Teaching Plan Essay Example for Free

Teaching Plan Essay Maria is a 23-year-old female on disability pension. She left school since she was 12 years old and currently staying with her grandmother in Dromana. She has a long history of Borderline Personality Disorder with a self-harming behaviour and been experiencing chronic suicidal thoughts which often occur spontaneously with clearly definable triggers. These thoughts can be managed effectively well by the use of distraction/relaxation techniques, however, her level of distress can quickly escalate to an acute crisis situation whereby Maria becomes overwhelmed by the desire to end her life and emotional pain. Maria will then attempt to self-lacerate to reduce her distress or overdose on over the counter or prescribed medication. One of the crisis plans that would prevent her from inflicting harm to self is by encouraging her to call a clinician or duty worker during business hours or call the Triage after business hours for phone coaching to de-escalate her current acute emotional state. As Maria is learning to move from her emotional mind to a ‘wise’ mind, we are encouraging her to try to balance these better. Maria understands that her emotional mind and wise mind are often unbalanced, which usually makes her emotions take hold which then often escalate, leading to self-harm behaviour. [Source: Out-Patient Record, Peninsula Community Health Service (2010)] Introduction Patient teaching plans are tools developed by nurses in facilitating a systematic and evaluative way used in communicating to their patients regarding a particular treatment or practice. According to Bastable (2008, p. 07), a teaching plan is a â€Å"blueprint for action to achieve the goal and the objectives that have been agreed upon by the educator and the learner. † In this context, the nurse is the educator while the patient is the learner where a teaching and learning activity will occur for a specific treatment of therapy will occur. Bastable (2008) further explained that patient teaching plans should have a â€Å"purpose, content, methods and tools, timing, and evaluation of instruction. † The purpose, content, methods and tools, timing and evaluation of instruction should be in line with the objectives nd goals of a teaching plan. In order to have a more comprehensive and effective teaching plan, there is a need to identify concisely the elements of an ideal education process (Bastable 2008). By using a case study of a patient with a Borderline Personality Disorder, this essay will explain the importance of a patient teaching plan. It will further discuss the underlying principles and practice in the development, implementation and evaluation of a teaching plan based on the case study cited. It will also discuss the underlying processes in the development of the patient teaching and learning plan. It will then discuss the issues that will occur in the implementation of the patient action plan. Finally, it will give an analysis of the impact of the teaching plan to the patient. Importance of Patient Teaching Plan to Patients with Borderline Personality Disorder Borderline Personality Disorder (BPD) patients have the tendency of â€Å"exercising aggression, self-mutilation, impulsive behavioural dyscontrol, or self-damaging behaviour† (Latalova Prasko, 2010 p. 239). Thus, there are chances that BPD patients have the behaviour to harm themselves like slashing, being violent to other people and they can also be impulsive. According to a letter written to the editor published in the Journal Academy of American Physicians Assistants (JAAP, 2000) by Roxane Head, the patients that have BPD â€Å"may experience simultaneous conflicting thoughts, images and emotions. † Hence, these conflicting thoughts, emotions and images could trigger higher level of suicidal tendencies. Incidence of BPD cases are brought about and associated to Post-Traumatic Stress Disorder (PTSD) which establishes the link that causes mood instability as a result of prior â€Å"parental abuse or neglect. (JAAPA, 2000) In this context, parental abuse can be attributed from childhood experience which can either be â€Å"physical or sexual. † (JAAPA, 2000) Based on the case study presented above, Maria has experienced sexual abuse from her step-grandfather. It has also been stated that she has the tendency to do self-harm and over-dosing herself with medications. Based on the symptoms of BPD, there is a need for an immediate treatment and intervention when a mental crisis occurs. However, some BPD patients are not confined in hospitals or treatment facilities but are in their homes and are away from the management of clinicians and therapists. The introduction of Dialectical Behaviour Therapy (DBT) is a kind of treatment program for BPD patients that focus on the â€Å"teaching of behavioural skills in helping and facilitating individuals in replacing maladaptive behaviours with skillful behaviours. †(Neacsiu, Rizvi, Linehan, 2010) Phone coaching or therapy is one of the common DBT methods that are being used in treating BPD patients. Thus, there is a need for nurses and other medical practitioners to educate BPD patients on how to contact and communicate to clinicians and phone therapists. Hence, an effective teaching plan is needed to be designed and implemented which is tailor-made for BPD patients using some learning theories. Principles and Practices Development and Implementation of Teaching and Learning Plans Patient teaching and learning plans are aimed to assist nurses and other health educators in formulating a comprehensive of plan of teaching activities that for a certain type of patient, just like BPD (Falvo, 2010). Since BPD patients are known to have irregular emotions, DBT treatments such as phone coaching or therapies target emotion dysregulation and its after-effects by enhancing motivation and teaching skills aimed at areas of deficit (Vitaliano, Lynch Linehan 2010). Thus, in developing a teaching plan for BPD patients, it would be helpful to use specific learning theories that explains and targets the emotions and behaviours of individuals. One of the learning theories that could be applied in formulating a teaching plan is the Cognitive Learning Theory. According to Ziegler (2005, p. 60) Cognitive Learning Theory focuses on â€Å"cognitive restructuring† process of the mental state of the learner. Thus, it is beyond duplicating certain behaviour but rather it is more on storing and remembering some information in the learner’s mind. Emerson (2007, p. 19) suggested that the learning process using the cognitive learning theory would entail some cognitive steps in a progressive manner in â€Å"acquiring, processing, and structuring† information which makes the learning to be involved or â€Å"active† in the learning process. Hence, in formulating a teaching plan it is also essential to make the learner or the patient as the centre of the learning process. Nurses who are geared toward educating their patients or clients must initially focus and assess their patient’s behaviour as well as their mental and physical capacity (Sarman, Daugherty Riegel, 2000). Sarman, Daugherty Riegel (2000) further explained that it is important to consider the patient’s â€Å"physical condition, medications, culture, and psychosocial attributes but not always dependent on whether the patient perceives the need for change and is motivated to do so. Hence, the patient’s behaviour, especially with