Family Therapy Model Essay

Family therapy models of psych otherapy can be divided into three categorisationsa diachronic, historical, and existential (Griffin & Greene, 1998, p. 3). The ahistorical classification includes structural family therapy, strategic family therapy, behavioral family therapy, psychoeducational family therapy, and colloquy models (Griffin & Greene, 1998, p. 3). The historical classification includes object relations possibleness and Bowen systems theory (Griffin & Greene, 1998, p. 3).The experiential classification contains only one modelthe experiential family therapy model (Griffin & Greene, 1998, p. 3). While the historical models focus on changing the familys patterns of interaction as a means of removing the presenting problems, the historical models are rooted in psychoanalysis, with a long-life therapy intervention in which the therapist is less involved than in the other classifications (Griffin & Greene, 1998, p. 3).Experiential models, on the other hand, are to a greater extent concerned with the endurings growth, a process of both experiencing and monitoring internal problems, and the affected roles self-identity development within the family context (Griffin & Greene, 1998, p. 3).The history of the models and the therapists role in from each one differs, so given the size limitations of this paper, a separate history on each is not feasible. Each theory has its own major contributors. Among the ahistorical models, structural family theory, for example, was influenced by Gregory Bateson, who foc utilize on verbal and nonverbal discourse the Palo Alto Team, which developed the concept of family homeostasis and Salvador Minuchin, who apothegm families as functioning to socialize children and facilitate the mutual support of married couples, suffering problems when boundaries were either too porous or too morose (Werner-Wilson, n.d., pp. 2-4).Of the historical models, object relations theory was influenced by Melanie Klein and later by Otto Ker nberg, who focused on drives and the consolidation of Freudian and non-Freudian objectrelations theory, on an individual basis (Griffin & Greene, 1998, p. 3 Tribich, 1981, p. 27). In the experiential model, Whitaker redefined symptoms as attempts at growth and used modeling to offer fantasy alternatives to actual stressors (Griffin & Greene, 1998, p. 12). Three of the five trace concepts of family therapy models are embodied in Schutzs Fundamental Interpersonal kin Orientation, or FIRO modelinclusion, control, and affection (Hafner & Ross, 1989, p. 974).Parr (2000, p. 256) refers to the affection concept as association when she states, The family FIRO model hypothesizes a paradigmatic view of the familys relationship transcription around the three interrelated core needs of inclusion, control, and intimacy. Inclusion involves a feeling of belonging within the family context, and it requires a sense of connectedness, a divided up belief system, and an organized structure that th e family incorporates to handle issues of roles and boundaries (Parr, 2000, p. 255).The concept of control involves the mode the family interacts in terms of power and influence, as when these are used to unfreeze conflict in the areas of discipline, role negotiations, and problem solving (Parr, 2000, p. 256). The affection or intimacy concept demonstrates the family members needs for interactions that allow them to be open with each other about their feelings and areas of vulnerability (Parr, 2000, p. 256). Another key concept is communication theory.There are varied types of communication theory, but the one that is close to appropriate to family therapy is family communication patterns theory, which serves as a model of family communication establish on relational connections among communication behaviors (Fitzpatrick, 2004, p. 175). Finally, the concept of interlockings is an integral part of the family therapy approach. Networks entrust support during family therapy when t he family itself is under stress.As Goldenberg and Goldenberg (p. 12) point out, The support of a network of friends, extended family, clergy, neighbors, employers, and fellow employees and the availability of residential area resources often contribute to family recovery, and correct chaotic, disorganized, abusive, and multi-problem families have resources. An evaluation of family therapy from the Christian perspective reveals that it is compatible with Christian principles.Because it is a mode of therapy predicated mainly on understanding the dynamics of family life and serving family members to change their dysfunctional behavior, in that respect is little in family therapy thatruns at cross-purposes with Christian thinking. Inclusion, control, and affection are all Christian concepts as well. Everyone is included in the group of those eligible to be Christians, and one only needs to favor to belong. Control of ones actions is integral to the Christian perspective, with mani festations of a wish of control being regarded as problems.Affection is a hallmark of Christianity, and the Nazarene displayed genuine affection to people, urging his disciples to do the same. Communication theory is more than relevant to Christianity, as evidenced by the vast amount of communication that takes place in the Bible and the many interactions that are recorded there to help believers understand both desirable and undesirable forms of communication. Moreover, Christianity is a community-oriented organized religion in many ways, urging believers to help those in need and to complete others, so its precepts fit neatly into the concept of the support network, as well. rescuer traveled about the countryside, as did His disciples, taking help to people in various towns along the way, and there is a palpable sense of community in the Christian way of life, which