Importance of schedule and routine for Young children Essay Example

Importance of schedule and routine for Young children Essay Example Importance of schedule and routine for Young children Essay Importance of schedule and routine for Young children Essay The agenda and everyday constituents of planning can assist make a model of security for immature kids. Children who are provided with a predictable agenda and secure environment are more likely to experience confident about researching their universe . Through these geographic expeditions, kids strengthen their connexions to the people and environment around them ( Klein, 2002 ) . The format becomes familiar to them, and they welcome the periods of self-selected activities, group clip, out-of-door drama, resting, eating, and toileting. The constitution of trust that grows between instructor and parent is based on consistent day-to-day contact and the wellbeing of the kids. An Educational Program is a procedure by which pedagogues use Five Specific Principles that are cosmopolitan constructs accepted by professionals working with immature kids: All kids are alone. Child s parents are their primary pedagogues. Child learn though drama. A kid s whole being develops as one. Childs take larning into their ain custodies. These rules guide pedagogues in their Three Main Duties: Establishing a acquisition environment. Planning and conducting activities. Intervening democratically with kids, parents, and staff members. A Planing Play Experiences Why Do Early on Childhood Educators Plan Play Experiences? Supportive counsel from grownups is indispensable for traveling kids to higher degrees of development. To assist kids develop in their usage of drama as a vehicle for increasing nervous constructions. Why Plan -To aid kids pattern accomplishments they will necessitate subsequently in life. To estimate a kid s developmental advancement A When kids are engaged in an activity, all countries of their development ; Physical, social-emotional, cognitive and linguistic communication are being stimulated. Any growing in one dimension triggers growing in others. It is of import for pedagogues to acknowledge all countries of development and to be after intercession, environments, and activities throughout the twenty-four hours that foster overall development of the kid. Because the kid s whole being develops as one: Design an environment that fosters all countries of development ( physical, social-emotional, cognitive and linguistic communication ) . Provide assorted stuffs with the aim of furthering all countries of development. A Because the kid s whole being develops as one: Establish a day-to-day and hebdomadal modus operandi that meets the developmental demands of kids. Observe kids to detect their abilities and endowments in all countries of development, and program activities that build on these. Plan state of affairss and play activities that foster the development of the whole kid A Because the kid s whole being develops as one: Record observations about the kids. Usher kids in productive ways so that, they may profit from all larning chances. Talk with kids about their drama. Keep ambitious kids. Collaborate with parents and co-workers. A Children Take Learning into Their ain Handss All kids already possess the seeds that will let them to develop to their full potency. Educators do nt make the acquisition for the kids, but they H2O the seed of acquisition by supplying age-appropriate challenges that reinforce the kids s abilities and construct on them. Educators open the manner by promoting kids to do picks, observe, experiment, explore, interact, and be independent. We empower kids when we allow them to develop their ain ideas, feelings, and organic structures, and back up them in pass oning their thoughts, doing links, being funny, and interacting actively with the universe around them. When we provide kids with chances particularly created for them, they become active scholars and lief take part in the procedure. Because kids take larning into their ain custodies: Establish clearly-defined, good -equipped larning Centres in rumpus rooms. Ensure that the acquisition environment is at kids s degree and to the full accessible. Arrange stuffs to promote liberty, decision-making and active engagement. Label shelves and transparent bins with images that show where stuff belong. A Because kids take larning into their ain custodies: Allow kids to take activities and stuffs harmonizing to their involvements. Offer open-ended activities. Plan activities that foster success. Use rumpus room direction tools ( planning boards, occupation boards ) . Plan activities that stimulate kids to detect their involvements and promote them to move upon them A A I. Time Agendas An Unstructured Timeline that explains what each clip slot will dwell of. Basic things to retrieve when making your clip agenda: Provide for jumping periods of quieter and more active experiences. Provide for indoor and out-of-door drama. Have sensible gait throughout the twenty-four hours. Have a balance between single ego selected learning experiences every bit good as little and big group