current mental illness or disorders should not be considered as a hindrance in patient teaching, but it is also part of a nurse’s â€Å"professional responsibility† to initiate a process in â€Å"teaching, motivating, providing resources to support in maintaining and sustaining the change† (Sarman, Daugherty Riegel, 2000). In Maria’s case, it is helpful to consider the Cognitive Learning Theory in formulating a teaching technique for phone coaching. According to Binks, Fenton, McCarthy, Lee, Adams Duggan, 2009) the initial step in teaching, is to help the client establish a link between their thoughts, feelings, emotions, actions to target a patient’s symptoms. † In Maria’s case, she has the tendency to harm herself when a crisis arises. Further, it is also essential to teach the client to â€Å"monitor his or her own thoughts, feelings and behaviours and also providing alternative ways of coping with regards to the specific symptoms of her current illness,† which is BPD (Binks, et. al 2009). In this step, it is essential to help Maria identify the level of feeling or emotion that she is currently experiencing or feeling at a specific attack. As part of the cognitive learning process, the use of visual aids such as mood charts and graphs would be helpful for the learner in acquiring, processing and structuring and applying it. According to Mountain (2008, p. 105), mood charts can help in understanding the â€Å"intensity of emotions, anxiety, emotions and the patient’s symptoms. † Mountain (2008, p. 105) further explained that mood chart will help in the learner to be â€Å"more aware on the moods and how they change. Thus, in the case study being cited, it will use a mood ring chart that classifies different emotions and level of anxiety with a corresponding colour. The mood ring chart would facilitate in Maria’s learning process as it would facilitate her in communicating to the phone coach therapist the level of emotion or anxiety she currently experiencing. The mood chart would be very helpful in Maria’s case since she will be seeking treatment from a phone therapist who would help her manage the crisis attack by either distraction or relaxation techniques, which would cause a change of her emotion or mood. Another teaching style that will be used is by demonstration. This teaching technique can be implemented and used in the case study since there is a need for the nurse-educator to teach the patient how to use the phone in contacting the phone therapist or clinician. In Maria’s case, it is very important that the nurse-educator should teach the patient a step-step process by demonstrating and giving instructions on where to locate a phone, who and what number to call, how to use the phone and how she will communicate to the phone therapist or clinician. In this way, the Maria will learn to use the phone with much confidence because the inability to use the phone and other technologies could hinder the success and effectiveness of the treatment. Evaluation of Te aching and Learning Plans In the development of a teaching in a patient education process, it is essential to consider the importance of evaluation. Bastable (2008, p. 558) argued that evaluation is defined as â€Å"a systematic process by which the worth or value of something-in this case, teaching-and learning- is judged. In this context, evaluation is a process in measuring the effectiveness of the development and implementation of patient teaching plans. The significance of the evaluation process is a critical aspect in the nurse teaching process and decision making since it would create an impact in its outcome and to future development and implementation of further patient teaching plans (Bastable, 2008). Hence, it is important to measure the effectiveness of the outcome of the teaching process to determine which aspects of the teaching plan needs to be improved and corrected as well as for the benefit of future teaching plans. In evaluating the teaching plan developed for Maria, it is essential to determine of what guidelines and methods to use in its evaluation. As the teaching plan has been developed for Maria which was patterned from Bastable (2008), the purpose, goal and objectives were clearly defined as well as its methods of instruction, resources needed and the methods of how it would be evaluated. To evaluate the teaching plan for Maria, it is essential to focus on the objectives set and its content outline which could be verifiable by the methods of evaluation being set. The first objective in the teaching plan is to help er recognize if she’s depressed or needs therapy, this can be recognized by post-testing. The second and third objective is to help her locate phone numbers of clinicians as well as how to use the phone to communicate with a clinician, this can be evaluated a return-demonstration by Maria after the nurse-educator teaches her how to perform these processes. The fourth and fifth objectives is to teach Maria how to distinguish the type of mood she is experiencing and associate it with the corresponding colour based on the mood chart and these processes can be evaluated by post-testing. The last objective is to teach Maria to listen and comprehend what the phone therapist is advising while is undergoing phone coaching and this could be evaluated through question and answer with the nurse-educator. Possible Issues that Might Occur in the Implementation of the Patient Teaching Plan In the implementation of patient teaching plans, there is a tendency that there is a difficulty in motivating patients to learn what have been taught in the patient teaching plans. There is also a possibility that the patient will not follow the skills and steps being taught. In the case of Maria, there will be a tendency that she will not listen of what the nurse-educator will be teaching her, like by recognizing her level of emotions. There also might be a possibility that she will insist a certain level of emotion which in reality is not real emotion that she is experiencing which would cause a contradicting intervention or treatment from the phone therapist. Impact of Teaching Plans to the Patient The evaluation on the implementation of patient teaching plans is not the ultimate indicator that the teaching plan for a certain patient is successful. However, Falvo (2010) argued that a teaching plan can be deliberately considered successful when a patient like Maria can be able to manage her crisis attacks even without the help of phone coaching therapists. By using the case study, Maria will be able to perform the prescribed distraction or relaxation techniques when she is experiencing depression or anxiety attacks. Conclusion The development of teaching and learning plans is a very important step in the treatment of mental disorder patients. It is vital that these teaching and learning plans should be meticulously developed in a way that would suit to specific individual needs, especially to patients with serious mental disorders like Maria who is suffering from Borderline Personality Disorder. The development of patient teaching plans should be carefully planned and could be flexibly adjust depending on the circumstance that could possibly occur during its implementation. Lastly, careful monitoring and evaluation in the implementation of teaching plans is very important in the learning processes to identify positive results to be maintained and at the same time improve areas that needs to be addressed.