considers other peoples feelings, welfare, and interests as well as ones own. Finally, there is in Christianity a strong family model, as the Father, the Son, and the Holy Spirit are essentially a divine family unit, and thus family therapy models are intrinsically structured to relate to the Christian model.ReferencesFitzpatrick, M.A. (2004). Family Communication Patterns supposition Observations on its Development and Application. The Journal of Family Communication, 4(3/4), 167-179. EBSCO Host. Goldenberg, H., Goldenberg, I. (2007).Family Therapy An Overview. Florence, KY Brooks Cole. Griffin, W.A., Greene, S.M. (1998). Models of Family Therapy The meaty Guide. New York Routledge. Hafner, R.J., Ross, M.W. (1989).The FIRO Model of Family Therapy Implications of Factor Analysis. Journal of Clinical Psychology, 45(6), 974-979. Klein, M., Tribich, D. (1981). Kernbergs Object-Relations Theory A Critical Evaluation. International Journal of Psycho-Analysis, 62, 27-43. Retrieved on March 25, 2010 from http//www.pep-web.org/document.php?id=IJP.062.0027A Werner-Wilson, R.J. (n.d.). Family Therapy Theory. Retrieved on March 25, 2010 fromhttp//www.public.iastate.edu/hd_fs.511/lecture/Sourcebook20.ppt

Focusing, Positioning and calculating the size of cells Essay

class period 1 Focusing, Positioning and calculating the size of cells Under the Try This tab, realized the puzzles (P1- P6) presented to bring the items into focus. Use the check lists to make sure you have holy all steps Under the Try This tab, complete the measurement puzzles (M1-M3) and compose the answers hereM1 = __150___ micrometers at __10x__Objective spring ( outmatch is 1 unit = __10_micrometers)M2 = __8.0____ micrometers at _100x_____Objective Power (scale is 1 unit = _1.0__micrometers)M3 = ___2.0__ micrometers at __100x____Objective Power (scale is 1 unit = _1.0__micrometers) set 2 Viewing a typed letter e with your scope.Obtain the microscope slue with an e on it from the slide selections. Place the e slide remunerate side up on the stage with the letter e everyplace the hole in the stage. Using the techniques described in the getting started disco biscuit, focus on the letter on the lowest objective power. What do you notice about the orientation of the letter as you look done the microscope? In other words, how does the e position compare to how it looks on the slide when looking at the microscope? Upside down At the lowest power, what is the sum of money magnification of the grasp? 16x Adjust the position of the slide so that a portion of the letter is in the center of the viewing field. Now, rotate the following(a) higher objective in place. If the image is not clear, use hardly the fine tuning knob to adjust. At 10x, what is the total magnification of the image now? 40x At 40x, what is the total magnification of the image now?160x At 100x, what is the total magnification of the image now?400xExercise 3 gentlemans gentleman cheek cells.Your cheeks are lined with very thin cells that can good be removed for viewing under a microscope. These cells are called epithelial cells and they line the outside and inside of your body. Cells are small, but large copious to be viewed with a light microscope. The following procedure shows ho w you would obtain these cells. However, since this is a virtual lab, the cheek cells have already been collected and stain. They are stained with methylene blue to view some sub-cellular parts. This is the actual procedure, but enchant proceed to placing the cheek smear slide on your virtual microscope and transport into focus. 1. Gently scrape the inside of your cheek with a toothpick.2. Using a circular pattern, spread some tongue in the middle of a slide.3. Place a small drop of stain on the saliva smear. The less stain you use, the better the results will be4. Place a cover slip on the stained smear.Knowing the objective scale in Exercise 2, estimate and record the diameter of a unity cheek cell in micrometers.Diameter = ___4__________ micrometersWhat power of objective lens of the eye did you use? 100What was the total magnification?400

Volcanoes: Volcano and Lava Acidic Lava

A vol merchantmano is an opening, or rupture, in a planets surface or crust, which al smalls hot magma, vol ordureic ash and gases to tend from below the surface. The lifespan of a vent can be rough from a few months to a million years. A precise democratic way of classifying the volcanoes based on the frequency of their step upions. Magma is molten rock at heart the res publicas crust. When magma erupts through the humankinds surface it is called lava. Lava can be thick and slow-moving or thin and fast-moving.Rocks as well set from volcanoes in other chassiss, including ash (finely powdered rock that looks interchangeable puritanic smoke coming from the volcanoes), cinders (bits of fragmented lava), and pumice (light-weight rock that is full of parentage bubbles and is organise in explosive volcanic eruptions this fiber of rock can float on water). The blown-upst volcano on the earth is Mauna Loa located in Hawaii. This volcano is about 10,000m from the sea floor t o the bakshish. It rises 4000m higher up sea level. The nearly dynamic volcano is heap St. He crystalline lens located in capital letter state. TYPES OF VOLCANOES 1. alive(p) volcanoes . Dormant volcanoes 3. Extinct volcanoes ACTIVE VOLCANOES Volcanoes which erupt frequently are called active volcanoes. Active volcanoes are those which erupted lava, gases, pumice, cinder etc in the recent historic periods. instantly there are about 500 active volcanoes around the earth of which most of them are located in the pacific ring of fire. E g Mauna Loa which erupted recently in Hawaii in the year 1984. Augustine volcano which is located in Alaska and erupted in the year 1991. depend upon St. Helens in Washington which erupted from 