Monkey story. Creative Writing Essay

Monkey story is one of the most intriguing stories in the history of China. It involves the famous monkey and its endeavor to be strong and famous. First, the monkey was born in a stone that was worked in heaven and earth and through the uniqueness; he was able to make himself the king of the monkeys. He is very happy as a king and he thinks that he is immortal. He even embarks on journeys that will ensure that he cheats death. Fortunately, on his journey he manages to find a patriarch who is willing to teach him all the magic that he requires to know. After the lessons, he feels that he is stronger than the other students are and starts showing and he is banished as a result (Wu 56). Upon his return home, he finds himself and manages to kill a demon hence freeing the other monkeys. He continues to be mischievous and the emperor of heaven declares war on him. However, he hardens the body very much and it is not possible to punish. Consequently, he is tricked by Buddha to live under the mountain until somebody comes to save him. The events are paramount in the character development of the monkey since the journey reveal the actual character of the monkey (Wu 56).The patriarch appears to be the most important person in development and character molding of the monkey. He shapes the monkey into what he becomes. He teaches the monkey stone magic the fact that makes him very arrogant. The arrogance contributes to the eventual action of the emperor declaring war on him. The magic that patriarch gave the stone monkey helps him to kill the demon and frees the other monkeys hence proving it crucial. Finally, the most significant event in the journey of the monkey is the tim e he encountered a demon and killed it. The killing of the demon makes it clear that he is strong and he can defend the other monkeys from attack by the demons (Wu 67). The demons are attacking the monkeys and hence the action of the monkey is proved important in the end. Reference Wu, Cheng. Monkey. New York: Grove Press, Inc., 1958. Print. Source document

Italo Calvino

Saad Ahmed Prof. Frank Meola EN-2013W Assignment 3 Italo Calvino’s deceptively easy style of writing gives captivates the interest of the readers. He makes one simple tale interesting and well anchored. His writings are very well-constructed; it’s like the soft cotton inside the seed: Even if the topic is hard to think about, the writer makes it warm and soft and makes his point very clear to the reader. Italo Calvino not only writes short well-crafted tails but also focuses on real life and relates them to scientific aspects.An example of this can be Cosmicomics; one of his very popular books where the appearance of the characters were very simple. The writer synthesized the characters with his great scientific vision and humanized writing; also he was able to show how scientists might reflect their ability to work and handle science in order to have a great impact on human life. â€Å"It narrates the war adventures of a young street urchin, a boy of about twelve of t hirteen, mischievously wicked and at the same time native.Their mother is dead and their father has long abandoned them. Pin, who has no friends of his own age, fends for himself, working as a cobbler’s apprentice, stealing and getting free drinks from the men at the local taven†¦Ã¢â‚¬  (pp 10-11). Siegel, Kristi explained the humanizing characteristics of Italo Calvino’s Cosmicomics in the above way. She pointed out how in Cosmicomics, Italo Calvino not only has focused on well-constructed science and its importance but also how it affects daily lives and how the affects can be improved and be made useful for human. Calvino modulates the novel on two distinct tones† (pp 14). â€Å"With this story Calvino dramatizes the ills of our society where all our values can be booth and sold and everything is valued in terms of production and consumption† (pp 35); The writer shows the great sight Calvino’s way of humanizing stories integrated by not onl y science but also by economics. Martin L. McLaughlin also described Calvino’s way of attaching science with human life. Alongside these scientific thematic, this early dialogue also evinces Calvino’s admiration for the two Italian writers for whom the moon and space had a special resonance, and who would become key literary models for the new Cosmicomics genre, Galileo and Leopardi. † (pp 82: Chapter 6). From the writers opinion on Italo Calvino, it can be recognized that he (I. C) was passionate about science and its huge domain of covering up the whole universe, but again he focused more on how these kind of scientific ideas are actually helping human and improving their abilities.In his book, â€Å"The Castle of Crossed Destinies†, Italo Calvino has attached fiction with great art and his aim was to improvise thinking skills. According to Great Science-Fiction & Fantasy Works, â€Å"In The Castle, the tarots that make up each story are arranged in a d ouble file, horizontal or vertical, and are crossed by three further double files of tarots (horizontal or vertical) which make up other stories.The result is a general pattern in which you can â€Å"read† three stories horizontally and three stories vertically, and in addition, each of these sequences of cards can also be read: in reverse, as another tale. Thus we have a total of twelve stories. † In his book t-zero, Italo Calvino showed how to humanize science again. He described his characters out of a mathematical formula and simple cellular structures. â€Å"Orbit? Oh, elliptical, of course† for a while it would huddle against us and then it would take flight for a while.The tides, when the Moon swung closer, rose so high nobody could hold them back. There were nights when the Moon was full and very, very low, and the tide was so high that the Moon missed a ducking in the sea by a hair’s-breadth; well, let’s say a few yards anyway. Climb up on the Moon? Of course we did. All you had to do was row our to it in a boat and, when you were underneath, prop a ladder against her and scramble up. † This couple of lines shows his great sense of organizing thoughts regarding fiction including human life.Robert M. Philmus has talked about Italo Calvino’s writing style and his ability to connect two separate items in one point. In his (Robert) book â€Å"Visions and re-visions: re-constructing science fiction, he mentioned, â€Å"Calvino’s habitual solemnity in addressing the public in propria persona as a critic confirms his comic vocation a fiction writer not just because these two Calvinos appear to be at odds with one another, but more because they together fit the usual psychological profile of the comedian. †In â€Å"Mapping complexity: literature and science in the works of Italo Calvino†, the writer Kerstin Pils showed another great example of Italo Calvinos way of conjugating science and hu manity together in his (I. C) book â€Å"Qfwfq†. In writer’s (K. P) own voice, â€Å"Qfwfq’s fear of disorder is mirrored by the Khan’s melancholic reflection that the feeling of pride that accompanies the conquest of vast territories is only a short-lived emotion that is quickly superseded by, What distresses him in the insight that the Second Law of Thermodynamics has pushed the universe and empire down a path of dissipation and disintegration.It is a destructive force that escapes the scepter of conquest and reason. † Italo Calvino has used science as a very common part of his stories. The way one character goes along, the writer has also improved science, economics and fiction the same way. His aim was to identify one bullet point in his stories and explain it to the readers in the simplest tale possible; also by adding his humorous approach and fiction based intense words. His support was towards the good deeds; but throughout his writings, he has left the final decision upon every mind after raising the question.Works Cited Siegel, Kristi. Italo Calvino’s Cosmicomics: Qfwfg’s Postmodern Autobiography. Robert M. Philmus. Visions and re-visions: (re)constructing science fiction. 10: ‘Elsewhere Elsewhen Otherwise’: Italo Calvino’s ‘Cosmicomics’ Tales, pp 190-223. Martin L. McLaughlin. Italo Calvino. Chapter 6: Experimental Space; The Cosmicomics Stories, pp 82-98. Kerstin Pilz. Mapping complexity: literature and science in the works of Italo Calvino, pp 80-120, pp 150-176. Beno Weiss. Italo CALVINO. University of South Carolina Press, 1933, pp 123-168.

Learning to Listen Essay Example | Topics and Well Written Essays - 500 words

Learning to Listen - Essay Example Ramin tells the readers how she has grown up with inquisitive behavior and become curious of everything happening around her. To this extent, the author reveals that the culture of one’s family influences his or her behavior. Further, the author reveals that one’s family can make him or her develop poor or good listening skills, which she emphasizes by reveling to the readers that she learnt about her poor listening skills from her family. Good listening demands that one be keen and completely identify with the speaker. Ramin emphasizes that great listening involves â€Å"deeply identifying with the person you’re speaking with, when their story becomes so vivid that your world becomes less about you and more about them† (Para 2). The author further makes it clear that hearing is different from listening. Hearing simply means making no sense of what the speaker says. Good and effective listening requires an individual to focus more on the speaker rather tha n himself. A good listener is one who identifies with and become part and parcel of the story. Ramin also reveals that poor listening skills can lead to communication barrier and increases one’s likelihood to miss important things said by the speaker. Ramin also reveals that listening skills can be learnt when she says â€Å"I might have missed that, had I not learned to listen† (Para 5) in reference to â€Å"I love you† whisper from an orphaned girl to her at Noah’s community center. Ramin’s claim that one should learn when to speak and when to listen is very true. I particularly had poor listening skills, but learnt a lesson that changed my listening skills completely. I had gate-crushed a certain wedding in the neighborhood. At the door of hall where the occasion was scheduled, a security guard instructed me that empty blue seats were reserved for some special people invited to the wedding. Unfortunately, I was simply nodding and talking at the same time, while my