activities. What should it include? Meeting the Needs of Children The agenda should supply for jumping periods of quieter and more active experiences. The agenda should supply for indoor and out-of-door drama. ( Include alternate activity periods for inclement conditions. ) The agenda should supply for a sensible gait throughout the twenty-four hours. The agenda should supply for a balance between single self-selected acquisition experiences, and engagement in the more structured small-group times. The agenda should supply for modus operandis. Meeting the Needs of Adults Adults need assortment merely as kids do. Adults need respite from being invariably with kids. The agenda must supply clip for health professionals to recognize and chew the fat with parents at the beginning and terminal of the twenty-four hours. A Sample Timetable 9:00 9:10 Good Morning single hullo s 9:10 9:30 Show and Tell 9:30 9:45 Exercise Time 9:45 10:00 Bathroom Time 10:00 10:30 Snack and Quiet Book Time 10:30 11:15 Centre Time 11:15 11:30 Math Activity 11:30 11:50 Language Time 12:00 12:30 Lunch 12:30 1:15 Deferral 1:15 2:00 Quiet Time ( Rest ) 2:00 2:30 Free Play 2:30 2:45 Story Time 2:45 3:00 Review of the Day s Events 3:00 3:15 Prepare for Home A As the kids arrive it is of import for early childhood educators/educational helpers to retrieve, that the kids s parents are their primary pedagogues. Educators play a truly of import function in kids s lives, because kids spend many hours each twenty-four hours in their attention. However, it is really of import that kid and household services workers neer forget that parents are the primary pedagogues of their kids. The pedagogue s function consists in supplying larning chances to kids that complement and reenforce the households values, attitudes and behaviors at place. Children will ever profit if parents and pedagogues are consistent in their educational attacks at place and at the Centre. This implies changeless communicating between parent and pedagogue. Parents should besides hold entree to the Centre s installations throughout their kid s twenty-four hours. It is of import that you greet each kid upon reaching. The parent should convey the kid to the rumpus room used for arrival clip, where kids of different age groups gather until most of the kids have arrived. It is of import that you, or the pedagogue nowadays, inquire the parent for any information that might hold an impact on the kid s twenty-four hours. Some kids will experience separation anxiousness and will shout as they see their parents leave ; it is of import to take clip to soothe these kids and to hold them concentrate on an activity or a plaything that is merriment. Typically, these kids shortly integrate into the group. A Engagement | Exploration | Application | Connection | Top created 12-Oct-2009 modified 12-Oct-2010 glossary right of first publication

Capital punishment Research Paper Example | Topics and Well Written Essays - 2000 words

Capital punishment - Research Paper Example At present capital punishment is abolished in maximum countries but there are some countries like USA, India and China where it is still practiced though in the rarest of the rare cases. The idea behind capital punishment crops from the medieval concept which means to repay back in blood for the blood taken. Their thinking behind favoring capital punishment is that it reduced state expenses by putting the person to death immediately, sending a strong message to the society against the crime and thus allows a retribution of the crime. The argument can thus be stated that As capital punishment or death penalty is a debatable issue, there are many scholarly reviews that focused on both the aspects of this situation. The paper would focus on those scholarly resources where death penalty has been favored over its abolishment. In the article â€Å"Should we reintroduce the death penalty?† capital punishment has been shown to be favored by the people of Australia. In the article it was seen that people of Australia reacted in favor of capital punishment over a particularly brutal murder of a nurse named Anita Cobby in 1986 (Should we reintroduce the death penalty?, 1990, p.6). The article was divided into two groups of persons. The group against it said that it was the most barbaric and medieval form of torture inflicted on the person. It could increase violence. The group favoring it said that death penalty helped to reduce the threat to the social order as in the absence of such an extreme measure, solidarity of the society could be hampered. They also argued that imprisonment cannot guarantee that upon release the person would not commit the same crime again. They also stated that keeping a criminal in prison would simple add up to the cost of the state economy (Should we reintroduce the death pe nalty?, 1990, p.6). So it would be judicious

Cracking time for different protocols Essay Example | Topics and Well Written Essays - 500 words