1980-1986 and again in the year 2004.PACIFIC RING OF FIRE WHERE volume OF THE EARTHS VOLCANOES ARE LOCATED. DORMANT VOLCANOES It is ordinarily difficult to divulge dormant and extinct volcanoes from each other. Dormant volcanoes are those which erupte d in the noncurrent and are likely to erupt again after remaining vacant for fairly long periods. These volcanoes are also called sleeping volcanoes which may blend active once again. Volcanoes are becoming dormant because the earths plates are continuously shifting above volcanic hotspots. Each clock the hotspot reaches the surface, it creates a new volcano.The tectonic plate continues to shift above the hotspot, and eventually the volcano is shut impinge on from the magma chamber beneath. And so the magma finds a new source to the surface, creating a new active volcano. The older volcano stops erupting and becomes dormant. E g Mount Rainer in Washington, Mount fuji cherry on Honshu, in Japan and Mount Etna in Greece. Mount Fujiyama, Japan EXTINCT VOLCANOES Extinct volcanoes are ones which scientists consider unlikely to erupt again, because the volcano has no lava supply. Extinct volcanoes are those which were active in the away geological periods.Its very hard to different iate between extinct and dormant volcanoes. For example Mount Vesuvius hadnt erupted in a very long that the Romans of the 79 A. D. had no warning of its eruption, and no defense against its end of the towns of Herculaneum and Pompeii. Eg Mount Kilimanjaro in Tanzania, Mount Warning in Australia, Elburus in Russia. Mount Kilimanjaro, Tanzania TYPES OF ERUPTIONS 1. CONICAL VOLCANO 2. SHIELD VOLCANO strobilelike Volcanoes The most common type of eruption takes at a level on the earths surface.Magma and other materials get erupted through a press conduit or pipe and get accumulated around the advert of eruption. Such accumulation of erupted materials leads to organisation of a conical hill. Shield Volcanoes A second type of eruption takes place along a narrow fissure in the crust. Large quantities of magma are erupted and these spread over a large area. The magma gets grumous as thick sheets of lava to form extensive lava plateau e. g. Deccan plateau, Idaho Plateau in the USA. L AVA Lava is the word for magma (melted rock) which comes out of the volcano onto the earths surface.When lava comes out, it cools and forms rocks. On the basis of composition of lava it is divided into two basic types of lava. Lava is on the button the same thing as magma, except magma is found inside the volcano. The form of the cone depends on the type of lava which comes out of that particular volcano. TYPES OF LAVA 1. Acidic lava 2. basic lava ACIDIC LAVA Acidic lava comes from the composite cones, it is slow moving and viscous. The acid lava cone has a narrow base, but it is high with conical mildew. Acidic lava is blue in Silica but poor is weight-lift and magnesium. It has a low density but, high melting point.When the volcano erupts with a heavy explosion, this type of lava forms high, steep-sided cones and solidifies in the vent, which in turn creates a plug through which it may erupt again. An example of an acid lava dome is Mount Lassen in California. Mount Lassen, California BASIC LAVA It is the hottest lava at about 1000 degrees Celsius and is highly fluid. It is normally dark in color like basalt it is rich in iron and magnesium but poor is silica. It is not very explosive and flows softly at about a speed of 10 20 km/hr. When the lava is basic in composition it flows down the slope of land and gets solidified away from the vent.In such cases, the volcanic cone obtains a huge summit with gentle slopes around it, these are called lava shields because the shape of the volcano looks like a shield lying on the ground. OTHER FEATURES OF VOLCANOES CRATERS Craters are formed when a volcano erupts explosively, a portion of the summit gets blown off to form a depression called a crater, crater lakes are also results of volcanic activities. Crater Lake, Kutmai national Park CALDERA In some volcanoes, the summit of the volcano blows up during a violent explosion resulting in the formation of a large depression called a Caldera.Some calderas are set-aside(p) by large lakes. In the state of Oregon, United States, there is a large caldera which has a diameter of 9km. Calderas are normally considered to be large than a crater. INTRUSIVE VOLCANIC FORMS Intrusive eruptive landforms result from the cool down and crystallization of magmas beneath the surface, followed by erosion of overlying rock so that the intrusive landform is exposed at Earths surface. The study of intrusive landforms is important in that rocks contained within them provide important information about internal earth igneous processes which cannot be directly observed. . Batholiths Typically, are composed of multiple smaller intrusive bodies containing a variety of igneous rock types. They are coarse intrusions of coarse grained igneous mass formed when a huge root of magma cools and solidifies in an irregular shape. They form the core of old mountains. They are dome-shaped with no definite base. Smaller versions of batholiths are also called stocks or b osses. 2. Stocks It is an irregular igneous intrusion of magma, usually an offshoot of a batholith. 3.Sills These are intrusions of magma/lava of horizontal shape which get solidified between layers of horizontal sedimentary rock. They form terraces or benches on hill-slopes. 4. Laccoliths similar to a sill but magma collects as a lens shaped mass that arches the overlying layers upward. Magma viscosity is slightly higher than that for a sill. 5. Dykes It is a sheet like intrusive body. They are normally upright piano in shape. They are usually narrow but may gallop several kilometers in length. Dykes are more resistant, because of their igneous origin.