J.P Morgan and the Rise of Business Research Paper

J.P Morgan and the Rise of Business - Research Paper Example Discussion J.P. Morgan was born in 1837 in Hartford Connecticut to Junius Morgan and Juliet Pierpont. Being the only son among four other siblings made him to be more entrenched in the family business. He was to gain invaluable experience from working at George and Peabody Company, a firm in which his father had entered a partnership. Upon his return from New York, he became involved in working for the Duncan Sherman and Company from which he gradually rose in the ranks. Morgan established the J.P. Morgan & Company in 1861 which was to be the subsidiary of his father’s J.S. Morgan. J.P. Morgan made a name for himself through many shrewd deals which involved manipulation of gold prices for a profit. Since his father did not look kindly upon such shady dealings by Morgan, he forced the company into a partnership with Charles Dabney a successful Philadelphia banker (Geisst 35-39). J.P Morgan was involved in the rapidly developing railway industry during this time from which he ma de handsome returns. By the year 1869, Morgan was in charge of Susquehanna and Albany Railroad. By 1879, Morgan had made a name for himself from the sale of stock worth twenty five million dollars in the New York Railroad through a surreptitious consortium. Morgan made a handsome return on his investment in the deal which made his name famous making his to be appointed to the board of the New York Central Railroad board of directors soon after. A series of cunning business deals culminated with the formation of the Interstate Commerce Railway Association whose main aim was to thwart competition (Kwak and Simon 78-87). The group was composed of railway tycoons who were keen on protecting their businesses from increasing competition from small holders. The practice by the Interstate Commerce Railway Association of running down competing railroads through cartel led to the enactment of the Interstate Commerce Act of 1887 which made it illegal for companies to behave in cartel like beha vior. Most of modern day American laws on cartels are based on this act of 1887 (Chernow 172-3). Morgan began to associate closely with the Union government in 1872 through his purchasing of treasury bonds and bills. The 1893 financial panic further increased the profile and stature of Morgan when he was put mandated to act as a central bank by the government. The US had no central bank system and was such in danger of collapsing due to lack of controls on the monetary system. In conjunction with European bankers with whom his father and he had acquired connections, he made a deal for the United States to get a loan of 65 million dollars from Europe. While Morgan made a lot of money from the transaction, he has been tagged as a robber baron by many critics since he declined to divulge how much he had made from the syndicate. Modern day history scholars in the field of economics acknowledge Morgan with saving the economic system of the US from imminent disintegration by his act (Morr is 69-78). Morgan has also been involved in the funding of many major American utilities companies. In 1879 Morgan was actively concerned in the giving of financial support to the research of the Edison Electric Company. Morgan is credited with the merger between Edison Electric Company and a rival to form the giant General Electric. Morgan was heavily involved in the provision of

Leader Profile Research Paper Example | Topics and Well Written Essays - 1000 words

Leader Profile - Research Paper Example In 1997, he was elected to the state senate of Illinois, where he worked as the Public Health and Welfare Committee’s chairman (Leanne, 2009). President Obama’s experience in public service is rooted in his resolute belief in the potential to bring people together around a politics of cause. He improved health care for the elderly and their children, lessened the burden of taxes for working families, and he passed a key ethics reform (Boeckelman & Dupuis, 2007). As a senator of the United States, he worked hard to launch innovative lobbying reform, bring government transparency by setting up federal expenditure online, and confining the most dangerous weapons in the world (Leanne, 2009). However, the office of the United States presidency is a many-sided vocation that necessitates several forms of leadership approaches. President Obama has attracted the attention of the American people as well as foreigners owing to his charismatic personality (Bill, 2009). A charismatic leader has a mysterious capability of persuading others to his standpoint and influences them to achieve a cause or purpose larger than themselves. A charismatic style is transformational if it appeals to a permanent transformation in individuals who accept and adopt the leader’s vision (Leanne, 2009). President Obama, so far, has drawn a lot of people to his vision which has the capacity to have a considerable effect on both foreign and domestic relations (Leanne, 2009). Barack Obama’s personality shows that he is self-assured and determined; humbly superior and self-asserting; amiable, cooperative, and willing to help; fairly good-natured and sociable; and quite responsible (Bill, 2009). The combination of determined and cooperative patterns in the personality of President Obama indicates a ‘self-assured negotiator’ personality type.

INTERNATIONAL BUSINESS Essay Example | Topics and Well Written Essays - 2250 words - 1

INTERNATIONAL BUSINESS - Essay Example Other mergers leads to successful results. There are various debates about mega-mergers which involves mergers of businesses worth above $20 billion. Mega-mergers have people who are sceptical about it whilst others are very positive about it. This paper examines the dominant arguments and debates about mega-mergers in the world of business today. It would involve a critique of the different arguments for and against the practice of mega-mergers in the current dispensation. The report would contrast various debates and ideas relating to them. â€Å"Most deals in 2013 will probably be fairly small, designed to strengthen or fill a gap in the buyer’s existing operations. These are known as â€Å"plug and play†. Transformational megamergers grew rarer in 2012, with only four deals topping $20 billion. That was the same as in 2011, and fewer than in each of the three previous years.† (The Economist 09/02/13) AT Kearney argue in the seminal article ‘Merger Endgames’ that global level mega-mergers are inevitable as part of the cycle of consolidation and concentration in globalising industries where firms seek to gain leverage and accelerate their presence. In contrast Ghemawat & Ghadar (2000) take the position that business leaders need to look away from mergers and be more innovative in their approach to international business. As seen from the cases in seminars, cross-border mega-mergers can be very successful or unsuccessful. Research consistently shows that the majority either fall short of their initial aspirations, lead to reduction in total shareholder value post-merger or even demerge and divest in extreme cases. Despite this, there has been a merger wave on an unprecedented scale up to 2007 and it isn’t as if the emergence of global industries and corporations is at an end. You are required to critically evaluate the arguments of the pro-merger and anti-merger schools and take a conclusive position on whether global

Market prices, Valuation Principle, Net present Value, interest rates, Essay - 1

Market prices, Valuation Principle, Net present Value, interest rates, and bonds - Essay Example When a person decides to invest in the stock market the investor has to be willing to accept risk. Risk can be defined as the possibility that the actual return on an investment will be different than the expected return (Thefreedictionary, 2011). There are two types of risks: systematic and unsystematic risk. Systematic risk refers to risk that affects the entire marketplace, while unsystematic risk is risk that is related to a specific industry. Investors have to accept systematic risk because it cannot be manage by the investor. Unsystematic risk can be managed by the investor. For instance if the investor has a stock from an industry that faces major risks the investor can sell off that stock to eliminated the unsystematic risk. The expected return of a portfolio is the weighted average of the expected returns of the individual stocks in the portfolio. One would think based on that logic that the portfolio risk would be equal to the sum of the risk of the individual securities, b ut it is not. Typically the portfolio risk is smaller than the weighted average of the stock’s variances. Sometimes the risks of different stocks in a portfolio moved in opposite direction which canceled each other out forming a riskless portfolio. The measure of the degree of the relationship between the variables is called the correlation coefficient (Besley & Brigham, 2000).

Esse Quam Videri Essay Example | Topics and Well Written Essays - 500 words

Esse Quam Videri - Essay Example The political aspect of seeming rather than being is perhaps at the heart of the issue facing people today. There is a distinct connection between listening to candidates spout platitudes and seeming as if they care about helping people and those who wear T-shirts with pithy political slogans, but do not help the world. A walk around any college campus will reveal that political action in most cases means attacking the surface quality; it is easier to seem as though you are political involved than to be politically involved. Helping people is not political, however; it is a necessity for making the world a better place. I arrived at the decision to quit seeming as though I cared about the surface politics of helping people and actually become someone who helped. Too many people in this country feel they have done enough to help the environment by signing petitions calling for cleaner air standards or opposing drilling in the Alaskan wilderness. Those are great things, to be sure, but to do so is merely to seem as if you care about the environment unless you back it up with action. If you want to really be someone who cares about the environment then you need to make changes in your lifestyle.

Atheism Essay Example | Topics and Well Written Essays - 1250 words

Atheism - Essay Example Quoting Julian Baggini, â€Å"Atheism †¦ it is the belief that there is no God or gods† (3). For others, those words are enough to distinguish an atheist from not. However, there are still those people who would dig deeper into the topic as there are broader and more profound understandings of the subject at hand. The above mentioned meaning or understanding of atheism can be referred as a childhood analogy or comprehension. Just by the mere acknowledgement of the word atheism brings out a very negative thought and conception. Nevertheless, there are always 2 sides in a story. This is a truth in all aspects even in the world of atheism. There is always the good and the bad, the positive and the negative, one cannot exist without the other. One needs the other to exist and it goes either way (7-8). Organized religion often set standards as to what one should and should not believe. This is often where the problem or misunderstanding starts. Though there are Sunday Schools and Bible camps where scriptures are explained, it is not enough that when people say that a person should believe it then it is the truth. A person still has a right to question things that concerns them. One can even say that an atheist is more inquisitive towards their faith as they would further divulge into information that conservatives would perceive as taboo since they are questioning the existence of a higher power or divine intervention. In this concept, there is a broader and untold fact which is accompanied in their refusal to believe in God. One can assume that atheists believe in the â€Å"what can be seen† (4-5). Also according to Baggani, â€Å"This brand of physicalism asserts that the only kind of stuff is physical stuff: there are no non-physical souls, spirits, or ideas. This is a version of physicalism that many, probably most, atheists can sign up to† (5). There is a thought or question that arises with this statement. Because there are still thin gs which are intangible yet believed to true, an example of which is a thought or an idea that is still not expressed or enacted by a person. This is where Science enters the picture of spiritual belief. Two worlds are colliding within the vicinity of an atheist. In more than 2,000 years of documented principles, Science and Religion have never agreed in a singular idea. There would always be an argument between these 2 aspects. It is like what is fore mentioned, there are always 2 sides in a story. Throughout the years, there are still debates as to which is true and which is false between these 2 worlds. These debates are still on-going between their scholars even as this paper is being written. The difference between the two is that Science gives a more breathable room for scientists to explain their theories without the fear of being ex-communicated from the society or their church. Here, one can presume that Science has the broader mind between the two. Yet it does not mean tha t Science is better than Religion. This cannot be proven even in a million years. One can debate his whole life and dedicate his whole being trying to prove which is which yet in the end; there will always be questions that would end up in the vast space of blankness. However, this is not always the case. Sometimes a person believes in theories or principles being presented by both worlds yet the idea that something that starts in Science may