Cracking time for different protocols - Essay Example 2). This is because these protocols do not need the usage of encoded that could make sure the privacy or discretion of email messages. Another example of how different protocol designs affect the time needed to hack is intrusion hacking. Intruders use a range of attacking mechanisms to acquire access to networks. These mechanisms consists of password-cracking mechanisms, protocol cracking, and manipulation instruments (Miltchev et al., n.d., p. 7). Detection mechanisms used by intruders help identify alterations and alternatives that occur inside networks faster in TCP/IP than POP3 or SMTP protocols. An IT team called Nohl attempted to crack the OTA protocol in 2011 and realized its design is far more secure than any products by Microsoft or Linux. Hacking the OTA protocol took the team longer to get through by sending commands to a number of SIM cards than cards with other types of security protocols such as Java (Olson, 2013). Protocol performance affects cracking time by decreasing the number of surged weak points in the respective network. Protocols with significantly better performances have environments with few weak points. In such settings, a well performing protocol dos not timeout frequently (Miltchev et al., n.d., p. 7). For example, a study conducted on protocol HACK found out that it was better than SACK because of SACK’s continuous timeouts. On the other hand, HACK was able to maintain data stream to some degree. This performance was in fact six times better in terms of output than SACK in the existence of surge errors (Balan et al., 2002, p. 359). Another case of the cracking time of protocols depending on the frequency of weak points is 2013’s powerful supercomputer NUDT Tianhe-2Â  ability to crack a 128-bit AES code. Researchers estimated that the supercomputer would take over 333 million years to crack this key, which is

Negative Effects of Media on Youth: Causal Effect Analysis

Negative Effects of Media on Youth: Causal Effect Analysis Natasha Nguyen Why is it difficult to show that media causes harm to young people? Introduction The impact of the media on young people has long been an issue, with concern that younger audiences are negatively influenced by media. Effects research has been used to determine whether media causes harm on young people. However, media effects research has its difficulties in generating viable results. This paper will outline why it is difficult to show a direct causal effect from media resulting in negative outcomes and behaviours from young audiences. No media effects researchers believe in direct effects and a cohort of media scholars make valid claims supporting this statement. Barrie Gunter effectively explains the validity problems with media effects research, with Albert Bandura’s famous ‘Bobo Doll’ experiment as an example. David Gauntlett’s views on the flaws of the effects model are also relevant to the discussion and McQuail makes very constructive points on how audiences can choose how they let media affect them. To further justify that it is difficult to show that media causes harm to people, the ideas discussed will be related to the case study of the murder of 2 year old James Bulger. Validity of Effects Research Early media effects experiments, such as the Payne Fund Studies, consisted of children participants being placed in artificial environments (Gunter 2008,p.1085). They were fed dosages of media violence controlled by researchers who then exposed them to environments where they could behave in aggressive ways if they choose to (Gunter 2008,p.1085). However, these studies have been criticized by scholars for lacking validity (Sparks, Sparks Sparks 2009,p.272). The experiments were too far-fetched to produce any feasible results about media effects as they were artificial; taking users out of their natural habitats, feeding them media they would not usually consume and using unrealistic representatives for real-life violence (Ruddock 2013,p.27). Gunter (2008) is especially adequate at explaining the problems with validity in effects studies. He outlines the issues with conducting experiments in artificial settings. Participants are aware of researchers and act accordingly, doing what th ey thought the researcher wanted (Gunter 2008,p.1088). Gunter (2008,p.1102) reports how the selection of media extracts fed to participants were devoid of their original context and could be interpreted differently when embedded in their original source. Media effects research cannot be discussed without referencing Bandura’s (1963) Bobo Doll experiment (Sparks, Sparks Sparks 2009,p.272). The study illustrated that when watching a televised model commit aggressive actions, children were more likely to imitate the actions if the model was rewarded instead of punished (Sparks, Sparks Sparks 2009,p.272). This suggests an association between aggressive media influences on the children to mimic the aggressive acts but Gunter (2008) cautioned against mistaking association for causation. There were many flaws to that experimentation, with even Bandura (2009,p.110) himself discussing the severe constraints tied to controlled experimentation. Flaws in the â€Å"Effects Model† In response to traditional media effects studies, Gauntlett (1998) discusses the flaws of media effects studies, outlining