Sneak and Peek essays

Sneak and Peek papers The nationalist go about as a record is horrifying completely. Anyway to talk about the report and what's up with it, completely, would take fifty pages. I have chosen to examine one explicit arrangement, talk about its effect and recommend an elective arrangement. In the wake of the September eleventh assaults and in various Bacillus anthracis assaults, a bill was brought before congress, named The Patriot Act; the name in itself appears to constrain any American to help it, as though we are unpatriotic to pair it. The current official organization forced this bill through congress by guaranteeing that the blood of future lives lost were on the hands of these representatives and congressmen on the off chance that they didn't pass this bill. Looking back, this entire circumstance is by all accounts one that would produce poorly conceived notions and hurried activities, and basically in view of that I should stay wary of the loyalist demonstration, even before I started to intently an alyze it. While numerous arrangements of this demonstration are gross infringement of American common freedoms, we will uncover one explicit arrangements blemish, and propose an elective answer for the difficult that arrangement addresses. This is a little endeavor to recommend elective answers for the arrangements in this freedom damaging act. The arrangement we will take a gander at is area 213 of the nationalist demonstration. It grows the legislatures capacity to look through property, and perform wiretaps without fair treatment. I will contend that the progressions that segment 213 realizes are an infringement of the fourth amendment, and in light of the fact that they abuse the fourth amendment and could prompt terrible shameful acts, the loyalist demonstration ought to be looked into completely. This is a warmed discussion on the grounds that each American has faith in their entitlement to a sheltered home and that protected home must be sheltered from government badgering, s imilarly as it is sheltered from the normal hoodlum, or destructive executioner. A decent answer for this issue is just financial plan for, recruit, train, and put on the roads more... <!

Causes of Whooping Cough

Reasons for Whooping Cough Dynamic Presentation The class Bordetella contains types of microorganisms which are connected serologically each showing comparable qualities, for example, morphology, size and recoloring responses (Website 1). The Bordetella sort is answerable for respiratory contaminations that are basic in the two individuals and creatures (diary 1); Bordetella pertussis was first separated in unadulterated culture in 1906 and was for some time considered the sole causing component of challenging hack. Be that as it may, further investigations uncovered that gentle types of challenging hack could be brought about by Bordetella parapertussis and on events Bordetella bronchiseptica (site 1). Challenging hack is an exceptionally infectious respiratory disease that influences people brought about by the gram adverse bacterial pathogen Bordetella pertussis. This specific pathogen is a severe human pathogen with no proof of an effect on creatures or the earth (diary 1). The sickness can be described by bronchopneumonia, pa roxysmal hacking and the unmistakable ‘whooping’ admission of air. Pertussis is more prevelant in creating nations where basic clinical consideration is frequently not accessible and ailment (diary 2) Species Associated with Bordetella Microbes that have a place with the sort Bordetella are of significance to both pediatric and veterinary medication because of their capacity to colonize and duplicate on the ciliated epithelial cells of the respiratory tract (diary 4) Nine species have been recognized inside the Bordetella variety to date, just three extra individuals, B. bronchiseptica, B. parapertussis and b. homlessi (diary 3). B. pertussis and B. parapertussis are very firmly related by their genomes; B. bronchiseptica, which by DNA-DNA and DNA-rRNA hybridisation are likewise firmly identified with the two past species. A later expansion to the family incorporates B. avium (in the past known as Alceligenes faecalis) (site 1) which is portrayed as a winged animal pathogen causes turkey coryza and other respiratory contaminations in fowl (diary 2). Another late expansion incorporates B. hinzii (once in the past known as A. faecalis type II), which can prompt respiratory ailment in poultry and is once in a while found in people (site 1). B. trematum has as of late been proposed for a novel animal categories secluded from human injuries and ear contaminations; albeit none of the new species distinguished were related with respiratory diseases, the y are phylogenetically like different individuals from the sort (diary 2). Transmission Disease regularly starts with the bacterium entering the aviation routes of the host by means of airborne beads got from the hack of a tainted person. The pathogen continues down the respiratory tract and clinging to ciliated epithelial cells of the trachea and nasopharnyx in the host. When connection has happened, the pathogen continues to duplicate and colonize any neighboring zones. As a major aspect of Bordetella’s broad scope of destructiveness factors, it secretes poisons that harm the epithelial cells, which brings about the loss of ciliated cells; this procedure instigates the trademark hacking (diary 2). Harmfulness Factors The principle target of any pathogenic bacterium is to colonize and recreate by misusing its condition to the furthest reaches. This can be accomplished by the bacterium controlling and creating explicit variables that empower it to taint the host (diary 2). A significant number of the harmfulness factors described in the bordetellae are normal over the three species (B. pertussis, B parapertussis and B. bronchiseptica). These incorporate grips, for example, filamentous hemagglutinin (FHA), pertactin tracheal colonization factor and fimbriae, and poisons including adenylate cyclasehemolysin, dermonecrotic and tracheal cytotoxin. Other destructiveness factors are communicated by only one of the animal categories, for example, the pertussis poison and serum safe protein discharged by B. pertussis or a sort III discharge framework