Reaction to Triarchic Theory of Love According to Sternberg Essay Example for Free

Reaction to Triarchic Theory of Love According to Sternberg Essay Wherein he shows us the different components of love, namely: intimacy, passion and decision/ commitment. This theory shows that love can be understood in terms of the three components, and they can be viewed as forming the triangle. Intimacy acts as the top vertex of the triangle, passion acts as the left point of the triangle and decision/commitment acts as the right point of the triangle. According to Sternberg, intimacy is refers to the feeling of closeness, connectedness, and bondedness in loving relationships. It can also be the feeling experienced happiness with the loved one, high regard for the loved one, being able to count on the loved one in times of need, mutual understanding with the loved one, sharing of ones self and ones possessions with the loved one, receipt of emotional support from the loved one, giving of emotional support to the loved one, intimate communication with the loved one, and valuing the loved one in ones life. The next component, passion refers to the drive that leads to romance, physical attraction and lust in relationships. This component allows people in a relationship to experience passion and arousal. As for relationships that are fueled by passion, meaning the â€Å"arousal† drew the in to the relationship, it is the intimacy component that sustains the closeness in the relationship. And the last component, decision/ commitment can be defined in terms of the length of the relationship, in short term it can be defined as the decision we make to love someone, whereas in long term it can be defined as the commitment to maintain that love. If likened to temperature, intimacy can viewed as the â€Å"warm† one, passion as the â€Å"hot† one and decision/commitment as the â€Å"cold† one. In sum, all these three components are important in a loving and strong relationship, without the other, the relationship may not last as long. REACTION: Love. A four-letter word which means what? A great man once said, â€Å"Love is composed of a single soul inhabiting two bodies. † Who is this man? Aristotle. David Byrne said, â€Å"Sometimes its a form of love just to talk to somebody that you have nothing in common with and still be fascinated by their presence. Mark Twain said, â€Å"Love is the irresistible desire to be irresistibly desired. Do you understand it? Is it the same for you? Do you now know exactly what love is? I don’t. But I’ll try to sort things out through my experience and maybe, I can show you and tell you what love is. Love has been called many things, defined a thousan d times, analyzed for ages. But no one can put into words what love is. Maybe because no words can explain or define what love is? No matter how cliche, mushy and hopelessly romantic that sounds, it’s true. Love is not easy to explain. Try it yourself and see how far you got, I’ll bet your still on â€Å"It’s what you feel. † From my experience, love brings you hope, pain, joy, memories worthy of treasuring forever and love. Love is shared between two people who have feelings towards each other, it may be a friend, or a special someone. And loving is never easy. From my experience, it did bring joy and pain. I’m not trying to scare you. Even if love brings pain, the joy that comes with it is wondrous. A joy that is immeasurable. A joy that has the power to make the pain and the burdens you have go away. It gives you butterflies in your stomach; it makes your heart do somersaults, it makes you nervous, it makes you cry, it makes you laugh, it makes you see the beauty in everything. Love is truly beautiful. And I think, without love, the world we know today would have ceased to exist a long time ago. Even amidst all these chaos, deep within we can find love. So, from what I see, love is everywhere, found in all things, beautiful and confusing. References: Sternberg, Robert J. A triangular theory of love. Psychological review 93.2 (1986): 119. Sternberg, Robert J. Liking versus loving: A comparative evaluation of theories. Psychological Bulletin 102.3 (1987): 331. Beall, Anne E., and Robert J. Sternberg. The social construction of love. Journal of Social and Personal Relationships 12.3 (1995): 417-438. Sternberg, Robert J., and Karin Weis. The new psychology of love. Yale University Press, 2006. Sternberg, Robert J., and Todd I. Lubart. The concept of creativity: Prospects and paradigms. Handbook of creativity 1 (1999): 3-15. Fehr, Beverley. A prototype approach to studying love. The new psychology of love (2006): 225-246. Bisson, Melissa A., and Timothy R. Levine. Negotiating a friends with benefits relationship. Archives of sexual behavior 38.1 (2009): 66-73.

Behavioral Family Therapy

Behavioral Family Therapy Behavioral family therapy focuses on numerous techniques such as operant conditioning, education, communication and problem solving, and contingency management. These techniques were developed through numerous years of observation and research done by researchers known as Gerald Patterson and Robert Liberman. Many issues can be addressed by Behavioral family therapy such as anorexia, alcoholism, mental illness, childhood developmental issues, marital issues, and family problems. By addressing the familys problem directly, the therapist attempts to place the therapy in the familys hands and during this process engagement in the therapy becomes exceedingly important. Behavioral family therapy aims to find the process that fits the family, not fitting a family inside a therapeutic process. Keywords: Behavioral family therapy, communication, mental illness, therapeutic alliance, engagement Behavioral family therapy, also known as BFT, is a type of therapy that focuses on the family as a unit (Lipps, 1999). This family intervention looks at the elements of information giving and skills achievement, as well as aiming to reduce relapses by supporting and improving communication and problem solving skills (Campbell, 2004). With the support of empirical studies, BFT has developed its approach over years of research and practice. Behavioral family therapy not only addresses behavioral issues within the family, but individual family members with mental disorders as well. This type of therapy covers a broad scope of different types of families and issues. Beginning information on behavioral family therapy started with simple cases regarding children that included bedtime tantrums, nocturnal enuresis, aggressive behavior, and language training with autistic children (Falloon, 1991). Outside of working with children, spouses were involved in BFT to support in the desensitization of anxiety disorders (Falloon, 1991). During these early stages of behavioral family therapy the techniques were individually centered rather than family focused, but the family was still considered a large part in the individuals life. During the start of behavioral family therapy it was thought that negative behaviors from family members came from other family members operant reinforcements. From this concept, it was concluded that the strategies used in behavioral family therapy should involve changing; not only the family member with the negative behavior, but the family members behavior who was reinforcing the negative behavior (Falloon, 1991). During therapy, therapists instructed family members with specific directions on how they should respond to undesirable behavior. While in session, the therapist would then mimic the appropriate behavior towards the undesired behavior when a family member was displaying the negative behavior. The success of the treatment was founded on how many times the deviant behavior occurred, and then the amount the deviant behavior decreased. A pioneer in Behavioral family therapy, Gerald Patterson, created an understanding that laboratory experiments are much different than clinical experiments due to the complexity of the family life style (Falloon, 1991). He was a key individual when it came to formulating behavioral family therapy. Patterson provided several research studies that employed several different therapeutic techniques. One strategy that Patterson tried to incorporate into therapy was to develop a method to move the therapists role as the key mediator away from the family, so that the family would be able to make use of social-learning techniques by themselves (Falloon, 1991). In order to change the behavior within the family, Patterson found that it was important to not only change the parents behavior, but the other family members behavior as well, so that the family could then create a sense of reciprocity (Falloon, 1991). Patterson also noted in his research that the coercion of family members only incre ased the negative responses and only provided a short term correction to the negative problem (Falloon, 1991). Patterson created the pathway for behavioral family therapy through his research and application in the therapy session. Other strategies that elevated behavioral family therapy to its current status, were suggested through research done by several other researchers. One strategy includes the give to get approach. The give to get approach is when a family member unconditionally and positively rewards another family members behavior; specifically, with a family member that they are in conflict with (Falloon, 1991). The thought behind this approach is that it is much more likely that the family members behavior will change in order to please someone, who pleases them (Falloon, 1991). Another strategy includes the contingency contract. The contingency contract is an approach where each family member creates a list of behaviors that the individual will perform for other family members (Falloon, 1991). After deciding between family members which behaviors will be able to be performed, a contract is drawn up. These behaviors serve as tokens that are exchanged as rewards for their targeted positive behaviors, not negative behaviors (Falloon, 1991). These strategies are ways for therapists to help families change negative behaviors into positive behaviors by working together and implementing approaches that work for that specific family system. Robert Liberman was a psychologist that worked with mentally ill adult population within the guidelines of behavioral family therapy. Liberman furthered Behavioral family therapy by including two strategies, role rehearsal and modeling (Falloon, 1991). These strategies were used by Liberman with therapeutic alliance and a detailed assessment of functional relationships. Liberman not only looked at the symptoms the family was having, but the interaction patterns, achievement of short and long term goals, and the extra familial issues that affect the family system (Falloon, 1991). The extra familial issues that affect the family system include education, social-services, and medical services. Liberman had the idea to include the extra familial factors within the therapy so that the symptoms were not the only focus in the sessions, but the long term achievement of stability. In a family system with an individual with a mental illness, Liberman found it important to look at all aspects t hat would affect the family (Falloon, 1991). Within behavioral family therapy there are several behavioral-changing strategies that are used, which include contingency contracting, operant conditioning, and communication-skills training (Falloon, 1991). These strategies are applied to produce a specific change that is within the familys therapeutic goals. During therapy the therapist makes the decision when to use certain strategies based on the familys functioning. When reviewing behavioral family therapy, the practice of therapy has found that only a few interventions were used across a broad range of therapy (Falloon, 1991). These interventions include education, communication and problem solving training, operant conditioning approaches, and contingency management (Falloon, 1991). Education can vary in the way it is displayed. Educating families about issues they deal with in their family, such as mental illness or the development of child milestones can provide families with the information they need to reach their goals. Communication training provides families with the ability to directly transfer information from one family member to another member. Effective communication can provide resolution to problems and attainment to their goals (Falloon, 1991). Operant conditioning strategies include time-out and shaping procedures to increase sought-after behaviors. Operant conditioning approaches are often taught to parents with children or families who have severe disabilities (Falloon, 1991). Operant conditioning goes along with education in that both deal with training and learning. The contingency contract is used to substitute hostile, coercive, blaming patterns of family behavior with more satisfying behaviors (Falloon, 1991). The therapists role in behavioral family therapy is to maintain a supportive therapeutic alliance and to be able to keep an ongoing assessment of the family so that accurate interventions can be used (Falloon, 1991). As the therapist, it is important to look at the responses made by the family member and use those responses to help the family best cope with their situation. Encouraging family members to take advantage of their strengths by focusing on their own feedback will allow the family members to move towards resolving problems and reaching goals (Falloon, 1991). It is important for the therapist to convey positive and negative feelings in a direct manner that works towards positive behavior within the family. The therapist is the individual who matches the intervention to the family (Falloon, 1991). It is important for the therapist to match the intervention to the family instead of forcing the family into an intervention that may not be able to assist the family with their go als (Falloon, 1991). Not only are interventions thoroughly thought through, but the termination of therapy begins in the beginning of therapy. The therapist tells the family members how many session the family will be given and reminds the family every other session that the termination period is getting closer. By the therapist planning the termination in the beginning it gives the family a chance to become independent from the therapist (Falloon, 1991). Behavioral family therapy can be used with several different types of issues. Three common issues that were found in the research were schizophrenia, anorexia nervosa, and alcohol abuse issues. Past research supports that family interventions for schizophrenic members demonstrates helpful engagement in the family (James, Cushway, Fadden, 2006). James, Cushway, Fadden (2006) provide statistical reasoning that behavioral family therapy has a lower dropout rate than other familial therapy groups by twelve percent. Once families became engaged in behavioral family therapy the entire family was more likely to stay engaged (James, Cushway, Fadden, 2006). Those families who do not begin engaged or stay engaged in the therapeutic process are more likely to drop out. In James, Cushway, Faddens (2006) qualitative research it was found that the more reflective the therapist was towards the family the more engaged the family was able to become with the therapy. Being reflective becomes impor tant when creating a therapeutic alliance because reflection creates trust between the family and therapist. The therapeutic alliance in behavioral family therapy becomes the most important quality due to the amount of change that is going to occur (James, Cushway, Fadden, 2006). When working with schizophrenia, a therapist tends to work harder to gain that therapeutic alliance. This could be due to the family not wanting to change what already works with certain members, or that the family members do not trust anyone making changes in their family when they are worried about the outcome of the mentally ill family member. Being able to engage with each member of the family, including a schizophrenic member, will gain the therapist a trusting relationship; which will in turn, help the family create positive change in their familial structure. Anorexia nervosa and alcohol problems are both issues that behavioral family therapy can address. Ball Mitchell (2004) found through their research that with anorexic clients and their families BFT had shown a high trend towards less negative communication after treatment. The research had also shown that significant improvements over time included eating attitudes and behaviors, self-esteem, depression, and state anxiety (Ball Mitchell, 2004). Regarding alcohol problems, Lipps (1999) found that reinforcement is important in behavioral family therapy. When involving the family in the process of changing an alcoholics behavior supporting the reinforcement from the family towards the family member is particularly important. It is important for family members to reinforce the modification of the environment so that drinking behaviors are changed (Lipps, 1999). Operant conditioning can also be utilized with changing an alcoholics behavior with family members. When behavioral family the rapy addresses alcoholism it assumes that environmental factors manipulate behavior from members (Lipps, 1999). Both, anorexia and alcoholism use a type of reinforcement to work within the context of behavioral family therapy to push for changes within family members. Due to the openness of behavioral family therapy, my family and I went through BFT numerous times, but each time there was a different situation being addressed. Going through behavioral family therapy for the first time when I was younger, my family and I needed help dealing with my ADHD. I was having trouble in school and at home. Our therapist worked with my parents in training them how to respond to desirable behaviors and how to ignore negative behaviors. I was reinforced through the behaviors that my parents displayed towards me. Eventually, my behavior started to change into more positive and desirable ways. I began doing my homework and started doing my chores at home. Concentration was hard for me, but in time with behavioral therapy and medication my ability to concentrate gradually increased. Behavioral family therapy has helped me and my family deal with a hardship. By working through this hardship with my family in therapy I learned to love school and I am now in my mast ers, somewhere my parents and I never thought Id be. Behavioral family therapy addresses numerous issues and involves several interventions that can be used to work within the specific family system. This type of therapy not only puts the family members in the driver seat, but allows the family to work, support, and value the relationships and changes in their system (Campbell, 2004). Behavioral family therapy also allows the family to acquire new skills and these new skills help open communication and trust with in the family (Campbell, 2004). Overall, behavioral family therapy gives the family choices in how they want to run their sessions. The therapist allows the family to run the session while educating and teaching the family techniques along the way. Along with the numerous techniques, it is important for individuals going into BFT to take control and engage in their therapy. Without trying and wanting change, behavioral family therapy can only give the family what the family wants to take from the therapy.