why it cannot be used to prove that media causes direct harm to young people. Firstly, he discredits effects research for coming to social problems backwards. Researchers start with violent media and attempt to find ways to connect it to social problems, such as aggression, instead of beginning with social problems to find their causes (Gauntlett 1998,p.214). Gauntlett (1998,p.216) also criticizes the effects model for treating children as inadequate and more manipulable than adults, being influenced into behavior adults wouldn’t be. He questions the validity of effects research by discussing the use of artificial studies, claiming that they are selective and based on the belief that the subjects will not change their behavior as a result of being observed (Gauntlett 1998,p.219). In examining some of the flaws that Gauntlett presents, it is clear that it i s difficult to research media effects to show a direct causal effect as the methods traditionally used undermine the validity of the results. Audience’s Choices on Effects The influence media has commonly depends on audience motivations, as information conveyed is not what influences audiences but rather people’s self-determined reaction to this information (Petty, Brinol Priester 2009,p.126). Pieslack (2007) delves into this concept through his studies of music and war. He states that people voluntarily expose themselves to the effects of media, citing soldiers at war as an example who become aggressive after listening to rap music because they want to become aggressive (Pieslack 2007,p.134). McQuail (1997,p.205) explains how typical effects models were perceived as a one-way process of causality, from media to consumer, where the audience was viewed as a passive recipient of media content. However, individuals have unique tastes in media, with some more inclined to expose themselves to media violence (McQuail 1997,p.206). This destroys the notion of media messages being forced upon individuals unwillingly, evidencing that young audiences know ingly visit effects upon themselves (Ruddock 2013,p.28). Young people often learn from media because they choose to (Bandura 2009,p.97). This demonstrates the difficulty in showing that media causes harm to young people as there may be a correlation between aggression but there is no proof of direct causation, with certain individuals choosing to let media influence them (Gunter 2008,p.1095). Audiences Backgrounds Media aggression does not have the same effects on everyone and some may be more susceptible than others to effects of media violence (Gunter 2008,p.1095). Individual media audiences have different psychological makeups that influence the way they respond to aggressive media (Gunter 2008,p.1112). The consumption of violence and aggression from media is complex and must account for the audience’s differing psychological profiles (Gunter 2008,p.1097). Media violence can produce aggression when paired with troubled social conditions (Ruddock 2013,p.35). We cannot assume that violence from media consumers is directly linked back to the media as there are many other influences which can cause aggression in individuals. Peer influences, family conflicts and other factors may all influence aggressive behaviour (Sparks, Sparks Sparks 2009,p.273). It has also been reviewed that negative effects of media violence were mostly visible among the poor, less educated and socially disenfranc hised (Ruddock 2013,p.35). This proves that violent media effects are mostly a risk for individuals whom already had difficult lives and as a result, it is difficult to prove a direct causal effect from violent media. The James Bulger Murder In 1993, controversy over media effects on children surfaced following the murder of two-year-old James Bulger by two ten-year-old boys, Jon Venables and Robert Thompson. Bulger’s body was found mutilated on a railway line two days after his murder. Though no evidence of it was brought to trial, violence in videos was considered a possible stimulus. There were many links made by the press between the crime and events in a film called Childs Play 3 (Bignell 2002,p.134). Venable’s father had rented the film however, Venables did not live with his father and had never seen the film (Bignell 2002,p.134). There was no way to connect the crime to the film and direct effects were never proven and authorities concluded that the crime was the case of two disturbed individuals acting on dark impulses, rather than on the influence of violent media. Thompson grew up in a brutal environment, being assaulted by five older brothers and an alcoholic mother. His tough upbringings may ha ve produced aggression when paired with violent media. He could have chosen to let aggressive media influence him voluntarily, wanting to become more aggressive to deal with his surroundings. This underlines Pieslack’s (2007) point about audiences voluntarily exposing themselves to media effects. The boys’ psychological makeup could account for their actions and their responses to aggressive media. Venables came from troubled family conditions, exhibited low self esteem and was temperamentally fragile. His difficult