Board Game Essay Example for Free

Board Game Essay Introduction Board games used for a number of educational purposes, as have been proven to help stimulate the minds of children in a fun and informative way. Learning things like conservation of energy, mathematical operations can be difficult for young children, usually depending on their age and the amount of attention they have received on the object. It has also been long proven that most children have a better time learning skills when they are presented in a fun, interactive format, and giving educational math board games on which to make their stand. Sci Damaths ( Sci = Science, Dama = Pinoy game checker board, maths = mathematics) is one such board game which helps children to easily begin to master the skills of basic math and energy conservation. The game plays out across a table, much like Pinoy typical game DAMA . There are 24 chips in each set of the game, which come in editions for each basic math science skill. Some set focus on addition, while others help players learn their addition, subtraction, multiplication, and division skills. The easy format helps any player to adapt quickly to the game and with a fun, slightly competitive atmosphere; the learning aspect of the game may even go entirely unseen. Sci Damaths can help children learn how to complete their math and science skills more quickly. This teaches children to think fast, trying to encourage them to learn how to complete the skills within a short time limit. However, players must be careful about the game, for if they end up with accumulated score in any turn. This game is incredibly popular, as it encourages quick thinking in an easy to learn, fun setting, and many children have greatly benefited from playing with it. Sci Damaths is a great example of a game that gives children the chance to learn a number of basic math science skills and the order of operations potentially without them even realizing it. Racing across a board made of different numbers, the players try to correctly solve variations. However, the game is not as simple as just taking chips by solving variations, for other players have the chance to either steal or swap chips, helping to complete their own and control another. This game raises the level of challenge, making the game excited, tough experience for any players participating. With such an exciting environment provided by the game, it is no wonder that Sci-Damaths game help players to learn their techniques so quickly. Teaching math and science to young children has never been easier or more enjoyable. Sci-damaths is a Mathematical board game invented by five time national awardee Jesus L. Huenda. It is coined from the Filipino checker board game â€Å"Dama†. It started in Sorsogon national High School. There were series of National Sci-Damaths competition sponsored by DepEd and other private firm. Sci-Damaths is a game designed for elementary pupils and high school students. It is a game of mind, which is governed by the moves of the players. It characterized a mental competition between two opposing players where the one with an alert mind and strength to achieve something, wins this battle of minds. It is a board game played by two players, with one player having 12 chips and the other player having 12 chips have individual uniqueness and can move only in a specific way. The decisive objective of the game Sci-Dama is to build up lesser points and for Damath game is to accumulate greater points. HOW TO PLAY SCI-DAMATHS? 1. Prepare the following: a. Sci- dama board for science and damath board for mathematics b. 24 chips C. Scoresheet SCI- DAMATHS SCORESHEET Player : ________________________ Win:_______ Lose: _______ c. calculator ( optional) d. arbiter/teacher 2. Set the position of the chips according to the level of the game. Damath MATHEMATICS Counting Damaths Whole Damaths Fraction Damaths Integer Damaths Rational Damaths Radical Damaths Polynomial Damaths Binary Damathan Sci Dama SCIENCE Water patrol Dama Power patrol sci dama Electro sci dama Dama Sci notation THI Sci Dama Thermo Sci Dama 3. Fill up the score sheet. SCI DAMATHS SCORESHEET 4. Follow the sci- damaths rules. RULES OF THE SCI DAMATHS TO BEGIN THE GAME†¦ 1. Toss a chip/coin to decide who move first. 2. The two players alternately take turn in moving a piece. ( Pass is not allowed) 3. Touch move shall be observed in the game. A player who touches a chip is required to move unless it is illegal to do so. 4. After making a move, a player shall record his move in one score sheet only. 5. Only one score sheet will be used by the two players in a game. 6. Each player is only allowed one minute to move including the recording. However in taking or capturing the chip or chips one minute rule will not use. 7. A warning is given to player by the arbiter if no move is made after one minute, and consequently, he is forced to move a chip. 8. Continuous violation of this rule # 7 will disqualify the player even if he is leading in the score sheet at the time of the violation, 4th violation means disqualification. 9. All moves should be in the forward direction except taking a chip ( forward or backward) or if a chip is already a dama. 10. A chip is declared a â€Å"dama† if it reaches and stops terminally in any of the following squares of the opposing player: (1,0) (3,0) (5,0) ( 7,0)similarly , the opposing player’s chip is declared a ‘dama† if it reaches and stops terminally in any of the following squares: (0,7) (2,7) ( 4,7) ( 6,7) 11. Once a chip is declared a â€Å"dama†, it could slide diagonally forward in any vacant square provided no opposing chip blocks it. It could take a chip or chips and double the score. 12. Similarly, if any ordinary chip takes a â€Å"dama† or a â€Å"dama† takes another â€Å"dama† the score in both situations is doubled . ( x two ) x ( four) 13. A player can take one chip or more than one chips with the required option to take the greater number of chips. 14. Between a â€Å" dama† taking a chip and a chip taking another chip, the former is obliged. Between a â€Å"dama† taking a chip and a â€Å"dama† takes two or more chips, the later prevails. 15. â€Å"Dama† chip should be identified by encircling the chip in the score sheet. 16. The game ends after 20 minutes. 17. The game also ends if: a. the moves are repetitive. b. A player has no more move. c. A player has no more chip. d. A chip is cornered. e. A player resign f. Both players agree to a draw 18. The remaining chips or chip of player is added to his total score. 19. If the remaining chip is a â€Å"dama†, the value of the chip is doubled. 20. The player with the greater accumulated total wins the games except sci-dama. 21. If both players have the same score or tie is recorded as ? ? , essentially half a point rather than the full point for a win. 22. The player may or may not use a calculator. 23. Only players are allowed to raise questions during the game through the arbiter and should be solved immediately. 