www.ltscotland.org.uk/curriculumforexcellence/assessmentandachievement/index.asp [accessed on 16/11/09] Scottish Executive (2006) Curriculum for Excellence: Building the Curriculum 1- The Contribution of Curricular Areas. Edinburgh: Scottish Executive. Scottish Executive (2007) Curriculum for Excellence: Building the Curriculum 2- Active Learning in the Early Years. Edinburgh: Scottish Executive. Scottish Executive. Curriculum for Excellence: Principles for curriculum design. Available at http://www.ltscotland.org.uk/curriculumforexcellence/curriculumoverview/principles/index.asp [accessed on 19/11/09] Smith, P. K., Cowie, H., Blades, M. (2003) Understanding Childrens Development fourth edition. Maiden, USA: Blackwell Publishing. Bilbliogaphy Bruce, T., Meggin, C. (1996) Child Care- Education. London: Hodder and Staughton. Bee, H., Boyd, D. (2006) The Developing Child 11th. Edition: Pearson Education. Doherty, J., Hughess, M. (2009) Child Development. Theory and Practice 0-11. Harlow. Pearson. Longman. Fisher, J. (2002) Starting from the Child 2nd. Edition. Buckingham. Philadelphia: Open University Press. HMIE (2007) The Child at the Centre. Self Evaluation for the Early Years 2nd. Edition. Edinburgh: Blackwells Books. Kinney, L., Wharton, P. (2008) An Encounter with Reggio Emilia. Early Learning Made Visible. London and New York: Routledge. Whalley, M. (2007) Involving Parents in Their Childrens Learning. London: Paul Chapman Publishing Wood, E., Attfield, J. (2005) Play, Learning and the Early Childhood Curriculum 2nd. Edition. Thousand Oaks, New Dehli: Paul Chapman Publishing.

Cultural enrichment Essay

Last February 17, 2009, I went to the ISU Juried Student Exhibition which was located in the Center for Performing and Arts Gallery building. The juror of the exhibition was Mr. Ronald Leax, Halsey C. an Ives Professor of Art in Washington; University, St. Louis, MO. Most of the paintings that were being exhibited illustrate beauty and nature. I’ve noticed that most of the people that were there during the time of my visit appear uninterested with the art that was surrounding them. They barely noticed and appreciated art in its raw form because most were just busy eating and chatting. They practically didn’t understand why their teacher sent them to the gallery; I believe they just went there for the sake of the class credits that they are going to get. But they were also a few who knew what art and beauty was, they showed their appreciation by praising and scrutinizing the works in the gallery. Other people were also busy having their pictures taken beside the beautiful paintings. As for myself, I was really intrigued by the works and the masters behind those paintings. How I wished I could come up with such art pieces that to me seemed like it was done during the middle ages. It was also entertaining to watch how some paintings depicted things about religion and politics it shows that people are really concerned with the current events happening and are even able to express it through art. It was also fascinating to watch the paintings that were cross-over from realism to non-objectivism. Those kinds of paintings are the ones that entertain the naked eye without much thought provocation. Those paintings are the ones that caught my eye because it is relaxing and entertaining to look at them. At the end of the day, I just hope that more would learn to appreciate the beauty of art rather than be overly absorbed from school or from work. They should see that art is relaxing to the soul and to the mind so people who are stressed out could go to art exhibits to unwind and to refresh their souls.

Gender and Sexual Exploitation in Advertisement

Jacob Erdy Prof. Molyneaux ENG 110 10/18/12 Gender and Sexual Exploitation in Advertisement In Two Ways a Woman Can Get Hurt, Jean Kilbourne sheds a feminist light on the blatant exploitation of sexuality and violence against women and men in modern advertisement. Kilbourne then goes on to explain the damage these advertisements have on today’s culture and rising generations.Kilbourne argues, in the past twenty years or so there has been a steady increase of advertisements featuring pornographic elements along with other inappropriate themes such as â€Å"bondage, sadomasochism, and the sexual exploitation of children. † (576). Such images as a jean ad where a women is being attacked by three men in an alley is a perfect example of an event that should be seen as tragic but is written off as just a way to convince people to buy a product.An interesting point that Kilbourne brings up is since these images have become more and more apparent throughout everyday life, such as in magazines, newspapers, and television commercials, â€Å"most of us become numb to these images, just as we become numb to the daily litany in the news of women being raped, battered, and killed. † (584). Unfortunately, this statement is undeniably true, after being conditioned to believe that these exploitative ads are acceptable most of us would not even take a second glance if one was found in a magazine or newspaper.This is when these advertisements become dangerous, argues Kilbourne. She doesn't believe that these advertisements cause crimes against women, but when these crime arise these ads somewhat justify certain actions because of their omnipresence in society. I agree with Kilbourne, these advertisements do portray a world where crimes against women are acceptable, which in result, make people believe there is some sort of justification of these crimes when they are brought up. These exploitative ads need to be curbed in hopes to â€Å"thaw out† societ y’s opinions and tolerance for crimes against women.