circumstances made him more vulnerable to the effects of media content, as discussed by Gunter (2008). It would be wrong to assume that violent media directly caused the boys to commit the crime as there was no direct proof and a range of other factors clearly had influence on the pair. Concluding Remarks It is difficult to show that media causes harm to young people and that a direct causal effect resulting in negative outcomes exists. The view that media has direct and powerful effects on audiences is more accepted by the general public than media effects scholars (Oliver Krakowiak 2009,p.517). Some researchers acknowledge that media violence can influence viewers but not in all circumstances, all audiences and not directly (Gunter 2008,p.1063). Media effects scholars such as Gunter, Gauntlett, Pieslack and McQuail disagree with direct causal effects. In researching media effects through experimentation, results compiled are questioned for their validity as research conducted in artificial environment can encourage unnatural participant responses. Aggressive behaviour cannot be solely blamed on violent media content as there are many other factors which influence an individual’s motives for being violent. As seen through the James Blumer case study, an individual’s mo tives, psychological makeup and social background can influence the level of power media has over them and disproves the idea of direct effects. Reference List Gauntlett, D 1998, ‘Ten Things Wrong with the Effects Model’, in R Dickinson, R Harindranath O Linne (ed.), Approaches to Audiences: A Reader, Arnold Publishers, London, pp.120-130 Gunter, B 2008, ‘Media Violence: Is There a Case for Causality?’, American Behavioural Scientist, vol. 51, no. 8, pp. 1061-1122 McQuail, Oliver, M Krakowiak, K 2009, ‘Individual Differences in Media Effects’, in J Bryant M Oliver (ed.), Media Effects: Advances in Theory and Research, Routledge, New York, pp. 517-531 Petty, R, Brinol, P Priester, J 2009, ‘Mass Media Attitude Change: Implications of the Elaboration Likelihood Model of Persuasion’, in J Bryant M Oliver (ed.), Media Effects: Advances in Theory and Research, Routledge, New York, pp. 517-531 Pieslack, J 2007, ‘Sound Targets: Music and the War in Iraq’, Journal of Musicological Research, vol.26, no. 2, pp. 129-149 Ruddock, A 2013, Youth and Media, SAGE Publications, London Sparks, G, Sparks, C Sparks, E 2009, ‘Media Violence’, in J Bryant M Oliver (ed.), Media Effects: Advances in Theory and Research, Routledge, New York, pp. 269-286

Barbados Essay -- Geography History Island Barbados Essays

Barbados GEOGRAPHY Barbados is the eastern most island of the Caribbean, located in the North Atlantic Ocean, northeast of Venezuela (13 10 N, 59 32 W). It is considered a â€Å"Coral Island† due to its vast coral shore beaches that surround the perimeter of the island. Overall, Barbados is 430 square kilometers, with 97 kilometers being coastline area. The circumference is approximately 55 miles around, and has a pear-like shape to it. Length and width wise, Barbados is 21 miles and 13 miles respectively. In Comparatively speaking, Barbados is 2.5 times the size of Washington D.C. Geologically, Barbados is actually 2 large masses of build up of coral on sedimentary rocks, that have formed the island over thousands of years. The terrain is relatively flat, but rises gently to the central highland region of the island. Along the coastline, the elevation is at it’s lowest (zero meters). Mount Hillaby is the highest peak on Barbados at 336 meters above sea level (1,147 feet). The climate in Barbados is tropical. It is often sunny, and there is about 3,000 sun hours annually. Trade winds constantly sweep across the island, keeping the temperature rather comfortable. Temperatures are very stable throughout the entire year. In January, the average high temperature is 83 °F, and the average low is 70 °. In July, the average high temperature is 86 °F, while the average low is 74 °F. Despite the constant winds, hurricanes infrequently hit Barbados. Occasional landslides are the only natural disasters that plaque the island. The west coast of Barbados is often referred to as the â€Å"Platinum Coast†. It is renowned for the clear warm waters that lap gently on the beach’s gold and white sands and massive coral reefs. The... ...p Over a Centerpiece of Barbados Culture. The Toronto Sun. p. T6 King, John. (2003, August 8). Melody: A festival to fight for, guys. Retrieved on April 13, 2004. from [www.barbadian.com]. Norton, Graham, (February 2002). Barbados: British empire in the miniature. History Today. 52 (2), 52. Retrieved March 2, 2004, from Expanded Academic Database. Parliament of Barbados. (April 30, 2004). Retrieved March, 30, 2004, from www.parliamentbarbados.gov.bb The Abbreviated History of Barbados. Retrieved March 2, 2004, from http://www.barbados.org/history1.htm U.S. Department of State. (August 2002). Background Notes: Barbados. Retrieved March 2, 2004, from http://www.state.gov/r/pa/ei/bgn/26507.htm World Fact Book, (December 18, 2003). Barbados. Retrieved on April 13, 2004, from [http://www.odci.gov/cia/publications/factbook/geos/bb.html].