Essay --

Systematic use of black slaves in New Netheriands began in1626,when the first carge of 11 Africans was unloaded by the Dutch West India Company. The company had been founded in 1621,and it operated both as commerical company and as a military institution with quasi-state-like powers.the company had originally tried its colonial experiment in New Netherlands with agricultural laborers from Holland,but this plan went nowhere.Most ofthe Dutch who came to America sought to pile up money in the lucrative fur trade and then hurry back to the comforts of Holland to enjoy their wealth.So the company increasingly turned to slaves,which it was already importing in vast numbers to its Caribbean colonies. From the 1630s to the 1650s,the WIC "was unquestionably the dominant European slave trader in Africa." In 1644 alone,it bought 6900 captives on the African coast.Most of these went to the company's colonies in the West Indies,but the company also imported slaves to New Netherlands to cut the forests.buld roads, constructs house,and grow food.It was company-owned slave ...

Women in the Apology of Socrates Essay -- essays research papers

Women in the Apology of Socrates The most striking thing about women in the Apology of Socrates is their absence from where we might expect them. Only two specific women are mentioned: 1) the Pythia, the priestess of Apollo, who answers Chaerephon's question that no one is wiser than Socrates (21a); and 2) Thetis, the mother of Achilles (who himself is not mentioned by name but only referred to as the "son of Thetis"), who warns him that he will die if he kills the Trojan hero Hector (28c). Only two other times does Socrates even mention women: 1) a disparaging reference that those who embarrass the city by coming into court, weeping and carrying on to win the sympathy of the jury, "are in no way better than women" (35c); and 2) a remark that Socrates would enjoy questioning people in the hereafter, "both men and women" (41c), although everyone he actually names is male. Socrates does not mention questioning women in his investigations. Nor do women occur either as spectators to his que stions or in relation to all his talk about educating the "youth." The "youth" are obviously all young men. And again, Socrates mentions his family and his sons without mentioning his wife. Plato relates some relationships Socrates had with women (especially with Diotima in the Symposium), but those may be fictional. The only episode of Socrates questioning a woman that is clearly historical is related by Xenophon in his Recollections of Socrates: Socrates questions the courtesan Theodotà ª, who is famous for her beauty and poses for artists. Socrates lives in a world where the spheres of life of men and women were radically separate. In Plato's Symposium, which is a drinking party, both men and women are drinking and partying, but they do so in separate parts of the house. The musicans and dancers go back and forth between the men's party and the women's party. Political life was regarded by the Greeks as part of the male sphere of things, and so there were certainly no women in Socrates's jury; but it is hard to know whether there were any in the audience. There has been some dispute about whether women attended Greek plays, the comedies and tragedies, when they were staged -- though there are references by Plato to women in theater audiences. We have this difficulty in part because it was not considered proper for strange... ...ly male and all early nude art shows males, an ideal of female beauty rapidly gained ground in the century around Plato. In the three phases we can distinguish in the decoration of the Parthenon, the female figures are shown with progressively more diaphanous and revealing clothing. One of the earliest complete female nudes was a statue of Aphrodità ª that the great sculptor Praxiteles did for the island of Cos. He used as a model a famous courtesan named Phrynà ª (the scene of Phrynà ª posing at right is by the National Geographic painter H.M. Herget in Everyday Life in Ancient Times [National Geographic Society, 1961]). This was all rather shocking for the good people of Cos, who asked Praxiteles to do a more modest statue. He did, but the original went to the island of Cnidos, where it became a major local attraction. In Vamps and Tramps, Camille Paglia mentions that male visitors were so excited by the statue that they sometimes embarrassed themselves after the fashion of Pee Wee Herman. Eventually, the goddess herself was quoted as saying, "Alas, where did Praxiteles see me naked?" By the Hellenistic Age, female nudes were as common as male nudes. Thanks to friesian.com