communicated by the species B. bronchiseptica (Journal 5) Bvg Regulation Most of destructiveness factors dislodged by this variety are constrained by BvgAS administrative locus, a two-part administrative framework. BvgA is a 23 kDa (diary 9) DNA restricting reaction controller (diary 8). BvgS is a 135 kDa (diary 9) transmembrane sensor protein kinase (diary 8). This framework helps the change of B. pertussis between its destructive period of Bvg+ and its Bvg stage which is avirulent (JOURNAL 10). For both B. bronchiseptica and B. pertussis, all together for adequate respiratory tract colonization the Bvg+ stage is essential (diary 8), this stage can be shown when microorganisms is developed on a rich media at 37 °C (diary 11) BvgAS experiences a progression of phosphorelay signal transduction occasions in light of a natural upgrade that prompts differential interpretations of target qualities. This administrative framework has an unmistakable middle of the road stage, Bvg1 that can be accomplished with the development of microorganisms in that conditions are among Bvg+ and Bvg stages (diary 11). BvgS experiences autophosphorylation when there is a nonappearance of modulators, after a few stages the phosphate bunch is moved to the amino terminal space of the subsequent part. The phosphorylation actuates BvgA and ties to advertiser locales situated on B.pertussis destructiveness enacted qualities (Journal 12). Filamentous Haemagglutinin Numerous destructiveness elements of Bordetella pertussis are very much described and any transformations in these variables causes huge decrease or complete loss of harmfulness. The microscopic organisms hold fast to ciliated cells of the epithelium in the upper area of the respiratory tract. The filamentous haemagglutinin (FHA) is the significant grip present across B. pertussis, B. parapertussis and B. bronchiseptica (diary 6). This specific destructiveness factor is critical all together for B. pertussis to connect the pathogen to the host cell. FHA is a 220-kDA surface related protein that is discharged to the extracellular condition to help the adherence to ciliated epithelial cells, in this manner starting the pathogenic cycle (Journal 2). In any case, in late investigations utilizing the firmly related species Bordetella bronchiseptica it has indicated that different attachments are similarly as significant in starting a disease; any cancellation of any of the four grips (FHA , Pertactin, fimbriae, Brk A) brings about the diminished capacity of B. bronchiseptica to tie to have cells (Book 1) Pertactin Pertactin can likewise be known as assumed names p.69 and OMP 68 because of its electrophoretic portability in SDS-Page, pertactin is a 60-kDa external film protein which helps bacterial adherence. Comparable particles are delivered by different individuals from similar sort; B. parapertussis produces p.70 and p.68 in B. bronchiseptica (Journal 2). In a correlation of the prn quality successions of B. bronchiseptica, B. pertussis and B. parapertussis, the forerunners were seen as homologous (diary 6). The system wherein pertactin elevates the adherence to the ciliated epithelial cells is obscure and no receptor has been discovered, It has been exhibited by various gatherings that pertactin can be depicted as an immunoprotective antigen (Journal 2). Adenylate cyclase poison/haemolysin Adenylate cyclase poison, a 177 kDa polypeptide (book 1) is an exceptionally harmful intense rehashes in poison (RTX) family and is a substrate of T1SS. This specific poison comprises of two practical atoms; adenylate cyclase area which ties calmodulin and catalyzes unregulated transformation of ATP to cAMP, and a RTX haemolytic space which is answerable for the authoritative to target cells and translocating adenylate area into the cytosol (diary 7). Proof recommends that the expanding levels of cAMP delivered can prompt a decline in phagocytosis just as hindrance of chemotaxis; this thusly influences a significant piece of the inborn resistant reaction book 1). ACT can possibly assume a job in grip by adjusting a sugar restricting area of FHA prompting an expanded capacity to tie to have cells. Be that as it may, the principle capacity of ACT gives off an impression of being its capacity to hinder the capacity of neutrophils (book 1). Pertussis Toxin (PT) †Type IV Secretion Pertussis poison is an individual from the AB5 poison family, demonstrating it comprises of five unique subunits (book 2), with two duplicates of the subunit 2 along with single duplicates of S 2, 3 and 5 shaping a pentameric ring. This intervenes have cell receptor authoritative and the translocation of the S 1 subunit (ADP ribosyltransferase) (BOOK 4), it is viewed as the most intricate bacterial poison. Pertussis poison is basic for bacterial destructiveness; it meddles with the instrument utilized by have cells to stay in correspondence with the remainder of the host’s body. Different influences incorporate weight reduction, raised igE creation, and expanded affectability to histamine, serotonin and cold. While the pertussis poison changes the conduct of both human and creature cells, its capacity to repress initiation of the resistant framework in light of contamination best clarifies its job in human challenging hack (book 2). A full comprehension of Type IV discharge is yet to be accomplished; be that as it may, it provides a genuine case of the capacity of microbes to adjust gatherings of proteins to its new needs (book 4). The study of disease transmission As far as epidemiological amounts, there are two central viewpoints: the transmission rate and the length of the irresistible period; these qualities decide the fundamental regenerative rate R0 (diary 13). The mucous layers of the human respiratory tract are the common living space for Bordetella microbes, despite the fact that B. pertussis can make due outside the body for up to a couple of days and can be transmitted through defiled things. Larger part of infectors happen through direct contact with a tainted individual (site 1). Preceding the twentieth century was viewed as a horrendous youth sickness, in 2008 it despite everything happens for roughly 195,000 passings around the world. Of these lethal cases 95% happened in creating nations. Flare-ups have been

EAPS Field Trip