Characteristics of a Person

Characteristics of Personhood Rationality The ability to reason is seen as being one of the defining characteristics of personhood. Rationality can be summarised in our ability to make considered choices and decisions at a higher intellectual level. Rationality is illustrated in our ability to justify our thoughts and actions through reason, scaled to emotional or practical variables. Aristotle considered that the thought-processes that precede our actions are pivotal to personhood.Such thought-processes generally involve evaluating the positive and negative consequences of our actions, and deciding whether the ‘reward’ is worth the ‘cost’. This ability to predict consequences of our actions isn’t shared by the lower animals, and is pivotal in making the distinction between a person and a non-person. We have the ability to justify our beliefs and actions and to enter into reasoned dialogue with others. Rationality also leads to the ability to evaluate experience and draw logical, considered conclusions which will influence our actions in the future.The lesser animals lack this capability, a view which is illustrated in the following example: the squirrel stores food for the winter in order to survive, however the squirrel does not store food because it knows that food will be scarce in the winter; the squirrel stores food because of impulses governed by animalistic instinct, and nothing besides. The squirrel could not consider the possibility of an abundance of food in the winter, and decide that it did not wish to store food for the winter, and is confined to the demonstration of instinct.To further illustrate this point we could say that dogs have desires but they do not have choices. For example, when a piece of meat is left unattended, a dog would see it and eat it straight away because it desires the meat and has no regard as to whom it belongs or whether eating the meat would be of benefit to it. In this sense, animals suc h as dogs act on the basis of their desires. On the other hand, we as humans would firstly deliberate between the pros and cons of what to do with this piece of meat, taking into account the various factors and potential consequences of eating it.Humans will not simply act on the basis of their desires but will make a decision and then perform an action according to the decision that we make through our rationality. Possessing a network of beliefs Possessing a network of beliefs is a characteristic that predominately distinguishes humans as persons, as opposed to animals. A network of beliefs can be formed on the basis of reasons in accordance with our rational nature as persons are able to reflect upon the relative strengths and weaknesses of the evidence of these beliefs, basing our belief system on what others tell us and on our own experiences.It is believed that in comparison to most animals, humans have a much more complex network of beliefs. For example, a dog may avoid eatin g chocolate because of a bad experience devouring a whole box – but it is doubtful that the dog is able consciously to hold the belief that â€Å"chocolate makes me sick†. A human, however, has the ability to make a rational decision from past experiences and act upon this belief.For example, if a person eats chocolate and is allergic to it and is thus made ill by it, through a network of wider beliefs such as â€Å"allergies causing illness†, â€Å"the feeling of being ill being horrible†, etc a person can deduce that â€Å"chocolate makes me sick and therefore I won’t eat it again†. Unlike animals we can have beliefs about the past and future and refer to these beliefs as the past and future; an animal may remember something as a belief from the past such as the chocolate but can only see how it will affect the present.We can also have beliefs about beliefs; humans have the ability to hold beliefs about possibilities and things that may ha ppen in the future, whereas animals can only have beliefs about the actual and fact. Language User Language users are beings who can communicate with others through a range of mediums. This means that they are able to talk about ideas in the abstract. Furthermore, language is necessary for the possession of genuine ideas and concepts about the world. Language allows people to understand their desires; without language, beings would be unable to communicate and request their desires.For example, a cow can feel hungry and desire grass but it doesn’t know that it desires grass and feels hungry because it does not have those concepts. These concepts are human linguistic concepts. A creature’s mental horizon is broadened by the ability to represent the world by signs. Language gives the user the ability to express thoughts about an infinite number of things. Furthermore language allows the intelligent construction of arguments; it allows the user to criticize and justify. M oreover, language permits a new king of socializing, based upon discussions.It allows interaction and develops personalities. Language broadens people’s knowledge and their emotions. All of these examples mean that one is a person if one can use language. This is because language allows you to formulate your thoughts and having thoughts and self-awareness means you have the capacity to understand the thoughts of others. This means you are a person. Self Awareness Self awareness is the ability to experience and do things whilst understanding what it is that’s going on and having an awareness of the fact that it is ‘I’ that is having the experiences.Descartes defines self awareness as having a conscious mind. He believed that using speech and reason were good examples of the mind working. He uses this theory to eliminate animals from what he classes as a person, and in turn describes them as ‘nothing more than a complex machine. ’ However, altho ugh we are unable to know whether an animal is self-conscious or not, they are clearly conscious in the sense that they are aware of their surroundings and at times can be unconscious. However, consciousness is not the same as self-consciousness.Another way in which self awareness can be described is by a