023 Understand Child and Young Person development Essay

Age range Explain the sequence and rate of development 0-3 months When born, babies show innate reflexes, such as swallowing and sucking, rooting reflex, grasp reflex, startle reflex, walking and standing reflex; in the first month babies become less curled up and the startle reflex is starting to fade; toward the end of the third month babies start lifting and turning their heads. 3-6 months When lying on front babies can lift their arms and legs balancing on their tummies; they can reach and grab a toy and they can pass it from one hand to another; they can also roll from their backs to front; around sixth month babies are becoming able to sit with support (e. g. high chair). 6-9 months Babies can sit without support; they are beginning to crawl or find other ways of being mobile (bottom-shuffling); starting to use fingers to feed. 9-12 months Babies are becoming very mobile, fast crawling, standing up by the furniture, some babies walk along the furniture using their hands to hold on; developing abilities to handle objects and putting them into containers; babies able to feed themselves with fingers. 1-2 years At the beginning of this period babies are beginning to walk and around 18 months they are becoming more and more skilful on their feet, moving faster; toddlers around this age begin to sit and push with their legs to move on the sit-and-ride toys. Towards their second year children walk confidently, they can run and climb; towards the end of the second year some children are becoming ready to start potty training. 2-4 years In the third year children start potty training; they become able to push with feet or peddle a tricycle; children can walk upstairs alternating their feet; towards the end of the this period children are skilful enough to feed and dress themselves; they are able to do threading, pouring and they can use scissors. 4-7 years Physical development less rapid, however skills are becoming more refined and movements more coordinated. Ability to kick and control ball; development of fine motor skills essential for handwriting. 7-12 years Good coordination of small and large movements; growing physical skilfulness means task can be done quicker, more accurately and more confidently; neater drawing and writing; accurate cutting. Between 9 and 12 children gain even better coordination and speed in fine and gross motor skills. Around 11th year the bodies of some girls are starting to change (growing breasts) and some might start their periods. 12-16 years Gradual body changes in both girls and boys (girls physically mature quicker [around 15/ 16] than boys [around 17/18]. Fast body changes may affect spatial awareness which can become occasionally poor as a result. 16-19 years The maturing of the body is finishing with the full development of sexual organs; the body is taking a distinctive female or male shape. 023 Table 2: Intellectual and cognitive development Age range Explain the sequence and rate of development 0-3 months Quite early on babies are able to recognise the smell of their mother and her voice; later they become familiar with voices of important others and they can be calmed when they hear them; they are interested in faces. In their 3rd month babies start to differentiate between day and night (settled routine); babies become interested in mobiles and other objects around them. 3-6 months Babies are becoming interested in what is happening around them, turning their head in the direction of interest; objects are being explored by hands and mouth. 6-9 months Developing fine motor skills allow babies for a better exploration of objects by handling and touching with fingers; around 8 or 9 months babies understand object permanence (objects continue to exists even when out of sight). 9-12 months Babies are more aware of what is happening around them, they are starting to understand routines through signals (bib = food) 1-2 years Children enjoy pop-up and posting toys and in their 2nd year they are starting to have a go at simple jigsaw puzzles and building bricks. 2-4 years Children pretend play with miniature world; they more interested in books, mark making and painting. In their fourth year children are able to concentrate and focus longer on activities which which caught their interest. 4-7 years Children begin to do some simple counting and calculations, recognizing letters is followed by gradual decoding of simple words and later by reading. 7-12 years Reading and writing is becoming easier, children start reading silently to themselves. Play becomes more organized and follows rules. Development of thinking and reasoning is demonstrated through independent problem solving. 12-16 years Further development of reasoning and problem solving; children are gradually starting to understand more abstract concepts. 16-19 years Cognitive abilities are becoming further refined, leading to high level skills in young people. 023 Table 3: Communication development Age range Explain the sequence and rate of development 0-3 months To start with babies express their hunger, tiredness or other discontent through crying; around 5th/6th week babies start to coo when content; in the third month babies start smiling and reciprocate smiles. 3-6 months Babies starting to understand a little of what is being said and they are starting to give some communication signals themselves (e. g. raised arms when they want to be picked up). 6-9 months Babies become quite vocal, babbling with a differentiated tuneful string of sounds. They are also starting to understand various important key words connected with their routines (e. g. ?dinner? ). 9-12 months Babies clearly show they understand more of what is being said around them/ to them. Babbling is still main way of communication. 1-2 years First meaningful sounds/ words are beginning to emerge around 13 months, and at the end of 2nd year children might have a vocabulary of about 200 words. 2-4 years Language is becoming a powerful means of communication. From connecting two words first children are beginning gradually to build up sentences and their talking is becoming understandable even to those who are not in regular contact with the child. Even though there might be the odd mistake in the sentence structure, the language toward the end of this period is becoming fluent and children ask questions and generally enjoy expressing themselves through language. 4-7 years Children are becoming involved with written language – they are starting to learn to read and write. 7-12 years Reading and writing becomes easier now; at the beginning of this period children enjoy telling jokes to others; apart from chatting, children are beginning to be able to form a simple argument and be persuasive, they are becoming increasingly able to negotiate with others. Their writing shows more grammatical awareness as well as own imagination. 12-16 years Reading and writing skills are becoming very good and children are becoming increasingly skilful in negotiating and persuasion of others (peers and adults). 16-19 years Communication with peers is becoming very important; differentiation between formal and informal language and its use in real life is becoming more and more important; young people use different means to communicate (via phones, mobile messaging, emails, facebook, etc. ). 023 Table 4: Social, emotional and behavioural development Age range Explain the sequence and rate of development 0-3 months First social contacts are being established mainly during feeding; at the end of the first month babies start to show first smiles which then gradually become response to familiar faces. 3-6 months Babies smile and squeal with delight when playing with familiar others. 6-9 months Babies try to stay close to their primary carers and around 8 months babies may become distressed when their primary carer leaves. 9-12 months Babies are fixed on their carers and do not want to be with strangers. 1-2 years Children start notice other children around them and they show some interest in them and later start parallel play. They also start show some frustrations and tantrums as they gradually discover some boundaries. 2-4 years Children play alongside others and may start copying their actions. Around the third year children become more aware of others and their needs which also reflects in their play which is gradually starting to be more and more cooperative. Children enjoy being praised by adults. 4-7 years Developing language is helping children to form better relationships and children begin to show some preferences in friendships. 7-12 years Friendships are becoming more stable and more important and may influence decision making (if my friend is doing something I might be more likely doing it also). Gender specific play is becoming more apparent. Children start to compare themselves to others. Children enjoy being given some responsibilities. 12-16 years Friends and friendships are very important and gradually opinions from friends might feel more important that those of parents/ carers. This leads to exploration and challenge of the boundaries of relationships as well as learning to deal with disagreements, arguments, etc. There are anxieties coming from pressures from school. 16-19 years Young people enjoy being with their friends, they are finding discovering their own identity and sense of belonging to a group/ groups of specific characteristics which defines for them who they are (religious groups, sport group, goth, etc. ) 023 Table 5: Moral development Age range Explain the sequence and rate of development 0-3 months 3-6 months 6-9 months 9-12 months Children might start paying attention to â€Å"no† and might stop their behaviour for a moment. 1-2 years Children are beginning to understand â€Å"no† and they start using it themselves. 2-4 years At the beginning of this phase still no understanding what is right or wrong but children understand when they are said â€Å"No†. Later they become able to follow some simple rules. Around 4 years children are becoming thoughtful at times but most of the times will decide what to do on the basis of adult approval. 4-7 years Children are beginning to understand rules; they try to understand them, follow them and may attempt to create their own rules where no rules are given (made-up game with friends). 7-12 years Children share their knowledge of rules with others and will readily point out if someone breaks the rules. Later they are becoming more aware of behaviour consequences and they are generally becoming more thoughtful. 12-16 years Children are beginning to be aware of a bigger picture – rules of communities and societies and they are beginning to understand the need for that. 16-19 years There is a interest in moral issues, finding out that right and wrong is not always black and white. Questioning and testing of rules. A2 Answer the following questions. 1. What is the difference between ‘sequence’ of development and ‘rate’ of development? 2. Why is the difference important? (Ref 1. 2) Q1. What is the difference between a sequence of development and rate of development? Sequence of development is the order in which development occurs, e. g. children are able to sit before they learn to crawl. The order of the sequences in development are always the same (even though there might be some individual differences: babies always learn to move about before standing up and walking, but some babies bottom-shuffle instead of crawling). Rate, on the other hand, is the speed in which individuals go through the stages/ sequences of development. Most children learn to walk when they are about 12 months old. However, some babies might be ready to walk when they are 10 months old and others when they are 15 months old. Individuals might also be developing with different rate in different areas, e. g. some children might be developing quickly physically, but their speech might be delayed. These individual differences are results of genetic predispositions and other biological influences as well as environmental stimulation. Q2. Why is the difference important? Knowing the sequences of development in different areas is important for practitioners to be able to plan accordingly and therefore to support the development in individuals. The rate of the development is important in terms of recognizing any atypical development and recommending/ searching any additional interventions when needed. TASK B Complete table; Research and report B1 Complete a table as shown on the following page, identifying the different personal and external factors that influence children and young people’s development. (Ref 2. 1, 2. 