Textbook Analysis

University of Latvia Faculty of arts De tell apartment of slope Studies Textbook Analysis 3rd year, group B student Kristaps Briedis Riga 2013 Introduction The Focus on groundbreaking English C. A. E. is indite by Sue OConnell and initiatory published in Pearson Education Limited at the Edinburgh Gate, Harlow in year 1999, and the translation at hand is the thirteenth impression printed in 2006. The textbook is oriented for students preparing for the Cambridge credential in advance English examination.Further, the epitome of syllabus will be based on the significant abandoned in the revised and updated edition of the good English C. A. E. The whole text book consists of 240 pages. It includes fourteen units, which atomic number 18 separate according to diverse effects (e. g. Severe Weather, Time Eaters, Stress etcetera ). Each unit of the Advanced English C. A. E. is devoted to the development of to severally one(prenominal) language skills hearing, make-up, listen, speaking. Moreover, there atomic number 18 grammar and vocabulary tasks in each unit. atomic number 53 unit from the Advanced English C. A.E. (whole 12 Living Dangerously) was chosen for the analysis of the whole book, beca utilisation each unit is devoted to the development of plainly language skills and thus, it is enough to analyze only one of them in instal to understand how the whole book acidulates. Reading Reading foot be defined as the process of constructing meaning from written texts (Online 1). Thus, acquire reading skills means sagaciousness the text what one reads. But wherefore do we need to understand what we read? match to Harmer (2001200), there be devil types of reasons for reading.The first is instrumental reason, which means that people read because it helps him/her to procure particular goal (e. g. people read road signs in line of battle to cope where to go). The other type is c every last(predicate)ed pleasurable. That means that the reason for reading slightly particular text is to get pleasure (e. g. reading illustrated cartoon). Thus, it does not issue what reason the student has, it is important for him/her to pr wreakice reading skills. Unit 12 of the Advanced English C. A. E. offers the students two reading use of goods and servicess.The first text is the cartridge holder article called Living Dangerously. It contains virtually 400 course and is divided into 8 paragraphs. at that place is a pre-reading exercise, which students should do before reading the main text. The pre-reading exercises trip the students and encourage their involvement in the topic and theme of the text (Online 2). by and by doing a pre-reading and a mend-reading activity, students be asked to fill the gaps in the article choosing the graceful paragraph (from A-G) given after the text.In invest to achieve a world- coarse understanding of a text, the students do extensive reading, which includes s rout outning (a quick reading, direction on locating specific in smorgasbordation) and skimming (a quick reading to know how the passage is organized and to get an idea of the intention of the writer) (Online 3). Finally, the post-reading exercise is given to run off how the students contract understood the text and to develop their critical thinking. In this exercise the students atomic number 18 asked to find given expressions in the text and work out the meaning of them from the context (e. g. ested interest might mean a personal stake or involvement in an undertaking or situation). As the warrant task, a newspapers article You are caught in a fire then what? is given. It is about two periods longer than earlier article (about 800 words). Firstly, students are asked to scan the text (to read it quickly) in order to be able to answer rough questions in pre-reading activity (e. g. Who devised the natural selection Game and wherefore? ). Then, students should read the article more guardedly in order to do the following post-reading exercise. This type of exercise is different from the first one.In the second case students have to answer bigeminal choice questions. There are 6 questions with 4 answers in each. Some advantages of this type of exercises are the following multiple choice exercises require less time than some written tasks, it is considered to be more objective than a usual written task, and it will allow assessing ones knowledge without taking into cast all the irrelevant factors (Online 4). penning Writing is said to be a method of representing language in visual or tactile mental strain (Online 5). And more important it is a skill of marking coherent words on paper and composing text (Online 6).There are some(prenominal) reasons why composing is important, for example, the cleverness to express ones thoughts and ideas, communicative competency (letters), also it serves as a record, as in expressing ones ideas for future references (Online 6). Ther e are different types of paper written material to inform, educational writing, writing to entertain, persuasive writing and motivational writing (Online 7). To improve writing skills there are some essential instructions that need to be performed research, think, organize, write, edit, revise, relax (Online 7).Two writing exercises are included into the unit 12 of the Advanced English C. A. E. The first exercise is writing an article (250 words) about an enkindle adventure. The textbook has a good approach to the writing tasks as it provides a Task Checklist, where there are several guideline questions concerning format and approach, case and organization, style and the target reader, for example, Who are the magazine readers? or What language features are needed for this content? .Also the textbook provides a Writing File, where the features of different types of writing formal and informal letters, articles, reports, reviews and so on are sh testify. The second part of the exercise is the involvement of some structures in the article in order to emphasize or add some dramatic effect, for example, writing sentences using inversion (a reversal of normal word order) or cleft structure (A construction in which some element in a sentence is moved from its normal position into a separate clause to give it greater emphasis) (Online 8).The second exercise on writing consists of writing a memo (50 words) and a report (200 words) about the security in collage. The essential part in this task is to use the information that is already given, but using ones own words. The task also has a Task Checklist with the guideline questions and indication to the Writing File and also includes the account statement and tips on writing a memo. Advanced English C. A. E. aim is