24. Arbiter is always right in his decisions. SPECIAL MOVES AND SCORES â€Å"DAMA† chip can move or takes a piece to any unoccupied square along the diagonal path. DAMA takes Ordinary, times 2. Ordinary takes Dama , times 2. Dama takes Dama, times 4. Dama remaining chip, times 2. Mayor tatlo or dalawa, mayor tatlo, prevail. Mayor tatlo, dalawa over dama prevail. Illegal or incorrect move-entries must be corrected. The ‘taker’ chip is always the addend ( addition ), minuend ( subtraction ) multiplicand (multiplication), dividend ( division) and augend ( binary ). DRAWS Between evenly matched opponents, damath games will sometime end in draws. So whats a draw? Thats when nobody wins. In tournaments, draws are recorded as ? ? , essentially half a point rather than the full point for a win. There are two kinds of draws to discuss briefly. 1. Draws by agreement. This kind of draw is the most common. At any time in the game, you can offer a draw to your opponent. Be mindful of good etiquette, however. Dont offer a draw on every move! And be sure to offer the draw correctly. Make your move, offer the draw (I offer a draw is fine) and only then inform your arbiter (assuming that you have arbiter. An offer of a draw without making a move is NOT a legal offer and can be ignored by arbiter. 2. Threefold repetition regardless of score You or your opponent can claim a draw if the same position occurs fourth times in the same game, all with the same player to move. Such repetitions can easily occur in endgames when one player is using DAMA chips. To claim such a draw, you need to have an accurate scoresheet and demonstrate to the tournament arbiter that the claim is valid. To claimed such a draw both players must be correct, agreed to the draw! FOR TEACHERS Addition and subtraction of binary numbers When adding binary number A B . A is called the augend and B is called the addend. When subtracting binary number A, I, e. A – B = C, A is called the minuend, B is called the subtrahend and C is called the difference. When multiplying A by B to give C, i. e. A x B = C, A is called the multiplicand, B the multiplier and C the product. When dividing number a is called the dividend, B the divisor and C the qoutient. What is Sci- Damaths? Sci–Damaths ( Sci = Science, Dama = Pinoy game checker board, maths = mathematics) is a line of attact and sound addition, subtraction, multiplication and division game between two players that is enjoyed by pupils and students, from classroom to home. Though the game of sci-damaths has taken many variations over its long time, todays form entered the digital age, as games and tournaments are played online and via email. Using a Pinoy checker board composed of grids and diagonal lines , the game against anothers involves the use of strategic moves and techniques using the chips. Using the chips, players execute tactics to remove the challengers chips thru mathematical operations. Its significance to dramatize the importance of Science and Mathematics using the typical game of Pinoy called DAMA. It is played by two players who move by turns diagonally. How to play Sci-Damaths? Basically the rules in playing the Filipino checker board game DAMA will be used. CONSTRUCTION OF STANDARD SCI DAMATHS BOARD AND CHIPS ‘The Board’ the Sci-damaths board measures 32 cm x 32 cm with 8 x8 squares. It contains 24 chips in two colors ( 12 chips of each color). Each chip measure 2 cm in diameter. Notation Sci- Damath notation has its own system. Each row of squares across the board is numbered as 0,1,2,3,4,5,6,7 staring from left and right side of the board. Each column of squares running up the board is also numbered as 0,1,2,3,4,5,6,7 starting from left to right side of the board. Polynomial damath has its own notation ( 0,0), ( 0,0 ) ( 7,7) , ( 7,7) for corners of the sci-damath board. POWERS OF THE CHIPS The first example illustrates how the chip moves. It can move to any square marked with an X The chips can move to any vacant square. The chip can capture the opposing chip. The chip can move or capture in a diagonal way unless it is obstructed by a chip. The chip moves to square by going one square diagonally but not in a horizontal or vertical or form the square it occupies. The chip can jump over other chips in the course Of its move ( Pass is not allowed. ) The chip can capture diagonally forward or backward to the left or to the right. How to use the board? Set the starting position of the chips. Note that the chips must be arranged. According to position and the level of game. A move is the transfer of a chip diagonally From one square to another. A capture is the Removal of an opposing chip for the board; Mathematical operation will be used depending On the vacant square’s operation symbol where The â€Å" taker† chips land b jumping over the â€Å"taken† chip; it is accomplished by actually removing the â€Å" taken â€Å" chip. ( You cannot capture your own chip). Sci-Damath Operation Used ) will be used.? Mathematical operations ( + , -, x , Elementary Sci dama and counting damaths, plus and minus only. Secondary Sci Dama . THI only ( plus and minus). WRITING MOVES Suppose in the diagram below the white chips at ( 5,2) moves ( 6,3 ). This would be OPENING IS BEST: There is no answer to that question, its all a matter of style and personal fancy, its just the same with choice of defense, whatever actual openings you choose you must have a deep understanding of the ideas behind the opening play. Learning opening principle is easy it is really just a matter of knowing what not to do. Learning in a series of opening moves wont make you better damath player. There is no point in studying the opening if you don’t understand the middle game and if you don’t understand he end game. WHAT MAKES A DAMATH PLAYER? 1. The ability to calculate accurately and quickly will be useful. 2. A good memory will also be used. 3. The ability to think logically must help. 4. The ability to concentrate. HOW TO HANDLE TIME TROUBLE? 1. Concentrate on the position alone. 2. Time spent writing can’t be spent thinking. 3. Don’t keep looking at the clock. 4. Don’t panic. â€Å" YOU CAN’T SAY ANYTHING MAKES A GOOD PLAYER EXCEPT HARD WORK. † FINDING THE RIGHT MOVE The answer is to select one of the moves straight away, toss a coin if necessary! Check that it is good ,and play it. TAKING YOUR OPPONENTS SERIOUSLY Remember , you may not think your opponent is good enough to beat you, but you can always play badly enough to lose him! AVOIDING BLUNDERS To avoid making mistakes you should first understand why you make them. Blunders on the damath board are usually the result of carelessness or muddled thinking. You make mistake when you are tired or bored or when you have just win through the excitement of a complicated series of moves. Never relax and always stay calm. GAINING EXPERIENCE At every sci-damath club and contest there will be players keen to help and encourage you so long as you play and behave sensibly. Join a club, play in every contest you can, and don’t worry about losing by playing you gain experience. With experience you gain knowledge and become a better players†¦ good enough perhaps to become tomorrow’s champion!