EAPS Field Trip Towards the beginning of the school year, my friend Rachel R. 16 forwarded me this email: Greetings, On Saturday September 13th and Sunday September 14th, I will lead our “annual” field trip to central Massachusetts. This trip is intended for all members of the MIT community and will involve a brief introduction to the geology of Massachusetts and visits to spectacular places in the central part of the state. We will see dinosaur footprints, 200 million year old rift-deposits with astronomically forced cyclicity, glacio-fluvial deposits from ca. 10-15 thousand years ago (including varves), and metamorphic rocks that formed at ca. 10 km depth in the crust. We will depart MIT at 8:00 AM on Saturday, camp at Barton Cove, and return at approximately 1-2 PM on Sunday. Everyone is invited to participate. Camping equipment is available, if needed. For those that do not want to camp Saturday night, a van may be able to return to MIT by 7 PM. Please let me know if you would like to come or at least be included on subsequent emails regarding the trip. We can always use volunteers from the faculty and students to help out and/or co-lead and welcome ideas for new field trip stops. Let me know if you have any questions. Traditionally we have had a great turnout amongst grad students, staff as well as new undergraduates. Please come along and tell anyone you know in the MIT community that they are welcome. It is a great opportunity to meet new people and talk about geology! We dont have infinite space as this is a tough weekend for van rentals so sign up early and reserve a space! Sam Ive always had some curiosity about geology (since I took an Earth Science elective in high school), love hiking, am very quickly becoming more interested in studying more macrobiological things (so this gives a taste-ish of field work), had a really good friend who graduated in Course 12 last year (and Im pretty sure she specialized in geobiology I hope I got that right), AND Im trying to do more new things in college. Because college. So Rachel and I decided to sign up for the trip together! This video is pretty much just a compilation of me squinting at the camera a couple times, bits and pieces of scenic hikes, and clips of Sam Bowring  talking about awesome/exciting geological features and rocks while cars rudely decide to drive by and mess with my sound quality. I tried to fix what bits I could, but my priorities this weekend were finishing other homework and trying to get this up before midnight, which prevented me from nitpicking while editing. Which is probably a good thing. Basically, if you take anything away from this, its that Course 12 is underrated by MIT undergrads (there are so few per year!) and that rocks are cool.  Also camping and hikingtheyre cool too.   And, lastly, as much fun as one may have while getting away from campus for a weekend, it can also get cold and rainy and cause n00bish vloggers to wince at the camera unintentionally (Im working on this whole photogenic thing). P.S. Victory! Beat the Sunday at midnight deadline :) P.S.S. Welcome new bloggers, your posts are wonderful and I cant wait to continue reading them this year! P.S.S.S. I dont know why YouTube isnt letting me pick a thumbnail. Or decreased the quality to 360p. So many struggles .

Can children with autism develop a theory of mind (ToM) - Free Essay Example

Sample details Pages: 8 Words: 2318 Downloads: 8 Date added: 2017/06/26 Category People Essay Type Research paper Tags: Autism Essay Did you like this example? Introduction A Theory of Mind (ToM) can be defined as the way in which children aged 3-to-4 years begin to develop a theory about their own and other peoples mental states, which include beliefs, intentions, knowledge and desires (Baron-Cohen, 1995). It is argued that humans have an innate predisposition to make inferences about their own and other peoples behaviour in order to predict and understand behaviour and that these mental processes have evolved because of the generally social and co-operative nature of life (Baron-Cohen, 1995). Mitchell and Lewis (1994) further argue that humans frequently attempt to manipulate the behaviour of others and one way of achieving this to instil a false belief, which can be achieved through the use of deception. Don’t waste time! Our writers will create an original "Can children with autism develop a theory of mind (ToM)?" essay for you Create order The false belief task has become the classic test of determining whether young children have developed a ToM. However, research suggests that children with autistic spectrum disorders (ASD) are unable to develop a ToM as they have difficulty understanding the concept of a false belief. The following essay will explore research that has investigated children with ASD and the question of whether they are able to develop a ToM is supported or refuted. Methodology for Determining a ToM The methodology used to establish whether a ToM has developed during early childhood is known as a false belief task (FBT). To pass a FBT, children are required to give the correct answer about a belief held by another individual and the ability to do this occurs in typically developing children at about the age of 4 years. There have been a number of variations of the FBT which follow a similar format involving young children demonstrating an understanding that another person can have an incorrect belief in comparison to their own belief. Wimmer and Perner (1983) developed the classic FBT, the unexpected transfer task, in which children are asked to infer the beliefs of Maxi regarding his chocolate bar. Maxi (a doll or puppet) puts his chocolate in one cupboard and then goes out of the room. While he is away his mother moves the chocolate bar to a different cupboard and the children are asked which cupboard Maxi will go to for his chocolate when he returns.   