2) B2 Produce a report to demonstrate your knowledge and understanding of differing theories of development. This report should identify how these theories have influenced current practice and include the following: Cognitive (e. g. Piaget) Psychoanalytic (e. g. Freud) Humanist (e. g. Maslow) Social learning (e. g. Bandura) Operant conditioning (e. g. Skinner) Behaviourist (e. g. Watson) Social pedagogy. Over the years there have been many theories trying to explain certain aspects of development, behaviour, learning, etc. In the following text we will look at the most influential theories which are being used by practitioners in better understanding as well as day to day work with children and young people. After a brief description of how an individual theory was founded, we will discuss the key points for work at nurseries. Theory of cognitive development (Constructivist approach) Theory of cognitive development is connected with the name of Jean Piaget (1896-1980) who through work on intelligence tests started to notice how children at same stages make very similar mistakes in their tasks and problem solving approaches. Piaget then closely observed his own children, capturing their development in details and later using these observations to create a theory of cognitive development. Piaget considered children as active learners who create ? schemas? (believes) about the world based on their experiences. This is how they make sense about what is happening around them. However, a child? s schemas are going to be challanged time to time by new and unexpected experiences and as a result existing schema will have to adapted to fit these in (e. g. touching something hot will alter the notion that everything is safe to touch and child will learn that certain objects can hurt when being touched). Piaget? s theory influenced the practice by having a ? child-centred? approach. In our setting, for example, we make regular observations on what our children are interested in and what they like to play/ do. After careful evaluations and identifications of possible next steps of development we plan activities which as well as reflecting children? s interest also further challenge them to encourage the development. Psychoanalytic theory of personality Sigmund Freud (1856-1939) suggested that every personality has got three parts to it – id, ego and superego. We all are born with id, which is the part of our personality that is driven by our desires and reflects in pleasure-seeking behaviour. Id is selfish and passionate and it is purely after satisfying its needs, known as ? gratification?. However, through social contact and learning babies/children gradually learn to be aware of the outside world and eventually of needs of others. They will be developing ego, which is able to plan the actions so the needs of the individual can still be met but in more socially desired way, e. g. ability to wait for once turn when the food is being served at pre-school settings. This is called ? differed gratification?. Later, as a result of further parenting and learning about social and cultural values, the superego is developed. Superego could be described as an internalised parent as the child is starting to be aware of what is good and what is bad without external reminder – e. g. I must not hit because it hurts. If the behaviour trespasses the imperatives of the superego, the individual will feel guilt as they are now aware that their behaviour was bad (this is referred as ? conscience? ). Apart from judging conscience, superego has got a notion of an ego-ideal to which it will strive. When ego demonstrates good behaviour the ego-ideal part of superego will reward this, e. g. feeling good after doing something for someone else even when external praise is not present. Even though Freud has been criticised for basing his description and explanations of development on sexual motives, some of his theoretical concepts are now widely accepted (e. g. the concept of unconscious mind – id and most of superego). One could say that orientation on children? s needs might be partly inspired by Freud? s ideas about the dynamics of id, ego and superego. Too strong superego and suppressed unconscious id will lead to many problems in adult life, where individual tries to live mainly by what is required by the outside world rather than allowing themselves to follow own desires. In early years healthy development of ego can be supported by putting the child and their needs in the centre of our attention; activities and work with children is individualized and child-led, yet still well planned and safe. For example, in our setting we might notice that a particular child enjoys opening and closing doors, gates, etc. Instead of completely discouraging him from doing that we might identify situations when it might be appropriate for him/her to do so and explain the necessary things around it in a child-friendly way (e. g. : When everybody has got their shoes on, you can open the door, Henry. , We will keep the gate closed now, because we are going to play in the yard now. , Mind your fingers when closing the door – you could close them in and that would really hurt. , etc. ). If we say ? no? to children it is good to make sure that the child knows about the reasons behind our decisions (even though they might find it hard initially anyway, they are more likely to come round and understand it in their own time). Humanistic theory of motivation and personality – Abraham Maslow (1908-1970) Maslow studied motivation in people and came up with what is now known as Hierarchy of Needs. Maslow divided the needs into five categories (physiological, safety, love/belonging, esteem, self-actualisation) and put them in hierarchical order from the most essential and basic needs to higher-order needs. Maslow argues that it is necessary to fulfil the needs from from the bottom of the hierarchy first to be able to meet the needs of higher order. Only when all the other lower needs are met, an individual can focus on fulfilling the highest needs of self-actualisation, such as creativity, problem solving, morality, etc. In our practice we are aware, that when a child is for example overtired and hungry (the most basic physiological needs), there is no space to try to fit in other things, e. g. ?wait for your turn? , ? say please? ,†¦. (which would be working on their higher order needs, such as love/belonging (friendship) or esteem (respect for others, respect by others). This child at that stage needs to be fed and put to sleep as soon as possible and other input has to wait until the child is again able to tune to it/ receive it. Social cognitive theory Social cognitive theory has its roots in behaviouristic approach. However, Albert Bandura (born 1925), even though accepting learning by conditioning, argued that lots of learning happens through social observations (? observational learning? ). Observational learning is when children copy what other children or adults do; in comparison to conditioning, observational learning happens spontaneously and often without the need for reinforcement. Cognitive abilities seem to play an important role in observational learning as children need to be capable to notice the activity itself as well as remember it accurately. As staff we need to be mindful in the way we act and interact in front of children as they are likely to copy our behaviour. In accordance with the social cognitive theory we try to set good examples to the children in our settings by showing good manners and being courteous to them as well as to one another. Behaviourist approach to learning – operant conditioning Operant conditioning is based on classical conditioning (I. P. Pavlov; J. B. Watson), which teaches that certain behaviour/ reaction can be connected with a stimulus through conditioning, e. g. fear of cats after a bad experience with a cat. F. B. Skinner (1904-1990) however took this a bit further and through experiments mainly with pigeons and rats showed that learning can be strengthen by reinforcements, such as positive reinforcement (praise, sticker, attention, etc. ), negative reinforcement (this is removing something which is negative from the situation so it no longer poses a ? threat? or causes negative emotions and the whole experience becomes more positive, e. g. child does want to play with a toy because it is scared of the noises it makes – by switching the sound off, the child is able to explore the toy) and punishers (negative consequence which is likely to prevent individuals to repeat their behaviour – e. g. touching hot iron). Skinner researched most effective ways to retain the learnt behaviour and he found out that even though continuous positive reinforcement is good at the beginning of the learning, later unpredictable positive reinforcement keeps the learnt behaviour in place for longer period of time. This is because even though the reward comes frequently, we are not sure when it is going to come next and therefore we keep doing the behaviour. At our setting we might be using operant conditioning for example when we are helping a child to potty train. First every sitting on the potty, regardless of results will be rewarded. When the child gets into the habit of sitting on the potty, then only successful potty session will be rewarded with a sticker (however praise for trying when unsuccessful remains). When starting to do regularly this stickers might gradually become praise and sticker will be awarded if the child successfully asks for potty when they need it. Behaviourist approach to learning – Classical conditioning J. B. Watson (1878 – 1958) followed I. P. Pavlov? s work on classical conditioning with animals (dogs salivating when food arrived became then salivating even at the mere sight of the bowl; Pavlov took this further by conditioning completely unrelated food stimulus, such as bell or light, which after regular presence at the mealtimes would later on its own initiate the salivating response in dogs). Watson showed that classical conditioning is possible in humans as well (famous Little Albert experiment, where a baby was conditioned to have fear of rats). Classical conditioning is not really used in practice as a active way of teaching, however its theory can be used for observational purposes (e. g. recognising when sucking thumb signals hunger etc. ). Social pedagogy Social pedagogy is a discipline which brings together theory and practice in order to assure the best and holistic way of supporting children in their development and education. The overall aim of social pedagogy is to give children and young people the best possible chances for their future lives. In accordance with social pedagogy the Early Years Foundation Stage Framework (EYFS) has been devised to capture the development in early years and to help professionals to monitor, plan and support effectively individual development. For better and focused understanding the development has been divided into seven areas, out of which three are recognised as prime areas (Personal, Social and Emotional Development; Communication and Language; Physical Development) and four are described as specific areas of development (Literacy; Mathematics; Understanding the World; Expressive Arts and Design). The support the professionals can provide is differentiated into helpful advice in positive relationship and suggestions for enabling environments. In EYFS we can see influence of Piaget? s work in enabling environments where the focus is predominantly on individual? s own experience. We can also strongly identify the theory of ? zone of proximal development? by Vygotsky (cognitive development) in EYFS as we can easily identify where children are in their development, what is the next developmental stage for them and how we can support this next step. 023 Personal and external factors influencing development B3 Personal Factors: Give ONE explanation of a positive influence on the development of children and young people Health status: given by genetic predispositions as well as environmental factors, such as diet, pollution, stress, etc. If obesity is genetically passed on in the family than healthy diet together with developing positive attitude towards regular exercise will help the child to maintain a good health. Disability: Physical impairment, such as missing or underdeveloped limb Wheel chair together with barrier free environment (e. g. lifts, ramps, low sinks, etc. ) will help to support independence of an individual. Sensory impairment: visual impairments, hearing impairments, death-blindness, When working with individuals with visual impairment, we can use the other senses to compensate and provide necessary stimulation which helps the development, e. g. using special toys/ learning material which uses touch and sound as a mean of gaining information. However, if there is some vision left (which usually there is), the environment can be adjusted by using contrast colours, non-reflective material, good lighting, etc. Learning difficulties: Dyslexia, dyspraxia, dysgraphia, dysortographia, ADHD, ADD Children with ADHD benefit from having a regular routine. Activities needs to be short and well planned with simple and easy to follow instructions. Hands-on activities with regular physical exercise and lots of praise are essential. External Factors: Poverty and deprivation: poor diet, inadequate housing, lack of education, lack of access to play and leisure, low aspirations and expectations Good education can help the individual to break from the poverty and secure them a better brighter future. Family environment/background: neglecting parents, abusive parents, parents with alcohol or other drug-taking problems, ill parents who are not able to provide adequate environment for their children, etc. Parents who are ill and no longer able to fully provide for their children could be provided with carers who would help with the overall smooth running of the household, caring for needs of the disabled parent and the needs of the children, while keeping the family itself together. Personal choices: from certain age children/ young people make some decisions for themselves which can have effect on their development, e. g. taking drugs, changing their diet, etc. To help to prevent drug-taking it is important to support the development of a positive self-image and healthy self-esteem; education and raising awareness of dangers of drug-abuse is also a helpful preventative measure. Looked after/care status: children in residential care, in foster families, in their own family but having care status (they are the responsibility of local authorities). If children are being fostered it is beneficial if siblings can stay together. Education: Educational system, through family itself, through other groups (religious groups, sport groups, hobbies and interests, etc. ) Finding out strengths of an individual (which do not have to necessarily academic) and building upon those to build a healthy self-esteem and recognition of self-worth – this can help to compe with other weaker areas in a positive way. 023 Task C Report Produce a short report in the form of an induction pack for new staff at a setting, covering the following. a. Give two examples of assessment methods that could be used to monitor a child/young person’s development. (Ref 3. 