A Study On Theoretical Perspectives In Maladaptive Behavior

A Study On Theoretical Perspectives In Maladaptive Behavior Maladaptive behavior is known as behavior that is different than normal. There are many ways to define behavior that is unusual. Antisocial Disorder is also known as abnormal. There are many perspectives known to help define and explain these behaviors. Scientific theories have been created to organize our thoughts and our beliefs to explain what it all means (Sarason, 2005). Biological Perspective explains the relationships between our brain and our behavior (Sarason, 2005). This would also cover heredity and genetics (Sarason, 2005). This perspective assumes that our bodily maladaptive behavior is due to a problem in our body (Sarason, 2005). Behavior genetics is known as a study of the effects of our genetic inheritance of behavior (Sarason, 2005). Psychodynamic Perspective is the idea that thoughts and emotions are important causes of behavior (Sarason, 2005). In most cases biological factors are important in the diagnosis of a patient. Most medical conditions require biological factors, (Sarason, 2005). Equipment such as the position emission tomography scan and the computerized tomography (CT scan) are starting to be used to demonstrate studies between the brain and behavior, (Sarason, 2005). In research of genetics and heredity it has shown that chromosomal defects are the cause of metabolic disorders that may lead to mental retardation, (Sarason, 2005). Phenylketonuria is an example of such a condition, (Sarason, 2005). Body refers to organs, muscles, bones, and the brain; mind refers to attitudes and feelings or thoughts, (Sarason, 2005). The separation between the two is intellectual intervention (Sarason, 2005). Although many people believe the separation to be complete. Cognitive and bodily functioning are closely working together (Sarason, 2005). It is known that maladaptive behavior is because of a dysfunction in the body and the way it functions (Sarason, 2005). Maladaptive behavior is a joint product of three major components; in the body or a hormonal deficiency, in physiological functioning or a tendency towards shyness, and in a social environment (Sarason, 2005). Chromosomes are threadlike that are present in the cells that make up our DNA (Sarason, 2005). Anomolies in the chromosomes are likely to cause abnormalities in our brain (Sarason, 2005). Someone with Down syndrome usually has 21 of these chromosomes as opposed to the usual 2 (Sarason, 2005). Each of these genes contains their own characteristic positions (Sarason, 2005). 60% of these genes are responsible for brain functions, (Sarason, 2005). 4,000 diseases are caused by abnormalities in these chromosomes, (Sarason, 2005). Psychologists study these genes; this is called behavior genetics (Sarason, 2005). As humans we inherit behavior (Sarason, 2005). This study is called pedigree studies. Here are some of the common studies of genetic research: Gene- Parts of your DNA that contain proteins that carries out tasks in your body (Sarason, 2005). Alleles- Variants of the same gene in a species(Sarason, 2005). Genome- All DNA processed by a person (Sarason, 2005). Genotype- the DNA makeup at the moment of conception (Sarason, 2005). Phenotype-Characteristics resulting from environment and genetics (Sarason, 2005) Heritability- A statistical estimate of characteristics affected by genetics (Sarason, 2005). Nervous System and the Brain The nervous system and the brain are also affecting who we are as humans. The nervous system is the brains control area and very important in the functioning of the brain (Sarason, 2005). The nervous system consists of neurons which have very special purposes (Sarason, 2005). The brain is now known as the most complex structure in the entire world (Sarason, 2005). The nervous system is split into two parts: the central nervous system, including the nerve cells or neurons, brain and spinal cords (Sarason, 2005). The Peripheral nervous system includes all the neurons that connect the central nervous system with the glands, muscles, and sensory system (Sarason, 2005). The Peripheral nervous system has two parts; the somatic system and the Autonomic system (Sarason, 2005). The somatic system transmits information from sense organs to the muscles that help us move (Sarason, 2005). Autonomic system directs activity of the glands and our internal organs (Sarason, 2005). It is said that the brain has a lot to do with our behavior. The way it functions and the way we perceive things when the brain is trying to transmit the information can also get lost in translation. There are so many ways that information can be misinterpreted when the brain is not correctly functioning. The behavioral state of a human is usually best observed through an EEG machine. This machine can measure alertness through tracings of the brain and its activity. It can measure if someone is alert or awake, resting, eyes closed, light sleep, deep sleep, or dreaming (Sarason, 2005). A healthy brain will also react to new experiences where a damaged brain might not react (Sarason, 2005). This can also be measure on an EEG machine. Freuds Theory of Personalities Sigmund Freud was a great neurologist from 1856-1939 (Sarason, 2005). He was also one of the most influential writers in the twentieth century. Freuds theory of Personality is also one of the most influential writings. It seems very complex to some. One of Freuds theories consists of psychic determinism. This states that behavior is determined by prior mental events in ones life (Sarason, 2005). Freud believed that there are two levels of consciousness. One is consciousness itself and the other is precociousness (Sarason, 2005). This means that if someone were thinking of one thing, they could easily store this in mind and move back to a previous thought. Freud found that this had a lot to do with overt behavior. He also believed that the greater the mental conflict in the conscious stayed there, the greater the stress would become (Sarason, 2005). Behavior Perspectives and Genetics The behavioral perspective focuses on behavior as a response to stimuli in the environment of the organism, (Sarason, 2005). An American psychologist names John B. Watson created was the founder of behaviorism (Sarason, 2005). Watson created this as a thoroughly mechanical affair, (Sarason, 2005). The complete personality was created for overt behavior and was built up out of the conditioning process (Sarason, 2005). Many psychologists did not believe Watson. They believed that behavior was much more complex. They believed that it is truly a hard process. Watson just believed that a little time would bring on a dynamic behavioral change. Behavioral Perspective was also created because psychologists found that Freuds ideas about the mind were too complex enough and very vague (Sarason, 2005). Psychologists believed that this could be explained in an easier way to understand. Many of them were having problems understanding so this led them to creation of their own theories. Both the psychoanalytical and behavioral approaches are deterministic but can be found in different places, (Sarason, 2005). Psychologists that use this type of behavioral perspective focus on what the patient is learning (Sarason, 2005). They view any type of behavior as stimuli-response and relationships (Sarason, 2005). In the process of changing someones behavior, they concentrate on altering the environment and rewards (Sarason, 2005). Early behavioral perspectives lacked certain elements. In the process of classical conditioning psychologists are watching for a response that an organism is automatically stimulated and transferred to a new one