person’s ability to talk about themselves using words such as ‘I’ or ‘mine’. It is the ability to describe ones mental state to others and to understand them from the first-person point of view. Looking back upon your memories is another example and knowing that it is ones self that has experienced these memories. A good example to illustrate self-awareness is the ‘mark test’. This is where a mark is placed on the head of a participant who is then placed in front of a mirror.If the participant tries to wipe the mark off their reflection in the mirror, then it is argued that they do not recognise the reflection in the mirror as them and therefore lack self-awareness. If, however, they wipe the mark off their foreheads, then clearly they understand that the reflection in the mirror is them and they therefore have a sense of self. Infant humans beyond the age of 24 months, as well as some animals such as apes, dolphins and elephants, can successfully complete the test whereas other animals are not.This shows that self-awareness is not a characteristic that can be associated with all animals and as such may be a way of distinguishing between animals and persons. Social Being One characteristic that is thought to be essential for personhood is that of being a social being. Humans, unlike other animals, have a â€Å"prior awareness† of the existence of other human beings. We identify ourselves in the context of our relationships with other human beings and through our various roles in society. Arguably, we can only recognise ourselves as a person if we have prior awareness of the existence of other such persons.T hroughout life, humans form complex social relationships with others which they often maintain and develop. Human beings have a more developed society than animals such as dogs and horses due to the fact that humans have plans, intentions and schemes. They are individuals but this individuality stems from society. This inherent social nature is dependant upon our ability to communicate, allowing us to establish social roles and connect with others. Through this we see our own identity, as belonging to groups: work, culture, nationality and so on. Arguably, our â€Å"persona† might be largely formed because of these networks.To have a good life, we must interact with others in order to be able to reflect upon our own selves. In this sense, persons depend on society for not only specific ambitions and goals but also for language, beliefs and to compare themselves to other individuals. It is through this that we can discover the best way to live and therefore hopefully live a go od life. We cannot achieve a good life in isolation as we cannot share our thoughts and feelings with other people. Human beings are social animals and it can be argued that being a person necessarily involves having complex relationships with others.Penguins huddle together for warmth, instinctively, not for any reason more complex than this. They don’t have meetings, parties or â€Å"heart to hearts†, and wouldn’t later reflect upon this, or develop because of it. Creativity, autonomy and individuality Autonomy is the ability to reason about whether to perform an action or not and suggests that persons are not controlled by our natural instincts, unlike animals. It appears that a person is not entirely influenced by basic instinct, and can refer to more complex thoughts and ideas in decision making.This is shown through the example that a dog does not reflect on whether to bark at the stranger in the street, or continue to go about its own business in the shad e, whereas a person will often reflect upon the reasons for and against acting upon their immediate desires. A person is able to rise above their basic animal drives and take a measure of control over their own lives. By enabling us to reflect on how to act, reason gives us some mastery over our passions, elevating us above the level of creatures of instinct.The capacity to reflect and reason gives us a measure of autonomy or self-control. Individuality allows each person to identify and emphasize the uniqueness of each of us and it is argued that an individual person is defined not so much by their shared human essence as by the particular characteristics of his or her own nature. Human beings in all societies give themselves proper names which uniquely identify them as individuals and some philosophers have argued that it is a natural tendency for all human beings to construct a unique personality.Also, animals appear to have no concept of creativity or imagination and only experi ence things for what they are. For example, an animal would not understand metaphor, because a metaphor is a representation of something else, and an animal cannot fathom this concept. Yet, people do have the ability to be creative and imaginative. Moral Sense Having a moral sense means that we are able to decide what we should and shouldn’t do, to identify what is good and bad, and to label actions moral or immoral. Kant says that a person uses their moral principles and this determines their actions.He also says that we, as moral persons, are able to recognise what our duties are and then we can further choose whether to act in accordance with these duties. Acting in accordance with our moral duties rather than our desires is what makes our actions truly free as we can transcend our desires in order to do what we see we ought to. For example, although we may not want to give ? 5 to famine relief, we realise that we ought to and recognising this duty can motivate us to act o n it. Morals tend to be related to humans, as animals don’t have the notion of orality. For example, in the case of a lion killing an antelope for food, we see this as an act of survival; therefore we cannot blame the lion for being immoral. However if a human killed an antelope for sport it could spark a moral debate, as some people would agree with it and some people would think it immoral. If we can’t attribute morals to animals, but we can attribute morals to humans, then there is a distinct difference between the two. This distinction illustrates that maybe we only attribute morals to persons.