1) b. Give three examples of why sometimes child/young person’s development does not follow the expected pattern. (Ref 3. 2) c. Give one explanation of how disability can impact and affect development. (Ref 3. 3) d. Give three examples of different types of intervention that could promote positive outcomes for the child/young person, where development is not following the expected pattern. (Ref 3. 4) a. In our setting we use several assessment methods to monitor our children? s development. The most used one is a short free description on sticky labels – these capture a specific short observation in a specific area of development (e. g. Physical Development); the date and the identified area/ areas get recorded on the label. This method of recording information is useful for gathering evidence of the progress of development in specific areas and building a developmental profile of an individual child. We also use specific observation sheets, on which we capture a more detailed and complex observation. In the next section on the sheet the observation is evaluated and areas of the development are identified (often more than one). In the last section we identify the next steps for the child and how we can help the child to achieve that. We have two types of observation sheets in our settings following this format – one is purely written observation, the other one is a photo observation sheet. This method of recording and evaluation allows us not only to add to the developmental profile of each child but also to plan effectively to further support the child? s development. b. There are many possible reason why at times the development might not follow the expected pattern. Apart from the most obvious ones, such as disabilities and special learning needs, the development can get affected by external factors, such as environmental reasons, cultural reasons, social reasons; and specific individual reasons, such as emotional reasons, physical reasons and communication difficulties. Environmental reasons: Among environmental reasons which may affect child? s development is for example where and in what conditions a child lives and what type of school they attend. Social reasons: There might be big differences between children in terms of wealth of their families, family status and family structure (big family with strong bonds in comparison to divorced parents with negative mutual relationship), education of parents as well as their ability to tune themselves to the needs of their children – all of these will affect the way children will be developing. Communication skills: Slower developing communication skills have got potential to negatively influence the development in other areas. The inability to effectively express themselves may result in frustrations in children and aggressive behaviour as well as consequently lower literacy skills. Similar effects can be observed in children whose families? language is not the dominant language of the country. If the dominant language is not fully acquired the child may significantly struggle once at school. c. Disability can affect more than one area of development as children can become frustrated and their self-esteem can be lowered. The attitudes of low expectations and stereotyping by others will also have a secondary negative impact on a child? s development. d. There are several ways how difficulties in development can be recognised, monitored and positively supported. Educational establishments will have appointed SENCO, a person who is responsible for identification and organising further support for children with special needs. If appropriate Educational psychologist will be contacted to make a full assessment and recommendations in how to support individuals in education (behavioural problems and learning difficulties). Suggested interventions may be discussed with parents and with learning support assistants and individual educational plan might be written up and followed. If there are any issues with speech and communication, Speech and language therapist will be consulted – the outcomes of the assessment will lead to a specific plan of action, often involving regular contact in which special exercises will be explained, practised and taught to children and their parents/carers/other professionals for them to be able to support the children outside the sessions. If a child? s physical development is affected, physiotherapist can provide help with special exercises and massages to aid the physical development, maximize the range of movement and develop the appropriate movement control. Task D Report Produce a report which explains the following: a. Why is early identification of speech, language or communication delay important for a child/young person’s well-being? (Ref 4. 1) b. What are the potential risks for the child/young person’s well-being if any speech, language or communication delay is not identified early? (Ref 4. 1) c. Analyse the importance of early identification of the potential risks of late recognition to speech, language and communication delays and disorders. (Ref 4. 1) d. Who might be involved in a multi-agency team to support a child/young person’s speech, language and communication development? (Ref 4. 2) e. How, when and why would a multi-agency approach be applied? (Ref 4. 3) f. Give four different examples of play opportunities and describe how you would put them into practice to support the development of a child/young person’s speech, language and communication. (Ref 4. 3) a. Early identification of the language and communication difficulties is important as it can support the development to prevent further (secondary) impact on other areas. Also, as the brains in young children have not finished their development, the earlier we can intervene, the better prospects of success we have. b. Problems in language and communication can have a negative effect on other areas of development, such as cognitive and social development. Children with language and communication difficulties are more likely to struggle at school in learning to read and write, which can have further negative impact not only on other subjects but more importantly on their self-esteem. Children with such problems can become gradually isolated. c. Early identification of the potential risks of late recognition to speech, language and communication delays and disorders is very important in terms of putting the most appropriate interventions in place to support the development and benefit the children? s needs. Well timed and well tailored intervention has got the potential to optimize the development and to minimize potential negative impact for other areas of development. d. In the multi-agency team to support the child with speech, language and communication there will be the child? s GP or a health visitor, who will make a referral to a speech and language specialist. If there is a suspicion that the communication difficulties are connected with learning difficulties Educational Psychologist will be consulted. When it is decided on the type of intervention needed, the parents, the educational setting professionals and the rest of the team should work together in order to implement the chosen intervention in order to meet the needs of the child. e. Multi-agency approach is used when parents and/ or other professionals (such as GP, early years settings, etc. ) have recognised that a child is in need of additional help to aid the development. Different professionals are involved in the assessment of the needs (e. g. GP to assess potential hearing or other impairments) and speech and language therapist devises the best possible individual support. Multi-agency approach brings together different fields of expertise to assure the best possible outcome for the child. f. There are many informal opportunities how children? s communication and language development can be supported. These might often be more effective than formal exercises as they naturally meet the child in they world of play, making it more motivating and fun. Nursery rhymes and songs – Children enjoy joining in nursery rhymes and songs. These are short and memorable and their rhythmical pattern make them perfect little exercises for developing language, pronunciation and fluency (good practice when dealing with stutter). Books are perfect for developing passive and active vocabulary, understanding meaning of words and learning correct sentence structure informally. Books are a wonderful way to spark children? s imagination as well as teaching them to express themselves about the world around them by providing the relevant vocabulary. Pictures in books make it possible for children from the earliest age to actively engage with the story as well as to engage in a dialogue with another person. Dressing up and role play again helps the child in an informal way to engage in talking and communication with others whilst enjoying the imaginative play. Puppets are a fantastic way how to involve children in communication through play. Children are fascinated by puppets and enjoy adults taking active part in their play, which again allows for an opportunity to develop language and communication in a fun way. 023 Task E Complete table Complete the table on the next page, showing how the different types of transitions can affect children and young people’s development and evaluate how having positive relationships during this period of transition would be of benefit. Additional Guidance Different types are: a. Emotional, affected by personal experience, e. g. bereavement, entering/leaving care. b. Physical, e. g. moving to a new educational establishment, a new home/locality, from one activity to another. c. Physiological e. g. puberty, long-term medical conditions. d. Intellectual, e. g. moving from pre-school to primary, to post-primary. (Ref 5. 1, 5. 2) Give ONE specific example of a transition Give ONE possible effect on children and young people’s development Evaluate the benefit of a positive relationship during this period of transition ~ provide ONE example Emotional: Bereavement Depression which may affect sleep pattern, children may become lethargic and less interested in engaging in any activities which may affect they social, emotional and cognitive development Positive relationship with open communication and listening skills allows for a child to ask difficult questions and share their worries and sadness, to talk over difficult memories and anxieties about the future. This may help with overcoming the past and the sadness. Physical: Moving home Moving home may effect the children social development as they may lose previous friends and find themselves unable to fit in new friendship groups. Some children might start having food issues, such as overeating to deal with anxieties. This can affect their emotional, social and physical development. Positive relation can provide a helping hand with dealing with the new situation while supporting the self-esteem and encouraging the confidence in a young person. Positive relationship can also act as model of skills of how to establish a new relationship. Physiological: Gaining a physical disability – e. g. lost limb Withdrawal – children may become very solitary, unable and unwilling to join in with their peers, which can affect their physical, emotional, social as well as cognitive development. Positive relationship will communicate acceptance and healthy support in dealing with a life-changing situation; this should help in dealing with difficulties as they come Intellectual: Moving from pre-school to primary school Lack of concentration and motivation as the child might feel overwhelmed by new routines and new demands which they might find very difficult – this may affect their natural cognitive development and they might regress into safer younger stage of development. Positive relationship will allow for a child to feel safe, valued and as achieving (in their own pace) by identifying the appropriate approach of working with the child with the sensitivity to their specific needs and pace of development.