through an association between the two (Sarason, 2005). Ivan Pavlov was one of the most famous classical conditioning experimenters. Pavlov placed a hungry dog in a harness and turned on a light at certain intervals (Sarason, 2005). The dog did not salivate in response to the light making the light conditioned stimuli (Sarason, 2005). After a few times of trying this, meat powder was delivered after the dog was stimulated. Since the dog was hungry, he salivated an unconditional response (Sarason). Pavlov found that although there was no food delivered at certain points of the experiment, the dog was still salivating. Pavlov also tried the ringing of a bell as a stimulus (Sarason, 2005). In some cases there are unpleasant, avoidant or escape responses (Sarason, 2005). For example, the experiments that entails a mouse moving through a maze to find food. They use the electric charge to pulse through the mouse to help them find the food. Eventually the mouse is able to get to the food every time without the stimuli of the electric charge to show him the way. When these conditioned responses are reinforced during the process of conditioning, these responses dissipate (Sarason, 2005). The disappearance of early responses is called extinction (Sarason, 2005). Many students of maladaptive behavior begin to become fascinated with classical conditioning when they realize it explains a lot about many types of emotional responses (Sarason, 2005). There is also such a thing as accidental conditional responses For example, I almost drowned when I was 4 years old. Since that day I have been terrified of any body of water. If I were to tell a psychologist this, they might recommend systematic desensitization (Sarason, 2005). Here is a diagram of how this might work (Sarason, 2005). Unconditional Unconditional responses Drowning Fear Conditional Stimulus- Conditional response Pool or another body of water Fear Breaking down the steps of stimuli between the conditional stimuli and conditional responses could alleviate the fear of water or drowning. Operant response is also called instrumental conditioning, when the organism must make a particular response to the actions before the reinforcement starts to take affect (Sarason, 2005). The organism reflects its environment (Sarason, 2005). B. F. Skinner was the first psychologist to demonstrate this type of conditioning and its effectiveness (Sarason, 2005). He was also one of the most influential psychologists of the 20th century (Sarason, 2005). Skinner created an experiment named Skinner box where a rat will press a bar repeatedly if this activity is reinforced by pellets of food falling into a dish (Sarason, 2005). Operant conditioning is responses that occur less prior to being reinforced (Sarason, 2005). Reinforcement, punishment, and extinction are all steps of operant conditioning (Sarason, 2005). A reinforce is an event that increases the possibility of a stimulus responding in a certain way (Sarason, 2005). A positive reinforce increases the possibility of the outcome being something good (Sarason, 2005). A negative reinforce increases the outcome being something negative (Sarason, 2005). Punishment is another way of changing behavior that is hit or miss. Sometimes it will be effective and other times it will not. Here are a few examples of a schedule of reinforcements used to research learning. Continuous reinforcement schedule- every response of a particular type is reinforced (Sarason, 2005). Partial or Intermittent reinforcement schedule- only some of these responses are reinforced (Sarason, 2005). Fixed-ratio schedule- reinforcement is given after a fixed number of these responses (Sarason, 2005). Variable-ration schedule-reinforcement varies around an average 10 responses (Sarason, 2005). Fixed-Interval schedule- reinforcement follows the first response that occurs after certain time intervals (Sarason, 2005). Variable-interval schedule- reinforcement occurs after a variable interval of time (Sarason, 2005). Psychodynamic Perspective The psychodynamic perspective the idea that thoughts and emotions are important causes of behavior, (Sarason, 2005). Many psychologists believe that rational thinking will produce personal and social adjustment (Sarason, 2005). In the 19th century this began to attract more and more attention. People were drawn to the fact that maladaptive behavior was not normal. The organic approach to psychological behavior is influenced by physiological and the anatomy of a human being (Sarason, 2005). Mental disorders are a direct reflection of what is going on in the brain and how we function with this (Sarason, 2005). People began to believe that brain cells were what were making us unhappy (Sarason, 2005). The bad thing about this belief system is that there is much more to it. We needed to dig deeper to figure out what the stem of the problem was. Psychologists were finding it harder to convince people that there was really something wrong as opposed to someone just being crazy. People wanted to believe what they wanted to, making it difficult for psychologist. Psychologists hope to find evidence that behavior was a reflection of the brain (Sarason, 2005). An interact ional or biopsychological approach currently directs the work of most clinicians and researchers, (Sarason, 2005). Coping, skills due to this perspective result in stress and vulnerabili ty (Sarason, 2005). Think of these as a coping mechanism (Sarason, 2005). Antisocial Disorder Anti-social disorder is typically associated with violence, delinquency and violence ( Sarason, 2005). Critical features of this disorder would be: Failure to conform to social norms, (Sarason, 2005) Deceitfulness or being manipulative (Sarason, 2005) Failure to plan ahead or being impulsive (Sarason, 2005) Irritability or being aggressive (Sarason, 2005) Disregard for other; being reckless (Sarason, 2005) Consistently being irresponsible (Sarason, 2005) Lack of remorse for their actions (Sarason, 2005) Anti-social disorder is inherited and it is not yet clear how (Sarason, 2005). Impulsive physical violence is related to low levels of serotonin and one of its metabolites in spinal fluid, (Sarason, 2005). Anxiety has also been studied. It has become a very consistent component of Anti-social disorder (Sarason, 2005). People with anti-social disorder lack the ability to feel for others and will most likely hurt the people that are closest to them without remorse (Sarason, 2005). People with anti-social disorder are very difficult to diagnose and help. Their tendencies and personalities are very hard to understand (Sarason, 2005). In conclusion, our behavior is not only altered by genetics but is also altered by our brain and our nervous system. It is very difficult to find a direct diagnosis of a person without all medical history. There are numerous things that could affect a humans train of thought and the ability to cope in day to day life. Freuds theory shows that people are able to be aware of their ability to consciously think. We are constantly thinking on two levels, giving us the ability to make choices. We are able to think on a level of good or bad. We are able to capacitate many types of brain alterations. The brain is so complex making it very difficult for us to truly understand. We have the basis of how behavior can affect us. We can chose to listen to our preconscious as opposed to the conscious that is telling us to do the wrong thing. Or we can run through life with reckless disregard for others. We have the ability to make these choices for ourselves, given that we are aware of the malfunct ioning of our brains. Despite this, technology and diagnosis will continue to expand and diagnosis will become easier and easier.