The results sh owed that older children (92% aged 6- to 7-years) said that Maxi would look in the cupboard where he left his chocolate bar, whereas 58% of children aged 4- to 5-years said he would look in the cupboard that his mother had moved the chocolate bar to (Wimmer and Perner, 1983). Variations on the task include the Sally-Anne task developed by Baron-Cohen, Leslie, and Frith (1985) in which Sally hides her ball and, when she is not looking, Anne moves the ball to a basket. The children are asked where Sally will look for her ball and most children aged 4 understand Sally will have a false belief about where her ball is. Another FBT involves a deceptive box in which children are shown a box covered with pictures of Smarties. When the box is opened there are pencils inside, not Smarties. Children aged 40 months were asked what their friend would think was inside the box, 70% said pencils, whereas 50% of children who were almost 4 years old said Smarties (Perner, Leekham and Wimmer, 1987). T he findings from FBTs are consistent and appear to demonstrate that around the age of 4 years typically developing children go through a conceptual change in being able to articulate and form a representation theory of other peoples mental states (Surian and Leslie, 1999). However, according to Mitchell and Lewis (1994) the wording used in false belief tasks may lead to misunderstandings by typically developing children younger than 4-years. Other factors can also contribute to some children passing a FBT. Earlier ability, for example, language development, has been considered an important factor (Fisch, 2013) and those children with older siblings and children who participate in fantasy play (Wellman, 2014). Autistic Spectrum Disorder (ASD) The American Psychiatric Association, in its Diagnostic and Statistical Manual of Mental Disorders, 5th edition defines ASD as a condition where there are persistent deficits in social communication and social interaction this involves impairment in verbal and non-verbal communication together with repetitive and stereotypical patterns of behaviours and interests (DSM-V, APA, 2013, p.50). ASD is a spectrum disorder and can range from autism with severe impairments to Aspergers Syndrome which means the individual is high functioning and has a typical IQ (Adams, 2013). It is suggested by Senju, Southgate, White, and Frith (2009) that high functioning individuals with Aspergers Syndrome are more likely to develop a conceptual understanding of a ToM in comparison to those with classic autism. However, according to Wellman (2014) most adolescents and adults with ASD perform poorly on FBTs. Wellman (2014) argues that children with ASD have delayed cognitive abilities in areas such as language development and therefore this, together with their social impairments, prevent them from developing a ToM. Using an unexpected transfer FBT with children with ASD older than 4 years Baron-Cohen et al. (1985) found that they were not able to successfully complete the task. As children with ASD have several cognitive impairments it was proposed that the failure to pass the FBT may be related to learning difficulties. However, when the children with ASD were compared with a control group of typically developing children and a group of children with Downs syndrome, learning difficulties were not found to affect the successful performance for the children with Downs (Baron-Cohen et al.1985). Many other studies have found similar results with different groups of children compared to typically developing children that appears to suggest there is a cognitive impairment in children with ASD in developing a ToM (Baron-Cohen, 1995).   Surian and Leslie (1999) further suggest t hat the findings from these studies suggest there are specialised neurocognitive mechanisms that support the development of a ToM. Surian and Leslie (1999) used the Sally-Anne FBT and compared children and adolescents with ASD and mental ages of around 4-years, with a group of typically developing 3-year-old children. As predicted by Surian and Leslie, all the children in both groups failed to pass the FBT. However, even with instruction the children with ASD did not improve and remained unable to pass the FBT, although the 3-year old typically developing children showed improvement. The research identifies cognitive limitations in the typically developing children at age 3 which affects their performance, whereas the children with ASD appeared to be caused by a deeper meta-representational impairment (Surian and Leslie, 1999, p.141). The study shows that although both groups of children (those aged under 4 years and those with ASD) typically fail the FBT, the reasons for the fai lure are different. The 3-year old children could pass the FBT with prompts and guidance, however, this was not the case for the children with ASD.[AJ1] It is concluded by Surian and Leslie (1999, p.153) that typically developing 3-year-old children have intact conceptual competence and limited processing capabilities, whereas children with autism have sufficient processing resources but limited conceptual competence. Children with ASD may respond more successfully to a FBT if other mediums such as drawing are used. In a study that compared typically developing children (aged 4-years) with a group of children who had learnt signing language late in childhood and a group of children with ASD (aged 6-to-13 years), a standard FBT and a drawing FBT were used (Peterson, 2002). It was found that the late signing children and the children with ASD had lower scores than the typically developing children in the standard FBT. However, in the drawing FBT the late signing children and the ch ildren with ASD had higher scores than the typically developing children. The findings suggest that children with ASD (as well as the late signing children) have some understanding of the conceptual nature of an FBT but appear to be unable to express it in a standard, verbal way. The study supports the role of language in the development of a ToM as the profoundly deaf children who had not learnt signing until relatively late, had a three-year delay in developing a ToM (Peterson, 2002). It is also suggested by Peterson (2002, p.1457) that drawing may be a better way for children with ASD to communicate as they may have difficulties recognising a link between what people say and what they think because their minds are organised in a more pictorial manner around visual images. Neurological Evidence regarding the ToM Fisch (2013) argues that technological developments in neuroimaging appear to suggest that a neurocognitive explanation is more appropriate than other explanations for the social and cognitive