Food Inequality

Food Inequality between Developed and Developing Countries Introduction These days, any domestic problems tend to be connected with or caused by reasons coming from outside abroad. Among those globalized issues, one of the serious issues is the theme of food security. According to FAO (Food and Agriculture Organization), the outlook for the global cereal supply in the 2011/12 marketing season has improved the following positive production. However, the impact on global food security remains uncertain given the current international economic slowdown and changeable weather. For example of food security, in Eastern Africa, the drought-induced humanitarian crisis continues to take lives and reduce livestock. Additionally, in East Asia, severe localized monsoon floods in several countries – Bangladesh, Democratic People’s Republic of Korea, India, Lao People’s Democratic Republic, Pakistan, Thailand and the Philippines may reduce the final outcome because of the natural disaster while a record 2011 cereal harvest was anticipated. What do all these facts mean? Should people put up with the hunger if weather hits them and the economy is tough? There seem to be some other reasons which facilitate food security and if we could struggle with them, the damage caused by the reasons of natural disasters and the tough economy will be mitigated. What could these reasons be? This essay explores the extent to which Population Growth, Food Distribution, Genetic Resources Factors contribute to the problem of food security. Population Growth Today, it is generally agreed that food insecurity issue can be attributed to the fact that we are running out of food due to the intense population growth. In this part, we shall examine the idea carefully. The world’s population has been increasing, according to the report of World Bank in 2011, the population of the world has been doubled over the past 50 years. In this period, world population increase 3 billion to 6. 8 billion. Beyond the year 2050, it is projected that the population is to approach 9 billion, and the growth would likely occur in developing regions such as Africa, Asia, and Latin America. Inversely, the industrial countries or developed countries are going through a trend of decreasing population. The increase in population of developing countries is one of the main factors of the global population increase. Another factor is that the average life span has been extended, which means that the death rate is dramatically decreasing all over the world. The explosive increase of population brings about a problem of inequality, especially food. An excess of population is linked to food production and thus, food security. In a TED talk in 2007, Hans Rosling gave a lecture about inequality between developing and developed countries and attributed the food inequality to the fact that the world population has been increasing. In 1960, the gap was relatively small but now the existing gap between both of them has intensified. He had mentioned an example of shoes and cars, and at the very last he discussed food insecurity. Therefore, according to his speech, we can claim that the population growth causes the food inequality issue between developing countries and industrialized countries. However, on the other hand, according to two books which we mostly relied on, Ending Hunger by the Hunger Project and Food Policy by The Johns Hopkins University Press, we found there were some people who had made an objection against the idea. FAO and the United Nations World Food Program (WFP) reported in 2008 that new estimate of the number of people who would suffer chronic hunger in which year was 925 million, which, however, doesn’t mean that there is not enough food for the people who need it in the world. According to the report of FAO, the amount of world crop production was recorded two billions tons in 2008, which had been the best record. If the all crops were distributed equally to all people around the world, each of people was supposed to eat 320kg in a year, which is twice as much as crops that are eaten by Japanese per a year on average. Given that there are more food like vegetable, fish, and meat, in addition to crops, all people in the world are supposed to be able to get enough food. Then, why can’t all people get enough food? We examine the causes of food inequality from the different perspective in the next section. However, what we emphasize here is that we think the population growth could also be one of the causes in the near future if the world population kept increasing. As shown in Food Policy by The Johns Hopkins University Press, the world population will soon be over 9 billion people, which means that the earth’s productivity will not be able to catch up with the increase in population. Therefore, people in the world will soon face the fact that we run out of food. Then, we examine the food production in third section. Inadequate Food Distribution As we discussed in the last section, two books, Ending Hunger by the Hunger Project and Food Policy by The Johns Hopkins University Press, showed us that food inequality issue between developed countries and developing countries arises not from population growth but from in a defect in an appropriate food distribution system. According to Food Policy, All people in the world could be supposed to be able to get enough food, when the all crops were distributed equally to all people around the world. However, when it comes to the supply of food, only people in developed countries, which are estimated 20% in the world, can always get more calories than they need. Moreover, crops are consumed not only by people but also by livestock such as cattle, chicken, which usually come to the markets for industrialized countries. As a result, people in developed countries like us usually consume more than half of all crops in the world. It turns out that something may be wrong in the process of the food distribution. First, we attribute it to high food prices. As we learned in Prof. Montgomery’s lectures, the energy and water insecurity made the food prices high because food, water, and energy are tightly connected to each other, so farmers need tons of energy and water to produce food. Moreover, Food Policy also described that due to the energy insecurity, more and more people in developed countries used crops in a different way; today biofuels that are made by crops are one of the popular renewable energies in the world. However, to grow the crops, people also need to use more energy and water, which leads people into a downward spiral, and usually the victims are people in poor countries. On top of that, according to Ending Hunger, the high food price can be attributable to speculations. The author said, â€Å"Crops have been getting the attention as an object of speculation. † Originally, more crops tend to go into the domestic market, and there are a few products being distributed in the international market. Under the circumstance, investors who were struggling under the financial crisis in 2008 had an eye on crops for speculation, which raised the food prices intensely. Thus, today under the capitalism, people rather reckon food as a â€Å"product†, so food has been distributed in a way that certain rich people can benefit. At the very last in Food Policy, we got a clue for solving food inequality; an alternative food distribution system that can exist even under the capitalism. The authors have an eye on an idea of â€Å"food redistribution†. Food bank, a non-governmental organization that provides food to poor people for free, has been popular in many developed countries to help poor people within the nations. The authors expect that it will be exercised not by government, but by some entrepreneurs since there is a big challenge for governments in terms of fund and security, and that it will become a new business model in the future. In my opinion, however, it seems difficult that the model can be applied, crossing the boarders. In addition to the point of food distribution, we would like to mention the food production. Ending Hunger, the book we had read, said that although every country needs to try to keep their food self-sufficiently stable, it’s a big challenge for developing countries. There are quite a few countries that rely on the imports from other countries to get crops for their principal diet. It’s related to their history which they were forced to produce some products like cacao to export to industrialized countries in their colonial ages. They are vulnerable because of this monoculture structure which has been still existed when the food prices fluctuate. In the next section, we examine how to solve the monoculture structure issue. Losing Biodiversity In this section, we discuss biodiversity, the problem between biodiversity and food security and the solution. First of all, Biodiversity is a term that is short for biological diversity. Currently, the great variety and richness of plant, some microbe are said to be approximately 1. 7 million species in 2008. The human race literally relies on those plants and animals for clothing, shelter, medicines, and many other things, according to Red list of Threatened Species. However, 784 species have been officially recorded as extinct and more than 16,000 species contains approximately 12 percent of bird species, 23 percent of mammals, and 32 percent of amphibians as well as a large number of plant species. Even so, how does the problem connect with food security? Does the extinction of some species of plants lead to such a big problem? The answer seems to be affirmative; the conflicts between agriculture and biodiversity would be possible. Presently, just three crops- rice, wheat, and maize- amount to about 60 per cent of the world’s food crops and 56 per cent of the protein people derive from plants. This means the stability of agriculture is easy to be affected by climates, pests, diseases because there are no other different plants which would be durable to those stresses. As a result, a drought becomes more likely. In Bangladesh, for example, increasing HYV [high –yield varieties] rice monoculture has decreased diversity, including nearly 7,000 traditional rice variation and many fish species. Ironically, the production of HYV rice per cent acre in 1986 dropped by 10 percent from 1972, in spite of a 300 per cent increase in agrochemical use per acre. (Thrupp 2000,p269) In India, by 1968, although, the so-called â€Å"miracle† HYV seed had replaced half of the native varieties, the expected production in many areas were not realized because those seeds need irrigated land with high inputs of fertilizer, which poor farmers cannot afford. Thrupp p269) North America like US is not also exemption. Of more than 7,000 apple varieties grown in the United States between 1804 and 1904, 86 per cent are no longer cultivated, and 88 per cent of 2,683 pear varieties are no longer available. (Thrupp p270). The main causes for the loss of agrodiversity are reliance on uniform plants and the heavy use of agrochemicals (often make lands barren), and institutions and companies from developed countries who gained patents of seeds and other genetic resources. In order to change this situation, a shift to sustainable agriculture requires changes in production methods, models and policies, as well as the full participation of local people. Example includes use of organic fertilizer, reduction of agrochemicals that destroy diverse rich soil, multiple cropping, eliminating subsidies and credit policies for uniform high-yield varieties. In addition, those developing countries which have plenty genetic resources don’t keep silent to their serious problem. In the Convention on Biological Diversity (CBD) in 2010, those countries tried to negotiate with developed countries in order to create a protocol about making the access and payment of genetic resources a matter of international law for â€Å" fair and equitable sharing of benefits† (The Economist 2010) Conclusion As we discussed in this papers so far, we mostly attributed the food inequality problem to population growth, inadequate food distribution system, and losing biodiversity. However, the more we studied, the more we found that the food inequality problem was very complicated because there ere a lot of factors which were connected to each other and which lead to the problem. The solutions we figured out are that an alternative food distribution system, and a shift to sustainable agriculture requires changes in production methods, models and policies, as well as the full participation of local people. The right for accessing to food; it is supposed to be exercised by al l people in nature. We strongly hope that more and more poor people will get the access to food in the future, and in order to make it happen, we need to get back to an idea of cooperation at the end. References 1) J Price Gittinger; Joanne Leslie; Caroline Hoisington; Economic Development Institute in Washington, D. C. (1987). Food policy: integrating supply, distribution, and consumption. Baltimore : Published for the World Bank [by] Johns Hopkins University Press 2) W Ladd Hollist; F LaMond Tullis(1987) Pursuing food security : strategies and obstacles in Africa, Asia, Latin America, and the Middle East. Boulder : L. Rienner Publishers 3) Debra A Millar(2008) Biodiversity Detroit : Greenhaven Press. Thruoo L Ann (2000) Linking agricultural biodiversity and food security: the value role of agrobiodiveristy for sustainable agriculture International affairs Vol. 76 Issue 2, p265, 17p, 4 Charts 4) Global Information and Early Warning System, 2011 Food Outlook November 2011. Available at: http://www. fao. org/giews/english/fo/index. htm 5) The Economist Online (2010) Pay up or die: Protecting and profiting from the environment (21th Oct) The Economist Available at: http://www. economist. com/blogs/newsbook/2010/10/protecting_and_profiting_environment