Michael Jordan: King Of The Court :: essays research papers

Michael Jordan: King of the Court   Ã‚  Ã‚  Ã‚  Ã‚  When I began my report I didn’t know much about Michael Jordan, but I did know that he was “undoubtedly the greatest player in the history of the NBA'; (“Michael Air Jordan'; 1). It seemed like every time I heard the word basketball I also heard the name Michael Jordan. There’s just no avoiding him. If you are watching television you might see him playing basketball or golf. If you were reading a magazine there will probably be an advertisement with his picture. If you were walking down the street you might see a kid wearing Air Jordan shoes or a Bulls jersey with “JORDAN'; on the back of it. This man is probably as recognizable as the Pope. When we were asked to start thinking of our topics for our research papers Michael Jordan had just announced his retirement from basketball. There were all of these specials on the sports channels and the news so I had to find out what all the commotion was about. This is why I chose Michael Jordan to be the topic of my research paper. I hoped to find out how he became to be considered the greatest basketball player to ever play the game. I learned about a lot about Michael during the first week of my search since he was getting so much attention from the media at the time. When Michael Jordan was attending Laney High School in Wilmington, North Carolina nobody thought that he would ever turn out to be the player he is today let alone make it to the NBA. In fact, James Jordan, Michael’s father, actually thought that Michael’s best sport was baseball. His high school didn’t think he was so great at basketball either so they cut him from the varsity team when he was a sophomore. To Michael playing basketball in the NBA “seemed something of a distant dream'; (Halberstam 20), but even after he was cut from the varsity team Michael still practiced every day. Michael’s practice paid off in his junior and senior years when he was the best player on the varsity team. After high school Michael was off to the University of North Carolina where for three years he would have some amazing accomplishments in basketball. Perhaps Michael’s most memorable collegiate moment occurred while he was a freshman. On March 29, 1982 the University of North Carolina basketball team was facing off against the University of Georgetown in the national championship game. Michael Jordan: King Of The Court :: essays research papers Michael Jordan: King of the Court   Ã‚  Ã‚  Ã‚  Ã‚  When I began my report I didn’t know much about Michael Jordan, but I did know that he was “undoubtedly the greatest player in the history of the NBA'; (“Michael Air Jordan'; 1). It seemed like every time I heard the word basketball I also heard the name Michael Jordan. There’s just no avoiding him. If you are watching television you might see him playing basketball or golf. If you were reading a magazine there will probably be an advertisement with his picture. If you were walking down the street you might see a kid wearing Air Jordan shoes or a Bulls jersey with “JORDAN'; on the back of it. This man is probably as recognizable as the Pope. When we were asked to start thinking of our topics for our research papers Michael Jordan had just announced his retirement from basketball. There were all of these specials on the sports channels and the news so I had to find out what all the commotion was about. This is why I chose Michael Jordan to be the topic of my research paper. I hoped to find out how he became to be considered the greatest basketball player to ever play the game. I learned about a lot about Michael during the first week of my search since he was getting so much attention from the media at the time. When Michael Jordan was attending Laney High School in Wilmington, North Carolina nobody thought that he would ever turn out to be the player he is today let alone make it to the NBA. In fact, James Jordan, Michael’s father, actually thought that Michael’s best sport was baseball. His high school didn’t think he was so great at basketball either so they cut him from the varsity team when he was a sophomore. To Michael playing basketball in the NBA “seemed something of a distant dream'; (Halberstam 20), but even after he was cut from the varsity team Michael still practiced every day. Michael’s practice paid off in his junior and senior years when he was the best player on the varsity team. After high school Michael was off to the University of North Carolina where for three years he would have some amazing accomplishments in basketball. Perhaps Michael’s most memorable collegiate moment occurred while he was a freshman. On March 29, 1982 the University of North Carolina basketball team was facing off against the University of Georgetown in the national championship game.

Free College Admissions Essays: Marching On :: College Admissions Essays

Marching On Sweat dripping down my face and butterflies fluttering around my stomach as if it was the Garden of Eden, I took in a deep breathe and asked myself: "Why am I so nervous? After all, it is just the most exciting day of my life." When the judges announced for the Parsippany Hills High School Marching Band to commence its show, my mind blanked out and I was on the verge of losing sanity. Giant's Stadium engulfed me, and as I pointed my instrument up to the judges' stand, I gathered my thoughts and placed my mouth into the ice-cold mouthpiece of the contrabass. "Ready or not," I beamed, "here comes the best show you will ever behold." There is no word to describe the feeling I obtain through music. However, there is no word to describe the pain I suffer through in order to be the best in the band either. When I switched my instrument to tuba from flute in seventh grade, little did I know the difference it would make in the four years of high school I was soon to experience. I joined marc hing band in ninth grade as my ongoing love for music waxed. When my instructor placed the 30 lb. sousaphone on my shoulder on the first day, I lost my balance and would have fallen had my friends not made the effort to catch me. During practices, I always attempted to ease the discomfort as the sousaphone cut through my collar bone, but eventually my shoulder started to agonize and bleed under the pressure. My endurance and my effort to play the best show without complaining about the weight paid off when I received the award for "Rookie of the Year." For the next three seasons of band practice, the ache and toil continued. Whenever the band had practice, followed by a football game and then a competition, my brain would blur from fatigue and my body would scream in agony. Nevertheless, I pointed my toes high in the air as I marched on, passionate about the activity. As a result, my band instructor saw my drive toward music and I was named Quartermaster for my junior year, being tr usted with organizing, distributing, and collecting uniforms for all seventy-five members of the band. The responsibility was tremendous. It took a bulk of my time, but the sentiment of knowing that I was an important part of band made it all worthwhile. Free College Admissions Essays: Marching On :: College Admissions Essays Marching On Sweat dripping down my face and butterflies fluttering around my stomach as if it was the Garden of Eden, I took in a deep breathe and asked myself: "Why am I so nervous? After all, it is just the most exciting day of my life." When the judges announced for the Parsippany Hills High School Marching Band to commence its show, my mind blanked out and I was on the verge of losing sanity. Giant's Stadium engulfed me, and as I pointed my instrument up to the judges' stand, I gathered my thoughts and placed my mouth into the ice-cold mouthpiece of the contrabass. "Ready or not," I beamed, "here comes the best show you will ever behold." There is no word to describe the feeling I obtain through music. However, there is no word to describe the pain I suffer through in order to be the best in the band either. When I switched my instrument to tuba from flute in seventh grade, little did I know the difference it would make in the four years of high school I was soon to experience. I joined marc hing band in ninth grade as my ongoing love for music waxed. When my instructor placed the 30 lb. sousaphone on my shoulder on the first day, I lost my balance and would have fallen had my friends not made the effort to catch me. During practices, I always attempted to ease the discomfort as the sousaphone cut through my collar bone, but eventually my shoulder started to agonize and bleed under the pressure. My endurance and my effort to play the best show without complaining about the weight paid off when I received the award for "Rookie of the Year." For the next three seasons of band practice, the ache and toil continued. Whenever the band had practice, followed by a football game and then a competition, my brain would blur from fatigue and my body would scream in agony. Nevertheless, I pointed my toes high in the air as I marched on, passionate about the activity. As a result, my band instructor saw my drive toward music and I was named Quartermaster for my junior year, being tr usted with organizing, distributing, and collecting uniforms for all seventy-five members of the band. The responsibility was tremendous. It took a bulk of my time, but the sentiment of knowing that I was an important part of band made it all worthwhile.