impairment in ASD. This perspective is supported by Wellman (2014) who reports that when neuroimaging techniques are used the medial prefrontal cortex and right temporoparietal junction are the predominant areas activated during ToM tasks such as social reasoning (Wellman, 2014). In a longitudinal study undertaken over a 5-year period by White, Frith, Rellecke, Al Noor and Gilbert (2014) typically developing children were compared with children with ASD. Using functional magnetic resonance imaging (fMRI) atypical activity was found in the children with ASD and that there is a neurophysiological abnormality that persists despite improvements over time, despite individual differences in performance, and is present even in mildly impaired ASD adolescents (White et al. 2014, p.23). Can a ToM be Taught? Evidence from the research undertaken by Surian and Leslie (1999) and discussed previously appears to suggest that despite prompts and guidance, passing an FBT did not improve in children with ASD. Swettenham (1996) attempted to teach a ToM using a computerised version of the Sally-Anne task which may be more appropriate for children with ASD. This is because children with ASD have problems communicating with other people and respond well to computers as there is no social interactions involved and they can work at their own pace. In the study there were three groups; children with ASD (mean age 10-years), typically developing children (mean age 3.5-years) and children with Downs syndrome (mean age 11-years). It was found that all three groups passed the Sally-Anne task after instruction. However, although the typically developing children and the children with Downs syndrome were able to generalise the finding to other similar tasks, this was not the case for the children with ASD . Swettenham (1996) suggests that the children with ASD developed a different type of strategy in order to pass the task but did not have any understanding of the conceptual principles of the FBT. However, Begeer et al. (2011) also investigated the effectiveness of ToM training children with autism using a randomised controlled trial in which children with 40 high functioning ASD children with normal intelligence levels, aged between 8- and 13-years who were compared with a control group of typically developing children. It was found that children with ASD improved in their conceptual ToM skills, but not in their understanding, self-reported empathic skills or parent-reported social behaviour. Conclusion There appears to be considerable evidence in the many studies undertaken in the 1980s and 1990s that suggest that children with ASD are unable to develop a ToM and do not understand that other people can hold a false belief. However, there appear to be some inconsistencies in the research, for example Peterson (2002) found that children with ASD were more successful passing an FBT using drawing rather than verbal responses. Swettenham (1996) [AJ2]however, found that while children with ASD could pass an FBT presented on a computer they were using a different type of strategy and there was little understanding of the conceptual principles of a ToM. Children with ASD, who experience language delay as well as social impairments may have greater difficulty understanding a FBT (Wellman, 2014). However, one problem with early research into ToM is the methodology used which relies heavily on just one indication of whether a child has acquired a ToM, which is the FBT, even though there are several variations of the task. More recent research has used neuroimaging techniques (e.g. White et al. 2014; Wellman, 2014) which appears to suggest damage to the areas involved in ToM activity. References Adams, M.P. (2013). Explaining the theory of mind deficit in autism spectrum disorder. Philosophical Studies, 163(1), 233-249 American Psychiatric Association, (APA, 2013). Diagnostic and Statistical Manual of Mental Disorders (DSM-V fifth edition). Washington, DC: American Psychiatric Association. Baron-Cohen, S. (1995). Mindblindness: An Essay on Autism and Theory of Mind. Cambridge MA: MIT Press. Baron-Cohen, S., Leslie, and Frith, U. (1985). Does the Autistic child have a theory of mind? Cognition, 21, 37-46. Begeer, S., Gevers, C., Clifford, P., Verhoeve, M., Kat, K., Hoddenbach, E. and Boer, F. (2011). Theory of mind training in children with autism: a randomized controlled trial. Journal of Autism and Developmental Disorders 41, 997-1006. Fisch, G.S. (2013). Autism and Epistemology IV: Does autism need a theory of mind? American Journal of Medical Genetics, Part A, 161, 2464-2480 Mitchell, P. and Lewis C. (1994). Critical issues in childrens early understan ding of mind. In C. Lewis and P. Mitchell, (Eds), Childrens Early Understanding of Mind: Origins and Developments pp. 1-15, London: Psychology Press. Perner, J., Leekham, S.R. and Wimmer, H. (1987). Three-year-olds difficulty with false belief: The case for a conceptual deficit. British Journal of Developmental Psychology, 5, 125-137. Peterson, C.C. (2002). Drawing insight from pictures: the development of concepts of false drawing and false beliefs in children with deafness, normal hearing and autism. Child Development 73(5), 1442-1459. Senju, A., Southgate, V., White, S., and Frith, U. (2009). Mindblind eyes: An absence of spontaneous theory of mind in Aspergers syndrome. Science, 325, 883à ¢Ã¢â€š ¬Ã¢â‚¬Å"885. Surian, L. and Leslie, A.M. (1999). Competence and performance in false belief understanding: A comparison of autistic and normal 3-year-old children. British Journal of Developmental Psychology, 17, 141à ¢Ã¢â€š ¬Ã¢â‚¬Å"155. Swettenham, J. (1996). Can childr en with autism be taught to understand false belief using computers? Journal of Child Psychology and Psychiatry, 37(2), 157-165. Wellman, H.M. (2014). Making Minds: How Theory of Mind Develops. Oxford: Oxford University Press White, S.J., Frith, U., Rellecke, J., Al-Noor, Z. and Gilbert, S.J.   (2014). Autistic adolescents show atypical activation of the brains mentalizing system even without a prior history of mentalizing problems.   Neuropsychologia, 56, 17-25. Wimmer, H. and Perner, J. (1983). Beliefs about beliefs: Representation and constraining function of wrong beliefs in young childrens understanding of deception. Cognition, 13, 103-128.