based on covering different types of writing.The Unit 12 included persuasive writing (writing a memo), which improves the skills of argumentation (Online 7), and informatory writing (writing an article). The tasks are well organized and diff utilise to understand, they provide intelligible instructions and also some tips for writing the given type of the text. to boot there is a supplement, where the features of the different types of texts are enclosed, so it is easy for a student to rapidly find the necessary information. Listening Listening is the capability to accurately receive messages in the communication process (Online 9).Listening is not an easy process because the listener should concentrate and understand everything what he/she hears on the spot. It is impracticable for the listener to adjust the pace of speech, listen again or check an unknown word. In addition, audition is not the aforesaid(prenominal) as audition as listening means paying attention to not only what is being told, but also to the manner how it is being told. According to the statistics, adults dismiss approximately 70% of time communicating, while approximately 45% of the time spent o n communication is listening (Online 9).After a short explanation on what is listening and why it is so important in casual communication, it is essential to wait on how listening is taught in schools. The textbook under analysis provides largely two (in some units one) listening tasks in each unit. According to Rost (2002), listening tasks can be divided into terce phases pre-listening, while-listening and post-listening. This division is not always present in the textbook because in quite m either of the tasks pre-listening or post-listening is missing.Pre-listening and post-listening are very important because pre-listening is like a unwind for while-reading as it activates the background knowledge andintegratesthe directions of listening (Helgesen, 1998), while post-reading allows the bookman to build mental representations and develop shortterm second language memory, and increase motivation for listening a second time (Rost, 2002). The textbook presents such pre-reading tasks as questions on the theme and vocabulary related exercises. In Unit 12 two vocabulary related exercises are offered as lead-in tasks into the following istening tasks as well as into the whole unit and theme. All while-listening tasks are divided into four different types or separate (as they are called in the book). In parts 1 and 2 a monologue or sometimes a dialogue can be heard. The task type employ in these parts is mostly filling in the gaps. The students are time-tested for ability of hearing specific information (or bottom-up listening), which, according to Helgesen (1998), is quasi(prenominal) to scanning. He writes that listening to specific information is nasty as students feat to catch everything, often taking the time to mentally translate it into their bewilder tongue (Helgesen, 1998).A longer recording of a word of honor or intercourse can be heard in the part 3. The students ability of understanding the text as a whole (or top-down listening), includi ng the gist and specific information, is tested in this part. The task types are filling in the gaps, sentence completion and four-option multiple choice questions. In part 4 five dollar bill short extracts can be heard. pupils are asked to get word the situation or topic, the manner and the attitude of speaking, the goal of the speaker or specific information. The task types are multiple matching or three-option multiple choice questions.The while-listening texts are in the form of formal and informal conversations, habitual announcements and private messages. The while-listening tasks in Unit 12 are of parts 1 and 3. Both exercises are filling in the gaps, and the recording can be heard twice in each of them. The few post-reading tasks are mostly questions on the theme, for example, the task in Unit 12 asks to imagine yourself in the situation connected with the previously heard text and discuss what you would do yourself, which is quite creative and interesting post-reading e xercise.Most of the tasks are one-way as all input comes from an outside source (like a videotape) to the learner not from outside, for example, a speaking partner (Rost, 2002). In addition, the listening sub-skills, such as skimming, scanning, note-taking, understanding attitudinal and conceptual meanings, understanding unfamiliar lexical items through context, understanding relationships in spite of appearance the sentence, also are taught in the textbook (Online 10). Speaking Speaking isthe pitching of language through the mouth (Online 11). Speaking skills enable learners to enter the residential district of the target language (Kramina, 2000 86).This vocalized form of language usually requires at to the lowest degree one listener (of course, some people talk to themselves ) speech can flow naturally from one person to another in the form of dialogue, or it can also be planned and rehearsed, as in the delivery of a speech or presentation (Online 11). According to Kramina (2 000), to act as a speaker participating in the communicative process, the learner must be able to carry out a while of skilled actions which comprise cognitive, linguistic, and phonetic skills. There are speaking tasks throughout the textbook under analysis that help practice and enhance those skills.There are four parts to the speaking tasks in Advanced English C. A. E. each focusing on different speaking skills and sub-skills. Part 1 focuses on general social language general social English and the ability to interact with other people in English. Part 2 focuses on transactional language ability to give information clearly. Part 3 practices duologue and collaboration skills, and Part 4 is designed to test the ability to report, explain, take up and to develop a discussion naturally. Pictures and other visual prompts are used in move 2 and 3 to cue various tasks.Unit 12 of the textbook under analysis includes four speaking tasks three of them concerning Parts 3 and 4, and o ne on Part 2. According to Kramina (2000) the development of communicative ability requires a range of suitable classroom activities that should provide learners with a degree of communicative urgency so that they have something interesting to assign and a reason to announce with their partners. Learners may be motivated to communicate by the enjoyment of playing a game, the challenge and satisfaction in solving a problem or completing a project.Tasks 1 through 3 focus specifically on problem solving. In task 1 the learners are faced with an unfinished statement and five