Essay about The Endocrine System - 1431 Words

The endocrine system is a group of glands distributed throughout the human body. This group of glands secretes substances called hormones. These hormones discharge into the bloodstream (Shier, Butler Lewis, 2009). The endocrine system does not have a single anatomic location. It is dispersed throughout the human body. The final purpose of this system is to control, regulate, and coà ¶rdinate the functioning of the human body (p.291). Some body functions can be activated or inhibited by hormones, which are secreted in very small quantities. Hormone related diseases may be due to hyper secretion or hypo secretion. The hormones secreted by the endocrine glands regulate the growth, development and function of many tissues, and coà ¶rdinate the†¦show more content†¦Hyperthyroidism may result in exopthalmia (The eyes protrude) (p. 301). The parathyroid glands are in front of the base of the neck around the thyroid gland and secrete parathyroid hormones. The parathyroid hormone regulates blood levels of calcium and phosphorus (p. 301). The parathyroid hormone affects the bones, kidneys, and intestines (Shier et al., 2009).Adrenal glands are endocrine glands that sit atop the kidneys (Shier et al., 2009). The adrenal glands secrete hormones that increase the heart rate, breathing rate, the force of cardiac muscle contraction and elevates blood pressure and blood glucose level. This activity prepares the body for energy expending action, sometimes called fight or flight responses (Shier et al., 2009).According to Shier, Butler and Lewis (2009), â€Å"other glands that produce hormones and thus are parts of the endocrine system include the pineal gland and the thymus gland†(p. 307). These authors also argued that the pineal gland, located deep between the cerebral hemispheres, secretes the hormone melatonin that acts on certain brain regions and functions as a biological clock. The changing levels of melatonin across 24 hours enable the body to know wh en it is daytime or nighttime.Shier, Butler and Lewis (2009) explain that the thymus gland, in the anterior superior mediastinum, secretes hormones called thymosins that play an important role in immunity. The thymus is related to the production of lymphocytes. The reproductive glandsShow MoreRelatedEndocrine Systems : The Endocrine System1170 Words   |  5 PagesEndocrine System Iesha Alexander, Racquel Shannon, Jerome Crumsey Richard Parker Dorsey School of Nursing BIO 102 Endocrine System The endocrine system is inclusive of the glands of the body and the hormones they secrete. The secretion of these hormones helps to control numerous bodily functions. Hormones are chemicals that work in correlation with your body’s systems to function properly! These hormones are secreted directly into the bloodstream. 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Each have specificRead More The Endocrine System Essay 601 Words   |  3 PagesThe Endocrine System The function of the endocrine system is to regulate the body functions by the use of hormones. The structure of the endocrine system is therefore the structure and location of all the main endocrine glands. The pituitary gland, thyroid, pancreas, adrenal glands, and the sex glands (testes) are some of the more important ones, but there are several others. The glands secrete hormones directly in to the blood, which act as messengers. The nature ofRead More The Endocrine System Essay1347 Words   |  6 PagesThe endocrine system is a group of glands distributed throughout the human body. This group of glands secretes substances called hormones. These hormones are dumping into the bloodstream (Shier, Butler Lewis, 2009). The endocrine system does not have a single anatomic location. It is dispersed throughout the human body. 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