The Ethics Of The Texas Foster Care System - 1141 Words

While looking at the dangers and environment in a child’s home, advocates such as employees of the Department of Family and Protective Services of the State of Texas, have the moral obligation to take into consideration safety of children shelters and foster homes. Morally, advocates for the children should also take into consideration the psychological trauma that the child may or may not experience through being taken away from family and being placed, possibly multiple times, at new places away from everything they know. The Texas foster care system is administered by the state’s Department of Family and Protective Services (â€Å"DFPS†), a division of the Health and Human Services Commission (â€Å"HHSC†). Within DFPS, the division of Child†¦show more content†¦As conservator, DFPS undertakes the constitutional and statutory duties of ensuring the child’s safety, permanency, and well-being. During the period of TMC, DFPS is required to make reasonable efforts to reunify children with their families if safe and appropriate, or to make timely efforts to legally free them for adoption or find another permanent placement for them. While the child is in the state’s TMC, Texas law requires the appointment of an attorney to represent the child’s expressed interests and a guardian ad litem to protect the child’s best interests in the state court proceeding affecting the parent-child relationship. Under Texas law, TMC lasts for one year, or at most eighteen months. After that time, if the child has not been reunited with his birth family or provided with some other permanent family, he enters the state’s Permanent Managing Conservatorship (â€Å"PMC†). Once the child is in the state’s PMC, that initial legal proceeding is concluded. After entry of that final order, Texas state law provides no mandate that the child continue to be represented as he was in TMC. Thus, a substantial number of children in the state’s PMC have no independent adult obligated to represent their expressed or best interests in state court proceedings held twice a year to review DFPS actions. For each child under the state’s conservatorship, a DFPS caseworker is

American Woman Free Essays

American Woman The struggles America has dealt with have been expressed in the lyrics of popular songs, specifically issues pertaining to government, politics, the period of the Cold War and Vietnam War. Another American issue that has been expressed in popular music is the drug world and its complications, creating a strong and forceful depiction of America. The song titled â€Å"American Woman† has been expressed through many different medium of art. We will write a custom essay sample on American Woman or any similar topic only for you Order Now American Woman† has two versions; the first version was made by the Canadian rock band the â€Å"Guess Who†, the second version was made by the American singer and composer Lenny Kravitz. â€Å"American Woman† is a successful song that has caused many controversies over the years; for example, regarding the â€Å"Guess Who† version, it refers to attacks on U. S. politics and government, especially for the Cold War and Vietnam War, while Kravitz’s version expresses his personal take on drug use and his personal battle with drug addiction. â€Å"American Woman† is a product of the Vietnam War and its issues. When the vocalist of â€Å"The Guess Who† referred to American woman, he actually referred to The Unites States. Some lyrics of the song reflect the political and government issues of the U. S. For example, â€Å"Don’t come hangin’ around my door, I don’t wanna see your face no more, I got more important things to do, that spend my time growin’ old with you† (L. 18-21). This part of the song is basically saying that Canada has its own troubles that they have to deal with, and they don’t need to get into some wars over opinion with the U. S. The â€Å"Guess Who† version also refers to America’s imperialistic attitude at the time of the Vietnam War. For instance, â€Å"I don’t need your war machine; I don’t need your ghetto scenes† (L. 35-36). This phrase is referring to the nuclear weapons that the U. S. used in Vietnam and the after math of the explosives. During the time of the Cold War and the Vietnam War, America tried to get Canada to adopt nuclear missiles and join in the war. The â€Å"Guess Who† showed in the lyrics of â€Å"American Woman† the rejection of war activities. For example, â€Å"Colored lights can hypnotize, Sparkle someone else’s eyes, now woman, I said stay away, American woman, listen what I say† (L. 37-40). These lyrics basically refer to the explosions of the bombs that occurred in Vietnam, Laos and Cambodia from 1955 to 1975 (Vu Tung). The phrase implies that Canada does not like wars, and it tells the U. S. government to bother someone else. At the time of the Vietnam War, Canada had economic growth, political independence and regime survival in a post-Cold War environment. In the Kravitz’s version of the song â€Å"American Woman† the original political themes of the song were replaced by his personal takes on drug use and his personal battles with drug addiction. When Kravitz mentions American woman as a white girl, he actually refers to the use of cocaine. For instance, â€Å"Huh, American Woman, stay away from me, American woman, mama let me be† (L. 1-2). In this phrase, he is refusing to use drugs, especially, cocaine. Furthermore, he is also saying that drugs don’t let him be the person that he wants to be. In America, the number of drug users increases every year. Drugs are everywhere, especially at parties and night clubs. Kravitz used the lyrics of â€Å"American Woman† to transmit the message of avoiding drugs. For example, â€Å"Colored lights can hypnotized, Sparkle someone else’s eyes† (L. 13-14). This phrase also reflects how the use of drugs can captivate people by making them feel good; however, Kravitz refuses to take drugs, and he wants to stay away from them. In the song â€Å"American Woman† Kravitz shows his personal experience using drugs and the negative effects of the illegal substances. For instance, â€Å"Don’t come knocking ‘round my door, I don’t wanna see your shadow no more† (L. 11-12). In these lyrics the singers is referring to his personal experience using drugs. When he mentions shadows, he refers to how painful and hard is the addition of these illegal substances. Kravits throughout the song shows how he fought to quit drugs. In the following lyrics expressed â€Å"I gotta go, I gotta get away, Baby, I gotta go, I wanna fly away† (L. 29-30). Although the drug world at first