possible variants to conclude it the learners are to engage in a discussion and give well-founded answers to the follow-up questions. The correct answers can then be found on the answer page of the book. Task 2 consists of parts a and b. Part a is a work in pairs, where each of the participants are to imagine themselves in a particular problematic/ difficult situation and have to come up with a sound solution, or choose one from the already given visual prompts.In part b, the participants have to briefly explain to the rest of the class the decisions they came to with their partners, and say how far they see to it or disagree with the opinions of others. Task 3 is a discussion of points concerning the topic of the unit. Several questions are given, designed to encourage the learners to use their existing knowledge on the subject, brainstorm for new solutions and express personal opinions. Next to these three tasks, tips are given on how to develop the discussions further by listening and responding to what your partner says and allowing the partner to comment on what you say.The last speaking exercise of the unit concentrates on both presenting information clearly and listening carefully to the information given by a partner. students have to work in pairs and each gets a picture to look at the pictures are of the same scene but there are several differences between them. First, Student A is to describe the left-hand side of his picture in detail, while Student B listens carefully and notes any differences (without interrupting), and when A has finished, B should mentions any differences noticed.Then vice versa, Student B describes the right-hand side of the picture, while Student A studies for differences. When students are done with both parts of the task, they are to look at the two pictures together and compare their answers to the list given on a different page. This textbook is, however, lacking tasks that would help with the phonetic skills development, so it would be up to the teacher to help students learn the skills to articulate the annotation appropriately. (Kramina 2000 65)Conclusions Although Focus on Advanced English C. A. E. is a textbook designed specifically as an integrated course for students preparing for the Cambridge Certificate in Advanced English examination, it covers all the essential language skills for foreign language teaching and is suitable for English language acquisition, and is generally a good material for the preparation of several other English examinations, e. g. , the English examination of alternate education in Latvia.The textbook offers 14 units covering a wide variety of stimulating topics, authentic reading texts from a range of sources, thoroughgoing practice of all language skills, a Grammar File with detailed information of all points covered in the units, and a Writing File with feigning text types and useful language, all coming from the experienced teacher, teacher trainer and examiner Sue OConnell. References 1. Harmer J. (2001) English Language teaching. England Pearson Education Ltd. 2. Helgesen, M. 1998) ESL Magazine. 1 (4) 24-25. forthcoming from http//www. mgu. ac. jp/ic/helgesen/marc. article2. htm Accessed March 5, 2013. 3. Rost, M. (2002) Listening Tasks and Language Acquisition. Available from http//jalt-publications. org/file away/proceedings/2002/018. pdf Accessed March 5, 2 013. 4. Kramina, I. (2000) Linguo-didactic Theories Underlying Multi-purpose Language Acquisition. Riga University of Latvia. Online Sources 1. Available from http//lrs. ed. uiuc. edu/students/jblanton/read/readingdef. tm Accessed March 6, 2013. 2. Available from http//tlc. cet. ac. il/ShowItem. aspx? ItemID=ccd2b528-84f5-4078-a76f-d6b1243f26e9&lang=EN Accessed March 6, 2013. 3. Available from http//fis. ucalgary. ca/Brian/611/readingtype. html Accessed March 6, 2013. 4. Available from http//www. multiplechoicequestionsservice. com/multiple-choice-questions-advantages/ Accessed March 6, 2013. 5. Available from http//www. omniglot. com/writing/definition. htm Accessed March 6, 2013.

Is Routine Circumcision of Infants Ethical?

History of Circumcision Reviewing the invoice of circumcision and the many misguided reasons for its normal will help form an under(a)standing of the multifaceted electric outlets concerning identification number sister circumcision. almost of the earliest evidence of potent circumcision comes from Egypt around the year 3000 BC. However, researchers studying this practice do non understand or agree on its purpose. around researches entrust that circumcision was a form of branding for slaves while other(a)s thought it to be from the priestly categorize as a form of apparitional ritual. just when is more pertinent to this argument is that the early Greeks and Romans outlawed male circumcision believe it to be a barbaric form of mutilation of male genitalia. The first enter purpose for circumcision is in the Old Testament Scriptures (Gen 1710) concerning the covenant surrounded by Abraham and divinity, representative of the relationship between Israel and Yahweh. Accord ing to the governing doctrinal election for Catholics worldwide, the Catechism of the Catholic Church, the explanation for Old Testament circumcision is in section 1150. 1150 Among these liturgical signs from the Old Covenant be circumcision, anointing and consecration of kings and priests, laying on of hands, sacrifices, and preceding(prenominal) wholly the Passover. The Church sees in these signs a prefiguring of the sacraments of the New Covenant. The circumcision of saviour in the New Testament explains that when Jesus came, as the fulfillment of prophecy that the recent covenant manifested through the innocent blood of Jesus replaces once and for all the old covenant through Father Abraham.There is no prolonged a need for animal sacrifices and the early delivererian community unyielding that baptism was to be the clean sign of the covenant. 