In what important ways is the American South Different to the North? Es

  Ã‚  Ã‚  Ã‚  Ã‚  The American South represents the more agricultural sector of the United States; it was and in some places is still quite far behind the Northern sectors of America. Northerners tended to be better educated than their southern partners. The North also had a much larger population than the South with a 21.5 million population, whilst the south had a population of 9 million. The fundamental differences between the two can be classified through religion, the slave movement as well as the agricultural and industrial differences between the north and south of North America.   Ã‚  Ã‚  Ã‚  Ã‚  Religion played a major role in the split between the north and south. The original migrants were purely Englishmen abroad, moving abroad to follow their own religion without the authoritarian Church of England. A split between the two appears to be evident in the naming of the states; all southern states were named after English monarchs, whilst in the North none are named after English monarchs, this is due to the mainly dissenting population of the north, who wanted nothing to do with England. This is due to the domination the Church of England had over the south, whilst the Northerners pursued newer approaches such as Protestantism, Baptist and Methodist movements. The Baptist and Methodist movements seemed to reflect the newer mood and plans of the nation, and it is this that attracted the new followers particularly in the North. The United States still has the highest population of church attendees, more so in the South, this is partly why those who travelle d around the country attempting to convert found most of their support in the south. The religious difference between the North and South was the start of the split.   Ã‚  Ã‚  Ã‚  Ã‚  The first fundamental difference between the North and South was the slave trade, and subsequent racist hatred. All southern states with the exception of Texas had a slave population of between 25-30% of the entire population. Southerners saw slavery as a constructive measure, whilst northerners began to see slavery as immoral. The legalisation of slavery varied from state to state, and there was no overall law on slavery during most of the eighteenth century. The use of African slaves in tobacco fields proved successful and more slaves were gradually imported, the practice was by ... ...uch as bankers and lawyers. This helps to further illustrate the differing outlooks that the progressive North and the repressive South possessed.   Ã‚  Ã‚  Ã‚  Ã‚  The American South took on many meanings during this period; the South was seen as economically backwards, and socially and morally corrupt; through the slave owners and the agricultural movement that was followed. Fundamentally the Southerners followed a less liberal belief system than the Northerners, and also followed many traditions, religious and otherwise that the Northerners had wanted to leave behind in Britain. However it is unfair to portray the South as a completely backward movement, as the southerners did in fact have some progressive ideals and also succeeded agriculturally, but the two differed, and the Civil War can be accredited to the confrontational stance taken by both the North and the South during this time period. Bibliography Andrew Sinclair, A Concise History of the United States, Sutton Publishing Limited 1999 Maldwyn A. Jones, The Limits of Liberty American History 1607-1980, Oxford University Press 1983 Steve Collins, The Origins of Americas Civil War, Edward Arnold 1981

Frankenstein an early form of science fiction? Essay

† Many people believe that this was just an excuse for Victor’s mistakes, but I believe that it was Mary Shelley’s influence creeping into the storyline yet again. Shelley was a romantic; she spent her life against the facts of the world, hoping for the near impossible. She drove herself to the wonders of fate, much like Victor is doing at this time in the book. He told himself that he had little control, and that fate and mysterious wonders possessed him like a puppet on a string. Death is in a way the centre of the story. More then half of the characters themselves die, and the creature is made of dead matter. It is astonishing that Mary Shelley would write about death if she was a romantic. What is even more astounding is that she wrote so much about science! But I think there is a possible link that does not contradict any of the facts or motives. If Shelley wanted to prove how dreadful science was, then what could persuade people more then death? I think that she wrote the story to illustrate what science could really do to someone’s life. Whereas the â€Å"guardian angel† mentioned in the story (which I think is symbolic for the romantics Shelley loved), could have saved their lives. The death presented can be received as if it were a horror story, and it partially is, but the amount of death and pain suggests otherwise. Even though the idea of death is dire, without it the book would be pointless and boring. In fact, in this situation, the death creates life, the creature. â€Å"With an anxiety that almost amounted to agony, I collected the instruments of life around me that I might infuse a spark of being into the lifeless thing that lay at my feet. † Victor’s experiments with dead matter and electricity must also give a massive input to the concluding decision. It contains scientific knowledge, experience and language, and therefore helps the science fiction appeal. Even the way that Victor speaks sounds scientific enough to make you think that it’s science fiction. â€Å"I thought that if I could bestow animation upon lifeless matter, I might in process of time renew life where death had apparently devoted the body to corruption. † Although in the film certain parts of content are lost and an exaggeration of the electricity used is inputted, the outlines, structure and main plot remain. And if the film was defined as a sci-fi horror, then indubitably the book must also be regarded with similar merits. There are so many ways in which science is referred to in the book that it is almost impossible to imagine how many there actually are. If Victor as the main character is experimenting with science, then presumably the story is experimenting too, bringing to the conclusion that Frankenstein is an early from of science fiction, on the basis of the meaning of science fiction itself. Science fiction itself is defined as â€Å"a piece of fictional writing including a form of scientific knowledge or plot. † Therefore, theoretically Frankenstein would fall into this category. The only obstacle preventing this is whether or not it should be something else, like gothic horror or even romantic thriller. There are approximately equal amounts of evidence that would finally classify the novel. There are so many genres it could be that it is extremely difficult to comprehend which one it would distinctively fall into. The problem is how do we choose which one? But one thing most people do not consider is why can’t something be more than one thing? For years people have combined ideas to save time or just for the sake of it. Things like two in one shampoos, or multi vitamin tablets or even television programmes. So what some people agree upon in this situation is: why can’t Mary Shelley’s Frankenstein be three genres rolled up into one? After all, this essay has found no reason to suggest why it shouldn’t be pronounced science fiction, and I am sure that there will be no way to say how it is not any other genre. If we excluded one genre from the description then it would not fully describe the book to its full temperament. However, against anything else and for the sake of answering the original essay question, I will call it an early form of science fiction, only because there was nothing like it before it was written, and if it hadn’t been, there may not be a science fiction anyway. Show preview only The above preview is unformatted text This student written piece of work is one of many that can be found in our GCSE Mary Shelley section.