glance seems amusing, from Kravitz’s experience, he prefers to get away from temptations. In conclusion, â€Å"American Woman† is an extraordinary song that has caused many controversies over the years; for example, regarding the Guess Who’s version, it refers to attacks on U. S politics and government, especially for the Cold War and Vietnam War, while Kravitz’s version referrers to the rejection of the drug world and his personal experience with cocaine. The challenges that America has had over the years, have been subjects for songs, paintings, poetry, films and art in general, especially those themes that are related with the U. S. government, politics, wars and illegal drugs. America will always be the subject of inspiration for artists around the globe because it is a country with a variety of cultures and population issues. Work Cited * The Guess Who. â€Å"American Woman†. Elyrics. net. 200-20013. Web. March 20, 2013. * Kravitz, Lenny. â€Å"American Woman†. Elyrics. net. 200-20013. Web. March 20, 2013. * Vu Tung, Nguyen. â€Å"Vietnam’s Membership of ASEAN: A Constructivist Interpretation†. Military and Government Collection. Vol. 29, Dec 2007. Web. March 20, 2013. How to cite American Woman, Papers

Meaning of God

What is the meaning of God in the different stages of development? Many religious groups in the world recognize the presence of God in their day-to-day lives. However, they know God in different ways. This research paper will look at God according to different stages of human development.Advertising We will write a custom research paper sample on Meaning of God specifically for you for only $16.05 $11/page Learn More Developmental Stage (0-2 years) This is the initial stage in which an infant is brought into the world after birth. An infant encounters God through the family. This means that parents have an influence on a child as far as God is concerned. At this developmental stage, the infant is still getting used to the environment and the people within it. As such, a child cannot have the ability to comprehend fully the meaning of God. The infant is still at a stage where he or she is learning to walk, speak and how to carry out very basic activities. The child still needs close monitoring from a parent or a guardian (Korniejczuk 25). During infancy, children acquire knowledge by observing the environment around them. They are able to gather and obtain information through touch, seeing and hearing. At this stage, the child is inquisitive and satisfies his or her needs through various ways. The child responds to various stimuli that are present within the environment. Consequently, a child adapts gradually to its environment and as time goes by, it learns more about what takes place in society. The child observes closely the actions of adults and their behavior. At this developmental stage, children are more likely to depend on the visual aspect of communication as compared to any other stage (Korniejczuk 31). As such, their understanding of the meaning of God is not likely to be very much developed. This will largely depend on their exposure to images and religious symbols, which can create an impression on their minds as they g row up. From the age of eight months onwards, the child can know that things exist in various forms. This helps in improving the memory capability of the infant at this stage. Therefore, this means that a child at this stage can remember symbols shown to him or her. This can draw the child closer to the existence of God. Therefore, the ability of adults to influence children is eminent. Such effects would have lasting consequences on the lives of children. Adults influence children to adopt a particular interpretation regarding the meaning of God (Korniejczuk 36).Advertising Looking for research paper on religion theology? Let's see if we can help you! Get your first paper with 15% OFF Learn More 2-6 years developmental stage In this stage of development, the child’s view is still influenced by his or her external environment and the element of curiosity begins to set in. At this stage, the child starts developing emotional, psychological and physical instincts , which directly arise due to external influence. At this stage of development, a child’s level of understanding and perception regarding the existence and the meaning of God is simplistic and basic (Bridges 34). This is the age that children start going to school. Children start attending preschool and elementary classes and as such, they come across the meaning of God in their lives. The child benefits from learning external environment, which is usually through formal and informal learning. The child is also at a stage where he or she begins valuing various physical activities in form of playing, walking, running, jumping and dancing. These make them more exuberant. This high-spirited nature of children within this developmental stage offers teachers and parents, who are in close contact, the ability to introduce aspects of religion to the child through teachings (Bridges 39). At this stage, parents and teachers are likely to involve such children in several religious acti vities that cherish and worship God. The child is able to learn various religious symbols, teachings, practices and other festivals that are important among devotees of the respected deity in society (Bridges 40). Interaction of these children with their parents, teachers, and other people within a particular environment offers them an opportunity to be involved in affairs concerning their belief. Children are therefore encouraged to value the importance of devotion to God within a particular religious society. Again, they are taken through the principles of a certain religion. Many religious groups and organizations emphasize on values related to sacrifice, worship, fasting, perseverance, and righteousness, as a means of appeasing God.Advertising We will write a custom research paper sample on Meaning of God specifically for you for only $16.05 $11/page Learn More At this developmental stage therefore, children are involved in all activities that might make them honor the teachings of God as introduced to them by their parents, teachers, and other adults (Bridges 44). 