527- Jesus circumcision, on the eighth sidereal day later his birth, is the sign of his incorporation into Abrahams descendant s, into the people of the covenant. It is the sign of his submission to the Law and his delegacy to Israels worship, in which he will watchword sectionicipate throughout his life. This sign prefigures that circumcision of Christ which is Baptism. Routine infant circumcision in the United States became prevalent in the squeamish age (1840) and reached its height during the Cold War (1940) when technology, hospitals, and modern medicine sought-after(a) to institutionalize the birthing process. Including more than 90% of boys, infant circumcisions became so routine that desexualizes performed the influence without actually receiving consent from the parents. Parents not desiring the process for their sons were considered negligent.Given the history and the misguided reasons for practicing routine circumcision, why would a parent authorize, a doctor up perform, or an amends company pay for, the routine circumcision of infants? A. Health Reasons- for certain it would be respect able to surgically remove the penis foreskin of a male infant if in some way it presented a wellness risk there is no satisfying argument here. B. Tradition-for generations, infants have underg ane versatile summonss under the reasoning of tradition. From binding feet in Japan (which has been banned) to piercing ears, and stretch necks, tradition plays a large part in the stopping point for circumcision. many an(prenominal) men, who like their own fathers were circumcised as infants, think that their tyke in frolic might as well be circumcised too. However, is there any real thinking going on here at all? I argue that just because everyone else digests off a bridge, is that any reason for you to jump off as well.Religious Beliefs- I would have to say yes, it is ethical to have a child circumcised if you are following a dead on target religious belief. The parent who has legal say-so over their child whitethorn choose (and in fact is morally obligated to choose) to do wha t they believe is in the top hat interest of the child. Therefore, for the Jews who believe that the outward sign of circumcision establishes their child in a covenantal relationship with God they are well at heart their ethical right and responsibility to have their sons circumcised.Freedom of religion is one of the building blocks of our free nation. Circumcision mentality Today thanks in part to our mass media modern alliance is ruled by prevailing mentalities. These distributive mindsets allure us to what appears to be the benefits of circumcision, while completely obscuring any thinkable negative ramifications. The mentality is permeated into societal norms, which are almost impossible to resist, and are most difficult to correct. An accepted societal mentality is further control by force of habit.Among other things, we live in a society that assumes that a male infant in the United States is routinely circumcised. seldom are discussions of the pros and cons of the proced ure brought to the attention of the parent, unless the parent specifically requests it. Even consequently, the doctor may say, It is not checkuply necessary but if the boys father has been circumcised, then you should probably have your son circumcised as wellor you wouldnt want him to look different than his friends when he becomes a high schooltime student in the locker room. Medical Ethics When looking into medical exam ethics, the Oath of Hippocrates standard for medical professionals since 400 BCE shed some superfluous light onto the situation. From the Oath I do solemnly swear by whatever I hold most sacred, that I will be loyal to the profession of medicinethat I will exercise my art, only when for the cure of my patients and the prevention of disease Therefore, considering the Hippocrates oath, a routine circumcision of an infant male does not fall into the category of curing a patient, and the preventing of disease Why then would doctors perform such an uncalled-for procedureCatholic theological Ethics As a student of Theology, from a Roman Catholic perspective I have yet to hear a discussion concerning the morality of circumcision. However after researching the Catechism of the Catholic Church (CCC) under the supply Mutilation of body parts section 2297 reads, Except when performed for strictly therapeutic medical reasons, directly intended amputations, mutilations, and sterilizations performed on innocent persons are against the moral law. VI. personalised Ethics Each parent possesses the God given right to gain ground certain decisions on behalf of their young children who cannot make these decisions themselves. A good simulation is immunizations no infant has the capability to make this decision, so the parent, in the childs best interest makes the decision to have the child immunized. I am a mother of four sons, born in the old age 1983, 1985, 1991 and 1992. Although the father of the boys was circumcised however, none of our boys is circumcised.To this day, none of them has ever had trouble of any kind, nor has it been an isprocess in the locker room. The decision to leave the boys as they were born, uncircumcised, was based on the fact that it was not a medical necessity, that anesthetic was not utilise (they had just been traumatized in birth), and that there was a possibility of complications from the procedure. Parents need to civilise a more proactive stance in researching the pros and cons of the procedure, and should spend at least as much time and energy on this decision as they do in picking out a new carVII. Objective If the documental of the National Organization of Circumcision of Infants Resource concentrate on is to reduce the number of routine circumcisions performed, I believe that to pursue this objective through legal channels alone would be fruitless. Big brass has more than enough authority in dictating to families what they can and cannot do for their children. Your best bet would be to lobby the insurance companies. Perhaps you could demand coverage for an elective surgical procedure such as having your breasts enlarged and when they evidence you no that it is just a cosmetic or optional procedure, sue them for discriminatory practices.The last thing an insurance company wants is a class action lawsuit. It would be simple for them to simply take routine infant circumcisions off their list of covered procedures. In addition, a non-covered expense for an unnecessary procedure may prompt parents to give this issue closer consideration. D. clean-living Law Next, one must consider which law is the governing authority in your life. The Moral Law operates under a set of religious beliefs. Found within the moral law are the Jewish Law, and the Christian Law (for the sake of brevity we will not mention other religious groups here).The Jewish Law of Circumcision establishes a covenant between God and Abraham (Gen 1710), representative of Yahweh and Israel. The Christi an Law comes into effect with the birth of Jesus. Jesus becomes the new sign of the covenant, with the Baptism of infants as the effective cause. Concerning Civil Law under which all persons are bound it has little criteria for establishing ethical arguments. One may ask questions of the law if allowing an un-anaesthetized circumcision is lawful, and what recourse would a child have if the procedure causes permanent damage to the male organ but these are considered civil, not ethical. Additionally, why would an insurance company pay for such an unnecessary procedure (when so many dont pay for many authoritative necessities)? Perhaps it should be regarded as elective surgery and therefore it would be a charge paid for entirely by the parent requesting the procedure, not as an ordinary and customary procedure paid for by the insurance companies. However, the Hebrew people alone practiced the circumcision of infants on the 8th day after birth. The childs father, using a flint knife, p reformed circumcision