7-11 years developmental stage This developmental stage coincides with a child’s active involvement in formal education and this has many implications to a child’s ability to interpret the role of God regarding his or her daily life. Children at this developmental stage are encouraged to be familiar with the teachings relating to particular religious group and they are made to understand the importance of observing those religious doctrines (Gunnoe 201). Regular aspects of devotion are introduced to children, such as regular prayer sessions and creating time to help the needy in society. Children at this developmental stage also become aware of deep and symbolic religious practices and doctrines that influence the belief within a particular religious group (Gunnoe 207). Within this developmental stage, children learn the importance of applying religiou s principles, which they are taught as a way of strengthening their belief and faith in God. Through this form of devotion, children become aware of spirituality in all aspects that are related to their daily lives. These spiritual pillars are shown to these children to ensure that they are pure in their minds and their hearts in their daily activities according to the wishes and will of God (Gunnoe 211). Children are taught about the choices they make and the consequences they have to endure in the process of decision-making. This is made to solidify the belief that God rewards those who do well and punishes those who do things that go against his will and teachings. Therefore, within this developmental group, children are made to recognize the importance of respecting authority both at home and school. They are encouraged to be responsible for their actions regardless of the setting (Gunnoe 213). 12-21developmental stage This is a time when children are approaching puberty phase w here they become exposed to physical, emotional, and psychological changes in their persona. At this developmental stage, puberty means that these children are closing a door to childhood and are exposed to challenges that result from changes experienced in their bodies (Kedem 5).Advertising Looking for research paper on religion theology? Let's see if we can help you! Get your first paper with 15% OFF Learn More This developmental stage coincides with a time when teenagers are exposed to all types of influences existing within their environments. Adolescence exposes them to heightened sexual attraction to opposite sex and the yearning to belong and to be accepted by their peers. In such a situation therefore, the relationship between teenagers, young adults and God takes a new dimension (Kedem 6). Since this is the time when teenagers are more energetic, their teachers and parents need to involve them in activities that are more communal. Through this, they can learn the value of sacrifice. The spiritual environments within which these teenagers find themselves should strive to equip them with the means in which they can overcome forces that may end up influencing them negatively (Kedem 7). They should be encouraged to focus on positive and alternative ways through which they can channel their youthful energies and exuberance. The participation of these youths in such values encourages them to identify the importance of sharing resources with those who are in need (Kedem 9). At this developmental stage, the youths can be aware of their goals and ambitions in life. Therefore, religion influences their positions in society. During this developmental stage, teenagers are in transition from adolescence to adulthood and as such, they have to make sound educational choices. This would have a direct influence to the types of careers they choose to pursue later in life (Donahue 145). The approach taken by religious groups aims at allowing youths to acquire skills that would help them adapt well in society. Through various focus groups within religious establishments, youths are given more freedom to participate in various activities, which can enhance their talents (Donahue 147). Participation of youths in activities such as choir, singing contests, theatre and sports engages them in beneficial activities as opposed to other activities that would be harmful in society. These activities help to give youths a safety that would keep them away from worldly pressures confronting them in form of peer pressure and conflicts with their parents. Religious setups strengthen the belief of youths towards God. This helps them focus in life hence they are able to avoid forces which may wreck their character and ambitions (Donahue 151). Young religious leaders are increasingly being involved in religious activities because they can relate better with their fellow youths. This means that they encourage them to strengthen their belief and faith. They are therefore able to achieve religious literacy, which helps them to be devoted to their religious teachings (Donahue 156). Conclusion Children under the age of 6 years need close relationships with their parents, which can draw them closer to religion. As revealed by various studies, knowledge about religion is limited to interactions encountered between children and parents. This is because they have close contacts with them. As shown by the study from the ages of seven to early adolescence, children become aware of several ways that can help them become devoted to their chosen religion. From the teen years to early stages of adult hood, the young people become aware of the concept of religion. They are exposed to various changes and religious regulations, which make them to be well equipped to cope with challenges. The study could not show devotion to their religion because, as shown in the paper, the practice of religion has become complex. Even though respondents exhibited a deep understanding of religious issues, other details regarding influential personalities in religion were not adequately covered by the survey. As shown in the paper, participation in other activities such as dance, choir, and drama have a big influence as regards to passing of messages concerning religion. The interviews did not explore how extra curricula activities can influence youths to be more devoted to their chosen religions. Works Cited Bridges, Lisa. Religion and Spirituality in Childhood and Adolescence. Child Trends, 2002. Web. Donahue, Martin. Religion and the well-being of adolescents. Journal of Social Issues, 51, 1995. Web. Gunnoe, Linda. Parental religiosity, parenting style, and adolescent social responsibility. Journal of Early Adolescence, 19, 1999. Web. Kedem, Peter. The effects of religious education on moral judgment. Journal of Psychology and Judaism, 11, 1987. Web. Korniejczuk, Victor. Psychological Theories of Religious Development: A Seventh – day Adventist Perspective. Institute for Christian Teaching Education Department of Seventh-day Adventists, 1993. Web. This research paper on Meaning of God was written and submitted by user Jillian Farmer to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.