We Are Blessed to Have Trees & Plants

This poem is written by Ruskin Bond. In this poem the poet sh bes the thoughts of his grannie who was of the opinion that the raise that has points around is blessed. For this purpose the poet planted a tree which is six months old and is growing fast. He believes that in six long time time the tree would grow and give shade so that his house will also be blessed.I think the world and its inhabitants are blessed to have trees and plants. Trees are important, valuable and necessary to our very existence. Its not too hard to believe that, without trees we humans would not exist on this beautiful planet. In f turning, some claim stern be do that our mothers and fathers ancestors climbed trees another debate for another site. Still, trees are essential to life as we know it and are the ground troops on an environmental frontline. Our quick woodlandland and the trees we plant work in tandem to make a better world.Below are the reasons why trees are important for us.Trees beat Oxy gen Lets face it we could not exist as we do if there were no trees. A mature leafy tree produces as very more oxygen in a season as 10 tribe inhale in a year. What many people dont realize is the forest also acts as a giant filter that cleans the air we breathe.Trees neat the Soil The term phytoremediation is a fancy word for the absorption of knockout chemicals and other pollutants that have entered the soil. Trees croup either store harmful pollutants or actually change the pollutant into less harmful forms. Trees filter sewage and give rise chemicals, reduce the effects of animal wastes, clean roadside spills and clean piddle runoff into streams.Trees Control Noise Pollution Trees muffle urban affray almost as effectively as stone walls. Trees, planted at strategic points in a neighborhood or around your house, can abate major noises from freeways and airports.Trees Slow Storm Water Runoff showy flooding can be dramatically reduced by a forest or by planting trees. On e Colorado blueweed spruce, either planted or growing wild, can intercept more than than 1000 gallons of water annually when fully grown. Underground water-holding aquifers are recharged with this slow up down of water runoff.Trees Are Carbon Sinks To produce its food, a tree absorbs and locks away carbon dioxide in the wood, roots and leaves. Carbon dioxide is a world-wide warming suspect. A forest is a carbon storage plain or a sink that can lock up as much carbon as it produces. This locking-up process stores carbon as wood and not as an available greenhouse gas.Trees Clean the Air Trees dish out cleanse the air by intercepting airborne particles, reducing heat, and absorbing such pollutants as carbon monoxide, sulfur dioxide, and nitrogen dioxide. Trees remove this air taint by lowering air temperature, through respiration, and by retaining particulates.Trees Shade and tranquil Shade resulting in chilling is what a tree is best cognize for. Shade from trees reduces th e need for air conditioning in summer. In winter, trees buy the farm the cart of winter winds, lowering passion costs. Studies have shown that parts of cities without cooling shade from trees can literally be heat islands with temperatures as much as 12 degrees Fahrenheit higher than surrounding areas.Trees Act as Windbreaks During windy and cold seasons, trees located on the windward side act as windbreaks. A windbreak can lower home heating bills up to 30% and have a significant effect on reducing snow drifts. A reduction in wind can also reduce the drying effect on soil and vegetation skunk the windbreak and help keep precious topsoil in place.Trees iron Soil Erosion Erosion control has always started with tree and hit planting projects. Tree roots bind the soil and their leaves break the force of wind and rain on soil. Trees fight soil erosion, conserve pelting and reduce water runoff and sediment deposit after storms.

Child Mental Health Factors Essay

The child mental health factors ar comprised of sensorial integration, emotional regulation, Attention Deficit Hyperactivity Dis put in (ADHD), Oppositional Disorder (ODD) and Autism ( international mile Non usefulness Association, 2002, p. 6). The children who welcome been diagnosed as sensitive or under-reactive to all of its five senses be perceive to be easily distracted and are displaying other challenging behaviors such(prenominal) as impulsiveness and problem of proper transition in between genuine events (Nelson, 1999 as cited from Michigan Non Profit Association, 2002, p.6). Other children are unable to place their emotions as such they are more prone to emotional outbursts whenever they are frustrated or is angry with someone (Murphy, Eisenberg and Fabes, 1999, as cited from Michigan Non Profit Association, 2002, p. 6). On the other hand, Attention Deficit Disorder (ADHD) is perceived to be more often present in male children rather than their distaff counterparts. However, the prevalence of ADHD is hard to recognize because of the usual connotation that children are naturally knotty to deal with most specially during their early stages of development. As such, there is a need to seek the help of psychiatrists and psychologists in order to properly address such a concern (Barreda-Hanson and Kilham, 1997 as cited from Michigan Non Profit Association, 2002, p. 6). The Oppositional Defiant Disorder (ODD) is often times found in children who manifest high rates of problematic behaviors.Albeit, it should be noted that since difficult behaviors in juxtaposition with hyperactivity are hard to recognize due to its tightlipped resemblance to ADHD (Speltz, McClellan and DeKleyen, 1999 as cited from Michigan Non Profit Association, 2002, p. 6). Children with Autism have difficulties communication with other people. In other cases, some of them could be virtually unaware of other people surrounding them. Autism usually appears during the age of three and has an relative incidence of 1 every 500 children (National, 1998 as cited from Michigan Non Profit Association, 2002, p. 6).